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8 Academic Supports for Autistic Students | OAR

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This article talks about everything! From previewing materials in advance and making the assignment accessible, to incorporating the student's interests and visual supports.

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Academic supports are never one-size-fits all. Teachers can best support autistic students when they have a range of strategies to choose from. As a general principle, interventions that provide predictability, support, and empowerment, while also reducing anxiety and building on strengths, are effective. When applied in the classroom, such interventions enable autistic students to best demonstrate what they know. These eight strategies put this principle into practice. For teachers who will be working with autistic students this fall, read on to learn more about these approaches and find a handy infographic to use as a guide!

1. Priming

Priming is a method of preparing autistic students for an activity that they will be expected to complete by allowing them to preview the activity beforehand. Priming sets the student up for success by providing them predictability, which also reduces anxiety. During priming, the student previews the materials that will be used in an upcoming activity, such as a worksheet, outline for a project, or schedule of events that will occur. Priming is not a time for teaching or reviewing the content of an activity or having the student actually complete the activity. Priming should occur in short, concise time periods in an environment that is relaxing for the autistic student, and it should be led by a person who is patient and supportive. When priming is effective, it reduces barriers for the student and enables them to fully engage in the activity when the time comes.

2. Making accommodations and modifications

Many autistic students require assignment accommodations and modifications in order to be successful at school. Modifying assignments can be accomplished easily without drawing undue attention to the student. The particular modifications may differ based on individual students' strengths and needs, but some examples of modifications include:

Reformatting assignments to distinguish relevant details from irrelevant details

Grouping like questions together on quizzes and tests

Allowing additional time for the student to complete tasks

Allowing the student to use alternative methods to demonstrate understanding (oral vs. written report, creating a pamphlet or PowerPoint presentation, etc.)

Shortening tasks or reducing the number of tasks the student is expected to complete

Outlining precisely what information the student is expected to learn from reading

Providing graphic organizers and concrete strategies for assignments

Giving the student a model to follow of what is expected on assignments

Providing pre-highlighted texts and/or study guides

Identifying the information that the student will be responsible for on upcoming tests

Sharing a model of what is expected on assignments or a list of grading criteria

Modifications and accommodations like these do not excuse the autistic student from completing their work or diminish the academic rigor. Rather, they are designed to give the student access to the content and/or skill at the center of the assignments.

3. Visual supports

Visual supports help autistic students focus on the task at hand by providing clarity, supporting focus, and providing predictability. Some visual supports include image-based information. Other visual supports provide written versions of information that is otherwise either implied or conveyed through speech only. Depending on the type of support, visual supports can help autistic students understand "hidden" school rules and expectations as well as supporting those who experience challenges with auditory processing or executive function. Using additional visual strategies, such as color-coding, can help make the information even more clear. Some examples of visual supports include:

Map of school outlining the student's classes

List of classes, room numbers, books, and other supplies needed

List of teacher's expectations and routines for each class

Schedule of activities within the class

Sample models of assignments, with important requirements demarcated

List of test reminders

List of schedule changes

List of homework assignments

4. Home base

A home base is a place where an autistic student can go to plan or review daily events, regain control and calm after a meltdown, and/or escape the stress of the current environment. It can be located at home or at school. It is important that the student perceives home base as a positive and reassuring environment. For some students, it may be necessary to schedule the use of home base as a regular part of the day. For example, at the beginning of the day, home base can serve to preview the day's schedule, introduce and get familiar with changes in the typical routine, ensure that materials are organized, or prime the student for specific subjects. Home base is also effective when scheduled after a particularly stressful activity or task. Home base may contain items determined to help facilitate self-calming, such as a bean bag chair, weighted blanket or vest, or mini-trampoline. Home base is never to be used as a punishment, a timeout, or an escape from tasks and activities.

5. Handwriting modifications

Fine motor skills, such as handwriting, are a challenge for many autistic people. Teachers must take this into consideration and make appropriate accommodations for autistic students. Examples of accommodations include:

Asking a student to only write key words in response to a question, rather than complete sentences. (Some autistic students may not respond well to this accommodation, as it breaks grammatical rules.)

Modifying assignments and tests to incorporate multiple-choice, fill-in-the-blank, matching, and/or short-answer questions, rather than essay questions

Letting the student underline or highlight answers to questions within a reading passage, rather than having to write out the answers

Allowing the student to use a computer or smart device to type information, rather than writing it by hand

Permitting the student to verbally express information and tape record it, rather than writing it by hand

Allowing the student to state information to a scribe, such as a peer, aide, etc.

Supplying the student with a teacher-made outline of main ideas and key points from readings and/or presentations

6. Choice-making

Choice-making is a strategy in which small choices and decisions are embedded into daily routines and activities. This strategy allows autistic students to have some control over events in their life. While this is important for everyone, it can be particularly beneficial for autistic students because it provides predictability and agency. Many opportunities are available throughout the day to give autistic students choices. Choice-making does not mean that a student gets to decide if they want to complete an assignment. Rather, it gives student control over other aspects of the learning process. For example, the student could choose what color pen or pencil to use when completing the assignment. However, when providing choices, it is important to keep the individual student in mind. Sometimes, students who usually have the ability to make choices cannot do so under stressful situations or if the choices are not appealing to them. In these cases, offering choices could inadvertently increase stress instead of benefiting the student.

7. Incorporation of special interests

Many autistic individuals have specific topics or subject areas that they are particularly interested in. Autistic students tend to enjoy learning more about their special interests and are motivated by them. Incorporating these special interests into the autistic student's curriculum is one way of making tasks interesting when they may initially seem overwhelming or meaningless. Of course, based on the curriculum, it is not always possible for teachers to incorporate a student's special interest in this way. But when it is possible and when it can facilitate a student's ability to learn a new concept, teachers can consider opportunities to incorporate this strategy into a lesson or activity.

8. Homework considerations

Homework may present major concerns to autistic students. For example:

Homework often requires handwriting, which can be cognitively and physically challenging for autistic students.

Many autistic students have to work hard to remain emotionally composed throughout the school day and, therefore, arrive home exhausted. These students may need their afternoons and evenings to relax and recharge without additional demands.

Autistic students may have additional activities in the afternoons or evenings, such as attending social skills groups.

As a result, homework should be considered on an individual basis for each student, and any decision should incorporate the student, school team and additional service providers, and parents. Teachers can consider whether homework should be assigned, completed during a designated time during the school day, waived, and/or modified. Teachers should also consider how they can make assignments more accessible for the autistic student.
These strategies are adapted from An Educator's Guide to ASD (Level 1 Supports) . This guide and other guides for educators may be downloaded for free from our Resources page. Educators may also order up to two physical copies of each guidebook for free from our Store.

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8 Academic Supports for Autistic Students | OAR

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Academic supports are never one-size-fits all. Teachers can best support autistic students when they have a range of strategies to choose from. As a general principle, interventions that provide predictability, support, and empowerment, while also reducing anxiety and building on strengths, are effective.

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School Supports and IEP & 504 Accommodations for Autism

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Undivided Resources Article

According to the National Autism Association, diagnosis of autism in children has steadily increased in the past 20 years. In the United States, about 1 in 36 students learn, communicate, and interact differently in school than their neurotypical peers. Unfortunately, conventional school environments are not terribly conducive to supporting neurodiverse students. How can we ensure our kids are getting the help they need throughout their education?

We spoke with special education advocate and owner of KnowIEPs Dr. Sarah Pelangka (BCBA-D) to learn more about the supports available to kids with autism and how to ask for them.

There are 13 qualifying eligibility categories for special education services, one of which is autism. According to the IDEA's definition, autism is "a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance."

Remember: Schools can assess whether a student meets the eligibility criteria for an IEP, but they cannot medically diagnose a child. It's important to understand that the criteria a child must meet to be eligible for special education under autism is not the same as the criteria for a medical diagnosis of autism.

"It is possible for a child to hold a medical diagnosis of autism and not qualify for special education services under autism per the Ed Code," Dr. Pelangka tells us. "This can happen, for example, when a student's primary area of difficulty is attention/hyperactivity/distractibility and the team offers an Other Health Impairment (OHI) eligibility, as opposed to an autism eligibility, or when the team doesn't see the symptoms of autism in the school setting at all."

Conversely, if a school team evaluates a student and finds the student eligible under autism, but the student has yet to be evaluated for a medical diagnosis, families should have their child assessed by a specialist such as a developmental pediatrician or a child psychologist, pediatric neuropsychologist, or pediatric neurologist. Keep in mind that it's relatively common for children with autism to have other co-occurring conditions that may complicate an autism diagnosis, including ADHD, medical and mental health conditions, sleep disorders, and mood and anxiety disorders.

In this clip, Dr. Pelangka explains how a student with autism qualifies for special education services:

To qualify for special education services through an Individualized Education Program (IEP), a student will receive a multidisciplinary set of assessments conducted by a school psychologist, special education teacher, and any additional service providers that are relevant to the student's needs such as speech, occupational, behavioral, and physical therapists.

The school will gather information from a school psychologist, any relevant therapists such as a speech-language pathologist, teachers, parents, and others. Families should share any relevant medical history and observational information they have. A school psychologist will administer questionnaires (such as ASRS, CARS, GARS) that accompany autism eligibility. Certain school psychologists are certified in completing the Autism Diagnostic Schedule (ADOS), but this isn't true for all.

"The school psychologist or school team cannot just tell you what diagnosis the student qualifies under and move on," Dr. Pelangka says. "Per the law, it is a team discussion - and you are a part of the team. Also, if the team failed to complete an ADOS as part of the assessment, don't agree with the evaluation and request that the ADOS be done by a qualified psychologist." Listen to Dr. Pelangka break down the importance of the ADOS here:

In some cases, a child's behaviors can be misinterpreted as autism or mistaken for diagnoses other than autism. Sometimes, a child's behaviors can lead to a lack of diagnosis all together. This is especially true when it comes to girls and children of color. We all carry around plenty of unconscious biases or learned beliefs in our subconscious, and this can also play into how or whether children are accurately assessed at school.

If you believe that the school psychologist assigned to your child's case is not qualified to assess students with autism, you can request an alternate assessor who is experienced in supporting students with autism.

If you disagree with the district's assessment results because you believe their assessment was not thorough enough, you have the right to request an Independent Educational Evaluation (IEE). An IEE is a comprehensive assessment conducted conducted at the district's expense by a qualified clinician, such as a psychologist or neuropsychologist, who is not associated with the school district. (Note that the school is required to consider its findings; however, they are not required to act on its recommendations.)

Most students with autism are likely to have behaviors that impede their learning. If a student's behavior is the primary cause for concern, and the IEP team believes a change in placement would be appropriate because of those behaviors, a Functional Behavioral Assessment (FBA) helps everyone stop and listen to what kids are trying to say with their behavior.

