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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

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What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

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National Institute of Mental Health (NIMH)

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What is autism spectrum disorder?

Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first two years of life.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a guide created by the American Psychiatric Association that health care providers use to diagnose mental disorders, people with ASD often have:

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

Symptoms that affect their ability to function in school, work, and other areas of life

Autism is known as a "spectrum" disorder because there is wide variation in the type and severity of symptoms people experience.

People of all genders, races, ethnicities, and economic backgrounds can be diagnosed with ASD. Although ASD can be a lifelong disorder, treatments and services can improve a person's symptoms and daily functioning. The American Academy of Pediatrics recommends that all children receive screening for autism. Caregivers should talk to their child's health care provider about ASD screening or evaluation.

What are the signs and symptoms of ASD?

The list below gives some examples of common types of behaviors in people diagnosed with ASD. Not all people with ASD will have all behaviors, but most will have several of the behaviors listed below.

Social communication and social interaction behaviors may include:

Making little or inconsistent eye contact

Appearing not to look at or listen to people who are talking

Infrequently sharing interest, emotion, or enjoyment of objects or activities (including infrequently pointing at or showing things to others)

Not responding or being slow to respond to one's name or to other verbal bids for attention

Having difficulties with the back and forth of conversation

Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond

Displaying facial expressions, movements, and gestures that do not match what is being said

Having an unusual tone of voice that may sound sing-song or flat and robot-like

Having trouble understanding another person's point of view or being unable to predict or understand other people's actions

Difficulties adjusting behavior to different social situations

Difficulties sharing in imaginative play or in making friends

Restrictive/repetitive behaviors may include:

Repeating certain behaviors or having unusual behaviors, such as repeating words or phrases (a behavior called echolalia)

Having a lasting intense interest in specific topics, such as numbers, details, or facts

Showing overly focused interests, such as with moving objects or with parts of objects

Becoming upset by slight changes in a routine and having difficulty with transitions

Being more sensitive or less sensitive than other people to sensory input, such as light, sound, clothing, or temperature

People with ASD also may experience sleep problems and irritability.

People on the autism spectrum also may have many strengths, including:

Being able to learn things in detail and remember information for long periods of time

Being strong visual and auditory learners

Excelling in math, science, music, or art

What are the causes and risk factors for ASD?

Researchers don't know the primary causes of ASD, but studies suggest that a person's genes can act together with aspects of their environment to affect development in ways that lead to ASD. Some factors that are associated with an increased likelihood of developing ASD include:

Having a sibling with ASD

Having older parents

Having certain genetic conditions (such as Down syndrome or Fragile X syndrome)

Having a very low birth weight

Not everyone who has these risk factors develops ASD.

How is ASD diagnosed?

Health care providers diagnose ASD by evaluating a person's behavior and development. ASD can usually be reliably diagnosed by the age of 2. It is important to seek an evaluation as soon as possible. The earlier ASD is diagnosed, the sooner treatments and services can begin.

Diagnosis in Young Children

Diagnosis in young children is often a two-stage process.

Stage 1: General Developmental Screening During Well-Child Checkups

Every child should receive well-child checkups with a pediatrician or an early childhood health care provider. The American Academy of Pediatrics recommends that all children receive screening for developmental delays at their 9-, 18-, and 24- or 30-month well-child visits, with specific autism screenings at the 18- and 24-month well-child visits. A child may receive additional screenings if they are at high risk for ASD or developmental problems.

Considering caregivers' experiences and concerns is an important part of the screening process for young children. The health care provider may ask questions about the child's behaviors and evaluate those answers in combination with information from ASD screening tools and clinical observations of the child. To learn more about ASD screening tools, visit the Centers for Disease Control and Prevention (CDC) website.

If a child shows developmental differences in behavior or functioning during this screening process, the health care provider may refer the child for additional evaluation.

