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National Institute of Mental Health (NIMH)

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Overview

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

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

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

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

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

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

Signs and Symptoms of ASD

People with ASD have difficulty with social communication and interaction, restricted interests, and repetitive behaviors. The list below gives some examples of common types of behaviors in people diagnosed with ASD. Not all people with ASD will have all behaviors, but most will have several of the behaviors listed below.

Social communication / interaction behaviors may include:

Making little or inconsistent eye contact

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

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

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

Having difficulties with the back and forth of conversation

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

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

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

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

Difficulties adjusting behaviors to social situations

Difficulties sharing in imaginative play or in making friends

Restrictive / repetitive behaviors may include:

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

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

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

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

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

People with ASD may also experience sleep problems and irritability.

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

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

Being strong visual and auditory learners

Excelling in math, science, music, or art

Causes and Risk Factors

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

Having a sibling with ASD

Having older parents

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

Having a very low birth weight

Diagnosing ASD

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

Diagnosis in Young Children

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

Stage 1: General Developmental Screening During Well-Child Checkups

Every child should receive well-child check-ups with a pediatrician or an early childhood health care provider. The American Academy of Pediatrics recommends that all children receive screening for developmental delays at their 9-, 18-, and 24- or 30-month well-child visits, with specific autism screenings at their 18- and 24-month well-child visits. A child may receive additional screening if they are at high risk for ASD or developmental problems. Children at high risk include those who have a family member with ASD, show some behaviors that are typical of ASD, have older parents, have certain genetic conditions, or who had a very low birth weight.

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

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

Stage 2: Additional Diagnostic Evaluation

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

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

The diagnostic evaluation is likely to include:

Medical and neurological examinations

Assessment of the child's cognitive abilities

Assessment of the child's language abilities

Observation of the child's behavior

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

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

Because ASD is a complex disorder that sometimes occurs with other illnesses or learning disorders, the comprehensive evaluation may include:

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

Diagnosis in older children and adolescents

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

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

Diagnosis in adults

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

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

Social interaction and communication challenges

Sensory issues

Repetitive behaviors

Restricted interests

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

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

Treatments and Therapies

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

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

Medication

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

Irritability

Aggression

Repetitive behavior

Hyperactivity

Attention problems

Anxiety and depression

Read more about the latest medication warnings, patient medication guides, and information on newly approved medications at the Food and Drug Administration (FDA) website.
Behavioral, psychological, and educational interventions

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

Learn social, communication, and language skills

Reduce behaviors that interfere with daily functioning

Increase or build upon strengths

Learn life skills necessary for living independently

Other resources

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

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

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

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

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

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Last Reviewed: March 2022
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Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first two years of life.

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Overview

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

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

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

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

Symptoms

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

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

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

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

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

Social communication and interaction

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

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

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

Has poor eye contact and lacks facial expression

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

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

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

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

Doesn't appear to understand simple questions or directions

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

Doesn't point at or bring objects to share interest

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

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

Patterns of behavior

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

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

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

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

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

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

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

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

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

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

When to see a doctor

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

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

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

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

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

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

Doesn't say single words by 16 months

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

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

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

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

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

No link between vaccines and autism spectrum disorder

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

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

Risk factors

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

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

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

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

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

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

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

Complications

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

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

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

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Autism spectrum disorder - Symptoms and causes

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

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CDC activities help us better understand autism spectrum disorder (ASD) and help support people with

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parents and guardians often have lots of questions. Find answers above

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Our Mission

CASD's mission is to excel in care, advocacy, research and education. We accomplish this by:

Providing a quality healthcare experience for our patients and families through a coordinated program of state-of the-art clinical services

Improving health outcomes for children regionally, nationally and internationally by educating the next generation of clinicians in best practices for autism evaluation, diagnosis and treatment

Creating innovative solutions to pediatric health challenges by conducting research that includes and reflects the neuro-diverse population we serve

Embracing neurodiversity and welcoming autistic individuals as collaborators, research trainees, students and staff members

CASD works every day to optimize trajectories for autistic youth with the goal of successful transition into adulthood. Our Stakeholder Advisory Board, comprised of parents whose children have received assistance from CASD, provides recommendations to CASD faculty and staff to improve care, research, education and advocacy efforts.

Fee Information

Services provided by the Children's National Center for Autism Spectrum Disorders may be covered in full or in part by commercial insurance, managed care or medical assistance, depending on the contractual specifications. Self-pay is accepted and payment plans may be arranged.