Functional Behavioral Assessments

Often, when behaviors are present, there are other underlying deficits in place, such as communication deficits, underlying learning needs, sensory needs, etc. An FBA can help determine if the child could benefit from a behavioral intervention or support plan (BIP or BSP), which will then be written into the IEP. (Keep in mind that not only does an FBA identify behaviors, but it can also show the absence of them.)

If the student's plan is intricate and/or requires a high level of consistency, a paraeducator trained in behavior support may be added as a related service. If so, it is important that you ensure behavior supervision minutes are also added to the IEP. Supervision minutes include the minutes that the district's BCBA/Behavior Specialist comes out to the site to train the staff and aide.

A small number of students with autism may engage in severe behaviors that harm themselves or others. For those students, an FBA is essential to identify the function(s) of the behaviors and to support the development of a comprehensive or tier 3 behavior plan. Students with more significant behavior needs may also benefit from aide support.

Before a change in placement, It's important to consider all other services and supports that may prove to be of benefit to the student, including but not limited to assistive technology supports, augmentative communication supports, intensive counseling, etc.

Autism and emotional disturbance (ED)

In the state of California, a student cannot be identified as having both autism and emotional disturbance (ED) on an IEP unless autism is primary. Although it is relatively common for students with autism to have co-occurring diagnoses, the CA Ed Code states that the deficits that present in autism need to be accounted for and identified before considering emotional disturbance as the cause of behaviors.

For example, one of the five qualifiers for an emotional disturbance diagnosis is "an inability to build or maintain satisfactory interpersonal relationships with peers and teachers." If a student has autism, which is a social-communicative disorder, the school psychologist has to prove that the student's inability to maintain social relationships is not a direct result of their autism before labeling the student as ED. If a student does qualify under both autism and ED, the team may consider an ED-specific placement, as it may be the only way the student can access the specific supports they need to remain safe and thrive while at school.

Supports provided in an ED class that may not be offered in a traditional autism/behavior class include:

Daily access to a licensed therapist/clinician

Quiet room in the classroom/onsite

Classwide behavior management systems (not the same as those found in a traditional behavior class; typically, as with a "Green Sheet" for example, information goes home to parents daily, depicting a student's behavior points for the day)

Staff members who are trained in crisis management procedures

Socio-emotional learning curriculum

"A common misstep taken by IEP teams is misqualifying students with emotional disturbance and instead recommending placement in an emotional disturbance program," Dr. Pelangka says. "This is unacceptable for many reasons and may even speak to the question of bias. In my opinion, this is an effort to get a student out of their current setting. Emotional disturbance is a very heavy label and can be stigmatizing."

In other words, educators can misunderstand students with an emotional disturbance label and decide they cannot accommodate them, so the students are referred out to other programs or even other schools. "I see this happen most often when students exhibit outwardly challenging behaviors such as aggression or verbal aggression," Dr. Pelangka says. "General education teachers and many SpEd teachers just don't have the support they need to adequately ensure a safe and successful learning environment, not only for that child but the remainder of the students within the classroom. A consideration of ED is then brought to the table, and the recommendation for a change in placement occurs as a result of that label."

Many students with autism benefit from individualized services and supports provided through an Individualized Education Plan, or IEP. For a small number of students with autism, a 504 plan may be sufficient. Because the needs of a student with autism are determined on a case-by-case basis, keep in mind that these services and supports will never be one-size-fits-all.

Many students who qualify for special education under autism eligibility may benefit from the following services:

Speech and language services to support deficits in receptive and/or expressive language, articulation, and social pragmatic language. If a student requires the use of Alternative and Augmentative Communication (AAC), ensure that the AAC provider is listed on the services page of the IEP, at the very least to provide annual consult/training to any direct staff who may support your child throughout the year.

Occupational therapy to support deficits in fine motor skills and sensory differences.

Social skills to facilitate and supplement social interaction and social language development. Make sure the student is getting social time with both general education peers and SpEd peers.

Adaptive PE if the student struggles with motor coordination and/or motor planning. Group APE is great for social skills as well.

Recreational therapy to support the student's development of recreational skills.

Assistive technology supports and consultation if the student struggles with access to their curriculum and may benefit from tech tools to support reading, writing, math, etc.

Behavior intervention services to oversee the implementation of any behavior goals and/or the behavior intervention plan.

Remember that the amount of time a student needs to make meaningful progress in a particular area is a discussion to be had as a team, knowing that services mean time pulled away from academic instruction.

As for behavior support, Dr. Pelangka says, "It's important to understand that a student will not receive behavior intervention services through their IEP unless they manifest pretty significant behavior needs. This includes students who require frequent oversight and check-ins by a behavior specialist to manage their behavior, students who have tier 2 or 3 behavior plans, and students who have crisis management plans."

For a complete list of related services and what they provide, read our article What Are Related Services in an IEP?

IEP and 504 accommodations for autism

The most common accommodations that help students with autism achieve academic success include:

Allowing noise-cancelling headphones

Providing visual supports (schedules, first-then strips, checklists, visual models/directives)

Limiting language when presenting directives (being concise and to the point)

Embedding motivation

Using reinforcement

Priming

Pairing verbal directives with visuals (modeling, written directives, etc.)

Using visual schedules (picture-based, words)

Building on behavior momentum

Modeling and using Social Stories

Incorporating mindfulness regarding sensory needs and embedding sensory strategies

Providing social facilitation and social pragmatic supports

Providing support for executive functioning needs such as organization systems and limiting distractors in the classroom (e.g., posters on the walls)

Providing assistive technology supports and tools for access to instruction (low tech and high tech - for ideas, see IEP Assistive Technology Tools to Empower Students with Disabilities)

Allowing the use of fidgets

Allowing flexible seating options (standing, wobble chair/stool, rocker, etc.)

Providing a calming corner and/or sensory room access

Scheduling movement breaks and allowing for more opportunities to move around throughout the school day

Allowing extended processing time (specify number of seconds)

Allowing extended time on tests/quizzes/assignments

Chunking assignments

Giving options to respond in a variety of ways

Providing supports such as sentence and paragraph frames, an editing checklist, a transition word list, or a math operations word list

Dr. Pelangka reminds us that anything that has to be specifically purchased or made for a student technically qualifies as assistive technology. This can include low-tech visuals (schedules, token boards, checklists, etc.) as well as high-tech word processing software (predictive text, text-to-speech, and speech-to-text), AAC apps and devices, and more. Check out our list of assistive tech tools as well as our list of example IEP and 504 accommodations for many more ways to support kids in school.

IEP goals for students with autism

In order for any service to be implemented, a service provider needs to be attached to an IEP goal. Service minutes are dependent on goals - the more goals there are in any given area, the more service minutes the student will need to meet said goals.

Goals will be individualized to meet each individual student's needs, and they should be meaningful, measurable, appropriately challenging, and aligned with a student's strengths, needs, and interests. Here's an example of a goal that is written to support a child in building self-regulation skills:
By (annual due date), in the classroom setting, when given a menu of self-regulation strategies and when suggested to take a break before and/or during whole group instruction, Sarah will select and engage in a self-regulating strategy for at least one minute before returning to group, in 80% of opportunities over a two-week period, as measured by observation data.
If there are specific tools and accommodations the student needs in order to achieve a goal, Dr. Pelangka says it's important to ensure that those accommodations are written into the goal. This will hold the school team accountable and make sure the child has access to those accommodations when they need them.

Check out our article How to Write IEP Goals for more strategies and printable templates for writing effective goals.

Try a Kickstart

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School Supports and IEP & 504 Accommodations for Autism

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Get help navigating 504 and IEP accommodations for autism, and review essential strategies for tailored support in educational settings.

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

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop. We still have much to learn about these causes and how they impact people with ASD.

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

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

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

Signs and Symptoms

People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. These characteristics can make life very challenging. It is important to note that some people without ASD might also have some of these symptoms.
Learn more about signs and symptoms of ASD "
Diagnosis

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

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

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

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

Having a sibling with ASD

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

Experiencing complications at birth

Being born to older parents

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

How Often ASD Occurs

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

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

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

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

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

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

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

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

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

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

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

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

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

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

References

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

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

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

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

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

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Autism Spectrum Disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterized by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.

The abilities and needs of autistic people vary and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support. Autism often has an impact on education and employment opportunities. In addition, the demands on families providing care and support can be significant. Societal attitudes and the level of support provided by local and national authorities are important factors determining the quality of life of people with autism.

Characteristics of autism may be detected in early childhood, but autism is often not diagnosed until much later.

People with autism often have co-occurring conditions, including epilepsy, depression, anxiety and attention deficit hyperactivity disorder as well as challenging behaviours such as difficulty sleeping and self-injury. The level of intellectual functioning among autistic people varies widely, extending from profound impairment to superior levels.

It is estimated that worldwide about 1 in 100 children has autism (1). This estimate represents an average figure, and reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported figures that are substantially higher. The prevalence of autism in many low- and middle-income countries is unknown.

Causes

Available scientific evidence suggests that there are probably many factors that make a child more likely to have autism, including environmental and genetic factors.

Extensive research using a variety of different methods and conducted over many years has demonstrated that the measles, mumps and rubella vaccine does not cause autism. Studies that were interpreted as indicating any such link were flawed, and some of the authors had undeclared biases that influenced what they reported about their research (2,3,4).

Evidence also shows that other childhood vaccines do not increase the risk of autism. Extensive research into the preservative thiomersal and the additive aluminium that are contained in some inactivated vaccines strongly concluded that these constituents in childhood vaccines do not increase the risk of autism.

A broad range of interventions, from early childhood and across the life span, can optimize the development, health, well-being and quality of life of autistic people. Timely access to early evidence-based psychosocial interventions can improve the ability of autistic children to communicate effectively and interact socially. The monitoring of child development as part of routine maternal and child health care is recommended.

It is important that, once autism has been diagnosed, children, adolescents and adults with autism and their carers are offered relevant information, services, referrals, and practical support, in accordance with their individual and evolving needs and preferences.

The health-care needs of people with autism are complex and require a range of integrated services, that include health promotion, care and rehabilitation. Collaboration between the health sector and other sectors, particularly education, employment and social care, is important.

Interventions for people with autism and other developmental disabilities need to be designed and delivered with the participation of people living with these conditions. Care needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support.

All people, including people with autism, have the right to the enjoyment of the highest attainable standard of physical and mental health.

And yet, autistic people are often subject to stigma and discrimination, including unjust deprivation of health care, education and opportunities to engage and participate in their communities.

People with autism have the same health problems as the general population. However, they may, in addition, have specific health-care needs related to autism or other co-occurring conditions. They may be more vulnerable to developing chronic noncommunicable conditions because of behavioural risk factors such as physical inactivity and poor dietary preferences, and are at greater risk of violence, injury and abuse.

