# data[].attributes.body
Autism is a spectrum disorder. That is, the symptoms and characteristics of ASD can present themselves in a wide variety of combinations, from mild to severe. Although ASD is defined by a set of certain characteristics, children and adults can exhibit any combination of these characteristics in any degree of severity. This means that two children, with the same diagnosis, can act very differently from one another and have varying skills and needs. For example, a child with ASD can have an IQ of 80; another child with ASD can have an IQ of 65. Additionally, children with a diagnosis of ASD can be either nonverbal or verbal.

Every person with ASD is a unique individual and, like all individuals, has a unique personality and combination of characteristics. Some individuals exhibit only slight delays in language but greater challenges with social interactions. For example, they may have difficulty initiating and/or maintaining a conversation. Individuals with ASD are often described as talking at others instead of with others (e.g., they may monologue on a favorite subject that continues despite attempts by others to interject comments).

Children with ASD process and respond to information in unique ways. In some cases, aggressive and/or self-injurious behavior may be present such as biting, hitting, or head banging. These children may also exhibit some of the following traits.

Language and Communication

Difficulty in expressing needs (use of gestures or pointing instead of words)

Repetition of words or phrases instead of typical, responsive language

Literal interpretation of language

Difficulty in understanding nonverbal cues, including facial expressions

Not responsive to verbal cues (acting as if deaf although hearing tests in normal range)

Social

Lack of social interaction

Little or no eye contact

No sense or feeling of personal distance from others

Inappropriate peer interactions

Responses that do not match situations (e.g., over- or under-reaction)

Unique Behaviors

Insistence on sameness; resistance to change

Tantrums/meltdowns

Sustained odd play

Special interests or inappropriate attachment to objects (e.g., spins or lines up objects)

Stereotyped behaviors, including hand flapping, whole-body rocking, clapping, etc.

Emotional

Lack of awareness of own and others’ feelings

Little or no display of affection

No real fear of danger

Sensory and Motor Skills

Over- or under-sensitivity related to one or more sensory processing systems, including touch, balance, body awareness, sight, hearing, taste, smell

Clumsy gross-/fine-motor skills

Odd posture or gait

Noticeable physical over-activity or extreme under-activity

# data[].attributes.body
There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual’s communication, behavior, and developmental levels. However, because many of the behaviors associated with autism are shared with other disorders, various medical tests may rule out or identify other possible causes

# data[].attributes.body
There is no known single cause of ASD, but it is generally accepted that it is caused by abnormalities in brain structure or function. Could be heredity, genetics, and medical problems such as hypoxia, maternal rubella, tuberous sclerosis, or epilepsy, problems during pregnancy or delivery as well as environmental factors such as viral infections, metabolic imbalances, and exposure to environmental chemicals.

# data[].attributes.headline
What advice would you give to a family whose young child just received a diagnosis of ASD?

# data[].attributes.subject
What advice would you give to a family whose young child just received a diagnosis of ASD?

# data[].attributes.body
Give yourself time to grieve, and then go on.

Don't isolate yourself or your child. You're not alone. Seek out other parents.

Don't blame yourself.

Have faith in yourself. Follow your instincts. You know in your heart what's best for your child.

Don't forget they're little kids first. Play with them; enjoy them every day.

Don't forget the other family members. You're a family first.

Don't give up. Don't take "no" for an answer.

Be prepared to advocate.

Do your homework! Read, read, read, read!

Or, in other words, educate yourself, take in a lot of info, but make your own decision. There's a lot of misinformation out there, but there's also a lot of good things for your kids.

# data[].attributes.body
Everyday livin

Carrying out parenting responsibilities; and

Supporting child learning & development (Dunst, 2000).

# data[].attributes.body
To establish developmental levels

To determine patterns of strengths and weaknesses

To identify possible causal factors

To educate families

To educate service providers

To develop individualized intervention plans

To match the child and family with appropriate services

What do families experience after the diagnosis?

1. Sharing the news with grandparents and extended family: autism is hard to explain and hard for others to understand.

2. The power of informal supports: friends come and go, but the relationships are strongest with other families who have children with ASDs.