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Center for Autism Spectrum Disorders | Children's National Hospital

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The Center for Autism Spectrum Disorders provides family-centered care for developmental disorders and connects you with support in the autism community.

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12 websites recommended by parents for parents of children with autism.

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12 websites recommended by parents for parents of children with autism.

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By Maureen Higgins, Eden II Marketing Intern

Searching for autism information on the web can be overwhelming. The word "autism" alone results in over 64 million hits on Google. So, where do you turn to for the most relevant information and resources when there are so many different options? We polled parents of Eden II participants, asking them this question, and these were the top 10 results:

1. www.autismspeaks.org -One of the leading autism science and advocacy organizations. Autism Speaks provides a comprehensive resource guide for all states. The site also boasts an impressive list of apps that parents may find useful, including games that focus on communication and social skills.

2. www.autism-society.org -Another great site that includes helpful resources for those with autism, family members, as well as professionals. Autism Society also gives updates on the latest autism news and press releases.

3. www.disabilityscoop.com - Sign up for Disability Scoop's e-mail news to receive the most current updates on developmental disabilities. Disability Scoop's experts have been cited by multiple online news sites, including USA Today and People.com.

4. www.autismnj.org -Run by a network of professionals and parents, Autism New Jersey strives to provide New Jersey residents affected by autism with the most up to date information, including info on Health Care and insurance mandates in New Jersey.

5. www.autism.com - The Autism Research Institute focuses on researching the causes of autism, as well as developing safe and effective treatments for those currently affected by the disorder.

6. www.autismweb.com - Managed by parents, AutismWeb includes great insights on different autism teaching methods. The site also provides a forum where parents can go to share their stories, give updates on their children's progress, and share recipes that may be useful for picky eaters.

7. www.ahany.org - The Asperger Syndrome and High Functioning Autism Association website offers some great resources for those with higher functioning autism. Ahany also provides a great list of summer programs and day camps in New York, as well as useful questions to ask when choosing a camp or summer program for your special needs child.

8. www.autismhwy.com -Started by a woman whose son was diagnosed with autism, Autism Highway is both informative and fun. Easy to navigate, Autism Highway provides an extensive list of Autism related events and specialists. In addition, Autism Highway includes many fun games that children are sure to enjoy!

9. www.autismbeacon.com - Also started by the parent of a child with autism, Autism Beacon strives to supply the best resources for autism treatments. Autism Beacon presents a lengthy range of articles on autism, including sensitive topics such as bullying and sexuality.

10. www.autism.healingthresholds.com - Healing Thresholds includes information on many different therapy treatments for children with autism. The site focuses on the top 12 used by parents, but also includes useful information on nearly 100 additional therapies.

11. Potty Training a Child with Autism using ABA - Potty training an Autistic child can be daunting for parents and caregivers because of the unique challenges the child faces. For this reason, traditional approaches to toilet training may not always be effective. This is where applied behavioral analysis (ABA) comes into your potty training program.

12. ASAT - The Association for Science in Autism Treatment (ASAT) provides a well-respected, comprehensive website that tackles the array of considerations surrounding autism treatment. ASAT is the go-to source for research summaries of the full array of autism treatments for families and professionals.

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Top Autism Websites Recommended by Parents - Eden II Programs

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By Maureen Higgins, Eden II Marketing Intern Searching for autism information on the web can be overwhelming. The word "autism" alone results in over 64 million hits on Google. So, where do you turn to for the most relevant information and resources when there are so many different options?

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Autism Resources for Parents - Lighthouse Autism Center

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Find valuable autism information and resources that are available at Lighthouse Autism Center to support parents and caregivers for children with autism.

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More children than ever being diagnosed with autism: CDC

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find classroom toys like, fidget spinners, sensory equipment, etc.

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Check out our Classroom Materials and Teaching Supplies. We have everything you need to support your students.

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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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Temple Grandin, Ph.D. Assistant Professor Colorado State University Fort Collins, CO 80523, USA (Revised: December 2002)

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Teaching Tips for Children and Adults with Autism

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Good teachers helped me to achieve success. I was able to overcome autism because I had good teachers. At age 2 1/2 I was placed in a structured nursery school with experienced teachers. From an early age I was taught to have good manners and to behave at the dinner table.

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Get support. Whether online or face-to-face, support from other families, professionals, and friends can be a big help. Create a village of friends and family who understand your child's diagnosis. Friendships may be difficult, and your child will need support in maintaining those friendships. Support groups can be a good way to share advice and information and to meet other parents dealing with similar challenges. Individual, marital, or family counseling can be helpful, too. Think about what might make your life a little easier, and ask for help.