People with autism require accessible health services for general health-care needs like the rest of the population, including promotive and preventive services and treatment of acute and chronic illness. Nevertheless, autistic people have higher rates of unmet health-care needs compared with the general population. They are also more vulnerable during humanitarian emergencies. A common barrier is created by health-care providers' inadequate knowledge and understanding of autism.

WHO resolution on autism spectrum disorders

In May 2014, the Sixty-seventh World Health Assembly adopted a resolution entitled Comprehensive and coordinated efforts for the management of autism spectrum disorders, which was supported by more than 60 countries.

The resolution urges WHO to collaborate with Member States and partner agencies to strengthen national capacities to address ASD and other developmental disabilities.

WHO and partners recognize the need to strengthen countries' abilities to promote the optimal health and well-being of all people with autism.

WHO's efforts focus on:

increasing the commitment of governments to taking action to improve the quality of life of people with autism;

providing guidance on policies and action plans that address autism within the broader framework of health, mental and brain health and disabilities;

contributing to strengthening the ability of the health workforce to provide appropriate and effective care and promote optimal standards of health and well-being for people with autism; and

promoting inclusive and enabling environments for people with autism and other developmental disabilities and providing support to their caregivers.

WHO Comprehensive mental health action plan 2013-2030 and World Health Assembly Resolution WHA73.10 for "global actions on epilepsy and other neurological disorders" calls on countries to address the current significant gaps in early detection, care, treatment and rehabilitation for mental and neurodevelopmental conditions, which include autism. It also calls for counties to address the social, economic, educational and inclusion needs of people living with mental and neurological disorders, and their families, and to improve surveillance and relevant research.

1. Global prevalence of autism: A systematic review update. Zeidan J et al. Autism Research 2022 March.

2. Wakefield's affair: 12 years of uncertainty whereas no link between autism and MMR vaccine has been proved. Maisonneuve H, Floret D. Presse Med. 2012 Sep; French ( https://www.ncbi.nlm.nih.gov/pubmed/22748860).

3. Lancet retracts Wakefield's MMR paper. Dyer C. BMJ 2010;340:c696. 2 February 2010 (https://pubmed.ncbi.nlm.nih.gov/20124366/)

4. Kmietowicz Z. Wakefield is struck off for the "serious and wide-ranging findings against him" BMJ 2010; 340 :c2803 doi:10.1136/bmj.c2803 ( https://www.bmj.com/content/340/bmj.c2803)

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Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterised by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.

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Autism Society Creating connections for the Autism community to live fully.

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Find help from someone in your community! Help with access to the workforce, healthcare, education, and more.

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Autism Society Creating connections for the Autism community to live fully.

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We create connections, empowering everyone in the Autism community with the resources needed to live fully.

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If your child -- or the child of a close friend or relative -- has just received a diagnosis of autism, you are probably feeling baffled and overwhelmed. It is never easy to learn that someone you love has a serious health or developmental condition. Learning all you can about the disorder -- and where to get help -- will ease your fear and confusion. It can also provide the tools you need to find the support that children with autism -- and you -- really need.

How to Identify Children With Autism

Autism is a developmental disorder that appears in early childhood. Autism is the most common condition in a related constellation of disorders known as autism spectrum disorders, also called ASDs. Other autism spectrum disorders include Asperger's syndrome and pervasive developmental disorder, or PDD. Autism and other autism spectrum disorders can be difficult to diagnose, because the symptoms and degree of impairment -- ranging from mild to severe -- are different for every child.

Some features of autism include:

Social withdrawal

Verbal or nonverbal communication problems

Rigid and repetitive behavior

In severe cases, an autistic child may never learn to speak or make eye contact. But many children with autism and other autism spectrum disorders are able to live relatively normal lives.

Signs and Symptoms in Children With Autism

Autism usually appears before a child is 3 years old. Some signs of autism may be evident as early as 10 to 12 months, and certainly by 18 months.

Varying widely, signs and symptoms in children with autism typically include:

Impaired communication skills

Difficulty making eye contact

Repetitive behaviors and activities such as arm flapping, head banging, or twirling an object over and over

Rigid behavior and difficulty with change and transitions

Narrow range of interests and activities

What Causes Autism?

Experts do not know exactly what causes autism. In the past, people blamed parenting practices, which added a burden of guilt and shame on parents already struggling to cope with a disabled child. Today, most scientists believe that a combination of genetic and environmental factors cause autism.

Recent research confirms multiple genetic abnormalities that can predisposition someone to autism. Several genes have been implicated. In addition, there may be metabolic or biochemical factors that can cause autism spectrum disorders. Other research is looking at environmental triggers, including exposure to certain viruses. But a number of comprehensive studies have totally disproved the purported link between vaccines and ASD.

Over the last decade, there has been a dramatic increase in the number of diagnosed cases of autism in the U.S. and around the world. Experts do not know if this is because the disorder is actually on the rise, or if doctors are simply diagnosing it more effectively. We should learn more answers to questions like these over the next few years. That's because many researchers are currently looking into autism's origins, prevalence, and treatment.

Continued

Treatment for Children With Autism

Child development experts agree that a child with autism should receive treatment as soon after diagnosis as possible. There is no cure for autism, but early intervention using skills-training and behavior modification can yield excellent results. This type of educational and behavioral treatment tackles autism symptoms -- impaired social interaction, communication problems, and repetitive behaviors. It can also boost the chances of a child with child autism being able to go to school and participate in typical activities.

Other treatment options for children with autism include:

Medication. Doctors sometimes prescribe it for children with autism if they have other symptoms, including depression, anxiety, seizures, or hyperactivity.

Alternative therapies. These might include vitamin treatments, changes in diet, and a procedure called "chelation" that attempts to remove heavy metals from the blood. Although many parents insist these types of treatment work, researchers have not scientifically proven them effective for children with autism, either for symptoms or long-term outcomes. Chelation, in particular, is dangerous and should be avoided. Deaths have been associated with this type of therapy. You should always discuss the safety and effectiveness of any alternative treatments with your doctor before trying them.

Continued

Help for Parents of Children With Autism

If you have a child with autism, it is important to get support. The day-to- day care of children with autism can be stressful. Making sure your child get the help they need can also pose a challenge, depending on whether quality support services are available in your area. At the same time, you are likely to have ongoing worries about your child's prognosis and long-term well being. For all these reasons, you need to take care of yourself, as well as your child. Make an effort to reach out and find the support you need.

Educate yourself. Learn all you can. Read about children with autism in other sections of this website. Consult governmental and nonprofit organizations for more information on children with autism. Stay up to date on current research findings, and make sure you are looking at reputable sources of information.

Build a support system. Seek out local groups and parent network organizations for families of children with autism. Ask your physician or child developmental specialist for referrals. Join online chat groups for parents of children with autism.

Make time for yourself and your relationships. Try to schedule regular dates with your partner and outings with friends. Keep up with the activities you enjoy.

Get help. Seek help if you or your partner is feeling persistently overwhelmed or depressed, or the stress of caring for a disabled child is affecting your relationship. Your health care provider can help you find a qualified individual, couples, or family therapist.

Sources

SOURCES:
National Institute of Neurological Disorders and Stroke: "Autism Fact Sheet."
National Mental Health Information Center: "Children and Adolescents with Autism."
National Institute of Child Health and Human Development: "Autism Overview: What We Know" and "Autism research at the NICHD."
National Institutes of Health: "Gene linked to autism in families with more than one affected child."
Centers for Disease Control: "Vaccines and Autism: Important Conclusions from the Institute of Medicine."

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If your child -- or the child of a close friend or relative -- has just received a diagnosis of autism, you are probably feeling baffled and overwhelmed. It is never easy to learn that someone you love has a serious health or developmental condition.

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What Are the 5 Different Types of Autism?

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Autism Spectrum Disorder (ASD) is a developmental disability that primarily affects communication and social skills. Due to the range of ways autism affects development, several types and diagnoses of autism were once in use. Now, ASD is described as a spectrum that covers the scope and severity of symptoms previously considered to be different types of autism. While types of autism spectrum disorder with different names technically no longer exist, many people still use and identify with terms and diagnoses that previously represented autism "types."

This article covers the five different types of autism that were used to differentiate between developmental disorders related to autism. Exploring older classifications helps provide a better understanding of ASD and will assist you in approaching your child's ASD diagnosis in relation to its previous classification.

1. Kanner's Syndrome

Named for Leo Kanner, one of the researchers credited with writing one of the original reports on autism in 1943, Kanner's Syndrome is an outdated term for what we now call autism. At the time of the paper's publication, Kanner identified autism as "infantile autism," a disorder observed in infants and children that included socialization impairments and repetitive behavior, among other symptoms.

Kanner's Syndrome wasn't initially thought to be as common as we now know it is. Today, Kanner's Syndrome, now identified as autism or Autism Spectrum Disorder, occurs in an estimated 1 in 44 children. When autism was first added to the Diagnostic and Statistical Manual (DSM)-III, symptoms included:

Onset before 30 months old

Unusual speech patterns

Resistance to change

Severe deficits in language development

Pervasive lack of responsiveness to others

Peculiar attachments to objects

2. Asperger's Syndrome

Asperger's Syndrome is a developmental disorder that was previously recognized as a separate disorder from autism. With the publication of the DSM-V, Asperger's was reclassified into a broader category of ASD, along with several other developmental disorders. Due to Asperger's long history as a separate disorder from autism, specialists will occasionally diagnose children with Asperger's to signify a subtype of less-severe ASD.

Despite Asperger's removal from the DSM, many people still identify with the term, and it doesn't always present exactly as "standard" autism does. The relationship between Asperger's and autism is similar, but not always identical, and understanding that unique relationship can help improve a loved one's quality of life. Before its removal from the DSM-V, Asperger's shared symptoms and criteria with autism but also had signs separate from autism.

The criteria that differentiated Asperger's from autism included:

No requirement for onset before age 3

No requirement for an absence of a language delay

No diagnostic criteria in the communication domain

Criteria specifying the lack of a deficit in cognitive development

3. Rett Syndrome

Rett Syndrome is a neurodevelopmental disorder that almost exclusively affects girls. Children with Rett Syndrome often display similar symptoms to autism in early childhood, like loss of communication and social skills. However, since Rett Syndrome is primarily found in girls and presents many physical symptoms not found in ASD, it was removed from the DSM-V and is no longer considered a developmental disorder under the ASD umbrella.

Almost all cases of Rett Syndrome occur due to a mutation of the MECP2 gene. Mutations in other genes are also linked to Rett Syndrome, although they're much less common. Despite being a genetic disorder, less than 1% of recorded cases are inherited. Most cases come from spontaneous mutations, although families of loved ones with Rett Syndrome might have asymptomatic female carriers of the mutation.

