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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 Other children may develop normally for the first few months or years of life, but then suddenly become withdrawn or aggressive or lose language skills they've already acquired.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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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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. Sensory Equipment

. Supportive Work Areas

. Visual Reminders

. Scheduled Breaks

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Providing one on one or small group instruction tailored to the students specific learning needs and strengths.

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Accommodations allow disabled students to complete the same tests and assignments as their nondisabled peers, but with changes in timing, formatting, setting, scheduling, response, and/or presentation. Students receiving accommodations are still expected to demonstrate the same level of mastery over the same content as their nondisabled peers. Accommodations are intended to minimize or even eliminate the effects of the student's disability. In essence, they level the playing field so a disabled student is given equal footing with nondisabled peers.

Who is eligible to receive accommodations?

Accommodations are available to a student who has an Individualized Education Program (IEP) or a 504 plan. Accommodations are driven by the individual needs of a student and are determined by the IEP team. Whenever possible, it is important to ask the student which accommodations would be helpful, and to include them in the discussion.

What are some accommodations that have been helpful to autistic students?

Sensory Processing

Provide sensory strategies (to help student maintain appropriate level of arousal)

Kinesthetic seating (seating arrangements that allow students to have their movement needs met, such as wobble chairs)

Opportunities for movement breaks (which could be provided through meaningful tasks such as taking documents/messages, etc. from the classroom to another location in the school, such as the principal's office)

Organic opportunities for heavy work (i.e., assign child classroom jobs such as moving the Chromebook charging cart, carrying the basket of classmates' lunches to the cafeteria at lunch, etc.)

Provide student with fidgets/chewing gum/other aid to meet sensory needs

Noise-cancelling headphones

Access to a calming corner or similar location

Behavioral Supports

Visual supports (words, pictures, etc.) to make rules explicit

Daily visual reinforcement program (such as Zones of Regulation) for self-monitoring (for example, student colors in sections on their daily schedule/behavior contract with the color of the "zone" they were in during that time period)

Provide immediate and frequent feedback (in whatever mode of communication works for the student)

Token board/token economy, in which students earn tokens, such as stickers, bingo chips, or pictures to attach to a board. Once they've earned the required amount of tokens, they can trade them in for a reward.

First/Then visual (picture of task student is expected to finish coupled with a picture of preferred activity earned for task completion)

Menu of coping strategies (visual depicting strategies student can choose to help them cope with a situation)

Prompt hierarchy (emphasizing visual and gestural prompts rather than verbal), a method of fading prompts along the continuum, either from most-to-least or least-to-most.

Advance preparation for schedule changes

Comprehension

Pictures/visuals paired with reading passages

Previewing of vocabulary or concepts

Multisensory instruction, such as providing manipulatives to reinforce math concepts

Reading and Written Expression

Audio materials (such as text-to-speech or audiobooks)

Word processor (to replace need for handwriting)

Scribe (someone who writes exactly what the student dictates)

Opportunities for oral rehearsal (talking through answers before writing them down)

Editing checklist (list of items to check when editing an assignment to help students revise their work)

Word bank (list of vocabulary terms that a student can use in a writing assignment)

Executive Functioning (Attention, Organization, Work/Study Skills)

Have student paraphrase directions

Provide task-analysis for multi-step tasks

Break down assignments into smaller units

Provide copies of teacher notes and outlines

Visual supports for daily routines

Monitor use of agenda book or digital application for tracking assignments (for secondary students)

Provide structured time for organization of materials

Preferential seating (near point of instruction/away from distractions/near model peer)

Provide manipulatives and/or sensory activities to promote listening and focus

Rubrics or exemplars (to demonstrate assignment expectations)

Strategies to initiate and sustain attention

Checklists for task/routine completion

Monitor independent work (to make sure that student is on task, keeping up with peers, not getting stuck, etc.)