Stage 2: Additional Diagnostic Evaluation

It is important to accurately detect and diagnose children with ASD as early as possible, as this will shed light on their unique strengths and challenges. Early detection also can help caregivers determine which services, educational programs, and behavioral therapies are most likely to be helpful for their child.

A team of health care providers who have experience diagnosing ASD will conduct the diagnostic evaluation. This team may include child neurologists, developmental behavioral pediatricians, speech-language pathologists, child psychologists and psychiatrists, educational specialists, and occupational therapists.

The diagnostic evaluation is likely to include:

Medical and neurological examinations

Assessment of the child's cognitive abilities

Assessment of the child's speech and language abilities

Observation of the child's behavior

An in-depth conversation with the child's caregivers about the child's behavior and development

Assessment of age-appropriate skills needed to complete daily activities independently, such as eating, dressing, and toileting

Questions about the child's family history

Because ASD is a complex disorder that sometimes occurs with other illnesses or learning disorders, the comprehensive evaluation may include blood tests and a hearing test.

The outcome of this evaluation may result in a formal diagnosis and recommendations for treatment.

Diagnosis in Older Children and Adolescents

Caregivers and teachers are often the first to recognize ASD symptoms in older children and adolescents who attend school. The school's special education team may perform an initial evaluation and then recommend that a child undergo additional evaluation with their primary health care provider or a health care provider who specializes in ASD.

A child's caregivers may talk with these health care providers about the child's social difficulties, including problems with subtle communication. These subtle communication differences may include problems understanding tone of voice, facial expressions, or body language. Older children and adolescents may have trouble understanding figures of speech, humor, or sarcasm. They also may have trouble forming friendships with peers.

Diagnosis in Adults

Diagnosing ASD in adults is often more difficult than diagnosing ASD in children. In adults, some ASD symptoms can overlap with symptoms of other mental health disorders, such as an anxiety disorder or attention-deficit/hyperactivity disorder (ADHD).

Adults who notice signs and symptoms of ASD should talk with a health care provider and ask for a referral for an ASD evaluation. Although evaluation for ASD in adults is still being refined, adults can be referred to a neuropsychologist, psychologist, or psychiatrist who has experience with ASD. The expert will ask about:

Social interaction and communication challenges

Sensory issues

Repetitive behaviors

Restricted interests

The evaluation also may include a conversation with caregivers and other family members to learn about the person's early developmental history, which can help ensure an accurate diagnosis.

Obtaining a correct diagnosis of ASD as an adult can help people understand past challenges, identify personal strengths, and find the right kind of help. Studies are underway to determine the types of services and supports that are most helpful for improving the functioning and community integration of autistic transition-age youth and adults.

What treatment options are available for ASD?

Treatment for ASD should begin as soon as possible after diagnosis. Early treatment for ASD is important because proper care and services can reduce individuals' difficulties while helping them learn new skills and build on their strengths.

People with ASD may face a wide range of issues, which means there is no single best treatment for ASD. Working closely with a health care provider is an important part of finding the right combination of treatments and services.

Medication

A health care provider may prescribe medication to treat specific symptoms. With medication, a person with ASD may have fewer problems with:

Irritability

Aggression

Repetitive behavior

Hyperactivity

Attention

Anxiety and depression

Read more about the latest medication warnings, patient medication guides, and information on newly approved medications on the U.S. Food and Drug Administration (FDA) website.

Behavioral, Psychological, and Educational Interventions

People with ASD may be referred to health care providers who specialize in providing behavioral, psychological, educational, or skill-building interventions. These programs are typically highly structured and intensive, and they may involve caregivers, siblings, and other family members. These programs may help people with ASD:

Learn social, communication, and language skills

Reduce behaviors that interfere with daily functioning

Increase or build on strengths

Learn life skills for living independently

Other Resources

Many services, programs, and other resources are available to help people with ASD. Here are some tips for finding these additional resources:

Contact a health care provider, local health department, school, or autism advocacy group to learn about special programs or local resources.

Find an autism support group. Sharing information and experiences can help people with ASD and their caregivers learn about treatment options and ASD-related programs.

