Why Is There a “Spectrum” in ASD? 39Given that normotypic (typical or normal) brain function includes parts of
the brain that control social functions and temporary memory, such faulty
synapses and connections can be a very serious matter indeed, and may well be
linked to ASD symptoms.
Of course, one must keep in mind the “spectrum” associated with the disorder.
When the depletion or reduction in the brain tree occurs is crucial. For example,
if a fetal brain has been exposed to certain environmental factors at very early
stage of the fetal brain development (i.e., between about 4 weeks and 8 weeks
of gestation), then irreparable damage may have occurred to the undifferenti
ated progenitor neurons (e.g., oxytocin‐ or arginine vasopressin‐receptor posi
tive neurons). If environmentally introduced chemicals destroy these vital
progenitor cells, then the newborn may lack key functional brain compart
ments that control communication, and the infant would manifest classic
autism symptoms. On the other hand, if the fetal brain is exposed to the
same kinds of chemicals at later stages of the fetal brain development (about
weeks 14–20) then the majority of these progenitor cells would survive and the
fetal brain could still develop, albeit with reduced numbers of the neurons that
participate in communication skills. This child may have weaker social skills
but would manifest the symptoms of the spectrum and would be more like a
“high functional autistic” child. Exposure to much later stages of development
may result in an Asperger’s child. Some may possess the outstanding capabili
ties of, say, an Albert Einstein, since the replaced neurons have made their
brain much larger through a huge increase in the number of synapses. Such
children may show the signs of Asperger syndrome, now considered part of
the ASD syndrome, with a combination of troubling social awkwardness and
dazzling intellectual ability.
Why Is There a “Spectrum” in ASD?
ASDs emerge very early in a child’s life, typically prior to the age of three, and
are characterized by serious challenges in their communication skills, social
interaction, and general behavior. Lack of reciprocal social interaction and lim
ited verbal and nonverbal communication are common observations. These
children will find it difficult to understand the feelings of others. This is central
to a concept known as “theory of mind,” which focuses on the ASD individual’s
diminished ability to recognize body language, relate to the emotions of others,
and to make customary eye contact. These tell‐tale symptoms of children who
suffer from ASD may contribute to the aggressive behavior of these children
towards others. The term “spectrum” acknowledges the widely ranging skills,
symptoms, communication disabilities, and impairment levels that children
with ASD often exhibit. Some children suffer mildly from these symptoms;
others live with severe disabilities. The latest edition of the widely accepted