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Talking to Kids About Racism and Violence

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Talking to Kids About Racism and Violence

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With protests over the violent deaths of black Americans dominating the news, it's understandable that many kids are feeling scared, confused or angry about the situation. How can parents, many of whom are struggling themselves, help children process what they're seeing and manage their feelings?

There's no one right answer. That said, there are a few guidelines parents can keep in mind to help kids deal with troubling news about race and violence.

Validate their feelings

Start by checking in with your child. Kids, even very young ones, are extremely perceptive, and they may have worries or concerns they don't know how to express.

This will look different for every child. Kids might be afraid of riots, of being hurt by the police, or worry that something bad could happen to loved ones. Avoid making assumptions. Instead, ask broad questions that give kids space to talk over what they're feeling: "How did you feel about what we saw on the news? What did it make you think about?"

For young children, drawing, painting or acting out stories with toys can be helpful tools for expressing thoughts and feelings that aren't easy to put into words.

Do your best to meet your child where they are and acknowledge their feelings, fears or worries.

Don't avoid talking about it

"Racism is not new," says Dr. Kenya Hameed, PsyD, a clinical neuropsychologist at the Child Mind Institute. "These are ongoing problems. It's going to take all of us changing the mentality and the mindset to work towards a better future and fix them."

That change, she emphasizes, can't and won't happen without frank, open conversation - a conversation that for most black families has never been optional. "It's really not a choice," says Dr. Hameed. For families of color, racism is a daily reality. "Black parents can't wait, even if they wanted to."

White parents, she says, can help by addressing race and racism with kids early and often. Research shows that even very young children are aware of racial differences, and children can learn harmful lessons about race when it's not discussed openly. It's helpful for white families to see that minimizing the legacy of racism in our society by avoiding ugly truths does children a disservice. Instead, white parents can commit to educating themselves and building conversations about race into kids' lives early on.

Additionally, white families can make a concerted effort to represent racial diversity in the products they buy for their children. For example, parents of white children can look for black dolls and books with predominantly black characters, which can help normalize diversity for kids and spark spontaneous, everyday conversations about race.

Be clear, direct and factual

Even with young children, use clear language. Don't say, "People are upset because some groups treat other groups unfairly." Instead, say: "This is about the way that white people treat black people unfairly."

"If you expect children to read between the lines, they can miss the message," says Dr. Hameed.

Emphasize that racial violence is wrong. It's easy for kids (especially little ones) to think that bad things happen to black people because black people are themselves bad. "Even if a child doesn't explicitly tell you this," says Dr. Hameed, "it is an easy assumption they can make based on how black people have been portrayed and treated in this country." Help children understand by speaking to them in a developmentally appropriate way. Emphasize to your child that black people are good and that being black doesn't make you bad. Treating people unfairly is the thing that's bad, and black people have been treated unfairly for a long time.

Talk about history. Kids need to know that racism is part of a history that dates back hundreds of years, Dr. Hameed notes. At the same time, you can also emphasize your hope for a better future and plan ways your family can help make that a reality.

Encourage questions - and don't worry if you can't answer them

Kids are likely to have lots of questions about racism and violence, and chances are they won't be easy ones. They might want to know how racism affects them or why white people treat black people unfairly. These aren't easy subjects and feeling uncomfortable during the conversation is normal - but it's not a reason to stop talking.

By tolerating discomfort you're modeling an important skill for your child. Be honest. You might say, "I find it really hard to talk about this. It feels scary. But it also makes me more hopeful about making change."

Try to be calm, but don't hide your emotions

Children take their cues from parents, so talking to them calmly and staying factual helps them process information. It's helpful to pick a time when you're feeling centered and have had a chance to work through your own feelings.

At the same time, it's important that we don't hide our emotions from children, especially when the subject is so important. Let them know that you're sad or angry, says Dr. Hameed, and acknowledge that it's good to be upset by injustice, as long as it doesn't stop you from working to make it better. That way, you'll leave kids with a clear lesson about the family values you want to pass on to them.

Rely on your support system

Witnessing scenes of racist violence is deeply upsetting for many parents, but for parents of children of color, it can also be traumatic. Take time to check in with your own mental health during this time, especially given the additional stress of the coronavirus crisis. If you're feeling exhausted or overwhelmed, reach out to your networks for support. Friends, family members, religious leaders and mental health professionals can all help you process your own emotions and plan conversations with children.

