(Hendricks, 2004) The difficulty in understanding and acknowledging autism, primarily high functioning autism or Asperger’s Syndrome, by the medical, psychological, and psychiatric community, can lead to misdiagnosis and even failure to provide the services needed for students (Autism Today, 2007).  Autism is not a disease, or a reaction; it is a developmental neurobiological difference in brain functions.  People with autism may evidence difficulty in social interactions, problems with verbal and nonverbal communication, and odd or restricted activities and interests. Symptoms of autism are usually recognized during the first three years of childhood (Introduction, Autism, 2007); however, higher functioning autism or Asperger’s Syndrome is often not recognized until children are of school age. 

Autism impacts normal development of the brain in the areas of social interaction and communication skills.  The disorder makes it hard for us to communicate with others and relate to the social world. In some cases, aggressive and/or self-injurious behavior may be present (Autism Society of Delaware, 2005); however, internal behaviors such as withdrawal, depression, anxiety, eating disorders, and social isolation may be just as prevalent (Fattig, 2007). “Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell and taste (Autism Society of Delaware, 2005).”  Therefore, a team of professionals, working together, utilizing appropriate measures and information, should be making an informed diagnosis to ensure appropriate supports, accommodations, medications, and systems are in place to provide a free appropriate public education in the least restrictive environment (Smith, 2005). 
A number of people have the idea that people with autism are so profoundly affected that they can't talk. If they are talkers, many assume that they converse like Dustin Hoffman's character in "Rain Man." But autism involves a wide spectrum. Asperger's Syndrome is an autistic disorder that is at the high-functioning end of the spectrum. (Brunett & Williams, 2005)
To meet only briefly in a single setting, is not enough to paint a complete portrait of a student’s needs and abilities.  Often, a student with autism can appear to have the behaviors of a mentally handicapped, behaviorally disordered, or hearing impaired person (Autism Today, 2007).  The behaviors noted, are sometimes dismissed as immaturity, odd, or shy (Mudloff, 2007).  One professional recently informed a parent that her child could not possibly have Autism, and more specifically Asperger’s Syndrome (AS), because he doesn’t “lick strangers faces,” (Lawrence, 2007).  
 High Functioning Autism, Asperger’s Syndrome, or Attention Deficit Disorder
Many children, who are diagnosed at a very young age with Attention Deficit Disorder (ADD), may in fact have Asperger’s Syndrome (Brunett & Williams, 2005).  Asperger’s Syndrome is typically characterized by average to above average intelligence, poor social communication, poor social skills, lack of eye contact, rigid need for rules and routine, anxiety and/or depression, pedantic speech, sensory processing difficulty, and perseverative thought processes.  Persons with high functioning autism or Asperger’s tend to rely heavily on rigid internal rules and struggle with the unwritten social rules of social interaction.  Failure accompanies a student with AS, like a close companion, and we may need much reassurance during stressful periods.  A psychologist, and friend, stated, “You have to remind them that for every criticism, it can take upwards of hundreds of complimentary comments to undo the extreme embarrassment or humiliation,” (Caton, 2007).
The Asperger’s brain is ‘hard-wired’ differently than a neurotypical person’s brain, and responses to criticism, praise, humor, frustration, and sensory experiences may seem extreme and even bizarre to others, (Fattig, 2007).  In order to evaluate a student appropriately, a Multi-Disciplinary team is needed.  Nebraska’s Special Education Rule 51 states that a comprehensive multi-disciplinary assessment is required in order to complete an appropriate evaluation. The multidisciplinary team may include school psychologists, teachers, special educators, speech and language, occupational therapists or other members as deemed necessary. The extensive evaluation process includes psychosocial history; developmental and cognitive assessment; play and behavioral evaluations; emotional and adaptive functioning assessments. School records and provider reports, including teachers,’ are reviewed as part of the evaluation process. These evaluations are combined with the speech and occupational therapy assessments to provide a comprehensive report to families which is used for feedback of results and all-important behavioral treatment and educational programming recommendations that can be brought to the individual’s school, home, or daycare. 
A part of a comprehensive multidisciplinary evaluation typically includes a measure of ability, or IQ test.  The profound tragedy for students with spectrum disorders is that often the information gathered is inaccurate, unreliable or misinterpreted (Fox, 2006). 
