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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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Autism, also called autism spectrum disorder (ASD), is a complicated, lifelong condition that includes problems with communication and behavior. It's a spectrum disorder, which means it affects people in different ways and in varying degrees. It usually appears by age 2 or 3.

People with autism have trouble with communication. They have trouble understanding what other people think and feel. This makes it hard for them to express themselves, either with words or through gestures, facial expressions, and touch.

People with autism may have problems with learning. Their skills might develop unevenly. For example, they could have trouble communicating but be unusually good at art, music, math, or things that involve memory. Because of this, they might do especially well on tests of analysis or problem-solving.

More children are diagnosed with autism now than ever before. But the latest numbers could be higher because of changes in how it's diagnosed, not because more children have the disorder.
"Low-functioning" vs. "high-functioning" autism

Every person with autism will be affected differently. Some people have a more challenging time with social, learning, or communication abilities. They may need help with everyday tasks and in some cases aren't able to live alone. Many people call this "low-functioning autism."

Other people may have autism with less obvious symptoms. They often do well and school and have fewer problems communicating. People usually call this "high-functioning autism."

But the terms "high-functioning" and "low-functioning" can be offensive. It's best to avoid them. To talk about how autism affects someone, you can instead use terms like "more significant" or "less significant."

Symptoms of autism usually appear before a child turns 3. Some people show signs from birth.

Common symptoms of autism include:

A lack of eye contact

A narrow range of interests or intense interest in certain topics

Doing something over and over, like repeating words or phrases, rocking back and forth, or fidgeting with objects (such as flipping a light switch)

High sensitivity to sounds, touches, smells, or sights that seem ordinary to other people

Not looking at or listening to other people

Not looking at things when another person points at you

Not wanting to be held or cuddled

Problems understanding or using speech, gestures, facial expressions, or tone of voice

Talking in a sing-song, flat, or robotic voice

Trouble adapting to changes in routine

Some children with autism may also have seizures. These might not start until adolescence.
Autism symptoms in adults
In adults, autism may show up in specific ways. Common symptoms can include:

Trouble understanding what other people are thinking or feeling

Choosing to be on your own or having a hard time making friends

Anxiety about social activities

Keeping a daily routine and getting upset if it changes

Having a hard time expressing how you feel

Taking things literally or not understanding sarcasm

Coming off as blunt, uninterested, or rude to others without meaning to

Other signs of autism in adults could include:

Avoiding eye contact

Not understanding social queues or "rules"

Getting too close to others or getting upset if someone gets too close or touches you

Being very interested in specific things

Picking up on small details, smells, sounds, or patterns that other people don't

Wanting to plan things very carefully before doing them

Autism symptoms in children
Children may show different signs of autism. They may include:

Not responding to their name by 9 months old

Not showing facial expressions by 9 months old

Not wanting to play simple games (like pat-a-cake) by 12 months old

Doesn't use gestures (like waving hello) by 12 months old

Doesn't understand when other people are sad or mad by 24 month old

Doesn't notice or want to join other children to play by 36 months old

Doesn't sing, act, or dance for you by 60 months old

Lines up toys in a specific order and gets upset if the order is changed

Shows obsessive interests

Rocks their body, flaps their hands, or spins in circles

Delayed language, movement, learning, or cognitive skills

Odd sleeping or eating habits

Less or more fear toward things than would ordinarily be expected

Stimming
Stimming is a self-stimulating behavior, such as hand and arm flapping, rocking, spinning, twirling, jumping, head-banging, or other similar body movements. It can also include using an object over and over again, like flicking a rubber band, twirling a string, touching something with a certain texture, and more.

People with autism may stim for fun, to ease boredom, or to cope with stress or anxiety. It can also help them adjust the level of sensory input. For example, they may twirl a string so they can watch it or focus on one sound so they can tune out another loud or stressful noise.
Meltdowns
At times, a person with autism may become overwhelmed by a situation and be unable to find a way to respond. This can cause them to have a meltdown. They may cry, scream, or act out physically by kicking, punching, or biting. They may shut down completely and stop responding in any way. This isn't a tantrum: They're simply unable to deal with being overwhelmed or to explain their feelings.

