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IEP Tips for Parents of Autistic Students

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IEP Tips for Parents of Autistic Students

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Elemy is an online website that cares for individuals and families with Autism, ADHD, Behavior Disorders, anxiety and depression, and evaluation through research and care through technology. The website provides guides, terminology, and articles for ABA specialists, pediatricians, and caregivers. An IEP, an individualized education plan is a procedure plan for students to meet their specific needs. This guide supports students because it explains what an IEP is and what it is used for, it shares an IEP’s advantages and disadvantages, and offers insight to rights. A student who has Autism can benefit from an IEP because their needs will be met because there are requirements for school staff. An IEP is confidential, therefore the teacher and the program staff need to attend meetings and have access to outside support. Children who have autism can benefit from an IEP plan because their list of needs will be shared with the teacher, resulting in knowledge about goals, weaknesses, strengths, assessments, and reinforcements.

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The Individuals with Disabilities Education Act (IDEA) states that all children are entitled to a free public education that meets their specific needs in the least restrictive environment possible. This means that children with special needs are to be provided with specialized services within the mainstream setting without cost to the family.

The Individualized Education Program (IEP) is a tool used to outline a child's strengths and weaknesses and how to meet their specific needs through public education. An IEP for autism can help to ensure that autistic children receive the support and resources they need for academic success.

Autism is a spectrum disorder that can be diagnosed when a child is as young as 18 months old. Most often, reliable diagnoses are made around 2 years old.

When autism is diagnosed young, the child can get early intervention services, which are highly beneficial. At the age of 3, early intervention services are transitioned into special education services. An IEP will then be created through your local school district's special education program.

The purpose of an IEP is to outline where your child excels and where they need help. The IEP can set up objectives and goals as well as clear methods for attaining them. Each child's IEP will be different based on their specific needs.

An IEP is education-based. Therefore, it will focus on things that can be accomplished within the parameters of the school system.

The actual document may be many pages in length. It can have up to 13 sections, outlining the details for the specific child and how equal opportunity education will be attained.

An IEP will include:

Current level of functioning and academics.

Goals that can be measured annually.

Specific modifications to school programing or equipment to support learning.

Necessary special education and related services.

Procedures for evaluating quantifiable progress.

Plans for attendance and scheduling of specialized services.

Information on transitions as the child progresses and approaches graduation.

IEPs are evaluated annually and rewritten as needs change throughout the school years. Academic goals, social skills goals, and functional life skills goals can all be included in an IEP. Related services like occupational therapy and speech therapy may also be included.

An IEP is a legal document that the school district has to follow when educating an autistic child. It helps to ensure that your child obtains the necessary resources, support, and services to grow academically, socially, and functionally within the school system. Ultimately, it means that autistic children have access to the same level of education as neurotypical children.

As a parent, you want the best education for your child. You may have weighed the pros and cons of public versus private education. An IEP makes public education a feasible option for many parents of children with autism.

An IEP can provide the legal framework to ensure that your child has the best opportunity for a free and appropriate public education (FAPE). Since an autistic child is legally required to have access to services through the public school system, an IEP makes this possible. Your child's IEP ensures that distinct parameters are put in place and that there is a plan to meet these specific needs through special education services.

An IEP is a contract between you, your child, and the school district. The district can provide a roadmap and framework for how to help your child succeed.

An IEP is designed to be tailored to your child directly. There isn't a one-size-fits-most solution when it comes to these plans. The plan will be evaluated each year based on how much progress is made.

It is important for an IEP to outline exactly what needs to be accomplished and a detailed plan for how to get there. IEPs that are vague can be limiting, leading to frustration and inadequacies.

An IEP needs to set quantifiable objectives as well as ways for measuring them for a meaningful and appropriate annual curriculum. IEPs can fall short of these goals by setting the bar too low, not focusing on a child's individual strengths, or reaching too high.

An IEP is designed to work within the school system. Often, an autistic child will need services and resources that the school may not be able to provide. Parents cannot rely solely on the IEP or expect that the IEP is always being followed. You will need to stay involved in your child's education and progress.

As with everything else in parenting, you'll need to remain an advocate for your child. While this is true of all parents when it comes to education, the burden can be heavier for parents of autistic children. By remaining involved in the process at every level, you can help to ensure that your child is being supported in the way they need and deserve at school.

There are laws in place dictating who is to be a part of an IEP team. These people will be invited to attend the IEP meeting and help draft the document. The team may include:

At least one of the child's parents.

The child's teacher or prospective teacher.

If appropriate, the child.

Someone from the local education agency other than the teacher who has knowledge of the system and is qualified to either supervise or provide special education services directly.

Others with specific information about the child as requested by the parent or local agency. This may be additional family members, counselors, doctors, or therapists.

As a parent, you are considered an equal participant in an IEP meeting by law. You can bring your own suggestions and recommendations to the meeting. It can also be beneficial to work with your child's teacher to come up with a plan for drafting the IEP.

Parents are the best advocates for their children. You know your child best, and you will be the one providing additional support beyond school hours. It is important to ensure that the IEP addresses your child's needs in a way that will be optimal for them to grow and learn. Your input will be vital to this process.

Here are some tips to optimize an IEP:

Understand and ensure everyone is aware of your child's current level of social, functional, and academic skills. Don't just discuss disabilities and shortcomings. Talk about their strengths, progress, and interests.

Be aware of your child's eligibility category. There are 13 different categories, and children often fit into more than one category at a time. Whichever category has the most significant impact on learning should be the top priority.

Find out how progress is measured. Different schools have different metrics. Learn how often progress is assessed, how it is measured, and when you will be notified about this.

Ensure that goals are appropriate for your child and the timeline for the objectives.

Discuss specifics of your child's special education and additional services. Find out where and how these services will be provided. Will they have a classroom aide, will they be integrated into general education classrooms, or will they be pulled into a special education classroom? Will your child also need occupational and/or speech therapy? Will they need additional services, and if so, what are they? Are assistive technology supports needed?

When appropriate, discuss extended school year (ESY) services if your child is apt to lose skills during school breaks and vacations.

Discuss a behavior intervention plan to help your child develop coping strategies. Talk about strategies for modeling behaviors.

As your child approaches high school and graduation, a transition plan will need to be put in place. When the time is right, discuss this in the meeting.

For best results, parents should be prepared and do their research. It is helpful to know what your school district has at their disposal and what your child's rights are.

Go into an IEP meeting with notes and written information. Keep your emotions in check, and prioritize your child's needs. Remember that you, your child's teacher, and other school professionals are on the same team. You all want what is best for your child.

The goal of an individualized education plan is measurable social, functional, and academic progress. Autistic children often learn at their own pace and in their own distinct ways. Don't try to fit your child into a neurotypical child's learning schedule. Students have different needs, and they will excel when those needs are accounted for.

Services and resources should be included in the IEP that support this unique learning process. They will allow your child to work and grow in an environment that benefits their learning style.

Keep up with your child's progress throughout the school year. Check in with teachers and support staff regularly to ensure that your child is receiving the services the IEP details, that progress is being measured, and that goals are being achieved in a timely fashion. It is within your rights as a parent to request a follow-up meeting and review your child's IEP to ensure that it is working as intended.

Teachers have a tough job in creating an IEP that makes sense for an autistic student, helping them to achieve their maximum potential.