There are four stages of Rhett Syndrome, but the stage speed and severity of symptoms are slightly different for everyone. A child with Rhett Syndrome will show signs of typical development at first but eventually display a slowing of development, loss of motor control, growth delays, muscle wasting and cognitive disabilities.

Along with a brief period of a loss of social and communication skills in early childhood, throughout its four stages, symptoms of Rett Syndrome may include:

Slowed head growth

Muscle weakness

Abnormal breathing patterns

Repetitive movements

Loss of purposeful hand skills

Abnormal walk

Seizures

Inability to speak or understand language

Scoliosis

4. Childhood Disintegrative Disorder (CDD)

Childhood Disintegrative Disorder (CDD) is another developmental disorder that was absorbed into the ASD umbrella with the publication of the DSM-5. Before its reclassification as an ASD, CDD was considered a rare, more severe form of autism. Childhood Disintegrative Disorder is uncommon, with a prevalence of 1.7 in 100,000 children.

CDD has many of the same symptoms as autism, including the regression of communication and developmental skills. The main difference is that CDD onset is relatively late compared to other ASD. Signs of CDD include a loss of:

Motor skills

Play skills

Bladder or bowel control

Self-care and social skills

Expressive and receptive language skills

Children with CDD may also present abnormal communication or social interaction and display repetitive interests or behaviors. The rate of epilepsy is higher in children with CDD than in children with autism, and kids with CDD are more likely to display fearfulness than children with autism.

5. Pervasive Development Disorder Not Otherwise Specified (PDD-NOS)

Persuasive Developmental Disorder Not Otherwise Specified (PDD-NOS), along with autism and Asperger's Syndrome, is one of the former three main types of autism. The difference between pervasive development disorder and autism before the DSM-V was an inability to meet all of the criteria for autism.

PDD-NOS was the "catch-all" diagnosis for anyone who didn't meet the DSM-IV standards and still displayed developmental delay symptoms and difficulties. PDD-NOS, along with CDD and Asperger's, was reclassified as ASD to ensure a more standardized diagnosis and criteria for loved ones with ASD so they could receive the best possible assistance.

The signs and symptoms of PDD-NOS included:

Problems with non-verbal and verbal communication

Difficulty with social interaction

Impaired social skills

Difficulty with changes in routine

Repetitive movements or behaviors

Unusual play

Get Support With Spectrum of Hope

With specialized treatments like applied behavior analysis, loved ones diagnosed with ASD can build the communication, social and behavioral skills necessary for developing a higher quality of life. Spectrum of Hope offers programs for early learners, adolescents and adults to ensure individuals receive expert, compassionate support. Our experienced staff will work with you and your loved one to develop an individualized treatment plan tailored to their unique needs and goals.

We have multiple locations in Texas and in-home therapy options to accommodate your loved one's individual needs. For comprehensive autism diagnostic services, in-clinic therapy, in-home therapy or any questions you may have, contact us today.

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What Are the 5 Different Types of Autism?

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Autism Spectrum Disorder (ASD) is a developmental disability that primarily affects communication and social skills. Due to the range of ways autism affects development, several types and diagnoses of autism were once in use. Now, ASD is described as a spectrum that covers the scope and severity of symptoms previously considered to be different types of autism.

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They provide individuals, families, and professionals with information, education, community support, and advocacy.

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The Asperger/Autism Network (AANE) helps people with Asperger's or similar autism spectrum disorders and neurodiverse profiles build meaningful, connected lives. They provide individuals, families, and professionals with information, education, community, support, and advocacy.

The Autism Society of Florida (an affiliate of the national Autism Society) strives to assure full participation and self-determination in every aspect of life for people across the autism spectrum. The society offers individuals, families, and professionals information on autism throughout the lifespan, resources and support groups, and initiatives for advocacy and training.

Autism Speaks is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and their families. This is carried out through advocacy and support, increasing understanding and acceptance of people with autism, and advancing research into causes and better interventions for autism spectrum disorder and related conditions. Autism Speaks offers information specifically for those experiencing a new autism diagnosis.

The Center for Autism and Related Disabilities (CARD) provides support and assistance with the goal of optimizing the potential of people with autism and related conditions. The CARD website provides information that connects families to local, state, and federal agencies, support groups, and training on how to work effectively with individuals with autism and related conditions.

The Dan Marino Foundation is a non-profit organization that partners with Miami Children's Hospital to create the Nicklaus Children's Hospital Dan Marino Outpatient Center. The center is a comprehensive evaluation and treatment center for children with autism and other special needs.

Family Initiative works to develop an individualized plan to celebrate a child's abilities and help them advance using a multi-disciplinary approach to promote growth and ensure they survive.

The Florida Department of Financial Services, Division of Consumer Services hosts a website for individuals with ASD and their families. This website offers resources and support on insurance policies and benefits available to individuals diagnosed with ASD.

The US Autism Association's mission is to provide opportunity for all individuals on the autism spectrum to achieve their fullest potential. The association works towards their goal by expanding and enriching the autism community through education, training, resources, and connection to support for individuals and their families.

Support Groups:
Autism Society of Greater Orlando My Autism Connection Inc.
Parenting Asperger's Community

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On this page you will find additional Autism Resources.

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Gulf Coast School for Autism | Panama City | Florida

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Individual level of instruction

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Gulf Coast School for Autism | Panama City | Florida

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Gulf Coast School for Autism was founded in 2012 by Katrin Patterson. Our school's primary funding comes from the John M. McKay Scholarship. Katrin established the school in order to serve children with Autism, Asperger's, Down Syndrome, and related disabilities.

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State Resources, Administration for Community Living (ACL), Autism Society.

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Find national organizations offering local assistance, as well as your local autism council/committee and state health agency, to learn how to be involved and what resources and services are available.

Agencies & Organizations Link Disclaimer

State Councils and Agencies Link Disclaimer

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The Interagency Autism Coordinating Committee (IACC) coordinates all efforts within the Department of Health and Human Services (HHS) concerning autism spectrum disorder (ASD).

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Links to various types of resources

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Centers for Disease Control and Prevention

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COVID-19 Resources

Autism Science Foundationexternal icon
Autism Societyexternal icon
Autism Speaksexternal icon
Interagency Autism Coordinating Committee

Families

Department of Education
The Department of Education (ED) has resources to assist with the educational needs of children with autism spectrum disorders and other disabilities. The ED's Special Education Technical Assistance and Dissemination Network links to a variety of websites and online resources that focus on special education issues, such as policy, technology, curriculum, and parent trainings. In addition, the Office of Special Education and Rehabilitative Services (OSERS) within the ED has resources for parents and individuals, school districts, and states in the areas of special education, vocational rehabilitation, and research.

A Parent's Guide to Assessment
This guide helps parents understand the assessment process and learn how to use assessment results to improve their child's services.

A Parent's Guide to Research

This guide helps parents find, understand, and evaluate autism research studies.

A Guide for Transition to Adulthood
This guide provides an overview of the transition from school to adulthood.

Financial Resources for Health Care

Children's Health Insurance Program
Insure Kids Now! is a national campaign to link the nation's 10 million uninsured children-from birth to age 18-to free and low-cost health insurance. It is sponsored by the Department of Health and Human Services. Each state has a Children's Health Insurance Program that provides free or low-cost health insurance for eligible children. The website has basic facts about these programs as well as links to every state's program for children. The site also has information on where you can learn who is eligible for the program, how to apply, and what services are covered. You can get information in English and Spanish. En Español: ¡Asegure a sus Hijos Ahora! | El Programa de su Estado

Disaster Planning

AutismCares A growing number of national autism organizations partnered to form AutismCares, a national initiative to help families with members who have autism that are challenged with disasters in their community. AutismCares registers families through a free online service to help manage and store their health care records and ensure that trained case managers are able to locate them more effectively in case disaster strikes their community.

Assistive Technology

People who have an autism spectrum disorder may use assistive technology (AT). AT is any item that helps people do things in their daily lives. Examples of AT devices include a keyguard that helps children find the right keys on a computer keyboard, a simpler remote control for a TV or stereo, an adapted mouse that makes getting around on the computer easier, switches that help children play with toys, and talking books.

Assistive Devices, MEDLINEplus
MEDLINEplus is an online service of the National Library of Medicine and the National Institutes of Health. Updated daily, the site offers information on a range of health topics, including autism and assistive devices, in English and Spanish (En Español).

Healthcare Providers

Screening and Diagnosis

Developmental Screening/Testing Coding [102 KB, 8 Pages, 508]
This fact sheet for primary care pediatricians provides guidance on how to appropriately report limited and extended developmental screening and testing services from American Academy of Pediatrics (AAP).

The International Classification of Diseases
The International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-9-CM) is the official system of codes for diagnoses and procedures in the United States. The International Classification of Diseases, Tenth Revision (ICD-10) is used internationally.

M-CHAT (Modified Checklist for Autism in Toddlers)
Download the M-CHAT, instructions and permissions for use, scoring instructions, and follow-up interview by clicking on the links below. The follow-up interview is designed to reduce the false positive rate (meaning children who fail the M-CHAT but are not likely to have an autism spectrum disorder).

Early Intervention

Other Resources

Educators

Researchers

Federal Funding Opportunities

CDC's National Center on Birth Defects and Developmental Disabilities Funding Opportunities
Find information about funding opportunities in CDC's National Center on Birth Defects and Developmental Disabilities (NCBDDD). Information about new funding opportunities throughout CDC can be found on the CDC Grants and Cooperative Agreements webpage.

National Institutes of Health (NIH) Grants and Funding
Find grants and funding opportunities from NIH. You can also use NIH's new tool, the RePORT Expenditures and Results (RePORTER) query tool to learn about currently funded projects related to ASDs. This new tool replaces CRISP (Computer Retrieval of Information on Scientific Projects), but keeps all of the features of CRISP, including a searchable database of projects at colleges , hospitals, and other research facilities that are funded by NIH and other government agencies. The new RePORTER tool also has additional search tools, hit lists that can be sorted and downloaded to Excel, NIH funding for each project (expenditures), and the publications and patents that have acknowledged support from each project (results). RePORTER also provides links to PubMed Central, PubMed, and the US Patent & Trademark Office Patent Full Text and Image Database for more information on research results.

Public and Restricted-Use Data Sets

National Center for Health Statistics
CDC's National Center for Health Statistics (NCHS) has accurate, relevant, and timely statistics to guide actions and policies to improve the health of Americans. The NCHS State and Local Area Integrated Telephone Survey has in-depth state and local area data that can be used to help meet various program and policy needs.