It can also help to bring in trusted allies to talk to your children themselves - having an adult perspective that doesn't come from a parent can give them more space to sort through what they're feeling and ask questions.

Keep the conversation open

Like any important topic, racism and violence aren't something you can have "the talk" about just once. For kids of any age and race, this is something that's going to keep coming up, so be sure to let your kids know that you're there for them whenever they need to talk - and keep checking in proactively, too.

Explore resources

No matter what challenges come up as you talk with your kids, there are lots of great resources out there to help you continue these crucial conversations. Check out the following resources for further help and support along the way:

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Racism and Violence: How to Help Kids Handle the News | Child Mind Institute

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With protests over the violent deaths of black Americans dominating the news, it's understandable that many kids are feeling scared, confused or angry about the situation. How can parents, many of whom are struggling themselves, help children process what they're seeing and manage their feelings? There's no one right answer.

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Suggested Technology for Virtual Counseling

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EDG 6327 - Mood Disorders Resource Guide

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Children's Books: Portrayals of People with Disabilities

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S.

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School Counselor Professional Standards & Competencies

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School Counselor Professional Standards & Competencies

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ASCA School Counselor Professional Standards & Competencies

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Jac den Houting: Why everything you know about autism is wrong

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Being diagnosed with autism is often seen as a tragedy. But for Jac den Houting, it was the best thing that's ever happened to them. As an autistic person, concepts like the Neurodiversity paradigm, the Social Model of Disability, and the Double Empathy Problem were life-changing for Jac.

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15 Behavior Strategies to Help Kids with Autism

1 - Let the child know what will happen next.

For example, "After you finish the puzzle, it is time to brush your teeth", or "In five minutes it is time to turn off the computer and start your writing assignment." For some children it is helpful to set a timer so the child can keep track of how much time is left. So in the example above "In five minutes it is time to turn off the computer and start your writing assignment" you would set the timer for five minutes. Some children need reminders as the time is winding down to 2 minutes, 1 minute, etc.

For children who have trouble understanding the concept of time or numbers, a visual timer can be helpful because the child can see how much time is left.

Visual timers can be purchased on Amazon or other online stores. Here are some examples below that you can click on to see prices and reviews.

Red Clock Visual Timer

With a red clock visual timer, children can see time running out as the red disappears.

Sand timer

Sand timers let children know that time is up when the sand at the top gets to the bottom.

You can even get a free visual timer app on your IPhone, IPAD, or Android device. Just do a search for visual timer in your app store.

See 3 Ways to Use Timers to Encourage Homework and Chore Completion for more information on how to implement timers for children with and without autism.

Some children respond better to a visual countdown chart, than a visual timer. An example would be a piece of laminated construction paper with the numbers 5, 4, 3, 2, and 1 Velcroed on. When there is 5 minutes left you show the child the countdown (e.g., we have five more minutes of computer time). At four minutes you pull off the number 5. You keep doing this each minute until you pull off the 1 and that is the signal that the activity is over and you will be moving on to the next activity).

You would need to get the paper laminated and purchase Velcro to make this kind of chart (there are instructions at the bottom of this article for how to do this).

Side Note: *Children who have difficulty understanding language may respond better to pictures telling them what is expected, rather than verbal directions. For example, if you want the child to work on math and then have a play activity, you can show them a "first/then" board rather than saying "First we will do math and then play a fun game." See an example of a "first/then" board below (you can find instructions for how to make this at the bottom of the article).

Just like the timers, you can also find IPAD, IPhone, and Android First/Then Apps. These apps have libraries of real photos to create first /then boards right on the screen. Check out the First Then Visual Schedule HD by Good Karma Applications, for IPAD/IPhone for an example.

2-Set Expectations, be Consistent, and Follow Through

For example, if you tell your child that you will play a game with him if he plays quietly while you talk on the phone for five minutes, make sure that you keep your end of the bargain (barring unforeseen circumstances). You may need to give him a choice of what activity to do during that time that you are on the phone. If your child can't tell time, set a timer that your child can see, get off the phone in exactly 5 minutes (barring unforeseen consequences), and play the game. If you do this consistently, your child will come to know what is expected and will believe in what you say. As he improves, you can increase the time. Once he learns how to play independently while you talk on the phone, you may be able to fade back on such a rigid set-up, but it is a good starting point to teach him how to act while you talk on the phone. This is one example but can be applied to many scenarios.