Record conversations and meetings with health care providers and teachers. This information helps when it's time to decide which programs and services are appropriate.

Keep copies of health care reports and evaluations. This information may help people with ASD qualify for special programs.

Where can I find resources about ASD?

For more information about ASD, visit:

What should I know about clinical trials?

Clinical trials are research studies that look at new ways to prevent, detect, or treat diseases and conditions. Although individuals may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so that others may be better helped in the future.

Talk to a health care provider about clinical trials, their benefits and risks, and whether one is right for you or a loved one. For more information, visit NIMH's clinical trials webpage.

Reprints

This publication is in the public domain and may be reproduced or copied without permission from NIMH. Citation of NIMH as a source is appreciated. To learn more about using NIMH publications, please contact the NIMH Information Resource Center at 1-866‑615‑6464, email nimhinfo@nih.gov, or refer to NIMH's reprint guidelines.

For More Information

MedlinePlus (National Library of Medicine) ( en español)
ClinicalTrials.gov ( en español)

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
National Institutes of Health
NIH Publication No. 22-MH-8084
Revised 2022

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Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first two years of life.

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Overview

Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder also includes limited and repetitive patterns of behavior. The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity.

Autism spectrum disorder includes conditions that were previously considered separate - autism, Asperger's syndrome, childhood disintegrative disorder and an unspecified form of pervasive developmental disorder. Some people still use the term "Asperger's syndrome," which is generally thought to be at the mild end of autism spectrum disorder.

Autism spectrum disorder begins in early childhood and eventually causes problems functioning in society - socially, in school and at work, for example. Often children show symptoms of autism within the first year. A small number of children appear to develop normally in the first year, and then go through a period of regression between 18 and 24 months of age when they develop autism symptoms.

While there is no cure for autism spectrum disorder, intensive, early treatment can make a big difference in the lives of many children.

Symptoms

Some children show signs of autism spectrum disorder in early infancy, such as reduced eye contact, lack of response to their name or indifference to caregivers. Other children may develop normally for the first few months or years of life, but then suddenly become withdrawn or aggressive or lose language skills they've already acquired. Signs usually are seen by age 2 years.

Each child with autism spectrum disorder is likely to have a unique pattern of behavior and level of severity - from low functioning to high functioning.

Some children with autism spectrum disorder have difficulty learning, and some have signs of lower than normal intelligence. Other children with the disorder have normal to high intelligence - they learn quickly, yet have trouble communicating and applying what they know in everyday life and adjusting to social situations.

Because of the unique mixture of symptoms in each child, severity can sometimes be difficult to determine. It's generally based on the level of impairments and how they impact the ability to function.

Below are some common signs shown by people who have autism spectrum disorder.

Social communication and interaction

A child or adult with autism spectrum disorder may have problems with social interaction and communication skills, including any of these signs:

Fails to respond to his or her name or appears not to hear you at times

Resists cuddling and holding, and seems to prefer playing alone, retreating into his or her own world

Has poor eye contact and lacks facial expression

Doesn't speak or has delayed speech, or loses previous ability to say words or sentences

Can't start a conversation or keep one going, or only starts one to make requests or label items

Speaks with an abnormal tone or rhythm and may use a singsong voice or robot-like speech

Repeats words or phrases verbatim, but doesn't understand how to use them

Doesn't appear to understand simple questions or directions

Doesn't express emotions or feelings and appears unaware of others' feelings

Doesn't point at or bring objects to share interest

Inappropriately approaches a social interaction by being passive, aggressive or disruptive

Has difficulty recognizing nonverbal cues, such as interpreting other people's facial expressions, body postures or tone of voice

Patterns of behavior

A child or adult with autism spectrum disorder may have limited, repetitive patterns of behavior, interests or activities, including any of these signs:

Performs repetitive movements, such as rocking, spinning or hand flapping

Performs activities that could cause self-harm, such as biting or head-banging

Develops specific routines or rituals and becomes disturbed at the slightest change

Has problems with coordination or has odd movement patterns, such as clumsiness or walking on toes, and has odd, stiff or exaggerated body language

Is fascinated by details of an object, such as the spinning wheels of a toy car, but doesn't understand the overall purpose or function of the object

Is unusually sensitive to light, sound or touch, yet may be indifferent to pain or temperature

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

Has specific food preferences, such as eating only a few foods, or refusing foods with a certain texture

As they mature, some children with autism spectrum disorder become more engaged with others and show fewer disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have difficulty with language or social skills, and the teen years can bring worse behavioral and emotional problems.