These types were once thought to be separate conditions. Now, they fall under the range of autism spectrum disorders including:

Asperger's syndrome. Children with Asperger's syndrome tend to score in the average or above-average range on intelligence tests. But they may have challenges with social skills and show a narrow scope of interests.

Autistic disorder. This is what most people think of when they hear the word "autism." It affects social interactions, communication, and play in children younger than 3 years.

Childhood disintegrative disorder. Children with this disorder have typical development for at least 2 years and then lose some or most of their communication and social skills.

Pervasive developmental disorder (PDD or atypical autism). Your doctor might use this term if your child has some autistic behavior, like delays in social and communications skills, but doesn't fit into another category.

Exactly why autism happens isn't clear. It could stem from problems in parts of your brain that interpret sensory input and process language.

Autism is four times more common in boys than in girls. It can happen in people of any race, ethnicity, or social background. Family income, lifestyle, or educational level doesn't affect a child's risk of autism. But there are some risk factors:

A child with an older parent has a higher risk of autism.

Pregnant women who are exposed to certain drugs or chemicals, like alcohol or anti-seizure medications, are more likely to have autistic children. Other risk factors include maternal metabolic conditions such as diabetes and obesity. Research has also linked autism to untreated phenylketonuria (also called PKU, a metabolic disorder caused by the absence of an enzyme) and rubella (German measles).

Is autism genetic?
Autism runs in families, so certain combinations of genes may increase a child's risk. Changes in more than 1,000 genes may be linked to autism. But not all of them are confirmed by experts. Genetic factors can affect someone's risk of autism anywhere from 40 to 80%.

Your overall risk depends on the combination of your genes, environment, your parents' age, and any birth complications.

A rare gene mutation or chromosome issue is likely to be the sole cause of about 2% to 4% of people with autism. This tends to happen in conditions that also affect other parts of the body, like with mutations in the ADNP gene. With ADNP syndrome, a person will show signs of autism as well as have specific facial features.

Many of the genes that are involved in autism are related to brain development. This may be why autism symptoms tend to involve issues with communication, cognitive functioning, or socialization.

Vaccines and autism
Vaccines don't cause autism. Even though some people have concerns that they do, studies have shown that there is no link between the two. Experts have reviewed the safety of eight vaccines for children and adults. They found that they're very safe, despite rare exceptions. Other studies have looked at the ingredients of different vaccines and found no link to autism. The health benefits of vaccines in preventing diseases far outweigh any potential risks.

It can be hard to get a definite diagnosis of autism. Your doctor will focus on behavior and development.

For children, diagnosis usually takes two steps.

A developmental screening will tell your doctor whether your child is on track with basic skills like learning, speaking, behavior, and moving. Experts suggest that children be screened for these developmental delays during their regular checkups at 9 months, 18 months, and 24 or 30 months of age. Children are routinely checked specifically for autism at their 18-month and 24-month checkups.

If your child shows signs of a problem on these screenings, they'll need a more complete evaluation. This might include hearing and vision tests or genetic tests. Your doctor might want to bring in someone who specializes in autism disorders, like a developmental pediatrician or a child psychologist. Some psychologists can also give a test called the Autism Diagnostic Observation Schedule (ADOS).

If you weren't diagnosed with autism as a child but notice yourself showing symptoms, talk to your doctor.
If you've just gotten a diagnosis
If you just got an autism diagnosis, there are a few steps you can take to feel your best:

Take the time you need to understand the diagnosis. You might feel a ranged of emotions. Know that you can reach out to your doctor for help. You can continue a normal life even after a diagnosis.

Do your research. You can read up on articles (such as this one) about autism. There's a lot of information out there, but a few good sources are all you need to start learning about your diagnosis.

Listen to others with autism. There are many blogs, books, or videos that you can use to understand the condition. People with autism can also share their stories to help you learn more about it.

Get the help you need. If you feel alone after you or your child got an autism diagnosis, look for support. National advocacy groups, support groups, your doctor, people on social media with autism, or your school, job, or college can help you navigate a diagnosis.

Keep an eye out for other health issues. While autism isn't an illness, many people with autism might also have other conditions, including ADHD, dyslexia, and others. If you have questions about you or your child's health, see your doctor and explain your concerns.