If you don't implement expectations with consistency and follow through on your words, your child will not know what to expect. This can lead to anxiety and challenging behavior (e.g., talking to you while you are on the phone, repeatedly asking when you will be off the phone, etc.). Children with autism or other challenging behaviors thrive on predictability, so do your best to make their world predictable. Another example of predictability would be having a set routine each night (e.g. first homework...then TV or first put pajamas on...then read a story). Keep in mind that difficult behaviors are more likely to come out when things aren't predictable, and we know we can't make everything predictable all the time. Just know that if you are doing your best, it is not yours or your child's fault when things don't go according to plan. Just get back in the swing of a predictable routine as soon as possible.

3 - Acknowledge your child or students for complying with your requests

For instance, if your child is using a loud voice in the movie theater and you say, "whisper in the theater," praise the child with a comment such as "nice job whispering", or "thank you for being respectful in the theater." For children who understand language well, situations like this are a good time to teach about other people's perspectives (e.g., "Thank you for whispering. This let's other people hear the movie.").

4 - Tell the child specifically what you expect and allow him to earn privileges for complying with your expectations

For instance, if your child often has a tantrum in a store when he can't go to the toy aisle, tell him exactly what you expect of him before you go to the store and reward him with a privilege for following that expectation. For instance, you can say something like "We are going to Target. We are going to the school supply aisle to buy paper and pens, and then we will pay and go home." Once in the store you can give reminders (e.g., now we are going to get the paper and pens, now we will go pay, you're doing a nice job following the rules, now we are going home, etc.).

Let the child know that he can earn a privilege for following the rules. Privilege ideas include getting a sticker of a favorite character, playing a favorite game once at home, watching a favorite show, going on the computer, staying up ten minutes past bed time, etc. Try to think of a privilege that your child might like or ask him what he would like to work towards.

When the child earns the privilege, praise him with specific language. In the example above you could say, "You followed the rules at the Target. We got the paper and pens, paid, and came home. Nice work! Now you can enjoy some computer time." Make sure the privilege is something the child wants. You can let the child choose what he would like to work for ahead of time. Children also benefit from nonverbal praise such as high fives, smiles, thumbs up, etc.

Side Note: *Children with difficulty understanding language often respond better to pictures, visual cues, demonstrations or physical prompting than verbal instructions. For example, many children I have worked with with autism walked nicely in the hall after I demonstrated how, rather than after I said "walk nicely."

5 - Give Choices

All children, including those with autism, like to feel a sense of control over their world. Many children benefit from having the choices limited to two to four options (depending on the child), as they get overwhelmed with too many choices and cannot decide. Examples of choices are: "Do you want to play a board game or watch TV," "Do you want butter or jelly on your bagel," "Do you want to wear the green or red shirt?" Again, children with language difficulties often have more success making choices when you show them the options or pictures of the options (e.g., hold up the red and green shirt and let them point to the one they want). A free IPAD App for generating pictures to show kids choices is ChoiceBoard-Creator. See an example below:

6 - For some children with language difficulties, showing the child the activity or toy that he will be utilizing next is helpful to encourage him to move from one activity to another

For example, if the child is on the computer and you want him to come work on a puzzle, show him the puzzle so he knows what it is you want him to come do.

7 - If possible, use a schedule to let the child know how his day will go

For children who have trouble reading or understanding language, a visual schedule would be best. A schedule for after school could include "eating a snack", "doing homework", "watching TV", "playing a game with the family", "reading a book", "taking a bath" and "going to bed." A visual schedule at school could include "math", "reading", "gym", "lunch", "recess", "art", "science", "packing up", and "getting on the bus." Below is an example of a visual schedule:

See How to Use Schedules to Improve Children's Behavior for more on getting the materials for and utilizing "first/then boards" and visual schedules.

8 - Allow the child to bring a transitional object from one activity to the next.

For instance, if the child has to leave the classroom to go with a new staff member such as a speech therapist, let him bring a favorite object from the classroom such as a stress ball or toy car. This can assist with helping him feel more comfortable in the unfamiliar surroundings.

9 - Distract and redirect problematic behavior instead of saying "stop" or "no."