An IEP should be SMART.

Keep all of these points in mind when drafting and writing an IEP for an autistic student. Goals need to be realistic and within the bounds of the system you are working within. While you may have big long-term goals for a particular student, keep the goals realistic in terms of what you can achieve in a semester.

Be very direct, and avoid vague objectives. Use plain, concise language in writing the plan. You want the goals to be clear for anyone who reads the document.

It can help to draft an IEP before the meeting. The drafting process takes time, and it's likely that you won't get it right on the first or second try.

Consider including both the child and the parents in your drafting process before the actual IEP meeting. This way you can all be on the same page and ensure that the IEP will be as specific and beneficial as possible. Take their feedback into account, and be ready to explain your thought process if you disagree on an area of the plan.

An IEP is a helpful tool for autistic children. It can ensure they receive customized care that is essential to their growth and development.

Take the time to ensure your child's IEP is written well and then followed closely. The results are well worth the effort.

Your Child's Rights: Autism and Schools. (2020). Autism Speaks.

Children Diagnosed at an Early Age More Likely to Receive Evidence-Based Treatments. (August 2016). American Psychological Association (APA).

Individualized Education Plan (IEP). (2020). Autism Society.

10 Things to Cover at Your Child's IEP Meeting. (2020). Autism Support Network.

ASD & the IEP Process. (2018). National Autism Society.

12 Tips for a Successful IEP Meeting. (May 2020). ADDitude.

Teacher and Child Predictors of Achieving IEP Goals of Children With Autism. (December 2013). Journal of Autism and Developmental Disorders.

Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation. (March 2019). Focus on Autism and Other Developmental Disabilities.

Examining the Quality of IEPs for Young Children With Autism. (June 2011). Journal of Autism and Developmental Disorders.

Parent Perspectives of Their Involvement in IEP Development for Children With Autism. (April 2019). Focus on Autism and Other Developmental Disabilities.

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How IEPs Can Help Autistic Students (A Guide)

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The Individuals with Disabilities Education Act (IDEA) states that all children are entitled to a free public education that meets their specific needs in the least restrictive environment possible. This means that children with special needs are to be provided with specialized services within the mainstream setting without cost to the family.

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Hopebridge Autism Therapy Center informs society that Autism Spectrum Disorder affects children differently through an online format of blogging and videos. Hopebridge offers free support in many different states and includes occupational therapy and speech therapy. This resource supports students because it informs that signs and symptoms of Autism can differ across children. Some signs of Autism are lack of eye contact, lack of pretend play, lack of social interactions, late interactions, sensitivity to noises and clothes, and tolerance to certain environments. These signs allow educators to become aware that an Autistic child may have certain sensitivities, therefore creating a classroom environment that matches the students needs is one way to support the student. Not pressuring students into using eye contact, and using different methods of instruction so group work is not always needed are two accommodations to make.

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What are the signs of autism and how does it affect the child?

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Helping Autistic Children Reach Their Fullest Potential 

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Helping Autistic Children Reach Their Fullest Potential 

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HelpGuide is a non-profit organization that supports mental health well being. It provides many different resources including resources for addiction, ADHD, Anxiety, Eating Disorders, Cancer, Sleep, Heart, and much more. HelpGuide serves as a guide for parents to identify Autism Spectrum Disorder in their child, informs parents of the different support programs, and offers parents tips to help their child reach their fullest potential. Some tips include safety and structure such as being consistent with a daily routine as well as reinforcing good behavior with rewards, and using nonverbal communication such as hand gestures. Two other tips this resource provides specifically for Autistic children is local support groups and counseling, as well as free government resources such as intervention programs.

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Ted Hutman, Ph.D. is Assistant Clinical Professor in Psychiatry at the David Geffen School of Medicine at UCLA and a licensed clinical psychologist practicing in Santa Monica, CA.
A parent's guide to autism treatment and support

If you've recently learned that your child has or might have autism spectrum disorder, you're probably wondering and worrying about what comes next. No parent is ever prepared to hear that a child is anything other than happy and healthy, and an ASD diagnosis can be particularly frightening. You may be unsure about how to best help your child, or confused by conflicting treatment advice. Or you may have been told that ASD is an incurable, lifelong condition, leaving you concerned that nothing you do will make a difference.

While it is true that ASD is not something a person simply "grows out of," there are many treatments that can help children acquire new skills and overcome a wide variety of developmental challenges. From free government services to in-home behavioral therapy and school-based programs, assistance is available to meet your child's special needs and help them learn, grow, and thrive in life.

When you're looking after an autistic child, it's also important to take care of yourself. Being emotionally strong allows you to be the best parent you can be to your child in need. These parenting tips can help by making life with an autistic child easier.

Don't wait for a diagnosis

As the parent of a child with ASD or related developmental delays, the best thing you can do is to start treatment right away. Seek help as soon as you suspect something's wrong. Don't wait to see if your child will catch up later or outgrow the problem. Don't even wait for an official diagnosis. The earlier children with autism spectrum disorder get help, the greater their chance of treatment success. Early intervention is the most effective way to speed up your child's development and reduce the symptoms of autism over the lifespan.
[Read: Does My Child Have Autism?]
When your child has autism

Learn about autism. The more you know about autism spectrum disorder, the better equipped you'll be to make informed decisions for your child. Educate yourself about the treatment options, ask questions, and participate in all treatment decisions.

Become an expert on your child. Figure out what triggers your kid's challenging or disruptive behaviors and what elicits a positive response. What does your child find stressful or frightening? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you'll be better at troubleshooting problems and preventing or modifying situations that cause difficulties.

Accept your child, quirks and all. Rather than focusing on how your autistic child is different from other children and what he or she is "missing," practice acceptance. Enjoy your kid's special quirks, celebrate small successes, and stop comparing your child to others. Feeling unconditionally loved and accepted will help your child more than anything else.

Don't give up. It's impossible to predict the course of autism spectrum disorder. Don't jump to conclusions about what life is going to be like for your child. Like everyone else, people with autism have an entire lifetime to grow and develop their abilities.

Helping your child with autism thrive tip 1: Provide structure and safety

Learning all you can about autism and getting involved in treatment will go a long way toward helping your child. Additionally, the following tips will make daily home life easier for both you and your child with ASD:

Be consistent. Children with ASD have a hard time applying what they've learned in one setting (such as the therapist's office or school) to others, including the home. For example, your child may use sign language at school to communicate, but never think to do so at home. Creating consistency in your child's environment is the best way to reinforce learning. Find out what your child's therapists are doing and continue their techniques at home. Explore the possibility of having therapy take place in more than one place in order to encourage your child to transfer what he or she has learned from one environment to another. It's also important to be consistent in the way you interact with your child and deal with challenging behaviors.

Stick to a schedule. Autistic children tend to do best when they have a highly-structured schedule or routine. Again, this goes back to the consistency they both need and crave. Set up a schedule for your child, with regular times for meals, therapy, school, and bedtime. Try to keep disruptions to this routine to a minimum. If there is an unavoidable schedule change, prepare your child for it in advance.

Reward good behavior. Positive reinforcement can go a long way with children with ASD, so make an effort to "catch them doing something good." Praise them when they act appropriately or learn a new skill, being very specific about what behavior they're being praised for. Also look for other ways to reward them for good behavior, such as giving them a sticker or letting them play with a favorite toy.