Extra time on tests and assignments

Social Interaction

Peer buddy system (match elementary school student with nondisabled peers for portions of unstructured times such as recess, lunch, etc.)

Social skills instruction (how this is implemented will depend on the student's particular academic setting. Ideally, social skills instruction should be provided by a special education teacher, but sometimes school counselors and/or psychologists also provide this service. Social skills may be taught individually or in a group setting, depending on the school and the student.)

Social stories (usually for elementary school students; these are typically written by special education teachers or psychologists, ideally with input from the student)

Adult facilitation of peer interactions during structured and/or unstructured activities (elementary school, possibly middle school)

Thoughtful peer grouping for collaborative/group work (elementary and middle school)

Assigned role in collaborative/group work (elementary and middle school)

Emotional and Self-Regulation

"Flash pass" or break card to request break (student may initially need instruction in how to use this accommodation)

Access to a trusted adult for processing of emotions/problem-solving

Access to a designated quiet/safe space (either in classroom or school building)

Reduced number of problems for homework/classwork (allow student to demonstrate concept mastery without requiring repetition of the same type of problem)

Allow access to snacks (if that is something from which your child would benefit)

Where can I find out more about accommodations?

You can find a list of many standard accommodations on pages 19-28 of this The examples listed in the Maryland IEP are meant to be representative and not exhaustive. Your child's IEP team may develop other accommodations to meet the unique needs of your child. For more information on accommodations, see the " sample Maryland IEP. Maryland Assessment, Accessibility, & Accommodations Policy Manual."

Are modifications the same as accommodations?

Modifications are not the same as accommodations. Modifications change what a student is taught or what knowledge a student is expected to demonstrate. In contrast, accommodations are designed simply to level the playing field -- meaning that accommodations enable students receiving special education to achieve the same level of mastery as students without that support. Students receiving special education through an IEP are eligible for accommodations and modifications. A 504 plan offers only accommodations, not modifications.

Some minor modifications - such as reducing the number of questions on homework assignments, or breaking assignments into smaller units - may not impact a student's ability to master grade-level content. More significant modifications may alter what a student is expected to learn, which may mean that your child will not receive credit toward a high school diploma. Significant modifications could include modified content, modified grading systems, and modified assessments, such as open-book exams or substituting multiple choice tests for fill-in-the-blank ones. Situations differ, so check with your IEP team about the impact of any modifications.

Where will my child's accommodations and/or modifications be documented?

Students who are found eligible for accommodations under Section 504 of the Rehabilitation Act should receive a 504 Accommodation Plan from their school. The 504 plan outlines the accommodations that the student will need in order to receive a "free and appropriate public education." You can learn more about how MCPS implements 504 plans here.

If your child receives special education through an IEP in Maryland, their accommodations and modifications will be documented in Section III of the IEP: Special Considerations and Accommodations.

What are related services?

Students with an IEP may also receive "related services" in addition to accommodations. These services might include counseling services, occupational therapy, physical therapy, and speech/language therapy. For a list of related services, see page 32 of this does not offer related services. Read more about related services on our sample IEP. A 504 plan Related Services page.

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See the options for classroom and learning accommodations to support students on the autism spectrum. Sensory, behavior, schedule, physical environment, and more.

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Autism spectrum disorder (ASD), or autism, is group of neurological and developmental disorders. Autism affects communication, social functioning, learning, and behavior.

According to the Centers for Disease Control and Prevention (CDC), autism affects 1 in 44 children in the United States. Usually, the symptoms appear before 2 years old, but it can be diagnosed at any age.

Autism's effects can be managed with customized support and care.

There are many resources available to people with autism. Some resources are also designed for parents and families of children with autism.

Every state has its own autism resources and benefits. The federal government also offers resources, which are available to everyone, regardless of where you live.

Read on for some of the best resources for autism. This list is not exhaustive, but it can help you find the guidance you need to navigate the disorder.

Autism management requires continuous access to various healthcare professionals. Several state and federal resources can help provide this care.