For example, if the child is running in the store, remind him or show him how to walk nicely. If necessary, find something interesting to show him and call his attention to it, rather than focusing on the problematic behavior. If he is running in the hall at school, redirect him back to the line, with a short directive such as, "Come back to your spot in line" or remind him to "walk in the hallway." For children with trouble understanding language, try demonstrating what is expected or use a gesture, rather than just giving the verbal direction.

10 - If the child seems over stimulated from sensory input, such as in a large crowd, bring him to a quieter place to de-stress.

Be mindful of situations where your child might feel overwhelmed before you take him there (e.g., a fireworks show, a crowded festival, etc.).

There are also strategies to create an environment that helps a child with autism feel less overwhelmed by sensory input. See How to Set Up the Classroom for Children with Autism and ADHD which includes strategies that can be used at home as well.

11 - Make directions clear, short, and concrete.

For example, if your child is throwing food at the table say, "eat your food" rather than "Be good at the table," "Don't throw your food" or "Would you stop with that! You are always throwing your food." For children with difficulty understanding language, showing them a picture or a visual demonstration of the behavior you want to see, can be helpful.

12 - Take advantage of teachable moments.

For example, If the child snatches a toy from another child, teach him how to use his words to ask for they toy (if he has the language capabilities to do so) rather than reprimanding him for snatching the toy.

13 - When giving tasks, assignments, chores, etc. many children do better if they know when the task will end.

Some examples of activities with a clear ending include puzzles, a specific number of math problems, a specific number of pages to read, a timed event (e.g., the lesson will last ten minutes - set a timer), a specified way to complete a chore such as "Put ten toys in the bin." or "Spray the window three times and use the paper towel to wipe the spots off," a specific number of lines to write on the page for a writing assignment, etc. (visually defining the task is helpful as well; for example numbering the paper for a math assignment, using a visual timer or graphic organizer for a lecture, numbering the lines for a writing assignment, etc.). See an example of an activity with a clear visual ending below:

Please cut out each word and match it to the correct picture.

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15 Behavior Strategies for Children on the Autism Spectrum

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Learn 15 Behavior Strategies for Children on the Autism Spectrum through the International Board of Credentialing & Continuing Education Standards.

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Eating disorders are common among teens and kids, especially young women. Read about the warning signs, prevention strategies, and ways to help a child with an eating disorder.

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National Institute of Mental Health (NIMH)

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DMDD: What Is It?

Disruptive mood dysregulation disorder (DMDD) is a condition in which a child is chronically irritable and experiences frequent, severe temper outbursts that seem out of proportion to the situation at hand. Children diagnosed with DMDD struggle to regulate their emotions in an age-appropriate way. In between outbursts they are irritable most of the time.

DMDD is a new disorder created to more accurately diagnose children who were previously diagnosed with pediatric bipolar disorder, even though they did not experience the episodic mania or hypomania characteristic of bipolar disorder.

DMDD: What to Look For

Disruptive mood dysregulation disorder is characterized by temper outbursts that are frequent, severe, inconsistent with the situation at hand, and inappropriate to a child's developmental level. Parents describe children with DMDD as having very big emotions. They seem to experience things more powerfully than their peers, and lack age-appropriate self-regulation skills to control those feelings.

Key to the disorder is not just the frequency of a child's outbursts but his mood between outbursts, which is persistently irritable or angry. To be diagnosed with DMDD, this irritable or angry mood must occur with parents, teachers and peers. That is, strained interactions between only a child and his parents, or only the child and his teacher, are not a sign of DMDD.

DMDD: Risk Factors

Children with a history of chronic irritability are more likely to be diagnosed with disruptive mood dysregulation disorder. This includes children who from a very young age have struggled to deal with frustration or adapt to change without losing their temper.

Sometimes children with an earlier diagnosis of ADHD or anxiety can get an alternative or additional diagnosis of DMDD.

DMDD is thought to occur more often in boys than girls.

DMDD: Diagnosis

A clinician considering disruptive mood dysregulation disorder would look for severe temper outbursts that occur, on average, three or more times per week for at least a year. In addition, the child's mood between outbursts must be angry or irritable. The symptoms must be consistent, without a break of three or more months. Outbursts or elevated or expansive moods that last for longer than a few hours or for days on end are more likely to be signs of mania, which would rule out DMDD. The diagnosis of DMDD should not be made before age 6 (when outbursts or tantrums are part of typical development) or after age 18, and the onset of symptoms typically takes place before age 10.