Human Subjects' Protection

The Code of Federal Regulations, Title 45, Part 46, is the official federal policy about the protection of human subjects in research studies. You can find more human subjects resources on the CDC human subjects research website. The site includes checklists for writing research protocols and informed consent forms, descriptions of additional protections required if certain groups (such as children and pregnant women) will be research subjects, guidelines for defining public health research versus non-research, and general resources on human subjects issues. The site supports CDC staff and staff on CDC-funded projects to ensure compliance with federal policy on human subjects' protection.

Additional Resources of Interest

Adults with Autism

The Autism Speaks Transition Tool Kit serves as a guide to assist families on the journey from adolescence to adulthood.

CDC's Disability and Health Program
To be healthy, people with disabilities require health care that meets their needs as a whole person, not just as a person with a disability. Most people with or without disabilities can stay healthy by learning about and living healthy lifestyles. This webpage provides tips on how to do so.

National Dissemination Center for Children with Disabilities (NICHCY) NICHCY's website offers information on services for adults with disabilities.

Other Federal Resources

National Institutes of Health
The National Institutes of Health (NIH) conducts and funds studies to improve the health of all people. The Autism Centers of Excellence (ACE) Program is a trans-NIH initiative that supports large-scale multidisciplinary studies on autism spectrum disorder with the goal of determining the disorder's causes and the best treatments for them. NIH has developed a National Database for Autism Research (NDAR) to support and accelerate research in autism. This resource highlights existing research and information about autism spectrum disorder and encourages new research by allowing greater access to data.

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Autism Spectrum Disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Supports, Modifications, and Accommodations for Students

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Center for Parent Information and Resources

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Supports, Modifications, and Accommodations for Students - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Accommodations for Autism: 21 Best Recommendations for Learning

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There are a lot, I mean a lot of accommodations for autism, ADHD, anxiety, and more out there. I should know. I used dozens during my time as an alternative education teacher. But not every accommodation will help every child.

Kids with muscular dystrophy don't need the same accommodations as an autistic, blind, or dyslexic kid, after all. So how is a parent supposed to wade through all the lists of accommodations out there? How can they understand what the terms mean, and evaluate if it's right for their child?

While I can't list every single accommodation under the sun, I've covered some of the most important. I've broken them up by categories: sensory, language, social/behavioral, executive functioning, and learning accommodations. Since not all autistic children experience the same range of disability in each area, you can pick and choose which will work best for you & your child.

Finally, some of these only apply to a child in the public school (like changing classes in an empty hallway). However, many of these will be useful to parents homeschooling their autistic child. Wherever you fall on the education spectrum (pun completely intended), let's get right to it!

Sensory accommodations for autism

Preferential seating.

This one can mean many different things, and is usually critical for a child with autism, so listen up. Sometimes "preferential seating" means having the autistic child sit nearest to the board, or furthest away from vents, speakers, or the intercom. It could also mean

Slightly altered schedule The idea is for the child to leave or arrive five minutes apart from the rest of students. This gives them a chance to get to and from their classes without being part of the hallway hustle that could cause sensory overload.

"Stimming," or self-stimulatory behavior, is often an autistic person's go-to tool for dealing with sensory information. And honestly, if you were to try and ban stim toys altogether, they'd probably find a way to use a random pencil, rubber band, or pebble to meet their needs. So let them use stim devices in class, so long as they're not horribly disruptive to the other students.

Special types of seating accommodations for autism

This might mean a seating pad on a regular chair, or a different kind of chair entirely. I've seen a standing desk, yoga ball, chairs with a built-in kick pads, and more. I go into plenty of options at the end of my ADHD accommodations article.

Limit distractions

This might mean thinking about the lighting, the type of flooring, chalkboards vs whiteboards, decorations, and a thousand other things. You'll need to chat with each individual autistic child to get a sense of their particular needs and triggers. When the time comes to limit these distractions, things like noise-cancelling headphones can be a huge asset!

Breaks

These might be scheduled into the child's day, given when necessary, or both. Breaks are an important part of a child's self-regulation. They give the child a chance to move, de-stress, and then continue with their day.

Language accommodations for autism
No sarcasm
Autistic children generally have a difficult time with non-literal language. Sarcastic comments can be especially challenging because without understanding sarcasm, the comments could be perceived as very hurtful. Depending on a child's ability, explaining metaphors and
Checks for understanding
This accommodation asks the teacher to check in with the autistic student to make sure they've understood directions, expectations, etc. I've seen this be most successful when the child explains, in his or her own words, what's expected of them in the next ten minutes, half hour, etc before being turned loose.
Allow verbal answers
This could be on tests, quizzes, or open-ended essay questions, especially if the child already attempted to write an answer. The only caveat is that it doesn't count if writing ability is what's being assessed. Otherwise, this accommodation for autism allows the child to show what they know without the mode of assessment getting in the way. Other alternatives could include providing a scribe or allowing voice-to-text software.
Provide written copies
This one is so important. Language processing takes a lot of mental bandwidth, and sometimes the information never makes it into long-term memory. This makes remembering deadlines, instructions, and rules a challenge. Instead, let the autistic kid have written copies of lectures, instructions, rubrics, and feedback.
Allow ample time for processing
Like I said, language processing sometimes takes longer for an autistic child. Because of this, it might take longer for them to comprehend your question and find the words to express themself. Don't rush them with questions of "Hello? Did you hear me?" if they take more time to respond than you'd expect.

Social/Behavioral accommodations for autism

Special signal with teacher

Teachers can create special nonverbal, low-profile signs with the student to help communicate. They might be used when the student should do a self behavior check, to help the student anticipate their turn to answer a question, or to give positive reinforcement.

Create a plan for typically "unstructured" times

These times include lunch, recess, daily pick ups & drop offs, etc. These times can cause serious anxiety in kids with autism. Having a pre-established plan helps both the child and the relevant adults know what to expect. Part of this plan might be using a peer to peer buddy system, role playing scenarios, and social stories.

Also create a 'deescalation' plan.

What warning signs does your child exhibit before they experience a meltdown or other negative behavior? What should teachers or staff do when they notice those warning signs to help your child deescalate instead of escalating? Some suggestions might be to offer a quiet room to cool off, have access to a trusted adult, or use a particular device/tool/strategy to help them cope.

Positive Reinforcements

This might include tangible rewards, token boards, sticker charts, extra time on a favorite activity, and more. The goal is to increase positive behaviors and decrease negative behaviors.

Executive Functioning accommodations for autism

I've got an entire article on executive functioning accommodations for autism and other learning differences, but I'll share a few of the highlights here.
Chunk assignments
Have all assignments broken down into smaller chunks, usually with separate deadlines (For example: instead of "essay due Friday" have one paragraph due every day leading up to Friday)
Keep to the schedule
Try to help them predict their day as much as you can. Changes can be distressing for autistic children, so teach them to keep a calendar, agenda book, or other schedule. Write down the anticipated structure of every day and go over it with them. When changes must eventually come, and announce them ahead of time, when possible.
Provide graphic organizers
This helps autistic kids to visualize their plans and organize their thoughts. For kids who have trouble initiating activities, writing graphic organizers also can provide a clear starting point and help map out the process of writing a paragraph, story, or essay.

Learning accommodations for autism

Extra time on assignments and tests

Kinda a no-brainer, don't you think? But still, parents and teachers alike constantly forget this accommodation. Having extra time is one of those accommodations that works equally well in a homeschool IEP as a public school one

Small group work

This could mean receiving instruction in a small group (either in a regular ed or special ed classroom). It could also mean taking tests in a smaller, quieter environment.

Familiar test proctor

Studies show that all students, not just autistic ones, do better on tests when the person giving it is someone they know. Of course, this generality is amplified for an autistic child. Testing often means the daily schedule is interrupted, and test pressure can cause massive anxiety. To help reduce the stress of a big test, have the proctor be someone the child knows & trusts.

Access to resource room

The creme de la creme of accommodations for autism. I saw this one on virtually every single IEP I helped create. Resource rooms are so important to a child's stability, both emotionally and academically. They provide a grounding touchpoint for the child where they know they're safe, loved, and understood.

If you're serious about homeschooling, but you're not sure where to start, we've got you covered. Ready, Set, Homeschool! is the complete homeschool prep workbook to help you feel confident. Whether you've got kiddos with special needs or not, Ready, Set, Homeschool! will walk you through a five-day preparation blitz. It covers...

Homeschool Compliance

Mindset

Setting up your family's rhythm

Getting and staying organized

Choosing curriculum

and more!

Created from her sold-out, live workshop, Ashley designed this book to help you understand the basics of getting prepared to homeschool and support you through the process of applying these ideas to your unique family.

For further reading on this topic:

Or browse posts in our special needs category.

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Accommodations for Autism: 21 Best Recommendations for Learning

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Sensory, language, social/behavioral, executive functioning, & learning accommodations for autism. Here are some of the most important.

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20 Common Classroom Modifications for Students With Autism

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Are you ready to transform your child's learning experience? As a caregiver or parent of neurodivergent kids, you know that the right classroom environment can make all the difference. That's why we've organized this list of 20 common classroom modifications for students with autism. These practical tips will help teachers and parents create an inclusive, supportive space where every child can thrive.

In this blog post, we'll share actionable ideas that cater to the unique needs of kids with thinking and learning differences. By implementing these modifications in the classroom, you'll empower your child to reach their full potential while fostering a love for learning. So let's dive in and explore these game-changing techniques!

1. Visual Schedules: A Picture is Worth a Thousand Words

Visual schedules are an excellent classroom modification for students with autism, as they provide clear expectations and routines. By using images, symbols, or photographs to represent daily activities, kids can better understand what's coming next and reduce anxiety.

Build Custom Printable Visual Schedules

Is your child having trouble managing their routines? Here's a free visual schedule builder. Goally's custom tool allows you to create printable personalized schedules that motivate your child to focus on their tasks. Perfect for morning, homework, and bedtime routines, this free visual schedule builder is easy to use and will help your child reach their full potential.

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2. Sensory Breaks: Time to Recharge

Sensory breaks offer neurodivergent kids a chance to regroup and refocus their energy throughout the day. These breaks involve activities that help regulate sensory input and promote relaxation.

3. Clear Communication: Say What You Mean

Clear communication is crucial when working with kids who have thinking and learning differences. Using simple language, repetition, and visual aids can enhance understanding.

4. Flexible Seating Arrangements: Comfort is Key

Creating comfortable seating options allows children with autism to choose where they feel most at ease while learning.

Table 1: Seating Options for Students With Autism:

Wobble chairs

Encourage movement while maintaining focus

Beanbag chairs

Provide comfort; reduce anxiety

Standing desks

Promote physical activity; improve concentration

Read More:What Are the Needs of a Child With Autism?

5. Social Stories: Building Connections Through Narratives

Social stories help students with autism navigate social situations by giving examples of appropriate behavior through storytelling.

6. Visual Supports: Clarity in the Classroom

Visual supports, such as visual cues and labels, can help students with autism process information more effectively.