When to see a doctor

Babies develop at their own pace, and many don't follow exact timelines found in some parenting books. But children with autism spectrum disorder usually show some signs of delayed development before age 2 years.

If you're concerned about your child's development or you suspect that your child may have autism spectrum disorder, discuss your concerns with your doctor. The symptoms associated with the disorder can also be linked with other developmental disorders.

Signs of autism spectrum disorder often appear early in development when there are obvious delays in language skills and social interactions. Your doctor may recommend developmental tests to identify if your child has delays in cognitive, language and social skills, if your child:

Doesn't respond with a smile or happy expression by 6 months

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

Doesn't gesture - such as point or wave - by 14 months

Doesn't say single words by 16 months

Doesn't play "make-believe" or pretend by 18 months

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

Autism spectrum disorder has no single known cause. Given the complexity of the disorder, and the fact that symptoms and severity vary, there are probably many causes. Both genetics and environment may play a role.

Genetics. Several different genes appear to be involved in autism spectrum disorder. For some children, autism spectrum disorder can be associated with a genetic disorder, such as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations) may increase the risk of autism spectrum disorder. Still other genes may affect brain development or the way that brain cells communicate, or they may determine the severity of symptoms. Some genetic mutations seem to be inherited, while others occur spontaneously.

Environmental factors. Researchers are currently exploring whether factors such as viral infections, medications or complications during pregnancy, or air pollutants play a role in triggering autism spectrum disorder.

No link between vaccines and autism spectrum disorder

One of the greatest controversies in autism spectrum disorder centers on whether a link exists between the disorder and childhood vaccines. Despite extensive research, no reliable study has shown a link between autism spectrum disorder and any vaccines. In fact, the original study that ignited the debate years ago has been retracted due to poor design and questionable research methods.

Avoiding childhood vaccinations can place your child and others in danger of catching and spreading serious diseases, including whooping cough (pertussis), measles or mumps.

Risk factors

The number of children diagnosed with autism spectrum disorder is rising. It's not clear whether this is due to better detection and reporting or a real increase in the number of cases, or both.

Autism spectrum disorder affects children of all races and nationalities, but certain factors increase a child's risk. These may include:

Your child's sex. Boys are about four times more likely to develop autism spectrum disorder than girls are.

Family history. Families who have one child with autism spectrum disorder have an increased risk of having another child with the disorder. It's also not uncommon for parents or relatives of a child with autism spectrum disorder to have minor problems with social or communication skills themselves or to engage in certain behaviors typical of the disorder.

Other disorders. Children with certain medical conditions have a higher than normal risk of autism spectrum disorder or autism-like symptoms. Examples include fragile X syndrome, an inherited disorder that causes intellectual problems; tuberous sclerosis, a condition in which benign tumors develop in the brain; and Rett syndrome, a genetic condition occurring almost exclusively in girls, which causes slowing of head growth, intellectual disability and loss of purposeful hand use.

Extremely preterm babies. Babies born before 26 weeks of gestation may have a greater risk of autism spectrum disorder.

Parents' ages. There may be a connection between children born to older parents and autism spectrum disorder, but more research is necessary to establish this link.

Complications

Problems with social interactions, communication and behavior can lead to:

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

There's no way to prevent autism spectrum disorder, but there are treatment options. Early diagnosis and intervention is most helpful and can improve behavior, skills and language development. However, intervention is helpful at any age. Though children usually don't outgrow autism spectrum disorder symptoms, they may learn to function well.