Look into respite care. This is when another caregiver looks after your child -- inside your home, outside of it, or both -- for a period of time to give you a short break. You'll need it, especially if your child has intense needs due to ASD. This can give you a chance to do things that restore your own health and that you enjoy, so that you come back home ready to help.

You can identify or form your respite support team using these methods:

Ask your friends, family, and other parents you know for support connections you might not have thought about.

Check with your child's doctors, therapists, and teachers for ideas or referrals. For instance, a teacher's aide you really like might enjoy babysitting in their free time.

You can also post notices for childcare help in newspapers and online, local religious communities, and at colleges and universities near you. Be sure to check all references carefully.

Join a support group for parents of autistic children. Find out what works for others. You can find self-help communities by calling a local autism support center or looking online.

Take care of yourself. As a caregiver, you need to keep your body and your mind in tip-top shape so you can face the challenges that crop up from day to day. This means slowing down and looking for ways to take care of yourself so you'll have plenty of you (physically, mentally, and emotionally) to go around.

Cut your stress. Parents of kids with ASD often face more stress than those who deal with other disabilities. If left unchecked, caregivers can face breakdowns in relationships and even psychological disorders. Stress can affect your health, too. Stay organized to help yourself avoid getting overwhelmed. This means finding time in your day just for yourself. Some important and even fun ways to do that include:

Pinpoint the real causes of your stress. If you feel overwhelmed, break down the major issues you're facing into easier bites. You'll feel better, and you'll have a plan.

Meditation may help, too. Pay attention to your thoughts and the way you talk to yourself. It'll help you weed out useless worries.

Exercise. You don't need to go to the gym. Walk, work in the garden, swim, even dance in the kitchen. These are easy, effective ways to get some exercise.
If you want some adult company, take an exercise class. It's a great way to recharge your batteries and meet new people.

Get some ZZZs. When you need to recharge your body and mind, you can't beat the power of a good night's sleep. If you need extra help winding down, meditate or do relaxation exercises. That can help your body get ready for rest.

Get creative with your food. You likely spend lots of energy making sure your child eats nutritious meals. What about you? Spice up your personal menu by trying different fruits, veggies, and cuisines. Scope out new recipes to keep things interesting. And eat on a set schedule each day. It'll help you keep your energy up and your system on track.

Get balance in your life. This is the key not only to facing life's challenges, but also keeping a high quality of life. Your whole family will benefit. Book time in your weekly calendar for fun and socializing. Try these tips to add balance to your busy days:

Find your friends. Yes, you're the parent of a special-needs child. But you're a person, too. Remembering that you have your own identity makes you a better parent. Take time to reconnect and laugh with your friends. You'll be glad you did.

Take up old hobbies. Track down your knitting needles, dust off the piano, or get out the golf clubs. Try new activities that catch your eye.

Take five every day. A few extra minutes first thing in the morning can center you and set the tone for the whole day. Gather your thoughts, take a long, warm shower, or jot some notes in a journal.

Make it quick. Can your partner or other family members take over parenting duties for a bit? A quick walk around the block or short drive to the store -- by yourself -- will give you some much-needed time to yourself.

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Get support. Whether online or face-to-face, support from other families, professionals, and friends can be a big help. Create a village of friends and family who understand your child's diagnosis. Friendships may be difficult, and your child will need support in maintaining those friendships.

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Here you can purchase the tools one may need to teach children with autism,

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Top Autism Resources for Teachers (Books, Strategies, Courses, and More)

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According to the CDC, about 1 in 44 children is diagnosed with Autism Spectrum Disorder (ASD). That means most educators will encounter some of these students in their classrooms on a regular basis. Use these autism resources for teachers to better understand your students, and make your classroom the best possible learning space for them.

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What accommodations are helpful for an autistic student? - Autism Awareness

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Autistic students often find learning in the classroom environment overwhelming. There are many demands and expectations such as shifting focus, taking tests, listening, following instructions, doing homework, coping with a noisy environment, processing information, socializing, and organizing tasks. These are just a few examples. Most autistic students will require accommodations to support their unique learning styles and needs. The word…

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to learn more about the accommodations for the community in the workplace.

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IL Center for Specialized Professional Support

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What Do Reasonable Accommodations for Autistics Look Like in the Workplace - December 13, 2022

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find out more, about sensory equipment, fidget toys, etc.