3. Taking risks: being out and about in the community is important, but even with the best of planning, it can be painful.

4. Changes in feelings over time: life gets better, but not necessarily easier.

# data[].attributes.body
Toddlers with language/global delays had stronger receptive language skills (understanding) than expressive skills (words/gestures).

The opposite was true for toddlers diagnosed with an ASD: Their receptive skills were weaker than expressive skills.

# data[].attributes.headline
How might parents describe those red flags?

# data[].attributes.subject
How might parents describe those red flags?

# data[].attributes.body
Not all families are familiar with our professional vocabulary: joint attention, emotional modulation, repetitive or scripted play. However, families can describe those same skills and behaviors in other ways.

What Parents Might Say About Social Behaviors

"It's hard to get his attention."

"He seems to be in his own world."

"Everything he does is on his own terms."

"He completely ignores his baby sister."

What Parents Might Say About Communication Behaviors

"He gets things by himself."

"He can't tell me what he wants."

"He takes my hand and pulls me to whatever it is he wants."

"He repeats lines and songs from TV and videos but doesn't use words to ask for things."

What Parents Might Say About Behaviors/Restricted Activities

"He plays with all of his toys by lining them up."

"He studies things very carefully."

"He plays by dumping his blocks and then putting them back again - over and over."

"He'll watch his favorite video over and over again . . . and over and over again." (Warren, 2008)

RED FLAGS

not play ”pretend” games (e.g., pretend to “feed” a doll)

not point at objects to show interest (point at an airplane flying over)

not look at objects when another person points at them

have trouble relating to others or not be interested in other people at all

avoid eye contact and want to be alone

have trouble understanding other people’s feelings or talking about own feelings

prefer not to be held or cuddled or cuddle only when he or she wants to

appear to be unaware when other people talk to him but respond to sounds

be very interested in people but not know how to talk, play, or relate to them

repeat or echo words or phrases, or repeat words or phrases instead of normal language (echolalia)

have trouble expressing needs using typical words or motions

repeat actions over and over

have trouble adapting when a routine changes

exhibit unusual reactions to the way things smell, taste, look, feel, or sound

lose skills once demonstrated (e.g., stop saying words she had been using)

# data[].attributes.headline
Red Flags (Plauché Johnson, 2008)6 to 9 months:Infrequently looks to others' facesGaze aversionPoor eye contactDecreased social smilingAbsent facial expressionPoor emotional modulationDelayed babblingInfrequent vocalizationsAbnormal pattern of focus or attention

# data[].attributes.subject
Red Flags (Plauché Johnson, 2008)6 to 9 months:Infrequently looks to others' facesGaze aversionPoor eye contactDecreased social smilingAbsent facial expressionPoor emotional modulationDelayed babblingInfrequent vocalizationsAbnormal pattern of focus or attention

# data[].attributes.body
9 to 12 months:

Decreased orienting to name

Seems to hear environmental sounds better than human voice

Decreased monitoring of other's gaze

Inability to follow a point

Abnormalities in arousal to stimuli

Infrequent babbling

12 to 15 months:

Lack of or rare pointing

Lack of or rare showing

Delayed speech

Repetitive or perseverative play with objects

Does not wave bye- bye

15 to 18 months:

Limited or scripted pretend play

Lack of imitation

Reduced variety of play acts

Early signs of developmental regression

How they communicate and gets what they wants.
They cannot recall of a time and they point or gesture to get their need met.

Anyone who works with children is in a position to make valuable observations about a child's development, and they should be taken very seriously. Learn the signs!

# data[].attributes.body
As an early interventionist, you are far more likely now to encounter a child with/at risk for ASD than you would have been 10 years ago

# data[].attributes.headline
Biology and environment are also involved. For example, researchers have shown a link between a higher risk of ASDs and certain prescription drugs taken during pregnancy: valproic acid and thalidomide. You may be providing early intervention services for children born prematurely or with low birthweight: A small percentage of them are at greater risk for having an ASD.

# data[].attributes.subject
Biology and environment are also involved. For example, researchers have shown a link between a higher risk of ASDs and certain prescription drugs taken during pregnancy: valproic acid and thalidomide. You may be providing early intervention services for children born prematurely or with low birthweight: A small percentage of them are at greater risk for having an ASD.