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Autism spectrum disorder - Symptoms and causes

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Autism spectrum disorder is a serious condition related to brain development that impairs the ability to communicate and interact with others.

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One in 36 children in the United States is diagnosed with autism. Increasingly, more are enrolled in general education classrooms in school.

The good news: inclusion has universal benefits. It has been known to improve educational outcomes for all students, overall attitudes towards diversity and even school attendance rates.

The bad news: most general education teachers lack sufficient autism-related instruction. Many teacher-education programs require just one overview class about students with disabilities. On-the-job professional development specific to autism is nearly non-existent and rarely mandatory.

As a result, even the best teachers can be unsure how to properly support their autistic students. Some even struggle to understand autism. Ethan Hirschberg experienced this in high school. The autistic teen was having a hard time keeping up in a well-respected teacher's class. Frustrated, the teacher asked, "What are you, autistic?" A heartbroken, embarrassed Ethan responded, "yes."

It is worth noting that the teacher apologized and took the necessary steps to correct the situation to Ethan's satisfaction. But there is too much at risk for all involved to leave it solely up to teachers to learn about autism on the job.

Here, we provide general education teachers with a crash course in autism to promote awareness and acceptance and to help create an inclusive classroom environment that not only supports autistic students but the entire class.

But the learning does not stop and start with one teacher in one classroom-parents, teachers and school administrators should share this with physical education teachers, art teachers, music teachers and throughout their school.

Autism 101: Facts about autism spectrum disorder

Autism or autism spectrum disorder (ASD) refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication.

There is not one type of autism, but many. No two autistic students are alike.

Autism is a disability covered by the Individuals with Disabilities Education Act (IDEA). Under this law, autistic students are entitled to experience the "least restrictive environment" where they have the greatest possible opportunity to interact and learn with their peers without disabilities and to participate in the general education curriculum.

Autism is not a learning disability, though it can affect learning.

Autism does not automatically equate to high IQ or superior mathematical or computational skills.

Autism does not cause behaviors that present as challenging to the teacher or the class. Behaviors are a method of communication. They can be a response to a biological cause, such as pain or discomfort, or due to a social or sensory cause.

Anxiety is common for autistic students, but not all anxiety is the same. Neuroscientists have found structural differences in autistic people's amygdala, the brain's emotion and fear center, that suggest autism-related anxiety is different from general anxiety. While autistic people can present with both forms, management can be vastly different, and different from non-autistic anxiety management.

A student's autism diagnosis is protected by various privacy laws. The decision to disclose a diagnosis is the right of the autistic student and their parents only. If a parent or autistic student shares their diagnosis to school administrators and teachers, it is to be treated as confidential. It is never acceptable to share a student's diagnosis with anyone, especially not a class or student's peers.

Autism 102: Tips to create an inclusive classroom environment

Review the class list for any student with an Individualized Education Plan (IEP) or 504 plan and read the documents thoroughly. Both are legally binding; adherence is required by law.

If any accommodations within are unclear or unable to be implemented, notify school administration and parents.

Neither parent nor teacher can revise these plans without a procedural review and subsequent documentation of changes.

Accommodations are not privileges. They are rights.

Learn more in our Guide to Individualized Education Programs, which is now available in an interactive format that allows for easy navigation to sections including "IEP Basics" and "Changing an IEP".

Presume competence. Autistic students in a general education classroom are general education students first, regardless of their supports.

If an autistic student has special education support staff, work with them as a team. The student should be "our" student, not "your" or "my" student. This language matters and conveys a powerful message, especially when used in front of an autistic student and their peers.

To better learn about your autistic student, seek out people who know them well, including family members and prior teaching staff, as early in the school year as possible. Completing the "About Me" profile worksheet in our School Community Tool Kit with parents is a good start.

