ciency in regulation of her social interactions and used multiple non-verbal behaviors such as body postures and gestures. She has no peer relationships and does not attempt to share or interact with others. She spoke very little if at all and did not try to compensate with gestures when spoken to. She was preoccupied with an abnormal focus on spinning things, flapping her hands, and banding her body/head against the wall. This child appeared indifferent to other people but would agree to sit beside her teacher. She did not respond to her name and was passive when hugged by her teacher but allowed it (this was a newly learned behavior). Her facial expressions were distorted and difficult to read; she would maintain an indifferent expression even when slightly engaging in an activity with her teacher. She would participate in touching a toy with her teacher for a short period and then return to her hand-flapping, or other like activities. She appears hearing impaired but is not. She has learning problems and is unable to utter a combination of more than two words. She requires long-term and ongoing treatment with therapists and teachers who work with her parents. Positive reinforcement and floor play are required to promote any skill and while she is not institutionalized, all teaching takes place at the center.
The diagnosis of Autistic Disorder is based on the requirements of six or more items with two from impairments of social interaction, one from impairments in communication, and one from restricted repetitive patterns of behaviors. In this case, T. exhibits the following: marked impairment in use of nonverbal behaviors to regulate social interaction; failure to develop peer relationships; lack of sharing; and lack of social reciprocity; lack of spoken language; lack of make-believe play; preoccupation with restricted patterns of interest; repetitive motor mannerisms; and persistent preoccupation with object parts. ...