The testing focuses on what are the learning deficits--memory, processing, or  "intelligence" in a variety of forms; goals, accommodations/modifications, and curriculum all should be designed in consideration of these factors.   IQ  testing also tends to set the bar of expectation and tracking. Is the child achieving to his or her "level" is an implicit and pervasive issue at IEP meetings.  However, if the compass needle of the IQ testing points in the wrong direction the whole IEP proceeds down the wrong road.
At the recent conference of the American Association for the Advancement of Science it was reported, "people with autism are more intelligent and able to function better than previously believed." The problem is that incorrect testing such as the WISC has been applied. The results of tests like the WISC is that as many as 75% of children with autism have been labeled mentally retarded which may be an overstated number.  The problem with the WISC is that it is a verbally based test, and most children with autism have severe verbal deficits.  While the WISC is a valid instrument, which is widely used, it may not be useful for children with autism, according to this report. (Fox, 2006)
    In order to reach all students on the spectrum, school psychologists, mental health professionals, physicians, and parents should work together to become better informed regarding research, assessment tools, and diagnostic criteria, as well as the best proactive interventions to increase social skills, personal communication, behavior, and peer interaction for students.  Autism is life-long, and there is no quick fix or cure.  However, early diagnosis and effective treatments can provide for better outcomes for students on the spectrum.
Case Study
A 12 year-old male student with a Behavior Disorder special education label displaying extreme tantrums and meltdowns is described as overly rule bound and perseverative.  The team requests information and evaluation to determine appropriate behavioral interventions.
Previous test scores reveal an IQ on the Wechsler Intelligence Scale for Children Fourth Edition (WISC-V) Full Scale 75 with a Working Memory Standard Score 77.  The current evaluation included the Universal Nonverbal Intelligence Test (UNIT), Behavior Assessment System for Children 2 Teacher Rating Scales, Parent Rating Scales, and Self Report of Personality, Observations, Interviews, the Childhood Autism Rating Scale (CARS), Gilliam Asperger’s Disorder Scale (GADS), Speech Language Evaluation, Occupational Therapy Evaluation, Sensory Checklists, and Woodcock Johnson Tests of Achievement. 
Outcome, the team agreed that the young man met the criteria for an educational label of Autism, his mother and doctor agreed and started him on a low dose of stimulant.  The Working Memory on the UNIT, with medication, was a Standard Score of 111, with a Full Scale IQ of 85.  Behaviors have reportedly significantly improved at home and at school.  Tantrums are reportedly less frequent, and can be mitigated without escalating violence.

References
Autism Society of Deleware (2005). What is Autism? Retrieved October 22, 2007, from:
     http://www.delautism.org/what_is_autism.htm 
Autism Today (2007). What causes Autism? Retrieved October 22, 2007, from:
    http://www.autismtoday.com/autism_cause_diagnosis.htm
Brunett, R. & Williams, W. (2005). Asperger’s syndrome: The “invisible” autism.
Retrieved October 22, 2007, from: http://www.e-bility.com/articles/aspergers- autism.php
Caton, J. (2007) Personal Communication.
CureResearch.com. Introduction: Autism. Retrieved October 22, 2007, from:
    http://cureresearch.com/a/autism/intro.htm
Fattig, M. (2007). Calming the stormy days with Annie.  Genoa, NE: Flower by
the Water Publishing.
Fox, C. (2006).  IQ testing for nonverbal abilities yields dramatically improved
scores for children with autism.  Special Education Law Blog. Retrieved
October 22, 2007, from: http://specialedlaw.blogs.com/home/2006/
02/httpwwwncbinlmn.html
Hendricks, L. (2004).  Autism misdiagnosed as ADHD. Arizona Daily Sun Medical
News.  Retrieved October 22, 2007, from: http://www.wrongdiagnosis.com/
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Lawrence, P. (2007). Personal communication.
Mudloff, L. (2007). Personal communication.
Smith, S. (2005).  IDEA 2004: Individuals with Disabilities Education Improvement Act,
    A parent handbook for school age children with learning disabilities.
    Bloomington, IN: Author House Publishing, pp. 39-40.