Immediately notify school administrators and parents if an issue arises with an autistic student. Do not first attempt to resolve a concerning issue alone. It is best to err on the side of oversharing with school administration and parents when issues arise.

NOTE: If an autistic student is engaging in behavior that poses a risk to themselves or others at school, seek help immediately. Follow your school's crisis protocols. Never ignore the signs of a crisis situation. Always take threats of suicide or harm seriously.

Create a comfortable classroom. Many autistic students have sensory issues that can impact their ability to concentrate. Some simple accommodations can be made which benefit the entire class.

Sounds/Excessive Noise: Allow for earplugs if a classroom is particularly noisy. Reconsider the use of whistles or buzzers to signify the start/stop of an activity and instead use visual clues. Develop a signal with the student to let them know when a school bell will alarm.

Lighting: Try dimming or turning off florescent or bright lights.

Smells: Give enough advance warning if products with strong odors will be used in class. Allow the student to sit near an open window or fan that helps dissipate strong smells. Consider a school policy that limits the use of perfume, cologne and body sprays.

Discuss preferred seating in the classroom with parents and the autistic student. The student may have a different preferred location depending on which subject they are learning, which classroom they are in, and who their classmates are.

Be predictable. Change can be more difficult for autistic students than for their peers, especially if it is unplanned. Make it a habit to go over the daily schedule at the start of class. Provide advance notice of any changes to the schedule, including if there will be a substitute teacher.

Be flexible with participation in the classroom.

Reconsider grading requirements that award or punish for traditional participation.

Consider using individual whiteboards or give out washable markers for everyone to write answers on their desk. This tool works to check-in and ensure students of all learning styles and abilities are engaged in class.

If a presentation is required, consider providing the entire class with multiple options beyond public speaking. Consider multimedia alternatives and tools used by working professionals: PowerPoint, FlipGrid, Zoom, etc.

Do not consider or communicate alternative forms of participation as a privilege or reserved only for autistic students.

An autistic student is likely to have anxiety in social situations, particularly with peers. Carefully consider pairings when group work is required. It is best to ask for input from family and past teachers. Do not assume an autistic student and an outgoing student are a good balance, or that an autistic student and an introverted student complement one another. Make sure the autistic student has an appropriate, equitable, defined task within the group.

Facilitate positive social relationships within the classroom by teaching about inclusion. Use our School Community Tool Kit and refer to our tips for teaching peers about inclusion. It is highly recommended to inform all students and their parents ahead of any discussion on inclusion or disabilities. Do not ask autistic students to explain autism to you or the class. Even when parents disclose to the school, some autistic students still prefer not to disclose or discuss their diagnosis.

Recognize that students with disabilities are more likely to be bullied. Be prepared to help prevent and correct troublesome situations with our Top 10 Bullying Facts.

Be aware that free play, recess and other unstructured times are often the most difficult times for autistic students. They often have the desire to interact with others, but do not have the skills to engage appropriately or may be overwhelmed by the process. Look to see if autistic students are eating alone at lunch or wandering outside by themselves at recess. Think about how to provide structure to these students during that time to keep them engaged in school. Forming social groups around special interests or assigning tasks for teachers or school are good options.

Recognize you may be unaware of every autistic student in your classroom. Some parents do not disclose their child's autism diagnosis. The decision is theirs alone. Their child is still protected by IDEA. Asking a student if they are autistic, openly speculating whether a student is autistic and openly assigning behavior challenging to you as autistic can all be considered violations of this law.

If a student is struggling and you are concerned it is due to autism spectrum disorder but have not been made aware of a diagnosis, it is recommended that you document the struggles. Act on what you see, not what you suspect. Present findings free and clear of judgment to the parents and school administration.

Learn more in our School Community Tool Kit. Be sure to share sections dedicated to the following school professionals:

Bus drivers

Custodial Staff

School Nurses

Lunch aides

Office Staff

Athletic Coaches

Other school staff

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How general education teachers can support students with ASD | Autism Speaks

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Click here for some great tips to share with your child's teachers to help them create an inclusive classroom environment.