If you have autism, you'll have it your entire life. But early treatment can make a big difference in development for a child with autism. If you think your child shows symptoms of ASD, tell your doctor as soon as possible.
Autism treatments
What works for one person might not work for another. Your doctor should tailor treatment for you or your child. The main types of treatments are:

Behavioral: Helps a person understand the causes and results of behaviors so they can change unwanted behaviors.

Developmental: Speech therapy improves communication skills, physical therapy improves motor ability, occupational therapy works on life skills like dressing and eating.

Psychological: Treatments like cognitive-behavioral therapy (CBT) can help people deal with anxiety, depression, or other mental health issues In addition to autism.

Educational: Adapts learning processes to the needs of people with autism.

Social-relational: Focuses on bettering social skills and building emotional bonds.

Medications: Work to ease symptoms of ASD, like attention problems, hyperactivity, or anxiety.

Complementary treatments may help boost learning and communication skills in some people with autism. Complementary therapies include music, art, or animal-assisted therapy, such as horseback riding.

Applied behavior analysis (ABA) is a type of treatment that aims to promote positive behavior and discourage negative or harmful behavior. Some experts believe that ABA is a form of behavior control. They say that it forces people to conform to a rigid definition of "normal" and stifles behavior that's part of having autism. Advocates say that ABA has evolved from this approach. They claim that it's the best way for a person with autism to adapt in a way that lets them live in society more easily.
Fake autism treatments
There are certain treatments that are sold or advertised to treat autism but don't actually work. Some of these fake treatments can even be dangerous. Don't try any of the following for autism:

Raw camel's milk

GcMAF, which is an unlicensed injection made from blood cells

CEASE, which tells people to avoid vaccinations and suggests people take nutritional supplements that could be dangerous

Chlorine dioxide (CD) or Mineral Miracle Solution (MMS)

Some vitamins, minerals, and supplements

Secretin, a hormone found in your body

Chelation, which takes out heavy metal toxins in your blood

To spot a fake treatment, look for these warning signs:

Claims that it's a "cure," "miracle," or that you can "recover from" autism.

It's not available on major, reputable health sites.

It costs a lot of money.

It claims to work in many people "instantly."

Personal stories that it's worked instead of medical data.

States that anyone can do it, even without medical training.

It claims to cure lots of conditions.

Some groups of people are affected differently by autism.
Autism in women
Autism can sometimes be different for women compared to men. Compared to men, autistic cisgender women might:

Hide their feelings

Be quieter

Copy people who don't have autism or hide their autism signs in order to "fit in"

Seem to deal better with social situations

Show fewer signs of repetitive behaviors

Your doctor may not have as much knowledge about diagnosing girls or women with autism. Since many symptoms are focused on male stereotypes of autism, this can make it harder to tell if a female has autism. Because of this, girls and women with autism may be misdiagnosed or missed entirely. As experts become more aware of this, the estimates of how many men have autism compared to women has gotten smaller.
Autism and Racial and Ethnic Differences
More white children are diagnosed with autism spectrum disorder compared to Black or Hispanic children. Some of the reasons that these groups may not be getting diagnosis or care include:

Stigma about the disorder

Less access to medical resources because of non-citizenship or income

Not speaking English as a primary language

LGBTQIA+ and Autism
Research shows that people with autism are more likely to identify as a part of the LGBTQIA+ community than people who don't have it. People in this group who also have autism are more likely to face discrimination, issues with getting medical care, violence, and cultural stigmas. This can create greater mental health complications for LGBTQIA+ individuals who are autistic and already at a higher risk for these complications.

Talk to your doctor before trying something different, like a special diet. There's no hard evidence that special diets help children with ASD. Autism is a complex brain disorder.

Some children with autism might appear to be picky eaters. They may only eat foods of a certain color or texture, not eat enough or eat too much, or eat things that aren't food. They can have constipation, which makes them feel full even if they're not, or have issues with coughing or choking while they eat.

While it may seem that cutting out certain foods could relieve your child's symptoms, it might actually cause more harm.

For example, children with autism often have thinner bones. Dairy products have nutrients that can make their bones stronger. Studies on a protein in milk products called casein have found that many children performed the same whether or not they ate foods with this protein. Their autism symptoms didn't change in any remarkable way.