Create a home safety zone. Carve out a private space in your home where your child can relax, feel secure, and be safe. This will involve organizing and setting boundaries in ways your child can understand. Visual cues can be helpful (colored tape marking areas that are off limits, labeling items in the house with pictures). You may also need to safety proof the house, particularly if your child is prone to tantrums or other self-injurious behaviors.

Tip 2: Find nonverbal ways to connect

Connecting with an autistic child can be challenging, but you don't need to talk-or even touch-in order to communicate and bond. You communicate by the way you look at your child, by the tone of your voice, your body language - and possibly the way you touch your child. Your child is also communicating with you, even if he or she never speaks. You just need to learn the language.

Look for nonverbal cues. If you are observant and aware, you can learn to pick up on the nonverbal cues that autistic children use to communicate. Pay attention to the kinds of sounds they make, their facial expressions, and the gestures they use when they're tired, hungry, or want something.

Figure out the motivation behind the tantrum. It's only natural to feel upset when you are misunderstood or ignored, and it's no different for children with ASD. When children with ASD act out, it's often because you're not picking up on their nonverbal cues. Throwing a tantrum is their way of communicating their frustration and getting your attention.
[Read: Autism Behavior Problems]
Make time for fun. A child coping with ASD is still a child. For both autistic children and their parents, there needs to be more to life than therapy. Schedule playtime when your child is most alert and awake. Figure out ways to have fun together by thinking about the things that make your child smile, laugh, and come out of her/his shell. Your child is likely to enjoy these activities most if they don't seem therapeutic or educational. There are tremendous benefits that result from your enjoyment of your child's company and from your child's enjoyment of spending unpressured time with you. Play is an essential part of learning for all children and shouldn't feel like work.

Pay attention to your child's sensory sensitivities. Many children with ASD are hypersensitive to light, sound, touch, taste, and smell. Some children with autism are "under-sensitive" to sensory stimuli. Figure out what sights, sounds, smells, movements, and tactile sensations trigger your kid's "bad" or disruptive behaviors and what elicits a positive response. What does your child find stressful? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you'll be better at troubleshooting problems, preventing situations that cause difficulties, and creating successful experiences.

Tip 3: Create a personalized autism treatment plan

With so many different treatments available, it can be tough to figure out which approach is right for your child. Making things more complicated, you may hear different or even conflicting recommendations from parents, teachers, and doctors.

When putting together a treatment plan for your child, keep in mind that there is no single treatment that works for everyone. Each person on the autism spectrum is unique, with different strengths and weaknesses.

Your child's treatment should be tailored according to their individual needs. You know your child best, so it's up to you to make sure those needs are being met. You can do that by asking yourself the following questions:

What are my child's strengths - and their weaknesses?

What behaviors are causing the most problems? What important skills is my child lacking?

How does my child learn best - through seeing, listening, or doing?

What does my child enjoy - and how can those activities be used in treatment and to bolster learning?

Finally, keep in mind that no matter what treatment plan is chosen, your involvement is vital to success. You can help your child get the most out of treatment by working hand-in-hand with the treatment team and following through with the therapy at home. (This is why your well-being is essential!)

A good treatment plan will:

Build on your child's interests.

Offer a predictable schedule.

Teach tasks as a series of simple steps.

Actively engage your child's attention in highly structured activities.

Provide regular reinforcement of behavior.

Involve the parents.

Choosing autism treatments

There are many different options and approaches to ASD treatment, including behavior therapy, speech-language therapy, physical therapy, occupational therapy, and nutritional therapy.

While you don't have to limit your child to just one treatment at a time, it's unlikely you'll be able to address everything at once. Instead, start by focusing on your child's most severe symptoms and pressing needs.
[Read: Autism Treatments, Therapies, and Interventions]
Tip 4: Find help and support

Caring for a child with autism can demand a lot of energy and time. There may be days when you feel overwhelmed, stressed, or discouraged. Parenting isn't ever easy, and raising a child with special needs is even more challenging. In order to be the best parent you can be, it's essential that you take care of yourself.

Don't try to do everything on your own. You don't have to! There are many places that families of children with ASD can turn to for advice, a helping hand, advocacy, and support:

ADS support groups - Joining an ASD support group is a great way to meet other families dealing with the same challenges you are. Parents can share information, get advice, and lean on each other for emotional support. Just being around others in the same boat and sharing their experience can go a long way toward reducing the isolation many parents feel after receiving a child's diagnosis.

Respite care - Every parent needs a break now and again. And for parents coping with the added stress of ASD, this is especially true. In respite care, another caregiver takes over temporarily, giving you a break for a few hours, days, or even weeks.
[Read: Respite Care]
Individual, marital, or family counseling - If stress, anxiety, or depression is getting to you, you may want to see a therapist of your own. Therapy is a safe place where you can talk honestly about everything you're feeling-the good, the bad, and the ugly. Marriage or family therapy can also help you work out problems that the challenges of life with an autistic child are causing in your spousal relationship or with other family members.

Free U.S. government services for children with autism

Under the U.S. federal law known as the Individuals with Disabilities Education Act (IDEA), children with disabilities-including those with ASD-are eligible for a range of free or low-cost services. Under this provision, children in need and their families may receive medical evaluations, psychological services, speech therapy, physical therapy, parent counseling and training, assisted technology devices, and other specialized services.

Children under the age of 10 do not need an autism diagnosis to receive free services under IDEA. If they are experiencing a developmental delay (including delays in communication or social development), they are automatically eligible for early intervention and special education services.

Early intervention services (birth through age two)

Infants and toddlers through the age of two receive assistance through the Early Intervention program. In order to qualify, your child must first undergo a free evaluation. If the assessment reveals a developmental problem, you will work with early intervention treatment providers to develop an Individualized Family Service Plan (IFSP). An IFSP describes your child's needs and the specific services he or she will receive.

For autism, an IFSP would include a variety of behavior, physical, speech, and play therapies. It would focus on preparing autistic kids for the eventual transition to school. Early intervention services are typically conducted in the home or at a child care center.

To locate local early intervention services for your child, ask your pediatrician for a referral or use the resources listed in the "Get more help" section at the end of the article.

Special education services (age three and older)

Children over the age of three receive assistance through school-based programs. As with early intervention, special education services are tailored to your child's individual needs. Autistic children are often placed with other developmentally delayed kids in small groups where they can receive more individual attention and specialized instruction. However, depending on their abilities, they may also spend at least part of the school day in a regular classroom. The goal is to place kids in the "least restrictive environment" possible where they are still able to learn.

If you'd like to pursue special education services, your local school system will first need to evaluate your child. Based on this assessment, an Individualized Education Plan (IEP) will be drafted. An IEP outlines the educational goals for your child for the school year. Additionally, it describes the special services or supports the school will provide your child in order to meet those goals.