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While most educators agree that no recipe exists for teaching any individual student or group of students, there are certainly some guidelines that can be helpful for supporting students with certain labels. Students with autism may have unique needs with learning, social skills, and communication, therefore, teachers will need strategies to address each one of these areas. These ten simple ideas will help teachers address some of the aforementioned needs and provide guidance for bringing out the best in learners with autism labels.

1: Learn about the learner from the learner

Oftentimes, educators needing information about a student will study the individual's educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or support from family members. Teachers might ask for this information in a myriad of ways. For instance, they might ask the student to take a short survey or sit for an informal interview. One teacher asked his student with autism, to create a list of teaching tips that might help kids with learning differences. The teacher then published the guide and gave it out to all educators in the school.

If the student with autism is unable to communicate in a reliable way, teachers can go to families for help. Parents can share the teaching tips they have found most useful in the home or provide video of the learner engaged in different family and community activities. These types of materials tend to give educators ideas that are more useful and concrete than do traditional educational reports and assessments.

2: Teach to fascinations

Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a "human GPS"-calculate shortest route between two places), or fun social studies questions ("How would the world be different today if Christopher Columbus had GPS?") . [For more on using fascinations to support students with autism see Just Give Him the Whale , a book I wrote on this topic with my colleague, Patrick Schwarz.]

3: Get them talking

In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students - including shy and quiet students, students using English as a second language, and students with disabilities - to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts. To ensure that all students have opportunities to communicate, teachers need to put structures and activities in place that allow for interaction.

In one classroom, students were asked to "turn and talk" to each other at various points in the day. A high school history teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students to discuss, "What qualities do Americans seem to want in a President?; and "How has this list of desired qualities changed over time?" A student with Asperger's syndrome who needed practice with skills such as staying on topic and turn taking was able to practice them daily.

Teachers can also provide opportunities for communication by giving all students "airtime" during whole-class discussion. One way to do this is to ask for physical whole-class responses to certain prompts. For instance, instead of asking, "Who can tell me a fraction that equals one half?", the teacher might say, "Stand up if you think you can name a fraction that equals one half". This strategy not only gives all learners a chance to give an answer, but it allows for some teacher-sanctioned movement, something often welcomed by students with autism. Whole-class physical responses are also appropriate for students who are non-verbal, making it a perfect choice for the diverse, inclusive classroom.

4: Give choices

Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson materials, and communication. Choice can be built into almost any part of the school day. Students can choose which assessments to complete, which role to take in a cooperative group, and how to receive personal assistance and supports. Examples of choices that can be offered in classrooms include:

Solve five of the ten problems assigned

Work alone or with a small group

Read quietly or with a friend

Use a pencil, pen, or the computer

Conduct your research in the library or in the resource room

Take notes using words or pictures

5: Consider handwriting alternatives

Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can write, may have a difficult time doing so. In order to support a student struggling with writing, a teacher may try to give the child gentle encouragement as he or she attempts to do some writing- a word, a sentence, or a few lines. Teachers might also allow the student to use a computer, word processor, or even an old typewriter for some or for all lessons. For some learners, being able to use a word processor when writing helps them focus on the task at hand (content) instead of on their motor skills (process).

6: Help with organizing

While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day. Consider implementing support strategies that all students might find useful. For instance, teachers can have all students copy down assignments, pack book bags, put materials away, and clean work spaces together. Structuring this time daily will give all learners the opportunity to be organized and thoughtful about how they prepare to transition from school to home. Specific skills can even be taught during this time (e.g., creating to-do lists, prioritizing tasks).

7: Support transitions

Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation. Teachers can minimize the discomfort students may feel when transitioning by:

Use a visual timer so students can manage time on their own throughout an activity.

Giving reminders to the whole class before any transition.

Providing the student or entire class with a transitional activity such as writing in a homework notebook or for younger students, singing a short song about "cleaning up".