# data[].attributes.headline
Genes appear to play a key role in ASDs. ASDs are 4-5 times more likely to occur in boys than in girls. About 1 in 10 children with ASDs also have another genetic or chromosomal disorder like Down syndrome, fragile X syndrome, or tuberous sclerosis.

# data[].attributes.subject
Genes appear to play a key role in ASDs. ASDs are 4-5 times more likely to occur in boys than in girls. About 1 in 10 children with ASDs also have another genetic or chromosomal disorder like Down syndrome, fragile X syndrome, or tuberous sclerosis.

# data[].attributes.headline
There's no doubt that ASDs are a puzzling combination of genes, biology, and environment.

# data[].attributes.subject
There's no doubt that ASDs are a puzzling combination of genes, biology, and environment.

# data[].attributes.headline
One of the best websites to help you stay current is the CDC's autism spectrum disorders website  https://www.cdc.gov/ncbddd/autism/index.html

# data[].attributes.subject
One of the best websites to help you stay current is the CDC's autism spectrum disorders website  https://www.cdc.gov/ncbddd/autism/index.html

# data[].attributes.body
Until 3 years families begin the process of noting differences, experiencing changes and looking for answers. They are referred for Early Interventions Services... They never slept, crying or eating! Lost all of his words and started developing a lot of tendencies that now point to autism. It is nice to know it and then move forward with getting services and the help that they need.

# data[].attributes.headline
Autism Spectrum Disorders: Causes and Prognosis"There is no single behavior that is always typical of autism and no behavior that would automatically exclude an individual child from a diagnosis of autism" (National Research Council [NCR] Guidelines, 2001, p. 2).We know that developmental delays and disabilities are not uncommon in children. The Centers for Disease Control and Prevention (CDC) estimate that about 1 in 6 children have a developmental disability, ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism spectrum disorders. We also know that delays in social and communication skills are extremely common in the group of children eligible for our early intervention services. Data from the National Early Intervention Longitudinal Study (NEILS) showed that at least 41% of the children entering early intervention had problems in speech or communication (Hebbeler et al., 2007). However, there are many reasons why a child in early intervention might be demonstrating delays in social and communication skills, including:•	Hearing Loss•	Visual Impairment•	Language Disorders•	Intellectual Disability•	Emotional Problems•	Lack of Opportunity•	Movement Disorders•	Rett's Syndrome•	Fragile X Syndrome•	Landau-Kleffner Syndrome•	Autism Spectrum Disorders Since ASDs are only one of many underlying causes of social and communication delays, it is clear that an accurate diagnosis is extremely important. We'll talk more about making the diagnosis in a later section of this module.So what are ASDs? ASDs are considered to be a group of developmental disorders that are present from birth or very early in development. ASDs affect essential human behaviors: social interaction, the ability to communicate ideas and feelings, imagination and play, and the establishment of relationships. It is quite true that "once you've seen one child with an ASD, you've seen one child with an ASD (and not all)," as each child is impacted in very different ways.Every day new research is being published about autism, its prevalence, risk factors, causes. One of the best websites to help you stay current is the CDC's autism spectrum disorders website. In fact, the CDC website is the source for the information in the next few paragraphs.More and more children are being identified with ASDs. This increase is in part due to such factors as an increased awareness among parents, doctors, and professionals like you; more screening tools; and changes in how ASDs are defined and diagnosed. But those factors probably don't totally account for the increasing numbers identified. The prevalence of ASDs varies from community to community. There's no doubt that ASDs are a puzzling combination of genes, biology, and environment.Genes appear to play a key role in ASDs. ASDs are 4-5 times more likely to occur in boys than in girls. About 1 in 10 children with ASDs also have another genetic or chromosomal disorder like Down syndrome, fragile X syndrome, or tuberous sclerosis. A child who has a sibling, parent, or relative with an ASD is at higher risk for having an ASD. And among twins, if one twin has an ASD, studies show that the other twin is much more likely to have an ASD, and the chances are higher for identical than nonidentical twins.Biology and environment are also involved. For example, researchers have shown a link between a higher risk of ASDs and certain prescription drugs taken during pregnancy: valproic acid and thalidomide. You may be providing early intervention services for children born prematurely or with low birthweight: A small percentage of them are at greater risk for having an ASD.But why only certain children and not others? Since we know that developmental outcomes are a result of the interplay between nature and nurture, researchers are trying to sort out which environmental factors reduce vs. increase the risk of a child having an ASD who may already be genetically vulnerable. Are there certain factors that "turn on" or "turn off" genes either at the right time or at the wrong time?So where does this leave us? The bottom line is this: As an early interventionist, you are far more likely now to encounter a child with/at risk for ASD than you would have been 10 years ago.