Know your child's rights

As the parent of a child with ASD, you have a legal right to:

Be involved in developing your child's IEP from start to finish

Disagree with the school system's recommendations

Seek an outside evaluation for your child

Invite anyone you want-from a relative to your child's doctor-to be on the IEP team

Request an IEP meeting at any time if you feel your child's needs are not being met

Free or low-cost legal representation if you can't come to an agreement with the school

Caring for a child with autism when you are autistic

Research indicates that there is a genetic component to autism. However, many parents only discover they're autistic when they research and obtain a formal diagnosis for their own child. If you're autistic, you might face unique challenges when it comes to raising children who are also neurodivergent. Here are a few tips that may help:

Don't hide your identity. Let your child get to know the real you. If you have certain quirks, such as repetitive behaviors or unusual body movements, don't feel pressured to mask them in front of your child. By being yourself, you're encouraging your autistic child to be themselves around you and creating an opportunity to bond over your similarities. You can also talk with your child about how neurotypical individuals may react to your behaviors and how to handle negative reactions. Aim to offer the type of guidance you could've used when you were young.

Remember to care for yourself. Caring for a child can be challenging if you struggle with sensory needs or require a highly structured lifestyle. For example, if you're sensitive to sounds, a crying child may be a constant source of stress and discomfort. A child's sudden tantrums can make it hard for you to stick to a consistent schedule, creating further frustration. To protect your own sense of well-being, it's important for you to adopt coping habits that help reduce your stress in these types of situations.
[Read: Autism in Adults: Recognizing the Signs, Living with a Diagnosis]
If certain tasks seem overwhelming, look to other people for support. For example, if communicating with doctors and teachers poses a challenge, a parenting mentor or other parents with autism might be able to help you come up with solutions.

Build on your strengths. Everyone has specific strengths, and you're no exception. Consider how your skills and talents can help you establish a supportive household for your child. Do you excel at visual thinking or design? Create educational posters for your child. Are you able to focus for long periods of time? Use that focus to research and study up on parenting practices and coping strategies. Are you good at problem-solving? Use your creativity and out-of-the-box thinking to overcome challenges around the house.

Be patient with yourself and your child. Be willing to accept that you both have plenty of time to grow and learn. You might experience some setbacks. Perhaps, you lose your temper and feel ashamed by your reaction. Or maybe your child has a hard time fitting in with peers when they start school. Resolve to learn from bad experiences and find solutions, even if you have to make multiple attempts. When one of you does make progress, remember to acknowledge the growth. Offer your child praise and celebrate your personal successes as well.

Ted Hutman, Ph.D. is Assistant Clinical Professor in Psychiatry at the David Geffen School of Medicine at UCLA and a licensed clinical psychologist practicing in Santa Monica, CA.

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Helping Your Child with Autism Thrive - HelpGuide.org

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Does your child have autism? As a parent, you can make a big difference in your child's life. These tips can help.

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Behavior Strategies for Children on the Autism Spectrum

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Behavior Strategies for Children with Autism

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Behavior Strategies for Children with Autism

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International Boarding of Credentialing and Continuing Education Standards offers training for autism certification to health care employees and educators. The type of certifications include Autism for school districts, Autism for Learning Centers, Autism for Teletherapy, and Autism for educators. These certifications allow individuals to gain knowledge about Autism to allow them to work and teach children with Autism. This resource supports students because without knowledge educators would not have the proper understanding of behaviors or actions children with Autism may participate in. IBCCES provides 15 behavioral strategies that can help caregivers, adults with ASD, and school staff. Some common characteristics of a child with Autism include trouble with body and spoken language, sensory issues with sounds and smells, and difficult understanding that people can have different views/opinions. This resource support students because building awareness of different strategies can benefit student learning. Letting the child know what will occur next by using a timer, setting expectations as a whole class and with the individual student so they are aware of what they are suppose to do, offering rewards, and giving choices during instruction are just some beneficial strategies.

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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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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.

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Helpful Tips and Activities for Teachers to Teach Autistic Students

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Helpful Tips and Activities for Teachers to Teach Autistic Students

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Waterford is a website that provides useful information to parents, educators, families, and school districts to help their children succeed. Waterford uses an online platform called Upstart to help students with basic needs and literacy skills, as well as an online webinar library that informs parents. Both of these resources are free, Upstart is for preschool to second grade students and the online webinar is for adults. Waterford defines Autism as a “neurodevelopmental condition that causes children to be hypersensitive to sensory stimuli” (Waterford). This resource supports students with ASD by overcoming many of the challenges and myths associated with Autism, which allows students to feel comfortable to reach their fullest potential. Some tips for the classroom are to not overload students with decorations and activities in the classroom that students may put too much focus on, instruction should be simple enough for all students to understand. Don’t make learning more complicated then needed, and use student interests when asking questions and designing activities or problems.

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Even if you don't have a child with autism in your class this year, you will probably teach one at some point. Autism is seen in around 1 in 59 children, a figure that has risen as clinicians have gotten better at recognizing autistic symptoms.[1] Supporting children with autism can make a world of difference in their lives, which is why it's important for educators to accommodate these students as needed.

Want to better understand and support students with autism at your school? Read on to learn more about what autism is, which challenges students with autism face, and a few tips and lesson ideas for helping them make the most with their education.

What is Autism Spectrum Disorder?

The definition of autism spectrum disorder (ASD) is a neurodevelopmental condition that causes children to be hypersensitive to sensory stimuli. We use the term "spectrum disorder" because characteristics of autism vary depending on the child and can range from mild to severe.[2] That being said, students with autism often have trouble communicating with others and exhibit repetitive behavior.

While it's not certain what causes autism in children, the strongest factor seems to be genetics. A study involving forty-three pairs of twins found that genes can highly predict a person's likelihood of having autism.[4] While some environmental factors seem to increase the chance that a child develops autism, one thing is certain-researchers have not found evidence that vaccines are one of these factors.[5]

When working with students with autism, schedule a meeting with the child's parents or a school specialist at the beginning of the year. That way, you can get a sense of your student's personal needs and how you can best help. Try not to assume which symptoms a child has or try to self-diagnose a student with autism. When in doubt, the best person to discuss any questions with is always their parent or guardian.

What Challenges Do Students with ASD Experience in School?

While teachers often ask if autism is a learning disability, the answer isn't as straightforward as you'd think. Autism itself isn't a learning disability, but there are some learning difficulties associated with autism. For example, students diagnosed with autism are more likely to develop attention-deficit hyperactivity disorder (ADHD) and dyslexia.[6] When teaching students with ASD, it's helpful to watch for symptoms of learning disorders and refer them to a specialist if needed.

Children with autism are also more likely to develop emotional disorders due to the unique challenges they face. Without support in the classroom, these students are more likely to feel isolated or misunderstood. At least one in three people with autism with develop mental health issues like depression or anxiety in their lives.[7] And since the risk of self-harm behaviors is 28 times more likely for children with autism, making sure your students receive the emotional support they need is essential.[8]

Another issue many students with autism face is bullying. Around 34% of children with autism report being picked on at school to the point that it distresses them.[9] Because these kids may think or act differently from others, other students may tease them or leave them out of their friend circles. That's why it's important to educate all children in your school about autism, not just the student with ASD.

If these issues aren't resolved early on, they can affect students on the autism spectrum through their entire educational career. Children with autism are less likely to pursue employment or college after high school, in part because of these difficulties.[10] Luckily, teaching students with autism strategies to overcome their personal challenges can help them reach their potential.

Why Autism Awareness Month? Dispelling Myths About Autism

Every year in April, we celebrate Autism Awareness Month to shed light on misconceptions about autism and help students with ASD find the support they need. Here are a few myths along with the real facts to help you understand more about your students with autism.