DMDD: Treatment

DMDD is treatable, usually with behavioral therapy or a combination of behavioral therapy and medication.

Psychotherapeutic: The goal in DMDD treatment is to help children learn to regulate their emotions and avoid extreme or prolonged outbursts. A combination of dialectical behavior therapy for children (DBT-C) and parent management training has been found to be very effective in treating disruptive mood dysregulation disorder.

In DBT-C, instead of dismissing a child's emotions, the therapist validates those emotions and then helps the child develop skills to cope when her feelings become too intense or unmanageable. The child learns mindfulness, emotional regulation, distress tolerance and interpersonal effectiveness skills. Parents, too, learn these skills, both to help their child and to use in managing their own emotional response to their child's outbursts.

In parent management training, parents are taught specific strategies they can use when responding to a child's disruptive behavior, to avoid reinforcing outbursts and instead reward desired behaviors.

Pharmacological: Medication can be prescribed when therapy and parent training are not available, or not effective alone. Stimulant medication, which helps kids rein in impulses, and an antidepressant with mild side effects, like SSRIs, are usually a first step when medication seems necessary. If that combination doesn't work, or if there's an urgency to the situation, a low dose of an atypical antipsychotic such as Risperdal can be prescribed.

DMDD: Risk For Other Disorders

The diagnostic criteria for disruptive mood dysregulation disorder are meant to separate children who have chronic trouble regulating their moods from children who have different mental health disorders that may also lead to intermittent outbursts, irritability and anger, including bipolar disorder, autism, intermittent explosive disorder, or oppositional defiant disorder.

But DMDD can occur alongside ADHD, major depressive disorder, conduct disorder, an anxiety disorder, or substance use disorder. In particular, children diagnosed with DMDD are at elevated risk for depression and anxiety as adults.

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Disruptive Mood Dysregulation Disorder Basics

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Disruptive mood dysregulation disorder (DMDD) is a condition in which a child is chronically irritable and experiences frequent, severe temper outbursts that seem out of proportion to the situation at hand. Children diagnosed with DMDD struggle to regulate their emotions in an age-appropriate way. In between outbursts they are irritable most of the time.

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Beyond Growing Pains: Children and Mood Disorders

As a parent, you know your child-their behavior, their character, their attitude-better than anyone. You've watched them grow, taken care of them and gotten to know who they are. But what do you do if you notice that they start to change in unexpected ways and begin behaving in ways that concern you?

It's easy to label troublesome behavior as "growing pains," but we can't brush off changes in behavior if they seem abnormal or excessive, especially if they happen frequently or interfere with our child's daily routine. When this occurs, it's possible your child may be experiencing a mental health condition.

One diagnosis that presents only in children aged 7-18 is called Disruptive Mood Dysregulation Disorder (DMDD). DMDD is a condition in which a child experiences chronic, severe irritability and anger. Primary symptoms include an irritable mood and temper outbursts. Tantrums can occur typically around three to four times a week and will usually be out-of-proportion to the situation.

A child experiencing DMDD may express their aggression through verbal rages, damaging property or hurting themselves or others. It's also common that they'll have difficulty getting along with others (adults and other children). Due to a low frustration tolerance, they may also have difficulty taking part in activities at school and at home, such as sitting through a family dinner.

Diagnosing DMDD

The diagnosis of DMDD is considered when symptoms occur before age 10 and have been present for at least 12 months in more than one environment (at home, at school, with peers). A diagnosis of DMDD is more common in boys than girls.

This diagnosis is relatively new to the field of mental health. It was added to the Diagnostic Statistic Manual V (DSM-5) because kids were frequently being misdiagnosed with bipolar disorder. Unlike the episodic nature of bipolar disorder, DMDD symptoms are consistent day-to-day. Most kids with DMDD won't go on to develop bipolar disorder; however, having a DMDD diagnosis increases the risk of anxiety and depression later in life.

Additionally, rates of comorbid diagnoses are extremely high. It's rare for a child or adolescent to have only a diagnosis of DMDD. Conditions that most commonly occur along with DMDD include anxiety, depression and autism spectrum disorder.

My Child is Showing Symptoms-What Do I Do?