State resources for healthcare

Each state has its own health agency or disability council. These organizations often have programs that provide support for children and adults with disabilities, including autism.

Your county health agency might also offer autism benefits.

Generally, these programs can assist with:

autism screening

early intervention services

obtaining financial aid for healthcare

To find the health agencies in your state, visit the Interagency Autism Coordinating Committee website. The page lists agencies and councils for every state.

Federal resources for healthcare

Several nationwide resources are also available for accessing healthcare.

Medicaid: Medicaid provides medical care for people with limited income. It's a federal program, though each state manages its own Medicaid services. Visit the Medicaid website to find your state's Medicaid office.

Children's Health Insurance Program (CHIP): CHIP is operated by the Department of Health and Human Services. It's a federal program that offers health coverage to children in families that don't qualify for Medicaid. CHIP is available in every state.

The following resources are geared toward kids on the spectrum in early and middle childhood. These tools can help children learn about their feelings and practice communication in a fun and engaging way.

National Autism Resources Toys & Gifts: Toys designed to help young children on the spectrum build developmental skills.

Autism Speaks Virtual Activities: A diverse collection of virtual games, music, videos, and activities kids with autism.

Do2Learn: A collection of interactive online activities, including songs, picture cards, and games.

Visual Schedules and Social Stories: A visual support app that helps children on the spectrum communicate at home and school. It's available for both Apple and Android.

Speech Blubs: This speech therapy app offers more than 1,500 educational activities that help children improve their communication skills.

Support groups offer safe environments for people with autism to connect with each other. This can provide opportunities to foster mental health and build social skills.

Online support groups are convenient, as you don't need to leave home to attend meetings. But if you'd like to find in-person support groups, your state health departments or disability agencies may have local options.

Autistic Women & Nonbinary Network: A community for women, girls, and nonbinary people with autism.

Asperger/Autism Network Support Groups: Online support groups and community sessions for adults and teens.

Grupo Salto: A support group for Latin families with children who have disabilities, including autism.

The Color of Autism Foundation: An organization dedicated to providing support for African American families with children on the spectrum.

The federal government offers benefits for people with disabilities, including autism.

Supplemental Security Income (SSI): This is a federal program administered by the Social Security Association. It provides financial assistance for care for children and adults who meet certain qualifications.

Social Security Disability Insurance (SSDI): SSDI is another federal program from the Social Security Association. It provides benefits to people who have worked in the past.

Autism is a complex disorder. The symptoms also vary widely from one person to the next. As a result, it's important to create an intervention plan or management plan that provides customized support and care.

Luckily, there are many autism resources available. Examples include informational guides, online communities, and access to medical care. With the help of these resources, people on the spectrum can live happy and fulfilling lives.

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Autism Resources for Parents and for People on the Spectrum

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There are many autism resources available. Examples include informational guides, online communities, and access to medical care.

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A comprehensive guide for parent on understanding and managing autism

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Resources | Autism Society of Florida | United States

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Dr. Ben Michaelis Explains ASD

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Early Signs of Autism Video Tutorial | Kennedy Krieger Institute

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The various types of Autism are considered a "spectrum disorder" - an umbrella, with a range of autistic syndromes at varying degree of severities. It can also be depicted, and this is my preferred version while educating parents, as a rainbow where the colors blend and overlap. Each of the distinct color represents a particular category of autism. Yet, the transition from one color to the next on a rainbow is similar to the transition from mild to severe autism.

Each of these categories demonstrates varying degrees of difficulties a person faces with social, verbal, communicative and repetitive behaviors. Just as a shade in rainbow overlaps and blends with the next color, so does autism making it harder to determine where one level or type of autism starts and where it terminates.

The Journey from Classical Autism to Autism Spectrum Disorder

Till about the 1970s, the classical autism studies included all shades of ASD bundled under a generic term 'Autism'.