"All children with autism have intellectual disabilities."

Because autism is a spectrum disorder, it comes in a broad range of symptoms and severity.[11] In terms of how autism affects learning in school, some students may have cognitive disabilities while others might not. The best way to know for sure is to discuss their symptoms with their parents or a school specialist.

"Only boys can develop autism. Girls with autism are rare or nonexistent."

While it's true that boys are more likely to develop autism, girls can have this condition, too. The ratio of boys to girls with autism is estimated at around 3:1, but girls with ASD are less likely to be formally diagnosed.[12] Some researchers have theorized that autism symptoms can be different in men and women, causing girls with ASD to be misdiagnosed or underreported.[13]

"Students with autism cannot make friends or feel emotions."

Children with autism feel emotions just like everybody else, even if they show it in different ways.[14] Most students with autism want friends, but if they struggle with social skills, they might not know how.

Luckily, teaching students with autism key social skills can help them bond with their classmates. If a child has trouble fitting in, try playing autism awareness activities or teaching a lesson about diversity with your whole class to help all of your students feel welcome.

"Autism can be cured."

Since autism is a neurological disorder, symptoms can be alleviated but not "cured" entirely. But while children with autism might struggle with some things, they're just as capable of growth as other students. Finding activities and learning strategies that address their challenges can help them turn their weaknesses into strengths.

"Children with autism will never achieve as much as their peers."

Beloved poets, talented musicians and artists, and scientists who shaped how we see the world today have been included on lists of famous people with autism. Our communities would not be the same without people on the autism spectrum. While students with autism may have different weaknesses than their classmates, they often have plenty of strengths, too.

Fun Classroom Activities for Teaching Students with Autism

Sometimes, educational strategies for autism may differ from the lesson plans you make for the rest of your class. But thankfully, autism activities can be as simple as stocking sensory toys in your classroom or reading picture books about social skills. Use these four activities for students with autism to help these students learn academic concepts.

Sensory Activities

Because children with autism are sensitive to sensory input, activities that involve their five senses can help ground them in the present.[15] If a child with ASD is having a hard time focus in class, try giving them a special sensory toy to play with. If possible, try to work the sensory item into their assignment.

Exercise Games

Studies show that regular exercise can help alleviate symptoms of autism and improve social skills.[16] Try planning outdoor activities that get your students moving and tie into your lesson plans. You could, for example, play hopscotch to teach kindergarteners how to count or plan a kickball game as a class reward. Once your students come back inside, everyone will have gotten their wiggles out and be ready to work.

SEL Picture Books

Stories are a great method for teaching children with autism important social emotional learning (SEL) skills. You can read SEL picture books as a class or assign them to your student as independent reading.

Here are a few books about social-emotional skills you can read to your student with autism:

No, David! by David Shannon

Last Stop on Market Street by Matt de la Peña

The Giving Tree by Shel Silverstein

A Sick Day for Amos McGee by Philip and Erin Stead

Alexander and the Terrible, Horrible, No-Good, Very Bad Day by Judith Viorst

Reading Time

Since school can involve so much sensory stimulation, a full day of class can leave students with ASD feeling overwhelmed. Children with autism benefit from quiet breaks throughout the day, so try planning a quiet reading activity as a class to give everyone time to de-stress and work independently.[17] Or if your student with autism is having trouble focusing, ask them if they'd like to spend some time reading in the school library.

Tips for Working with Children on the Autism Spectrum

The more you know about how to support students with autism, the better prepared these children will be for academic success.
Sources:
Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. Retrieved from cdc.gov: https://www.cdc.gov/ncbddd/autism/data.html.[1]

Iowa Department of Education. Talking to Parents About Autism. Retrieved from educateiowa.gov: http://educateiowa.gov/sites/files/ed/documents/Parent-Factsheets_April2010_Autism.pdf.[2]

Eunice Kennedy Shriver National Institute of Child Health and Human Development. What are the symptoms of autism? Retrieved from nichd.nih.gov: https://www.nichd.nih.gov/health/topics/autism/conditioninfo/symptoms.[3]

Baily, A., Couteur, A.L., Gottesman, I., and Bolton, P. Autism as a strongly genetic disorder: evidence from a British twin study. Psychological Medicine, July 2009, 25(1), pp. 63-77.[4]

Landrigan, P.J. What causes autism? Exploring the environmental contribution. Current Opinion in Pediatrics, April 2010, 22(2), pp. 219-25.[5]

Montes, G., and Halterman, J.S. Characteristics of School-Age Children with Autism. Journal of Developmental & Behavioral Pediatrics, October 2006, 27(5), pp. 379-85.[6]

National Autistic Society. Autism facts and history. Retrieved from autism.org.uk: https://www.autism.org.uk/about/what-is/myths-facts-stats.aspx.[7]

Mayes, S.D., Gorman, A.A., Hillwig-Garcia, J., and Syed, E. What causes autism? Exploring the environmental contribution. Research in Autism Spectrum Disorders, january 2013, 7(1), pp. 109-19.[8]

National Autistic Society. Autism facts and history. Retrieved from autism.org.uk: https://www.autism.org.uk/about/what-is/myths-facts-stats.aspx.[9]

Ibid.[10]

Eunice Kennedy Shriver National Institute of Child Health and Human Development. What are the symptoms of autism? Retrieved from nichd.nih.gov: https://www.nichd.nih.gov/health/topics/autism/conditioninfo/symptoms.[11]

Loomes, R., Hull, L., and Mandy, W.P. What Is the Male-to-Female Ratio in Autism Spectrum Disorder? A Systematic Review and Meta-Analysis. Journal of the American Academy of Child & Adolescent Psychiatry, June 2017, 56(6), pp. 466-74.[12]

Bargiela, S., Steward, R., and Mandy, W. The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype. Journal of Autism and Developmental Disorders, October 2016, 46(10), pp. 3281-94.[13]

Eunice Kennedy Shriver National Institute of Child Health and Human Development. What are the symptoms of autism? Retrieved from nichd.nih.gov: https://www.nichd.nih.gov/health/topics/autism/conditioninfo/symptoms.[14]

Greene, K. Teaching Students with Autism Spectrum Disorder. Retrieved from scholastic.com: https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/.[15]

Healy, S. The effect of physical activity interventions on youth with autism spectrum disorder: A meta-analysis. Periodical from the International Society of Autism Research, 2018, 27(5), pp. 818-33.[16]

Kluth, P. Supporting Students with Autism: 10 Ideas for Inclusive Classrooms. Retrieved from readingrockets.org: http://www.readingrockets.org/article/supporting-students-autism-10-ideas-inclusive-classrooms.[17]

Manolis, L. 6 Tips for Teaching Students with Autism. Retrieved from teachforamerica.org: https://www.teachforamerica.org/stories/6-tips-for-teaching-students-with-autism.[18]

Ibid.[19]

Kluth, P. Supporting Students with Autism: 10 Ideas for Inclusive Classrooms. Retrieved from readingrockets.org: http://www.readingrockets.org/article/supporting-students-autism-10-ideas-inclusive-classrooms.[20]

Moreno, S., and O'Neal, C. Tips for Teaching High-Functioning People with Autism. Retrieved from iidc.indiana.edu: https://www.iidc.indiana.edu/pages/Tips-for-Teaching-High-Functioning-People-with-Autism.[21]

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Tips for Teaching Students With Autism Spectrum Disorder - Waterford.org

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Learn more about what autism is, which challenges students with autism face, and a few tips for helping them make the most with their education.