7. Small Group Instruction: Focused Learning Opportunities

Small group instruction allows for personal attention and tailored teaching strategies.

8. Task Analysis: Breaking it Down Step by Step

Task analysis involves breaking complex tasks into smaller steps that are easier for kids with autism to understand.

9. Consistent Routines: Predictability Equals Success

Establishing consistent routines helps create a sense of stability and predictability in the classroom.

10. Individualized Instruction Plans (IIPs): Tailored Learning Pathways

IIPs outline specific goals, accommodations, and modifications tailored to each student's unique needs.

Goally | Visual Scheduler for Autism

Does your child struggle with getting ready in the morning independently? Goally's routine app on the best tablet for kids breaks down large tasks into small, achievable steps for autistic kids. Create custom routines with your own videos & pictures for every step.

11. Technology Integration: Harnessing the Power of Digital Tools

Incorporating technology in the classroom can help students with autism engage more effectively with learning materials.

12. Environmental Adjustments: Setting the Stage for Success

Making simple adjustments to the classroom environment can greatly impact students' comfort and focus.

13. Visual Timers: Keeping Track of Time

Visual timers help students with autism understand time management and transitions between tasks.

14. Peer Buddies: Building Social Skills Through Friendship

Pairing students with autism with supportive classmates encourages social interaction and fosters friendships.

15. Choice Boards: Empowering Decision-Making Abilities

Choice boards allow children to make decisions about their learning experiences by offering a selection of activities or tasks.

16. Hands-On Learning Experiences: Engaging Minds Through Exploration

Hands-on learning experiences enable kids with thinking and learning differences to explore concepts in a tactile way.

17. Clear Expectations & Rules: Establishing Boundaries With Clarity

Setting clear expectations helps create an orderly environment where all students understand the rules.

For Kids Learning Social Skills:

18. Differentiated Instruction: Meeting Individual Needs

Differentiated instruction involves changing teaching methods to work with diverse learning needs.

19. Praise & Reinforcement: Celebrating Successes Big and Small

Positive reinforcement encourages desired behaviors in students with autism by acknowledging their efforts.

20. Ongoing Collaboration: Teamwork Makes the Dream Work

Collaboration between teachers, parents, therapists, and other professionals is essential for successful classroom modifications for students with autism.

Goally | Apps To Structure Your Kiddo's Routine

Does your child struggle with transitions or staying on task? Goally's visual schedule app breaks down large tasks into small, achievable steps. It helps kids complete their tasks independently!

Goally | For Kids Who Hate Bedtime 😴😡

Make bedtime & morning routines easy. Upload your own videos for each step. Motivate with rewards! Get Goally's Life Skills Package at $249.

20 out of 20!

And there you have it! These 20 classroom modifications for students with autism are designed to create an inclusive, supportive learning environment that serves the unique needs of neurodivergent kids. By implementing these strategies in the classroom, teachers and parents can empower children with thinking and learning differences to reach their full potential. Remember, collaboration and consistency are key when making these adjustments. So let's work together to ensure every child has the opportunity to shine brightly in their own way!

FAQs About Classroom Modifications for Students With Autism

What are classroom modifications for students with autism? Classroom modifications for students with autism are changes made in the learning environment or teaching methods to better accommodate the specific needs and learning style of autistic students.

Why are classroom modifications important for students with autism? Classroom modifications are important to support the learning of students with autism by minimizing distractions, reducing stress, and promoting engagement and comprehension.

How can visual schedules help students with autism in the classroom? Visual schedules can help students with autism by providing a clear and predictable structure of the day's activities, aiding in transition between tasks, and reducing anxiety.

What role do emotional regulation apps play in classroom modifications for students with autism? Emotional regulation apps can teach students with autism to identify, understand, and manage their emotions, promoting positive behavior and interaction in the classroom.

How can rewards be used as a classroom modification for students with autism? Rewards can motivate and reinforce positive behavior or completed tasks, helping students with autism to understand expectations and improve their engagement in learning activities.
This post was originally published on April 17, 2023. It was updated on June 18, 2023.

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20 Common Classroom Modifications for Students With Autism

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Discover 20 effective classroom modifications for students with autism to create an inclusive, supportive learning environment.

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9 Learning Accommodations for Autistic Students

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Classroom accommodations allow autistic children space to learn and embrace their differences and find success in their education.

Autism spectrum disorder (ASD) creates unique needs for autistic children in the classroom, but educators, parents, and caregivers can work together to create a successful learning experience by accommodating each student on an individual basis.

ASD doesn't look the same in every child. The severity of the autism, the child's personality, home environment, and many other factors affect how the child interacts with the world.

There isn't a one size fits all solution to integrating an autistic child into an education system designed for non-autistic children. It takes a case-by-case look at the classroom and the child.

We consulted Sharon Kay-O'Connor, LCSW, from Manhatten, NYC, and Richard Weinfeld, a special education consultant and director at Weinfeld Education Group in Maryland, Washington DC, and Virginia for their expert advice.

For autistic children, verbal communication and eye contact may be difficult or even painful. Words often get translated into pictures, which means instructions might be missed.

"Some students might feel more comfortable communicating via sign language or AAC (Augmentative and Alternative Communication) devices, as opposed to spoken speech," says Kaye-O'Connor.

"Some autistic kids may be more sensory-seeking, while others may fit a more sensory-sensitive profile. Knowing your child's specific sensory profile will provide insight into what kind of environment and sensory supports will help them thrive," explains Kaye-O'Connor.

Each child is different and how they process sensory information varies based on their:

"Some autistic students may also need the flexibility of movement or seating to be able to listen and learn most effectively," says Kaye-O'Connor.

Wiggle seats or periodic exercise breaks to carry heavy books or simply use a fidget spinner can help children stay focused.

"I always recommend whenever a child is autistic (or maybe autistic), consult with an Occupational Therapist (OT) to better understand the child's specific sensory needs and the sensory supports that will be most helpful for them." Kaye-O'Connor. An OT may use:

Play therapy: Play is often how autistic children express their thoughts and emotions. An occupational therapist can use play to teach children how to connect with people through a medium that makes sense to them.

Joint attention symbolic play engagement and regulation (JASPER): Although more research is needed to support the effectiveness, JASPER teaches autistic children how to focus on two things at once, namely a toy and a person. According to 2021 research, children who engage in JASPER often show a marked improvement in their attention, social, and language skills.

Integrated play groups (IPGs): IPGs give autistic children an opportunity to play and learn from their peers in a guided, safe environment.

Autistic children often have an area or specific topic of interest that they enjoy learning and talking about.

Kaye-O'Connor points out, "Special interests are one of the great joys of autistic life. Support and encourage your child's interest in their favorite topics, and join them in their enthusiasm."

A work area that reduces distractions, which could be sensory information like noise, bright colors, and smells can help with focus. The area could also include earplugs or a wiggle seat, depending on the child's needs.

All children need an occasional break, but those breaks are even more important for autistic children. Their sensory sensitivities can make a classroom environment overwhelming and sometimes painful.

A designated area that's free of sensory stimulation can help autistic children continue to put their best selves forward.

Autistic children thrive off of routines. Changes in routine or transitioning from one activity to another can be difficult. Printed schedules with words and pictures are a way to help and reassure autistic children.

If there will be a change in the schedule, letting the child know a couple of days in advance gives them time to prepare, though they may still have difficulty with the change.

Autistic children are often the subject of bullying and teasing because of their behavioral differences.

"Teachers can head this off by educating the general education peers about students with autism in general and making the class aware of the strengths and needs of this student in particular," says Weinfeld.

Children learn from their peers, and supportive peers can help autistic children develop and expand their social skills. "Teachers should be careful to group the student with other students who will be supportive of them.

The student with high-functioning autism may be given a specific role to perform in the group," says Weinfeld.

Weinfeld continues, "Providing opportunities for the student to interact with a general education student who has the same or similar strengths or interests can facilitate good communication."

be on watch for teasing and bullying

support autistic students' interaction with neurotypical students

educate student peers and teach them how to interact with their autistic peer(s)

create, post, and keep a regular schedule

build sensory breaks into the schedule

A couple of final tips for educators that deserve extra attention.

From Weinfeld, "Teaching 'theory of mind.' Students with " high functioning autism " need help in understanding that other students have their own thoughts that are separate and may be different from what the student with lower support needs is thinking."

Try to give autistic children flexibility in their seating whenever possible.

"Some autistic students may also need the flexibility . . . in seating to be able to listen and learn most effectively. Some autistic kids may be super social, and others may prefer to spend free time or recess time alone," says Kaye-O'Connor.

Get to know your child's specific sensory needs. As Kaye-O'Connor puts it, "Knowing your child's specific sensory profile will provide insight into what kind of environment and sensory supports will help them thrive."

Set up a regular time (usually weekly) to communicate with your child's teacher about their successes and areas of improvement. Weinfeld suggests sharing this information with any specialists or therapists your child works with outside of school.

"Provide opportunities outside of school for your child to develop their strengths and pursue their areas of passion," says Weinfeld. Children build confidence and may identify potential career areas later in life.

Reach out if you need support from friends, family, school resources, and outside resources.

Create a distraction-free or low-sensory work area at home.

Autistic children see and interact with the world in different ways than nonautistic children. Understanding the child's specific sensory sensitivities and learning what interventions work for them can make all the difference in their educational experience.

You may consider providing:

a wiggle seat

earplugs

a scheduled quiet time in the afternoon

Parents and educators looking for more resources and information can go to the National Institute of Neurological Disorders and Stroke for more information on ASD.

They also provide a list of organizations, from research institutes to advocacy programs with resources for autistic people and their caregivers.

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9 Learning Accommodations for Autistic Students

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Autistic children see and interact with the world differently than nonautistic children. Consider these 9 tips to accommodate your students.

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Make Your Home a Sanctuary for Your Autistic Child

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Make Your Home a Sanctuary for Your Autistic Child

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An autistic person may spend all day coping with sensory and social challenges. Here are some realistic tips for making home autism-friendly.

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From Burnout to Autistic Self-Accommodation as an Adult

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As a high-masking autistic person, I grew up suffering in silence. Masking was not a choice, but a subconscious survival mechanism forced upon me due to systemic ableism that was projected onto me by my family, friends and community. Struggling to survive in all areas of life, adults overlooked my symptoms in childhood, and neglected my disability needs and medical needs, while peers and family tore me down any time I showed any signs of my authentic, autistic self.