Most children have occasional outbursts, however, if your child is often intensely angry and aggressive, they may be experiencing symptoms of DMDD. If you're not sure what to do, you can start by:

Seeking professional help. This condition requires individualized care, specific to the needs of your child. If this is DMMD, it won't go away on its own and can evolve as your child matures. Treatment (likely including both talk therapy and medication) can help your child manage their anger and regulate their emotions.

Learning about the condition. Research the condition and ask your child's health care provider questions. They can help you figure out how to best support your child. The more information you have, the more prepared you'll be.

Letting your child's school know. DMDD can impact your child's ability to thrive in school, interact with other kids or make friends. However, if the school is aware of your child's condition, educators can help them be successful.

If your child is acting out in a way that seems excessive, don't assume it's the nature of childhood. Mental health conditions can begin at an early age, and as the field of psychiatry progresses, we are learning more about conditions like DMDD that specifically impact kids. Help your child by being aware of their behavior and getting them help if they appear to be struggling with powerful emotions.

After all, no one knows them better then you.
Laura Greenstein is manager of communications at NAMI.

We're always accepting submissions to the NAMI Blog! We feature the latest research, stories of recovery, ways to end stigma and strategies for living well with mental illness. Most importantly: We feature your voices.

Check out our Submission Guidelines for more information.

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Beyond Growing Pains: Children and Mood Disorders | NAMI: National Alliance on Mental Illness

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As a parent, you know your child-their behavior, their character, their attitude-better than anyone. You've watched them grow, taken care of them and gotten to know who they are. But what do you do if you notice that they start to change in unexpected ways and begin behaving in ways that concern you?

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The increased knowledge and personal growth that happens during school age years provide the foundation for the rest of a person's life. That's why it is critical that your child is getting the best education possible tailored to his or her unique needs.

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Childhood schizophrenia - Symptoms and causes

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This severe mental disorder in children involves hallucinations, delusions, and disordered thinking and behavior that can impair the ability to function.

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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. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop. We still have much to learn about these causes and how they impact people with ASD.

People with ASD may behave, communicate, interact, and learn in ways that are different from most other people. There is often nothing about how they look that sets them apart from other people. The abilities of people with ASD can vary significantly. For example, some people with ASD may have advanced conversation skills whereas others may be nonverbal. Some people with ASD need a lot of help in their daily lives; others can work and live with little to no support.

ASD begins before the age of 3 years and can last throughout a person's life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months of age or later. Some children with ASD gain new skills and meet developmental milestones until around 18 to 24 months of age, and then they stop gaining new skills or lose the skills they once had.

As children with ASD become adolescents and young adults, they may have difficulties developing and maintaining friendships, communicating with peers and adults, or understanding what behaviors are expected in school or on the job. They may come to the attention of healthcare providers because they also have conditions such as anxiety, depression, or attention-deficit/hyperactivity disorder, which occur more often in people with ASD than in people without ASD.

Signs and Symptoms

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. These characteristics can make life very challenging. It is important to note that some people without ASD might also have some of these symptoms.
Learn more about signs and symptoms of ASD "
Diagnosis

Diagnosing ASD can be difficult since there is no medical test, like a blood test, to diagnose the disorder. Doctors look at the child's behavior and development to make a diagnosis. ASD can sometimes be detected at 18 months of age or younger. By age 2, a diagnosis by an experienced professional can be considered reliable. However, many children do not receive a final diagnosis until they are much older. Some people are not diagnosed until they are adolescents or adults. This delay means that people with ASD might not get the early help they need.
Learn more about screening and diagnosis of ASD "
Treatment

Current treatments for ASD seek to reduce symptoms that interfere with daily functioning and quality of life. ASD affects each person differently, meaning that people with ASD have unique strengths and challenges and different treatment needs. 2 Treatment plans usually involve multiple professionals and are catered to the individual.
Learn about treating the symptoms of ASD "
Risk Factors

There is not just one cause of ASD. There are many different factors that have been identified that may make a child more likely to have ASD, including environmental, biologic, and genetic factors.

Although we know little about specific causes, the available evidence suggests that the following may put children at greater risk for developing ASD:

Having a sibling with ASD

Having certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis

Experiencing complications at birth

Being born to older parents

CDC is currently working on one of the largest U.S. studies to date on ASD. This study called the Study to Explore Early Development (SEED), was designed to look at the risk factors and behaviors related with ASD. CDC is now conducting a follow-up study of older children who were enrolled in SEED to determine the health, functioning, and needs of people with ASD and other developmental disabilities as they mature.