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Autism Information and Programs in Orange County

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Autism Information and Programs in Orange County

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Children's Health of Orange County (CHOC) is a hospital that specifically serves children all over Orange County. CHOC has a center for Autism called the Thompson Autism Center. Trained clinicians and researchers help assess Autistic children and there are different on-site clinics for children who are struggling with potty training and triggering behaviors. The website serves as a support system because it provides us with information regarding the Five different programs: Assessment, Fast, Fragile X, Co-Occurring Conditions, and Behavior. The Fast program aids school districts and caregivers of Autistic children preschool through college so the students individual needs are met. The Fragile X program supports students by evaluating and consulting so children can attend therapies that are needed such as occupational therapy, speech therapy, and behavioral therapy.

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A place for families to thrive

Our goal is to help children reach their maximum potential, no matter what that looks like for each child, in a supportive environment that cares for the whole family.

We offer a true family-centered approach. Support groups for parents, grandparents and siblings offer a place for families to support each other and learn everyday tips on how to juggle doctors, school, work and family life. Everything is available under one roof, providing a medical home for your child.

Our highly trained clinical team includes pediatric neurologists, psychiatrists, psychologists, developmental behavior pediatricians, occupational therapists, speech language pathologists, applied behavior analysis (ABA) therapists, child life specialists, social workers, nurses and more.

Personal service coordinators are here to help you every step of the way. They will connect you with resources and community programs, and work with you on a transition plan as your child nears adulthood, including education, work plans, college or secondary school, and legal consultations.

Our customized evidence-based treatment plans include behavioral therapy, cognitive behavioral therapy, and acceptance and commitment therapy. We also provide toilet training and parent training, to help parents with skills to support their child's behavior at home and in the community.

Our research studies and clinical trials look to transform the future of ASD, provide a better understanding of ASD and other neurodevelopmental differences, and bring the newest findings to families in the region.

Education assistance is available, including the Families and Schools Together (FAST) at CHOC Program, in partnership with Chapman University, to assist with IEPs in coordination with your clinical team, connect you with resources within your child's school system and maximize their educational opportunities.

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Thompson Autism Center - Children's Health Orange County

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A place for families to thrive Our goal is to help children reach their maximum potential, no matter what that looks like for each child, in a supportive environment that cares for the whole family. We offer a true family-centered approach.

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Elizabeth, a teacher explains the common mistakes that teachers make when instructing children, especially students who have Autism. Some common mistakes include ignoring negative behaviors, lack of attention toward students, lack of control and organization, lack of communication and body language, lack of empathy, lack of positivity, lack of wait time or positive reinforcements, and lack of assessment. All of these common mistakes impact a students learning because these mistakes create disruption in a students environment. This resource supports students because teachers need to learn to reinforce positive behavior when students are behaving well, and focus less on disruptive behavior. Focusing less on negative behavior doesn’t mean ignoring the student, but it means that less focus will be on the student when the student is disruptive because they won’t feel the need for as much attention if it is given somewhere else in the day. One important technique to focus on is allowing all students to come up with expectations, rules and procedures, and choices which allows students to have some control in the classroom. Student-centered learning also opens up more student options because conversation is led by the students.

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The most common mistake teachers make. Teaching students with autism, and anybody else.

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What You Should Know About Students With Autism

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What You Should Know About Students With Autism

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Applied Behavior Analysis Programs Guide is one of the top resource guides for Autism because it informs society that there are many aspects of Autism. The guide allows us to  recognize the important things you need to know when teaching a student with Autism or helping your child who has Autism. Applied Behavior Analysis Programs Guide gives us a list of thirty facts that are helpful when aiding an Autistic child. It is important to recognize that all children can succeed and have strengths, no matter their disability or delay. One tip is that all autistic child behave and appear differently, everybody is diverse therefore specific individuals needs vary. As a parent it is important to safeguard your house so your child doesn’t accidentally get injured because of little accidents, and it is important to not overload caregivers of Autism because they are in fact researching themselves.

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Applied Behavior Analysis Programs Guide

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It is estimated that one in 68 children are now diagnosed with an Autism Spectrum disorder, and yet, this diagnosis remains as misunderstood as ever. We simply do not live in a society that is accommodating or even accepting of those who are not "neurotypical." Fortunately, parents of autistic children are wonderful at communicating who their children are and why. Below are 30 things those parents of children on the Autism Spectrum want you to know.

Not all autism is the same, and neither is every child with autism.

Just because my kid doesn't look like another kid with autism doesn't mean he's not on the Autism Spectrum.

You can't always see autism.

Our home is safety proofed.

Autism causes the brain to process things differently.

My child may be nonverbal, but she has a lot to say.

My autistic child has feelings.

Children on the Autism Spectrum are not dumb.

"Autistic" is not my child's sole definition.

A schedule means nothing to us.

Please let my child play with your child.

My kid works harder than any other child her age.

There's no need to tag us in every Facebook article about autism.

Parents of children on the Autism Spectrum are research junkies, and do their best to stay up-to-date with each and every advancement in the autism community. Certainly, they know more than the average person. As one parent put it, "There's literally no Facebook article [about autism] we haven't seen. So, before you share it and tag us because we're that friend with the child with autism, take that into account."

On a similar note, please keep your unsolicited advice to yourself.

We know best when it comes to our autistic children.

I'm not someone to pity simply because my child has autism.

As parents, we aren't looking for an autism cure.

We can't just "get a babysitter."

You can't "catch" autism like you would a cold.

I'm not an autism expert.

My autistic child is not trying to be difficult.

When my child is having a meltdown, please stay calm.

Please be patient with my child.

No, I don't just need to discipline my child more.

We need to hear we are doing a good job.

Don't stop trying to include us.

We are incredibly lonely.

For all of the reasons already listed, it's easy to see why being the parent of a child on the Autism Spectrum is a lonely experience. Parents are with their children all the time. Many will be with them for the rest of their life. That makes joining a community of friends incredibly difficult. Divorce rates amongst parents of children on the Autism Spectrum is especially high. If you're a friend of a parent of an autistic child, ask that parent if they're okay. Ask if they need something, or if you can help with anything. Showing them they're not as alone as they may feel will go a long way in brightening their day.

Please just listen to us.

The rate of autism is increasing.

We don't need "Autism Awareness," we need "Autism Acceptance."

You've probably seen the bumper stickers, Facebook posts and the t-shirts calling for "Autism Awareness." But as parents of children on the Autism Spectrum continually insist, our society is aware of autism. It's autism acceptance that we need. Though one in 68 American children are now diagnosed with autism, our society still treats autistic individuals and their families as social pariahs. To become a more inclusive society will take advancements in access to services, affordable health care, employment opportunities, Medicaid expansion, fair pay, and more opportunities for quality education.

More for Parents and Families:

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30 Things Parents of Children on the Autism Spectrum Want You to Know - Applied Behavior Analysis Programs Guide

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It is estimated that one in 68 children are now diagnosed with an Autism Spectrum disorder, and yet, this diagnosis remains as misunderstood as ever. We simply do not live in a society that is accommodating or even accepting of those who are not "neurotypical."