# data[].attributes.subject
Autism Spectrum Disorders: Causes and Prognosis"There is no single behavior that is always typical of autism and no behavior that would automatically exclude an individual child from a diagnosis of autism" (National Research Council [NCR] Guidelines, 2001, p. 2).We know that developmental delays and disabilities are not uncommon in children. The Centers for Disease Control and Prevention (CDC) estimate that about 1 in 6 children have a developmental disability, ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism spectrum disorders. We also know that delays in social and communication skills are extremely common in the group of children eligible for our early intervention services. Data from the National Early Intervention Longitudinal Study (NEILS) showed that at least 41% of the children entering early intervention had problems in speech or communication (Hebbeler et al., 2007). However, there are many reasons why a child in early intervention might be demonstrating delays in social and communication skills, including:•	Hearing Loss•	Visual Impairment•	Language Disorders•	Intellectual Disability•	Emotional Problems•	Lack of Opportunity•	Movement Disorders•	Rett's Syndrome•	Fragile X Syndrome•	Landau-Kleffner Syndrome•	Autism Spectrum Disorders Since ASDs are only one of many underlying causes of social and communication delays, it is clear that an accurate diagnosis is extremely important. We'll talk more about making the diagnosis in a later section of this module.So what are ASDs? ASDs are considered to be a group of developmental disorders that are present from birth or very early in development. ASDs affect essential human behaviors: social interaction, the ability to communicate ideas and feelings, imagination and play, and the establishment of relationships. It is quite true that "once you've seen one child with an ASD, you've seen one child with an ASD (and not all)," as each child is impacted in very different ways.Every day new research is being published about autism, its prevalence, risk factors, causes. One of the best websites to help you stay current is the CDC's autism spectrum disorders website. In fact, the CDC website is the source for the information in the next few paragraphs.More and more children are being identified with ASDs. This increase is in part due to such factors as an increased awareness among parents, doctors, and professionals like you; more screening tools; and changes in how ASDs are defined and diagnosed. But those factors probably don't totally account for the increasing numbers identified. The prevalence of ASDs varies from community to community. There's no doubt that ASDs are a puzzling combination of genes, biology, and environment.Genes appear to play a key role in ASDs. ASDs are 4-5 times more likely to occur in boys than in girls. About 1 in 10 children with ASDs also have another genetic or chromosomal disorder like Down syndrome, fragile X syndrome, or tuberous sclerosis. A child who has a sibling, parent, or relative with an ASD is at higher risk for having an ASD. And among twins, if one twin has an ASD, studies show that the other twin is much more likely to have an ASD, and the chances are higher for identical than nonidentical twins.Biology and environment are also involved. For example, researchers have shown a link between a higher risk of ASDs and certain prescription drugs taken during pregnancy: valproic acid and thalidomide. You may be providing early intervention services for children born prematurely or with low birthweight: A small percentage of them are at greater risk for having an ASD.But why only certain children and not others? Since we know that developmental outcomes are a result of the interplay between nature and nurture, researchers are trying to sort out which environmental factors reduce vs. increase the risk of a child having an ASD who may already be genetically vulnerable. Are there certain factors that "turn on" or "turn off" genes either at the right time or at the wrong time?So where does this leave us? The bottom line is this: As an early interventionist, you are far more likely now to encounter a child with/at risk for ASD than you would have been 10 years ago.