An Experience of Autistic Burnout

Once I reached adulthood, I had become so burnt out from trying to keep up with life in a system that is not designed for me. Life is too fast, too loud, too mean, too sarcastic, too indirect, and too inaccessible for me on all fronts. To survive, I had to pretend to keep up with it all, even though it was tearing me apart from the inside out. However, this pretending, referred to as "masking" autism, was not a conscious decision I made. In reality, masking was a survival mechanism I subconsciously learned from an early age that became ingrained in my psyche and was reinforced every time I was reprimanded for being myself. I had a different mask for every person and environment I'd ever encounter. I had many fragmented parts of self and no cohesive identity. My masks became integral to who I was throughout the first quarter of my life.

By age 23, I was burnt out but still didn't know why and tried to "push through it." Little did I know that pushing through autistic burnout, which is different from non-autistic burnout, would only lead to more severe debilitating symptoms that I later learned I could never come back from. There was no "bouncing back" from a 10+ year autistic burnout. By 25, I lived alone, and this is when my autistic burnout became undeniable to me.

I hit a wall I'd never hit before and couldn't mask my way out of it this time. I stopped feeding myself, I stopped going outside, and had to quit my job because I was entirely unable to put any energy into taking care of myself, let alone producing work in an environment that once again required me to change everything about myself. I spent a few months doing part-time work, and by the next year I had to move back to my childhood home because I couldn't keep up with paying rent or having a job on top of feeding myself, doing chores inside and outside the house, socializing, exercising and doing all those day-to-day things some people consider second nature. I watched as others lived on autopilot, not questioning their ability to complete daily tasks, while my manual stick-shift life broke down altogether.

The process of becoming so burnt out I had to withdraw from society altogether was how I discovered I was an AUDHDer (a person who is autistic and has ADHD) and I began researching to figure out how people like me survive. The process of unmasking my autism and adhd involves many things, but one of the big ones has been learning to accommodate my own needs, as I've learned over time most people and spaces won't do it for me; in fact, they often won't even believe I need the accommodations that I do. If spaces do offer accommodations, they often treat it as a luxury, and not a necessity to make life livable for me within a system and society designed to go against my innate characteristics and functioning.

Sensory Issues: Tactile

Comfortable clothing: Growing up, I was ostracized socially. To mask this social exclusion as best as I could, I wore trendy clothing to fit in, even though such clothing was often uncomfortable and caused me physical pain due to tactile sensory issues. It didn't help that I received positive reinforcement from peers when I dressed like them and I was heavily bullied when I wore comfortable, less fashionable clothing. Part of my unmasking journey in adulthood includes wearing comfortable clothing everyday. Doing so helps me avoid sensory pain, thus mitigating unnecessary meltdowns, stress, and distractability.

Short hair: Growing up and through college, I had long hair because this was what was socially expected for me as a person socialized as a woman. However, hair touching my face gave me horrible sensory issues and distracted me all throughout the day while in school because of how uncomfortable it was. Sensory issues aren't just discomfort; they also cause deep stress and physical pain. Now as an adult I have short hair and often have a shaved head. Not only does short hair help prevent hair from touching me and causing sensory issues, but having a shaved head also doubles as a stim: to run my hand back and forth over my head and feel the little prickly hair is soothing to me.

Deep pressure: I discovered that deep pressure and heavy things on my body, referred to as heavy work, are soothing when I am in sensory overwhelm. To accommodate myself and ensure my body is regulated, I incorporate layered clothing (weather permitting) because heavy jackets and layers help to ground me. I also sleep with a weighted blanket every night and find it very difficult to fall asleep without that weight on me. [Editor's note: some folks love weighted compression vests, too.]

Sensory Issues: Auditory

Noise canceling headphones: In addition to tactile sensory issues, I also have significant auditory sensory issues. Growing up, I'd cry out in pain around loud sounds and lots of noise, though I quickly learned to mask this as I was heavily gaslighted by my peers and family when I expressed discomfort around certain noises. As an adult, I have explored different types of noise cancellation and filtration devices and proudly wear my over the ear headphones whenever necessary. I also use Loop earplugs when more discreet noise filtration is necessary.

White noise machine: In childhood I couldn't sleep until 5 am most nights because of the noises I heard around my house that I fixated on for hours. My noise sensitivity made living with people unbearable, until my college dorm resident advisor suggested I try a white noise machine. This changed my life as it helps to block out noise when sleeping, but also it creates a sensory safe cave in my room when I need to block out the loud and bright outside world.

Rose-tinted glasses: My light sensitivity is another set of sensory issues that cause me physical pain. Overhead LED lights (common in almost every classroom, workplace, and grocery store) are particularly horrible and cause me pain, headaches, and can push me into overstimulation and autistic meltdown. Lights from cars while driving can also cause me similar pain. To remedy this, I have started wearing rose-tinted glasses in situations when typical sunglasses would make my vision too dark. Rose-tinted glasses help to cancel out some of the light without blocking my vision entirely.

Blackout curtains: Similar to the ways my body hyperfixates on noise and prevents me from sleeping, the same is true with light. If I even see a little crack of light coming through the curtains, it can keep me up all night. Blackout curtains are necessary for me to be well rested and sleep through the night. [Note from the editor: sleeping masks can serve a similar purpose if curtains are not an option.]

Executive Functioning: Planning and Prioritization

Half-dirty clothes bins: I have very rigid thinking, so to me clothes are either clean or dirty. This meant that before I had systems in place, I'd wear something once and have to wash it immediately, thus overloading me with the chore of laundry, which was hard for me to do in the first place. Now, I have a system under my bed that sorts "half dirty" clothing, i.e. clothes that have been worn once or twice but do not need to be washed yet, into bins for tops and bottoms. Once things officially become "dirty" they go into my laundry basket to be washed. This system ensures I know where everything is and that I am not overloading myself with doing laundry multiple times a week.

Bathroom bin: Taking care of myself day-to-day as an autistic person is exhausting because of all the steps I have to remember to do: wake up, get out of bed, go to the bathroom, brush teeth, wash face, take medication, make food, etc. Tasks like this that might seem simple to others become complicated or even impossible to autistic people who have to manually remember and complete each step, when working memory is a prominent executive dysfunction trait for me. To remedy this, I put all my morning and night routine items in a bin in the bathroom to reduce the executive functioning steps required to remember what I have to do. Instead, this bathroom bin puts the process more on autopilot for me, as I just have to do everything in the bin without thinking about it. Because of this bathroom bin, I haven't forgotten to do my hygiene routine in months, when before it used to be a daily struggle.

Flexible morning and night routines: Routine is essential for me to survive and thrive in this chaotic world as an autistic person. However, because I also have ADHD, routine can become boring to me, which leads to me abandoning routines within days to weeks. For this reason, I have flexible night and morning routines where I have 3-5 things I do daily but I allow myself the flexibility to decide when I do them and in what order I do them. The flexibility of the order satiates my ADHD brain's need for spontaneity and the rigid daily tasks ensure my autistic brain receives the sameness and order it requires.

Bulk Frozen Safe Foods: Feeding myself is one of the most daunting and exhausting tasks that I unfortunately have to do 3 times a day to stay alive. It is so difficult for me for many reasons, but executive dysfunction is a big one, along with food aversions. Keeping bulk amounts of safe foods in the freezer helps to eliminate decision fatigue that happens multiple times a day when I need to make food.

Executive Functioning: Regulating and Sustaining Alertness and Attention

Visual/Auditory Stimulus During Mundane Tasks: I become distracted pretty easily, especially when doing mundane tasks, such as household chores, cooking, cleaning, busywork. I also struggled with autistic inertia, meaning I have trouble commencing a task. Visual and/or auditory stimulus helps me to get started on tasks and remain engaged in them throughout. Examples of this include watching a show or movie, listening to a podcast, or doing a virtual body doubling session with another human.

Reading aids: Because of my distractability, reading has been a challenge for me my whole life. I recently discovered these visual reading aids that keep me engaged while reading. Since using these, I've read 10 books in 3 months, which is more than I've read in 3 years.

Bedtime alarm: At night time, I often become so hyperfixated in what I am doing, reading, or watching that I stay up hours later than I anticipate, and such change in routine ruins the next few days or weeks of my life. My bedtime alarm prevents this most of the time and helps to keep me on my routine, more or less.

Executive Functioning: Utilizing Working Memory

Visual lists: Remembering the things I need to do to take care of myself on a daily basis is a struggle due to EF. Keeping visual lists around the house and on my phone helps me with this. I keep lists and charts in the bathroom on what needs cleaning and when I've last cleaned. I keep lists on the fridge of what food I currently have in the fridge or freezer. I keep lists on my walls in my room on what to do in the morning when I wake up and what work I need to complete that week. Visual reminders help me remember how to exist as a human.

Google Calendar: I simply cannot remember most things in my life, and a big part of my growth is accepting that this is just how my brain functions. I no longer shame myself for being so forgetful, instead I work with my brain. This means everything goes in my google calendar. The smallest reminders and big events all live there to remind me what I need to be doing at all times.

Avoiding eye contact when safe: Forced eye contact is uncomfortable and causes me anxiety and panic. Eye contact can feel incredibly vulnerable for me, and I save it for times when I feel safe with select people in my life. However, not making eye contact isn't always safe, like in the workplace or with authority figures due to ableism, so I have to mask this sometimes despite it causing me pain.

Stimming publicly when safe: Stimming helps me regulate and be authentically and visibly me. It helps me stay focused in social situations and on tasks I am doing. Stimming publicly is not always safe as it is misunderstood by the public and authority figures, so stimming in public when safe. When it is not safe, I find more discreet ways to stim, like fidgeting inside my pocket, chewing gum, or touching my hair.

Direct communication: Direct communication is the only type of communication my brain understands, and it's actually better for everyone to communicate directly, as doing so alleviates misunderstanding. Letting people know I need direct communication alleviates any conflict or confusion that may arise from assumptions. This includes things like avoiding sarcasm and using tone indicators over text.

Advanced planning: Existing in the world and around other people is inherently draining to me, even when it is with people I love or doing things I am excited about. I do a lot of pre-coping to make being in exhausting spaces more manageable for me, and this means I need to make plans in advance to allow time to pre-cope. This also means that changes in schedule can be especially stressful for me, so I need advanced notice around changes to allow time to cope with those.

Lots of alone time: As I've mentioned, existing in society is so exhausting and so I need extra alone time on a consistent and often daily basis to recharge. It's more than just being an introvert, the sensory experience of existing in the world takes so much more from my brain and body to process than allistic people so I need a lot more rest. It also takes me a while to process things and understand the emotions I feel, and so alone time helps me to do this.

Self-Accommodation Is Part of Autistic Advocacy

Overall, the world is vastly inaccessible to autistic people. Part of that is because autistic folks have been forced to mask and conform for centuries due to violent ableism. Choosing to accommodate ourselves when safe and possible is an important step in making the world more accessible for others. Seeing other autistics meeting their own needs and demanding they be met in public spaces is what inspired me to do the same for myself. I hope every autistic person reading this feels some hope and inspiration to be more visibly autistic and accommodate themselves where necessary, as well.