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Relatable Childrens Books for Students With Autism

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Relatable Childrens Books for Students With Autism

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Applied Behavior Analysis Programs Guide focuses on resources for ASD. The website also supports ADHD, OCD, Trauma, Dementia, Developmental Disabilities, and Mental Illnesses. Applied Behavior Analysis Program Guide supports students because the website provides a list of children books that inform and relate experiences to students with Autism. Each book has an age level, a summary of the story, and a ISBN for easy access. The books range from ages 3-17 and are factual, informative, fun, silly, and relatable. When children with Autism connect to others experiences they can build a sense of trust and safety, and feel comfortable in the classroom knowing that their disorder doesn’t define them and that they aren’t alone. Educators need to have books in their library that relate to all students, therefore having books about ASD can benefit students with autism and students who don’t have ASD.

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Applied Behavior Analysis Programs Guide

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One of the most wonderful things about a book is its ability to reveal to us a little piece of ourselves. When we can relate to a story or a character, we are left with a better understanding of who we are and what our purpose may be.

Related: 15 Best Applied Behavior Analysis Online Programs

This might be most true for children on the autism spectrum. Because things like relating to others, understanding emotions, and making and keeping friends are common challenges faced by children with autism, reading about autistic characters can often act as an outlet and a learning tool to discovering one's own place in the world.

While some of these books are written specifically for children on the autism spectrum, others are aimed towards siblings and friends. Regardless of the specific audience, each of these 30 best children's books about the autism spectrum provide a level of comfort and understanding that can only be achieved through a good story.

All Cats Have Asperger Syndrome (Jessica Kingsley Publishers, 2006)

Kathy Hoopmann

All My Stripes: A Story for Children with Autism (Magination Press, 2015)

Shaina Rudolph and Danielle Royer

Andy and His Yellow Frisbee (Woodbine House, 1996)

Mary Thompson

The Asperger Children's Toolkit (Jessica Kingsley Publishers, 2012)

Francis Musgrave

The Asperkid's (Secret) Book of Social Rules: The Handbook of Not-so-Obvious Social Guidelines for Tweens and Teens with Asperger Syndrome (Jessica Kingsley Publishers, 2012)

Jennifer Cook O'Toole

The Autism Acceptance Book (Pathway Book Service, 2006)

Ellen Sabin

Autism Is...? (CreateSpace Independent Publishing Platform, 2012)

Ymkje Wideman-van der Laan

Autism, the Invisible Cord: A Sibling's Diary (Magination Press, 2012)

Barbara Cain

Can I Tell You About Asperger's Syndrome? (Jessica Kingsley Publishers, 2003)

Jude Welton

The Categorical Universe of Candice Phee (Chronicle Books; Reprint edition, 2015)

Barry Jonsberg

Different Like Me: My Book of Autism Heroes (Jessica Kingsley Publishers, 2005)

Jennifer Elder

Everybody is Different (Autism Asperger Publishing Company, 2002)

Fiona Bleach

A Friend Like Simon (Special Stories Publishing, 2009)

Kate Gaynor

Hello Roar, Little Dinosaur (Learning Development Aids, 2012)

Hazel Reeves

How to Be Human: Diary of an Autistic Girl (Creston Books, 2013)

Florida Frenz

How to Talk to an Autistic Kid (Free Spirit Publishing, 2011)

Daniel Stefanski (an autistic kid)

Ian's Walk: A Story about Autism (Albert Whitman & Company; Reprint edition, 1998)

Laurie Lears

Leah's Voice (Halo Publishing International, 2012)

Lori DeMonia

Looking after Louis (Albert Whitman & Company, 2004)

Lesley Ely

My Brother Charlie (Scholastic Press, 2010)

Holly Robinson Peete and Ryan Elizabeth Peete

My Friend with Autism (Future Horizons, 2011)

Beverly Bishop

Noah Chases the Wind (Redleaf Lane, 2015)

Michelle Worthington

Ages 3-8
"Noah Chases the Wind" is a beautiful illustrated book about a very curious young boy with autism. Noah loves science, and is full of questions - until he finds one that his books can't answer. "Noah Chases the Wind" has been received a number of awards, including the silver medal in the Moonbeam Children's Books Award and the Gelett Burgess Children's Book Award.
ISBN-10: 160554356X
ISBN-13: 978-1605543567

The Reason I Jump: The Inner Voice of a Thirteen-Year Old Boy with Autism (Random House Trade Paperbacks; Reprint edition, 2016)

Naoki Higashida

Rules (Scholastic Press, 2006)

Cynthia Lord

Also Available in Paperback (2008)
ISBN-10: 0439443830
ISBN-13: 978-0439443838

Since We're Friends: An Autism Picture Book (Sky Pony Press, 2012)

Celeste Shally and David Harrington

The Survival Guide for Kids with Autism Spectrum Disorders (and Their Parents) (Free Spirit Publishing, 2012)

Elizabeth Verdick and Elizabeth Reeve, M.D.

Tacos Anyone? / ¿Alguien quiere tacos? (Speech Kids Texas Press, Inc., 2005)

Marvie Ellis

Understanding Samantha: A Sibling's Perspective of Autism (CreateSpace Independent Publishing Platform, 2013)

Dustin Daniels

What it is to Be Me! (Fairdale Publishing, 2005)

Angela Wine

Why Does Izzy Cover Her Ears? (Autism Asperger Publishing Company, 2009)

Jennifer Veenendall

More for Parents and Families:

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30 Best Children's Books About the Autism Spectrum

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While some of these books are written specifically for children on the autism spectrum, others are aimed towards siblings and friends. Either way, each of these 30 best children's books about the autism spectrum provide a level of comfort and understanding that can only be achieved through a good story.

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Healthline is a medically reviewed website that provides us with articles about different health topics including Autism Spectrum Disorder. Healthline teaches us the symptoms of Autism which allows us to better understand why a child might behave or think a certain way. This resource supports students because the website provides information regarding screening, and different methods of support for medical and psychological support. Healthline offers insight to early diagnosis, problems with social skills and communication, as well as repetitive behaviors. Some characteristics of lack of social skills include trouble with using eye contact when speaking to someone, not being attentive when their name is called, enjoying playing alone, and not being able to express current emotions. Some characteristics of repetitive behavior include outbursts when structure or routine is mixed up, interest in tiny details and organization, such as making sure a game board is put away the same as how it came brand new.

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Autism spectrum disorder (ASD) is actually a group of neurodevelopmental conditions. It affects the way a person perceives and interacts with both other people and their surroundings.

Signs and symptoms of ASD often present during the first few years of life. They can include things like problems interacting or communicating with others as well as repetitive behaviors or routines.

But what are some more specific signs and symptoms of ASD? And how is the condition diagnosed? Continue reading as we explore these topics and more.

Early identification and diagnosis of ASD is very important. When support strategies are started early, it can make a big difference in a child's quality of life and ability to function.

Children often show early signs of ASD between the ages of 12 and 18 months or even earlier. However, many children don't receive a diagnosis until after the age of 3. This is because sometimes the early signs of ASD can be difficult to spot.