How Often ASD Occurs

CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network has been estimating the number of 8-year-old children with ASD in the United States since 2000.

ASD occurs in all racial, ethnic, and socioeconomic groups. It is more than 4 times more common among boys than among girls.
Learn more about how CDC estimates the number of children with ASD "
If You're Concerned

As a parent, you already have what it takes to help your young child learn and grow. CDC has developed materials to help you track your child's developmental milestones and share that progress, or any concerns, with your child's doctor at every check-up.
Learn more about CDC milestone checklists and other parent materials "
Contact your child's doctor if you think your child might have ASD or if you have any other concerns about the way your child plays, learns, speaks, or acts.

If you are still concerned, ask the doctor for a referral to a specialist who can do a more in-depth evaluation of your child. Specialists who can do a more in-depth evaluation and make a diagnosis include

Developmental pediatricians (doctors who have special training in child development and children with special needs)

Child neurologists (doctors who work on the brain, spine, and nerves)

Child psychologists or psychiatrists (doctors who know about the human mind)

At the same time, call your state's public early childhood system to request a free evaluation, sometimes called a Child Find evaluation, to find out if your child qualifies for intervention services. You do not need to wait for a doctor's referral or a medical diagnosis to make this call.

Where to call for a free evaluation from the state depends on your child's age:

If your child is not yet 3 years old, contact your local early intervention system.
You can find the right contact information for your state by calling the Early Childhood Technical Assistance Center (ECTA) at 919-962-2001.

If your child is 3 years old or older, contact your local public school system.

Even if your child is not yet old enough for kindergarten or enrolled in a public school, call your local elementary school or board of education and ask to speak with someone who can help you have your child evaluated.

If you're not sure who to contact, call the ECTA at 919-962-2001.

Research shows that early intervention services can greatly improve a child's development. In order to make sure your child reaches their full potential, it is very important to receive services as soon as possible.

References

1. Lord C, Risi S, DiLavore PS, Shulman C, Thurm A, Pickles A. Autism from 2 to 9 years of age. Arch Gen Psychiatry. 2006 Jun;63(6):694-701.

2. Hyman, S.L., Levy, S.E., Myers, S.M., & AAP Council on Children with Disabilities, Section on developmental and behavioral pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447.

3. Handleman, J.S., Harris, S., eds. Preschool Education Programs for Children with Autism (2nd ed). Austin, TX: Pro-Ed. 2000.

4. National Research Council. Educating Children with Autism. Washington, DC: National Academy Press, 2001.

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Basics About Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorders (ASDs) 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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The Relationship Between ADHD and Learning Disabilities

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The Relationship Between ADHD and Learning Disabilities

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ADHD is not a learning disability; however, it does make learning difficult. For example, it is hard to learn when you struggle to focus on what your teacher is saying or when you can't seem to be able to sit down and pay attention to a book.

Connection Between Executive Functions, ADHD, and LD

Learning involves using the executive functions of the brain particularly the ability to focus, pay attention, engage with a task and use working memory. We know that ADHD affects the executive functions of the brain. In fact, Dr. Russell Barkley says an accurate name for ADHD could be 'Developmental Disorder of Executive Functioning.'

Many people with ADHD can struggle with learning and school work because of the executive function problems related to their ADHD, yet they do not have enough of an impairment to be diagnosed with an LD.

When a person has co-existing conditions of ADHD and LD it means they have the broad impairment of executive functions combined with the impairment of the particular skills needed for reading writing and math.

Learning Disabilities

Learning disabilities are neurological and are not a reflection of you or your child's intelligence or how hard you are trying. A popular way to describe LDs is that your brain is wired differently and you receive and process information in a different way. Learning disabilities can make reading, writing, spelling, and math difficult. They also can affect your ability to organize and recall information, to listen and speak and can impact your short term and long term memory and timing.

Learning disabilities are not problems with learning as a result of vision or hearing problems or learning in a second language, etc. People with learning disabilities usually have average or above average intelligence and yet there a discrepancy between their achievements and their potential. However, with the right support and interventions, they are able to close that gap and demonstrate their skills.

The term learning disabilities is a collective term for a range of specific learning challenges.

Here are some examples of LD:

Dyslexia. Reading disorder

Dyscalculia. Math disorder

Dysgraphia. Writing disorder

Dyspraxia. Problems with motor skills

Dysphasia/Aphasia. Problems with language

Auditory Processing Disorder.