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From Burnout to Autistic Self-Accommodation as an Adult

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Below are some ways I have learned to accommodate myself as an autistic adult, broken down by sections as it relates to my autism.

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Financial Assistance Resources | Autism Speaks

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Contains a list of family grant opportunities.

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People with autism and their families often have a variety of additional expenses required to meet their unique needs. Many are looking for financial assistance. Autism Speaks has compiled a list of different types of resources on this page to help you seek support in your area.
For personalized assistance, contact our Autism Response Team at 888-288-4762 (Spanish 888-772-9050) or familyservices@autismspeaks.org. Our financial access coordinator can provide you with information on accessing disability benefits, understanding insurance coverage, planning for the future and more!

There are many agencies and programs designed to support families affected by autism who are facing hard times and need financial support. Some of these are available to all families who meet financial criteria, while others are specifically designed to support individuals with disabilities. We encourage you to explore all of these different funding sources to determine what your family may qualify for.

Autism Speaks Special Needs Financial Planning Tool Kit
State and Federal Disability Benefits
- Supplemental Security Income (SSI)
- Social Security Disability Insurance (SSDI)
- Medicaid Waiver
- ABLE Accounts
Community and State Financial Assistance
Emergency Assistance
Family Grant Opportunities

Special Needs Financial Planning Tool Kit

Mapping out the financial future of your child can seem like a daunting task, but having a plan in place can help ease your fears. The Autism Speaks Special Needs Financial Planning Tool Kit was created to provide you with all the information that you need to develop that plan.

The information in the Financial Planning Tool Kit comes from top experts in the field with many years of both personal and professional experience with special needs financial planning. We have also included some personal stories from other parents or caregivers like you.

Learn more and download the Financial Planning Tool Kit free of charge.

State and Federal Disability Benefits

Supplemental Security Income (SSI)

Supplemental Security Income, or SSI, is a monthly government payment through Social Security which is designed to support people who are aged (65 and older), blind, or disabled. Individuals with autism may be eligible to receive SSI to help support them financially.

Information on this and other programs can be found at www.ssa.gov. You can also review the following links which further explain the SSI program for children and adults with disabilities, family financial criteria, how to apply, and more.

Social Security Disability Insurance (SSDI)

Social Security Disability Insurance is another financial benefit through Social Security. This payment is available for adults who have a disability that began prior to age 22. SSDI can be considered a "child's" benefit because it is paid on a parent's Social Security earnings record.

For a disabled adult to become entitled to this "child" benefit, one of his or her parents:

Must be receiving Social Security retirement or disability benefits; or

Must have died and have worked enough to qualify for Social Security.

These benefits also are payable to an adult if he or she is disabled at age 18, and if they received dependent's benefits on a parent's Social Security earnings record prior to age 18. We make the disability determination using the disability rules for adults. SSDI disabled adult "child" benefits continue as long as the individual remains disabled. Your child doesn't need to have worked to get these benefits.

For more information on SSI and SSDI, see this booklet called Benefits for Children with Disabilities.

You can find many more SSDI resources and information here.

Medicaid Waivers

Most states have a program for individuals with developmental disabilities called a Medicaid Waiver (also known as 1915(c) Home and Community Based Services). A Medicaid Waiver is designed to provide support services and care to allow an individual to remain at home or in the community, rather than in an institution, nursing home, or hospital. The benefits provided by these waiver programs vary by state, but most generally provide coverage for medical treatments, respite care, transportation, in-home support, and more. In some states, children do not need to meet eligibility criteria for Medicaid in order to qualify for a waiver. However, just like insurance laws, waiver criteria and availability varies from state to state.

You should also note that waivers may have different names in your state. For example, the "Katie Beckett waiver" is one type that is available in a number of states. Others may have names such as "Autism waiver," "Person Directed Support waiver," "Developmental Disabilities waiver," or "Individual and Family Support waiver."

See the following links to learn more about waivers in your state:

ABLE Accounts

A new type of savings option was made available for families of individuals with disabilities through the Achieving a Better Life Experience (ABLE) Act of 2014. The ABLE Act authorized the establishment of private tax-advantaged savings accounts that can help you save for long-term expenses without sacrificing eligibility for public benefits such as Medicaid and Supplemental Security Income (SSI).

These accounts are modeled after the current 529 education savings plans that help families save for future college costs. Once an account is established for a beneficiary, account contributions will accumulate tax deferred and any earnings will be tax free at the federal level if the money is used for qualified expenses.

Each state is responsible for establishing and operating an ABLE program. As of April 2016, over 40 states have enacted ABLE laws and bills are pending in many other states. For the latest legislative news on ABLE accounts, visit AutismSpeaks.org/Advocacy and follow @autismvotes on Twitter. To get involved in advocating in your state, sign up here.

Community and State Financial Resources

Community Action Agencies

A great place to start if you are looking for financial help is your local Community Action Agency. Nearly every community in the U.S. has a Community Action Agency. These are non-profit organizations which receive state and federal funding. They administer many assistance programs for low-income residents, including rental assistance, energy assistance, food and nutrition programs, case management, education and literacy programs, and emergency assistance. Your local Community Action Agency will be able to connect you with various programs and sources of financial assistance that are available in your area.

Please keep in mind that funding is often limited for assistance programs through Community Action Agencies. If possible, apply as early as possible for assistance (such as winter energy programs).

Housing Assistance

The Department of Housing and Urban Development (HUD) can provide you with advice on finding affordable housing. HUD sponsors housing counseling agencies throughout the country to provide free or low cost advice. For more information, you can call HUD's interactive voice system at: (800) 569-4287.

You can locate your local HUD office on this page. They can give you information on affordable housing programs, rental assistance, and more.

There are also a number of programs through the federal government to help families purchase a new home. I have listed some resources below:

Other Places to Search for Financial Assistance

The United Way can help you connect with many resources and services in your area, and answer many questions about obtaining assistance. Call 2-1-1 or visit 211.org to learn about some of the options available to you.

NeedHelpPayingBills.com is a website which lists many sources of financial assistance. Scroll down and click on your state to locate additional sources of assistance.

USA.gov maintains information on a variety of government and other assistance. In particular, see the page on Government Benefits, Grants, and Loans.

The Patient Advocate Foundation is also a good place to search for grants and other financial assistance, particularly if someone in your family has a medical condition. You can search for resources based on medical diagnosis.

Emergency Assistance

In a crisis, it is often helpful to go to your Community Action Agency. Staff can connect you with any available resources, financial or otherwise, that are available in your area.

You can also contact your local United Way by calling 2-1-1 to be connected with many services and resources to help, or visit 211.org.

The Salvation Army can often assist in emergency situations as well, although funding may be limited. They can provide rental and housing assistance, utility help, food, shelter, and more. You can find your nearest Salvation Army center.

You can also use the following links to locate shelters in your area:

Family Grant Opportunities

Autism Speaks maintains a Resource Library for families, which contains a list of Family Grant Opportunities. Each of these grants are designed to help parents pay for a variety of needs related to autism treatment and care. You can visit the website for each listing to learn more about how to apply. Click here to see the current list of grants.

There also may be local grant opportunities listed in our online Resource Guide. Follow the link, then select your state and look under the category "Advocacy, Financial and Legal Resources" to find any available grant programs.

See here for tips on applying for family grants from one of our Autism Response Team coordinators: Tips on Applying for Financial Aid for your Family Member with Autism
iPads
Many organizations offer grants and programs to help individuals and families purchase an iPad. Please contact the Autism Response Team for the most up-to-date list of iPad programs: call 888-288-4762 or email familyservices@autismspeaks.org.

For additional information and resources on technology, see Autism Speaks' Technology Central page.

Autism Speaks also maintains an Autism Apps database to help you locate the best apps for communication and learning. This database includes information on any scientific research that demonstrates an app's effectiveness.

See this page for additional ideas about how to get an iPad or tablet: How to get an iPad Funded.

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Financial Assistance Resources | Autism Speaks

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People with autism and their families often have a variety of additional expenses required to meet their unique needs. Many are looking for financial assistance. Autism Speaks has compiled a list of different types of resources on this page to help you seek support in your area.

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Recognizing the Needs of People on the Autism Spectrum and Their Families

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Information on qualifications for social security benefits.

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Social Security's programs touch the lives of nearly every American. We remain steadfast in our commitment to reducing barriers to ensure people eligible for our benefits receive them. We provide income security for the diverse populations we serve, including people with autism spectrum disorder (ASD) and their families.

Many parents and caretakers of children with disabilities lose work hours and income because of their children's care needs. Supplemental Security Income (SSI) provides monthly financial support to low-income families with children who have developmental and behavioral disabilities. This includes ASD - and physical impairments.

Children under age 18 can get SSI if they meet Social Security's definition of disability for children and live in a household with limited income and resources. We define a disability as:

The child must have a physical or mental condition(s) that very seriously limits the child's activities.

The condition(s) must have lasted, or be expected to last, at least 1 year or result in death.

You can learn more about SSI eligibility for children and how to apply for SSI on our website.

We also serve those with ASD who want to enter the workforce. People with ASD may have questions about how ASD affects their employment options. They may also see their ASD as a barrier to employment. Employers have started to recognize that many people with ASD offer a variety of strengths. To see how we help those with ASD find employment, please check out Larry's journey in our Autism and the Workplace feature article. We also invite you to learn more about Social Security's Ticket to Work program.

We recognize the need for supporting, understanding, accepting, including, and empowering those on the autism spectrum. For more information about this observance, please visit the U.S. Department of Health & Human Services Interagency Autism Coordinating Committee's website for Autism Awareness Month.

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Tags: Children, Disability, People Facing Barriers, social security, Social Security benefits, social security disability benefits, SSI, supplemental security income

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Alison R. Marvin, PhD, Social Security's designee on the Interagency Autism Coordinating Committee (IACC) and Federal Interagency Workgroup on Autism (FIWA)

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Recognizing the Needs of People on the Autism Spectrum and Their Families

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Social Security's programs touch the lives of nearly every American. We remain steadfast in our commitment to reducing barriers to ensure people eligible for our benefits receive them.

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Support Parent Network - Parent to Parent

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Connecting you with other parents who understand.

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Parent to Parent's Support Parent Network helps you to connect with trained volunteer Support Parents who have a child or family member with the same or similar disability, health impairment, or are experiencing a similar issue.

Support parents:

Are parents or family of a child who has a disability or health impairment

Offer a listening ear

Have been trained to support other parents, family, whanau or carers

Understand the challenges and unique joy of caring for a child with a disability or health impairment

Can share experiences and offer practical solutions

Contact us if you would like to be connected with a Support Parent for a one-off phone call of support.

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Support Parent Network - Parent to Parent

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Connect with trained volunteer Support Parents who understand.