So, what signs can you look for?

early signs of autism
Some of the early signs of ASD in children include things like:

problems making or maintaining eye contact

not responding when their name is called

trouble utilizing nonverbal forms of communication, such as pointing or waving

difficulties with verbal communication, such as cooing or babbling in very young children and use of single words or two-word phrases in older children

trouble with play, including disinterest in other children or difficulty imitating another person

If you notice any of these behaviors, consult with your child's doctor as soon as possible. Early intervention and support for children with autism is very important. It can enhance a child's development and may significantly improve social skills.

The new edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), which is published by the American Psychiatric Association, divides symptoms into two categories:

1. problems with social interactions and communication

2. behaviors that are repetitive or restricted

We'll explore both of these categories in more detail below. Let's start with social interaction and communication. Since these are two rather broad topics, they may be separated into subcategories.

Some examples of problems with social skills include:

avoiding or having difficulty maintaining eye contact

not responding when their name is called

appearing to not hear you when you talk to them

preferring to play alone instead of with others

appearing not to share interests with others

avoiding physical contact, such as being held or cuddled

having a flat facial expression

having difficulty expressing their own feelings or understanding the feelings of others

Some examples of trouble with communication include:

delays or regression in speech and language development

reversing pronouns, such as saying "you" when they mean "I"

not using gestures like pointing or waving

difficulty understanding nonverbal cues, like gestures or facial expressions

talking in a flat or sing-song voice

experiencing trouble starting or maintaining a conversation

not following directions

repeating certain words or phrases over and over again (echolalia)

experiencing trouble playing pretend

not understanding things like jokes, sarcasm, or figures of speech

Some behaviors to look for include things like:

repetitive movements, such as rocking back and forth and hand flapping

developing routines or rituals and becoming agitated if they're disrupted

becoming intensely fixated with an object or activity, like watching a ceiling fan spin

having very specific or obsessive interests

being extremely organized, such as lining up toys in a specific order

having intense interest in the details of a thing, such as the wheels on a toy car, rather than the whole object

odd movement patterns, like walking on their toes or exaggerated body language

being sensitive to sensory stimulation, such as lights, sounds, or sensations

having very specific aversions or preferences for foods, which can include specific food types, textures, or temperature

There are also some additional signs and symptoms children with ASD may exhibit along with the above lists. These can include:

intense temper tantrums

large amounts of energy or being very active

acting impulsively

irritability or aggression

engaging in behaviors that can cause self-harm, such as head-banging

problems with sleep

being more fearful or less fearful than would be expected

Now that we've discussed the signs and symptoms of ASD in more detail, what are some indications that you should make an appointment with your child's pediatrician?

see your doctor
Some signs or symptoms that you may want to discuss with your child's doctor, depending on their age, include:

rarely or never making eye contact with you

not responding when you engage with them

not imitating your sounds or facial expressions

not using gestures such as pointing and waving

not developing, or losing, their language or communication milestones (can include things as early as babbling to later developments like speaking single words or short phrases)

not engaging in imaginary play or pretend games

While every child develops differently, some signs of ASD can appear early. If you have questions or concerns about your child's development, speak with your child's pediatrician as soon as possible.

Before we summarize the diagnostic process for ASD, let's first go over the diagnostic criteria. The DSM-5 defines two categories of symptoms:

1. deficits in social interaction and communication

2. restricted or repetitive behavior patterns

Symptoms are further broken into subcategories: three for social interaction and communication and four for behavioral patterns.

A child must meet symptoms in all three social and communication subcategories and also in two of the four behavioral pattern subcategories to receive an ASD diagnosis.

When symptoms are recorded, their severity must also be determined. This is done on a rating of 1 to 3, with 1 being the least severe and 3 being the most severe.

Other criteria for symptoms include the following:

Symptoms must be present from an early period of development.

Symptoms must lead to a significant disruption in an individual's ability to function, such as socially or in their job.

Symptoms can't be explained by another developmental or intellectual condition.

Autism screening

Developmental screenings can help identify ASD early. During a developmental screening, your child's doctor will evaluate things like your child's behavior, movements, and speech to see if they meet typical milestones.

While pediatricians check your child's development at every well-child visit, it's recommended that more focused screening for any developmental conditions be done during the following well-child visits:

Specific screening for ASD is recommended at well-child visits at 18 and 24 months. If screenings indicate that your child may have ASD, you'll likely be referred to a specialist who works with children with ASD for further evaluation.

Tools for screening and diagnostics

While screening tools aren't a definitive diagnosis, they're useful for identifying children at risk for ASD so they can be referred to a specialist for further evaluation.

Some screening tools that are specific for ASD are:

Modified Checklist for Autism in Toddlers (MCHAT). This is a parent-completed questionnaire that's used for identifying children at risk for ASD.

Screening Tool for Autism in Toddlers and Young Children (STAT). This tool comprises 12 activities that can evaluate things like communication and play.

In addition to the diagnostic criteria provided in the DSM-5, other diagnostic tools practitioners may use to help diagnose ASD are:

Autism Diagnosis Interview - Revised (ADI-R). ADI-R can be used for individuals 18 months and older. It assesses communication, social skills, and repetitive behavior.

Autism Diagnostic Observation Schedule - Generic (ADOS-G). ADOS-G uses 30-minute modules to assess things like communication, social skills, and play.

Childhood Autism Rating Scale (CARS). CARS can be used for children over 2 years old. The scale draws on five different systems for diagnosing ASD.

Gilliam Autism Rating Scale (GARS-2). GARS-2 is a tool that helps parents, doctors, and teachers identify ASD in people between the ages of 3 and 22 years old.

Although there's currently no cure for ASD, there are a variety of options. The overall goal of support stratefies is to decrease ASD symptoms while increasing your child's quality of life and ability to function.

Several different types of professionals may be involved in support options, including doctors, psychiatrists, and speech-language pathologists. A support strategy will focus on addressing your child's specific needs.

support strategies for autism
Possible options include:

Psychological therapy. This can include a myriad of different therapy types, including things like various types of behavioral therapy, educational therapy, and social skills training.

Medications. Some medications can help address ASD symptoms, such as aggression or hyperactivity.

Speech and language therapy. This type of therapy can help a child improve their speech and verbal communication skills.

Occupational therapy. A therapist will help your child gain everyday living skills.

Treating other health conditions. Children with ASD may also have other health conditions, such as epilepsy. Your doctor will work to manage these conditions as well.

Alternative therapy. Many parents consider alternative therapy to complement other support options. In some cases, risks may outweigh the benefits. Discuss alternative therapies with your child's pediatrician.

The outlook for children with ASD can vary greatly by individual. Some children may go on to live relatively independent lives. Others may require continued assistance throughout their lives.

Early detection of ASD is very important. The earlier ASD is diagnosed, the sooner support can begin. This can be vital in making sure a child gets the support they need to improve their symptoms and quality of life.

If your child has symptoms of ASD, make an appointment with their pediatrician. They'll help combine your experiences, their observations, and available screening tools to determine if your child needs additional evaluation by a specialist.

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Autism Symptoms in Kids: Categories, Screening, Treatment & More

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Autism spectrum disorder (ASD) is actually a group of neurodevelopmental conditions. It affects the way a person perceives and interacts with both other people and their surroundings. Signs and symptoms of ASD often present during the first few years of life. They can include things like problems interacting or communicating with others as well as repetitive behaviors or routines.