Visual Processing Disorder

The Effects of LD and ADHD

Learning disabilities are often discovered in school because of problems with academic work. However, their effects go beyond the classroom walls. They can impact family relationships and life at home and at work.

In addition, learning disabilities affect a child's self-esteem. There is a general assumption that if someone is smart, they do well in school. However, this is not necessarily the case for someone who has an LD and ADHD.

A learning disability means a pupil experiences problems with learning and demonstrating their knowledge in the traditional way. In addition, pupils with ADHD have difficulty conforming to the ideal behavior expected in schools, for example being able to sit still for long periods and pay attention without acting impulsive or daydreaming. A pupil realizes they are not able to do the tasks that other children seem to be doing easily. They can feel isolated and different.

Getting Diagnosed

When a person has more than one condition, it can be harder to recognize a second condition because they can mask each other. If you already have an ADHD diagnosis, it can be easy to attribute all your challenges to ADHD. In addition, in the same way that ADHD presents itself differently in everyone, so do learning disabilities, which makes recognizing them harder-there is not a definitive checklist!

Like ADHD, there is a strong genetic component to learning disabilities. If you or your partner have an LD, your children could have one too.

Remember, knowledge is power. Learn as much as possible about learning disabilities and ADHD. If you or your child have already been diagnosed with ADHD and are following a treatment plan but still facing challenges, it could be that there is another condition present.

Who Can Make a Diagnosis?

Different specialists are qualified to test and diagnose different conditions. There might be variations depending on where you live and individual clinician's qualification.

Clinical psychologist: They can evaluate for both ADHD and LD.

School psychologist: If they are working in a school, they can evaluate for an LD but not ADHD. However, if they are seen privately outside of school, they might be able to evaluate for ADHD.

Child psychiatrist: They can evaluate for ADHD but not an LD.

Educational psychologist: They can evaluate for an LD and, depending on their training, can evaluate for ADHD.

Neuropsychologist: They can evaluate for both ADHD and LD.

Remember to Treat Both ADHD and LD

It is important to treat and both ADHD and the LD. For example, if your child is on medication to help with their ADHD, their learning disability problems will still persist. Or if they are receiving assistance for their LD, they will not get the full benefit if they will be struggling with their focus and impulsivity.

Neither ADHD nor learning disabilities can be cured. However, that does not mean you or your child can not have a successful and happy life. There are many successful ADHDers with learning disabilities, including Richard Branson, founder of the Virgin empire, and Dr. Hallowell who has written over 20 books and helps millions of people with their ADHD challenges.

Thanks for your feedback!

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Other Inaccurate Hard to Understand

Article Sources

Russell A. Barkley, PhD. Taking Charge of ADHD. The Complete Authoritative Guide for Parents. The Guilford Press 2013.

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You Can Have Both ADHD and a Learning Disability

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ADHD is not a learning disability; however, it does make learning difficult. For example, it is hard to learn when you struggle to focus on what your teacher is saying or when you can't seem to be able to sit down and pay attention to a book.

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Child Mind Institute | Transforming Children’s Lives.

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The Child Mind Institute is an independent nonprofit dedicated to transforming the lives of children struggling with mental health and learning disorders.

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Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Additionally, the IDEA authorizes:

Formula grants to states to support special education and related services and early intervention services.

Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

Other Laws for Children with Disabilities

The U.S. Department of Education's Office for Civil Rights (OCR) provides additional resources of interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

To learn more, visit the OCR's Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.

Visit OCR's website for additional resources.

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About IDEA - Individuals with Disabilities Education Act

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The IDEA is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

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Simply Psychology | Self-Care, Theories, Famous Studies & More

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We're committed to being your expert and trustworthy source for psychology theories, relationship advice, and mental health information. Whether you want to learn about theories or studies, understand a mental health disorder, or how to improve your relationships, get the guidance you need to be healthy and happy.

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Effectiveness of modular CBT for child anxiety in elementary schools

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Effectiveness of modular CBT for child anxiety in elementary schools

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Effectiveness of modular CBT for child anxiety in elementary schools

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Finding the right fit: Inclusive strategies for students with characteristics of ADHD

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Finding the right fit: Inclusive strategies for students with characteristics of ADHD

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 Finding the right fit Inclusive strategies for students with characteristics of ADHD