Some evidence shows that people with autism may have low levels of certain vitamins and minerals. This does not cause autism spectrum disorder. But your doctor may suggest s upplements to improve nutrition. Vitamin B and magnesium are two of the supplements most often used for people with autism. But people can overdose on these vitamins, so megavitamins should be avoided.

However, some diet changes may help with certain symptoms of autism. Food allergies, for example, may make behavior problems worse. Removing the allergen from your child's diet may make some behavior issues better.

The important thing is that your child's diet needs to support their specific nutritional needs and ASD symptoms. The best way to settle on the most useful diet is to work with your doctor and a nutrition specialist like a registered dietitian. They'll help you design a meal plan tailored for your child.

Some children with autism have digestive problems like constipation, belly pain, or nausea and vomiting. Your doctor can suggest a diet that won't make these issues worse.

And remember, nutritional needs change over time. Your child's dietitian will help you make sure the foods they eat are still meeting their needs as they get older.

Communication
You can help your child communicate better with autism by:

Using their name so they know you're speaking to them

Speaking slowly and clearly

Keeping language clear and simple

Give them extra time to understand what you've just said

Use simple gestures, pictures, or eye contact to help them understand what you're saying

Avoid:

Having a conversation in a noisy or crowded area

Saying things that have more than one meaning like "break a leg"

Asking your child a lot of questions

Trouble sleeping
Many kids with autism have a hard time falling asleep or staying asleep. You can help them by:

Keeping a sleep diary to look for common issues

Following the same bedtime routine each night

Letting them use ear plugs to sleep, if they help

Keeping their bedroom dark and quiet

Talking to a doctor about issues that might affect their sleep

Socializing

To help your child make friends and socialize:

Ask your child's school if they can help.

Ask your autism care team if they can give tips.

Look into the National Autism Society directory for local social groups that can help those with autism.

Ask for or read information from other parents of children who have autism.

Make sure you don't:

Force your kid into social settings if they want to be on their own instead.

Put pressure on your child. Give them time to learn social skills.

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As the name indicates, autism spectrum disorder includes a number of conditions with different symptoms. Learn about what autism is and how it's diagnosed.

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Research has not found one single cause of autism. However, genetic factors and environmental factors - such as exposure to pesticides before birth or maternal immune system disorders - may play a role in the development.

Genetic factors include gene variants, which some people inherit from their parents. This does not guarantee that a child will have autism, but it may raise the likelihood.

Environmental factors may include exposure to certain infections or medications during pregnancy, very low birth weight, maternal obesity, and older parental age at the time of conception. However, more research is necessary to confirm these.

This article discusses what autism is, the ongoing research into its development, some of the more widespread myths about its causes, and more.

Autism is a neurodevelopmental condition that affects how a person communicates, learns, thinks, behaves, and interacts with others. People of all ages, sexes, and races can have autism.

Autism is a "spectrum" disorder, meaning that autistic people can have a wide range of symptoms, strengths, skills, and support needs. The healthcare community now uses the umbrella term autism spectrum disorder (ASD) to refer to anyone who falls on this spectrum.

Typically, symptoms of ASD present in early childhood. They can include communication difficulties, challenges with social interaction, and repetitive behaviors. Some autistic people are able to perform the everyday activities they need to do independently, while others may need substantial support.

There is no medical test to determine whether a person is autistic. Doctors use developmental monitoring and screening to make a diagnosis, and they are often able to diagnose a child by . However, some autistic people do not receive a diagnosis until they reach adolescence or even adulthood.

Researchers have not found one single cause of autism. Several factors could play a role in its development. They include:

having a twin or older sibling with autism

older parental age at the time of conception

brain growth disruptions in early development

preterm birth

Much of the research on autism suggests that a combination of genetic and environmental factors cause it.

Over the last few decades, there has been a significant increase in autism genetics research. During that time, scientists have found that ASD is highly heritable. This means that genetics play a large role in its development.

For example, a of more than 2 million people across five countries estimated ASD's heritability to be approximately 80%.

Researchers have also found that specific gene variants can contribute to autism risk. A gene variant is a permanent change in the DNA sequence that makes up a gene. Some gene variants come from a person's parents, while others can occur during a person's lifetime.

There is no clinical reason to carry out routine testing for common gene variants, as many people have them, and they do not reliably predict that a person will be autistic.