Asking peers to help in supporting transition time. In elementary classrooms, teachers can ask all students to move from place to place with a partner. In middle and high school classrooms, students might choose a peer to walk with during passing time.

Provide a transition aid (a toy, object, or picture).

8: Create a comfortable classroom

Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even afraid in their educational environment. Providing an appropriate learning environment can be as central to a student's success as any teaching strategy or educational tool. Students with autism will be the most prepared to learn in places where they can relax and feel secure. Ideas for making the classroom more comfortable include providing seating options (e.g., beanbag chairs, rocking chairs); reducing direct light when possible (e.g., using upward projecting light, providing a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).

9: Take a break

Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop working). Some learners will need walking breaks - these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.

A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to "talk and walk" with a partner.

10: Include

If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where they can listen to and learn from others who are socializing. If students will need specialized supports to succeed academically, then teachers need to see the learner functioning in the inclusive classroom to know what types of supports will be needed.

If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.
This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com . Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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Autism in the classroom: Strategies for success | Autism Speaks

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This excerpt from the School Community Tool Kit offers strategies for teachers to help support students with autism so they get the best education possible.

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6 Tips for Teaching Students With Autism | Teach For America

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With a growing number of children who have autism in school, here are some steps teachers can take to help them learn, academically and socially

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The Asperger/Autism Network (AANE) helps people with Asperger's or similar autism spectrum disorders and neurodiverse profiles build meaningful, connected lives. They provide individuals, families, and professionals with information, education, community, support, and advocacy.

The Autism Society of Florida (an affiliate of the national Autism Society) strives to assure full participation and self-determination in every aspect of life for people across the autism spectrum. The society offers individuals, families, and professionals information on autism throughout the lifespan, resources and support groups, and initiatives for advocacy and training.

Autism Speaks is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and their families. This is carried out through advocacy and support, increasing understanding and acceptance of people with autism, and advancing research into causes and better interventions for autism spectrum disorder and related conditions. Autism Speaks offers information specifically for those experiencing a new autism diagnosis.

The Center for Autism and Related Disabilities (CARD) provides support and assistance with the goal of optimizing the potential of people with autism and related conditions. The CARD website provides information that connects families to local, state, and federal agencies, support groups, and training on how to work effectively with individuals with autism and related conditions.

The Dan Marino Foundation is a non-profit organization that partners with Miami Children's Hospital to create the Nicklaus Children's Hospital Dan Marino Outpatient Center. The center is a comprehensive evaluation and treatment center for children with autism and other special needs.

Family Initiative works to develop an individualized plan to celebrate a child's abilities and help them advance using a multi-disciplinary approach to promote growth and ensure they survive.

The Florida Department of Financial Services, Division of Consumer Services hosts a website for individuals with ASD and their families. This website offers resources and support on insurance policies and benefits available to individuals diagnosed with ASD.

The US Autism Association's mission is to provide opportunity for all individuals on the autism spectrum to achieve their fullest potential. The association works towards their goal by expanding and enriching the autism community through education, training, resources, and connection to support for individuals and their families.

Support Groups:
Autism Society of Greater Orlando My Autism Connection Inc.
Parenting Asperger's Community

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On this page you will find additional Autism Resources.

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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties. The views and opinions expressed in blogs on our website do not necessarily reflect the views of Autism Speaks.

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Autism spectrum disorders affect as many as 1 in 150 American children. Types of autism include autistic disorder, pervasive developmental disorder, and Asperger’s syndrome.

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Find national organizations offering local assistance, as well as your local autism council/committee and state health agency, to learn how to be involved and what resources and services are available.

Agencies & Organizations Link Disclaimer

State Councils and Agencies Link Disclaimer

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The Interagency Autism Coordinating Committee (IACC) coordinates all efforts within the Department of Health and Human Services (HHS) concerning autism spectrum disorder (ASD).

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I Don’t Like Medicine - Baby Got Sick - Wolfoo Educational Videos for Kids Wolfoo Kids Cartoon ... Nancy Learns About Autism | World Autism…