Today, however, physicians, therapists, and researchers consider each of these five categories while referring to specific autism symptoms:

Classical Interpretation of Autism

Modern Interpretation of Types of Autism

"Each type of Autism demonstrates a degree of difficulty that a patient faces with verbal, social and communicative interactions. Just as a shade in rainbow overlaps and blends to the next one, so does the autism spectrum; thus turning it into a challenging exercise for physicians to determine where one range in the spectrum starts and where it ends," comments Mary Alexa, autism therapy specialist.

Autism Severities per Types

Each of the above types of Autism mentioned earlier falls into one of the following categories, based on the level of support they require. For more details on the Autism Levels, please check out our page on Autism Spectrum Disorder DSM 5

Let us now get a deeper insight into each of the following forms of Autism.

As mentioned at the beginning of this article, the various types of autism spectrum disorders present a significant overlap with one another. The following 3 characteristics are carefully evaluated to arrive at the right conclusion:

For example, it is extremely hard to discriminate between mild PDD and moderate Asperger's symptoms as a patient may demonstrate both characteristics in the autism spectrum quotient.

Asperger's

These classify people who fall under the high functioning autism spectrum. They are often intelligent and excel in academics and work life. However, their impairment lies in the lack of social skills. While they develop communication and language skills in the same way as any other developing child, their deficits become more obvious with age as they struggle to keep up with the expectations of their family and extended community circles. Read more about Asperger's

Pervasive Development Disorder

Pervasive Developmental Disorder - Not Otherwise specified is used to classify people who do not fit into any particular category of Autism. They meet some of the criteria for classical autism, but not necessarily all. Their impairments could range from mild to severe requiring support ranging from anywhere between Level 1 to Level 2. Functioning level is usually moderate to high, barring exceptions where they overlap with other disorder syndromes. Read more about PDD NOS

CDD, also known as Heller's Syndrome is an interesting one; typically affecting toddlers and pre-schoolers. In this case, the child grows normally until (at least) the age of 2 and then shows a sudden drop in social, communication and behavioral skills. CDD is often overlooked initially by the parents as they tend to attribute this sudden impairment as a 'transient and temporary' phase for their child and would expect it to pass away. Read more about CDD

Rett's Syndrome

Rett's syndrome occurs only in girls - the only form of Autism Spectrum Disorder can be diagnosed and medically confirmed. Girls with Rett's Syndrome suffer from significant communication impairment. Also, one of the common symptoms of Rett's Syndrome is the girl's limited ability to use their hands for regular activity. Typically this syndrome deteriorates with the girl's age, thus requiring more support and time. Read more about Rett's Syndrome

Classical Autism

Among all the various types of Autism, Classical autism is perhaps the broadest and most predominant form of autism. In technical terms, anyone showing autistic tendencies that satisfy the guidelines laid out by " DSM 5 Autism Spectrum Disorder" is termed Autistic.

The effects of autism in such people may range from mild to very severe. Research has shown that the brain of autistic children has a fair number of electric impulses that any other normal brain of similar age. Read more about Classical Autism

To conclude, even though these are the five main types of Autism, the actual list is far more extensive. It is highly likely that any particular individual can exhibit autistic trends from one or more forms of Autism and therefore may require a varying level of support from medical professionals, therapists and (above all) their families.

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Types of Autism - 5 Major Autism Spectrum Disorder Forms

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The various types of Autism are considered a "spectrum disorder" - an umbrella, with a range of autistic syndromes at varying degree of severities. It can also be depicted, and this is my preferred version while educating parents, as a rainbow where the colors blend and overlap.

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Find Your Parent Center | Center for Parent Information and Resources

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The people who work on the CPIR are not just advocates by profession—everyone on our team has a personal stake in the disability community as a parent, sibling, spouse, or otherwise.

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Advice and Guidance

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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Pairing students with autism with peer buddies for social support and inclusion in group activities

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Supporting Autistic Children in the Classroom | National Autistic Society | Twinkl