However, there is a growing number of rare gene variants that doctors could look for. Testing for them could potentially:

give people a better understanding of why they, or their child, is autistic

enhance early recognition, allowing people to gain support sooner

increase the quality of healthcare a person receives

However, genetic testing also comes with some potential difficulties, including:

Difficulty interpreting findings: The rare gene variants that have links to autism are not a guarantee a person will be autistic nor a way to predict the severity of symptoms.

False negatives: This can happen if a doctor fails to detect a known variant. This may mean a child does not receive a correct diagnosis.

Ethical concerns: There are significant fears among members of the autistic community that scientists could use genetic testing for autism as a first step toward erasing it. This is known as eugenics.

Researchers have identified several environmental factors that may play a role in developing autism, including:

It is important to note that some studies on these factors have somewhat confusing results.

For example, an older 2010 study from Denmark found no association between maternal infection and ASD diagnosis when looking at the total period of pregnancy.

However, researchers did find an association between ASD diagnosis and pregnant people who were admitted to the hospital for viral infections during the first trimester and pregnant people who had bacterial infections in the second trimester.

Similarly, in , a study found "little evidence" of an association between ASD and common infectious diseases or fevers during pregnancy. However, it did find an increased risk of an ASD diagnosis if a parent had influenza (flu) or prolonged fever during their pregnancy.

More research is necessary to better understand the role that environmental factors might play.

While researchers are still learning what causes autism, they do know that a number of myths about its causes are false. They include:

Parenting and neglect

During the mid-20th century, both the public and the medical community widely believed that child neglect was the cause of autism.

Leo Kanner introduced neglectful parenting as the cause of autism in his 1943 paper Autistic Disturbances of Affective Contact. Cold, distant parenting - especially on the part of mothers - became the go-to explanation for why some children develop behavioral and emotional issues.

During his time as director of the Orthogenic School for Troubled Children, Bruno Bettelheim supported this "refrigerator parenting" theory and even went on to compare autistic children to concentration camp prisoners in his 1967 book Empty Fortress: Infantile Autism and the Birth of the Self.

The medical community abandoned this theory when, in the 1970s and 1980s, researchers began discovering genetic and environmental explanations.

MMR vaccination

Another myth about autism is that the measles, mumps, and rubella (MMR) vaccine can cause it. This idea came about when The Lancet published a now widely criticized paper by Dr. Andrew Wakefield and his colleagues in 1998.

The paper highlighted 12 children with intestinal symptoms and regressive developmental disorder, which is when a child acquires skills but then loses them again. The parents of eight of the children attributed this loss of skills to the MMR vaccine.

Wakefield then implied that the MMR vaccine was to blame by suggesting that "environmental triggers" were responsible for the changes in health and behavior.

This resulted in many parents and caregivers losing trust in the MMR vaccine, meaning many children did not gain the protection it offers against three potentially fatal illnesses. The United Kingdom's Health Protection Agency linked the drop in MMR vaccination to large measles outbreaks in 2008 and 2009.

However, there are a number of flaws in Wakefield's paper. Firstly, eight is a very small number of children to base this hypothesis on. There is also evidence that Wakefield carefully selected the children he focused on, and that some of the funding for the research came from lawyers who were helping parents sue vaccine manufacturers.

This suggests that Wakefield and his colleagues may have been biased. The funding sources also had a vested interest in proving that vaccines were responsible for the children's symptoms. As a result, The Lancet retracted Wakefield's paper in 2010.

Since then, several studies have found no evidence of a link between MMR vaccination and autism, even in children with a high chance of developing it.

According to the Centers for Disease Control and Prevention (CDC), the reported prevalence of ASD has increased over the years. However, an increase in reported prevalence does not necessarily mean that autism itself is becoming more common.

More diagnoses could be the result of:

changes in autism's clinical definition

increased awareness of autism

increased emphasis on early diagnosis so people can receive support sooner

These factors may mean doctors are better equipped to identify autism, resulting in an apparent increase in cases. It is also possible that there has been a true increase in the number of autistic people, but it is difficult to know if that is the case.