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

Who is eligible to receive accommodations?

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

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

Sensory Processing

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

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

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

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

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

Noise-cancelling headphones

Access to a calming corner or similar location

Behavioral Supports

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

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

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

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

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

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

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

Advance preparation for schedule changes

Comprehension

Pictures/visuals paired with reading passages

Previewing of vocabulary or concepts

Multisensory instruction, such as providing manipulatives to reinforce math concepts

Reading and Written Expression

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

Word processor (to replace need for handwriting)

Scribe (someone who writes exactly what the student dictates)

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

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

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

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

Have student paraphrase directions

Provide task-analysis for multi-step tasks

Break down assignments into smaller units

Provide copies of teacher notes and outlines

Visual supports for daily routines

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

Provide structured time for organization of materials

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

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

Rubrics or exemplars (to demonstrate assignment expectations)

Strategies to initiate and sustain attention

Checklists for task/routine completion

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

Extra time on tests and assignments

Social Interaction

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

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

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

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

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

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

Emotional and Self-Regulation

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

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

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

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

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

Where can I find out more about accommodations?

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

Are modifications the same as accommodations?

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

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

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

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

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

What are related services?

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

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

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15 Accommodations For Students With Autism

Autism is a neurological disorder that affects communication and social interaction. Students with autism often struggle in traditional classroom settings, but with the right accommodations, they can thrive academically and socially.

1. Sensory Breaks

Sensory overload can be overwhelming for students with autism. Providing sensory breaks throughout the day can help students regulate their sensory needs and improve their focus.

2. Visual Schedules

Visual schedules can help students with autism understand the structure of their day and reduce anxiety. A visual schedule can include pictures or symbols that represent different activities throughout the day.

3. Quiet Spaces

Quiet spaces can provide a safe and calming environment for students with autism to take a break from sensory overload or social interactions.

4. Noise-Cancelling Headphones

Noise-cancelling headphones can help students with autism block out distracting sounds and focus on their work.

5. Fidget Toys

Fidget toys can provide a sensory outlet for students with autism and improve their focus.

6. Preferential Seating

Placing students with autism in a quiet area of the classroom or away from distractions can help them focus on their work.

7. Positive Reinforcement

Positive reinforcement can motivate students with autism to complete tasks and improve their behavior. This can include verbal praise or rewards.

8. Clear Expectations

Clear expectations can reduce anxiety and confusion for students with autism. Teachers can provide clear instructions and expectations for assignments and classroom behavior.

9. Social Skills Training

Social skills training can help students with autism improve their communication and social interactions with peers.

10. Peer Mentors

Peer mentors can provide social support and guidance for students with autism in the classroom.

11. Breaks Between Activities

Breaks between activities can help students with autism transition between tasks and reduce anxiety.

12. Assistive Technology

Assistive technology, such as speech-to-text software or digital organizers, can help students with autism complete assignments and stay organized.

13. Modified Assignments

Modified assignments can help students with autism complete tasks at their own pace and level of understanding.

14. Individualized Education Plans (IEPs)

Individualized Education Plans (IEPs) can provide a customized education plan for students with autism that includes specific accommodations and goals.

15. Sensory-Friendly Classrooms

Sensory-friendly classrooms can create a safe and supportive environment for students with autism. This can include sensory-friendly lighting, seating, and materials.

In conclusion, providing accommodations for students with autism can help them succeed academically and socially. These 15 accommodations are just a few examples of the many ways that teachers can support students with autism in the classroom. By creating a supportive and inclusive environment, teachers can help students with autism reach their full potential.

What Is Autism Accommodation?

Accommodations for students with autism are modifications made to the learning environment or teaching methods to provide support and help them overcome challenges.

These accommodations can include changes in the classroom setup, instructional materials, communication, and behavior management strategies. The goal of accommodations is to create an inclusive learning environment that meets the unique needs of each student with autism.

Who Is Eligible To Receive Accommodations?

Any student with autism who is enrolled in a public or private school is eligible to receive accommodations under the Individuals with Disabilities Education Act (IDEA).

The law requires schools to provide free and appropriate public education (FAPE) to all students, including those with disabilities. To receive accommodations, students must first be evaluated by a qualified professional to determine their individual needs.

Once identified, the school must work with the student and their family to create an Individualized Education Program (IEP) that outlines specific accommodations and goals for academic and social success.

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15 Accommodations For Students With Autism

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Here are 15 accommodations that can help students with autism succeed in school.