The Autism and Developmental Disabilities Monitoring (ADDM) Network, a CDC-funded program that tracks data to better understand the number and characteristics of children with autism, reports that:

Approximately 1 in 44 children (aged 8 years) received an ASD diagnosis in 2018, which is an from the previous report of 1 in 59 children in 2014.

Children born in 2014 were 50% more likely to receive an ASD diagnosis or an ASD special education classification by age 4 years compared with children born in 2010.

Current research suggests that a combination of genetic and environmental factors may increase the chances a person will meet the criteria for ASD. These may include specific genetic variants, older parental age, preterm birth, and others. However, researchers are still learning about the possible causes.

There are many myths about what causes autism. Over the years, scientists have debunked many of these myths. The claim that MMR vaccines or childhood neglect are responsible for autism is on medical science.

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What causes autism? Development, myths, and more

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Scientists are still learning what causes autism, but many believe it may occur due to a combination of genetic and environmental factors.

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ECAP is a local non-profit team who works to provide a personalized program for children who have autism.

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We are the only ABA program in the Panhandle to provide in-home and in-clinic services. ECAP serves children diagnosed with (or presenting symptoms of) developmental delays or disabilities, including: autism spectrum disorders, Down syndrome, cerebral palsy and intellectual disabilities.

ECAP is a non-profit (501(c) 3) early intervention and community outreach program. Our program has an approved practicum placement for graduate students enrolled in the Florida State University Master's Program in Applied Behavior Analysis.

ABA and Autism

More than 40 years of research support the use of ABA to teach children with developmental disabilities. Additionally, it is now widely acknowledged that ABA is the treatment of choice for children with an autism spectrum disorder.

We recognize that each child is unique and that different techniques work for different children. We pride ourselves in developing individualized, research-based programs for each client.

Autism spectrum disorders are characterized by:

Impaired social interaction

Impaired communication skills

Restricted/repetitive patterns of behavior

Symptoms vary individually per child.

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We are the only ABA program in the Panhandle to provide in-home and in-clinic services. ECAP serves children diagnosed with (or presenting symptoms of) developmental delays or disabilities, including: autism spectrum disorders, Down syndrome, cerebral palsy and intellectual disabilities. ECAP is a non-profit (501(c) 3) early intervention and community outreach program.

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An academy in Panama City that focuses on educating children with Autism and other disabilities.

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Bacot Academy | School for Autism & Aspergers

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Bacot Academy is a non-profit, private, Christian based school for children with Autism and other disabilities. Although autism is our specialty, we also welcome students with multiple disabilities. We are members with the Florida Coalition of Christian and Private Schools Accreditation (FCCPSA), and we provide year-round specialized education based on the science of Applied Behavior Analysis (ABA) as well as B.F. Skinner's analysis of verbal behavior.

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Each student has an individual program that targets specific skills. We implement a systematic continuous plan for generalizing skills learned during therapy. Our programs are data-driven and we regularly record, review and analyze data related to the students program. In addition to structured teaching and small group instruction, we incorporate Natural Environment Training (NET) to ensure that skills are being generalized.

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Bacot Academy School of Autism Panama City Florida

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Bacot Academy is a non-profit, private, Christian-based school for children with Autism and related disabilities. | Bay County's Original Autism School

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A local clinic that provides behavioral therapy.

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ABA Therapy in Panama City, FL - Focus on Behavior

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Focus on Behavior, Your trusted resource for behavioral insights. Explore expert guidance and resources for a positive and fulfilling life.

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A local business that provides ABA therapy for children or adults with autism.

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Full Spectrum ABA provides ABA Therapy for special needs children and young adults with autism spectrum disorder (ASD) and related diagnoses in Panama City, Florida. Full Spectrum ABA is the premier leader in Educational Applied Behavior Analysis, with providers working in over 150 schools and facilities. We also provide services exclusively or extensively in home.

We are owned and run by BCBAs & BCBA-D's with a heart for quality clinical care. Our doctoral leaders provide an unparalleled amount of expertise focused on client care. Full Spectrum ABA has the structure and support to ensure any child soars to their peak potential. Apply with confidence today for our ABA services.

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ABA Therapy in Panama City, FL | Full Spectrum ABA | Autism

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We provide ABA Therapy in Panama City, FL for special needs children and young adults with autism spectrum disorder (ASD) and related diagnoses.

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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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