# data[].attributes.headline
Council for Exceptional Children (CEC) Professional Standards: Initial Practitioner Knowledge and Skills in Developmental Disabilities and Autism•	ICC1K5: Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.•	DD1K1: Definitions and issues related to the identification of individuals with developmental disabilities.•	ICC2K2: Educational implications of characteristics of various exceptionalities.•	DD2K2: Psychological, social/emotional, and motor characteristics of individuals with developmental disabilities.•	DD2K3: Identification of significant core deficit areas for individuals with pervasive developmental disabilities, autism, and autism spectrum disorder.•	ICC3K1: Effects an exceptional condition(s) can have on an individual's life.•	DD4K2: Evidence-based practices for teaching individuals with pervasive developmental disabilities, autism, and autism spectrum disorders.•	ICC4S3: Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.•	DD7S2: Plan and implement instruction for individuals with developmental disabilities that is both age-appropriate and ability-appropriate.•	ICC10K3: Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns.•	ICC10S4: Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.

# data[].attributes.subject
Council for Exceptional Children (CEC) Professional Standards: Initial Practitioner Knowledge and Skills in Developmental Disabilities and Autism•	ICC1K5: Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.•	DD1K1: Definitions and issues related to the identification of individuals with developmental disabilities.•	ICC2K2: Educational implications of characteristics of various exceptionalities.•	DD2K2: Psychological, social/emotional, and motor characteristics of individuals with developmental disabilities.•	DD2K3: Identification of significant core deficit areas for individuals with pervasive developmental disabilities, autism, and autism spectrum disorder.•	ICC3K1: Effects an exceptional condition(s) can have on an individual's life.•	DD4K2: Evidence-based practices for teaching individuals with pervasive developmental disabilities, autism, and autism spectrum disorders.•	ICC4S3: Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.•	DD7S2: Plan and implement instruction for individuals with developmental disabilities that is both age-appropriate and ability-appropriate.•	ICC10K3: Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns.•	ICC10S4: Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.

# data[].attributes.headline
Module ObjectivesParticipants will be able to:•	Describe ASDs: causes, early diagnosis, and prognosis•	Identify early red flags for ASDs•	Explain how an ASD impacts families, and how professionals can be supportive in the months following a diagnosis•	Describe recommended educational practices for young children with ASDs and what those practices look like in early intervention

# data[].attributes.subject
Module ObjectivesParticipants will be able to:•	Describe ASDs: causes, early diagnosis, and prognosis•	Identify early red flags for ASDs•	Explain how an ASD impacts families, and how professionals can be supportive in the months following a diagnosis•	Describe recommended educational practices for young children with ASDs and what those practices look like in early intervention

# data[].attributes.headline
Recognizing Autism ASD-4-EI: What Early Interventionists Should KnowEarly interventionists are increasingly likely to encounter a child under age 3 who (a) has been diagnosed with an autism spectrum disorder (ASD), (b) is in the process of being diagnosed, or (c) is showing red-flag behaviors that are of concern to the family and/or professionals. This module describes what early interventionists need to know from beginning to end: from initial concerns and red flags through the diagnostic process, to understanding what evidence-based early intervention could and should look like.

# data[].attributes.subject
Recognizing Autism ASD-4-EI: What Early Interventionists Should KnowEarly interventionists are increasingly likely to encounter a child under age 3 who (a) has been diagnosed with an autism spectrum disorder (ASD), (b) is in the process of being diagnosed, or (c) is showing red-flag behaviors that are of concern to the family and/or professionals. This module describes what early interventionists need to know from beginning to end: from initial concerns and red flags through the diagnostic process, to understanding what evidence-based early intervention could and should look like.

# data[].attributes.headline
Educational Definition (Individuals With Disabilities Education Act, or IDEA 2004)

# data[].attributes.subject
Educational Definition (Individuals With Disabilities Education Act, or IDEA 2004)

# data[].attributes.body
Autism is a developmental disability that significantly affects verbal and nonverbal communication and social interaction. It is generally evident before age 3 and adversely affects a child's educational performance. Other characteristics often associated with autism include engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.

A child who manifests the characteristics of autism after age 3 may be identified as having autism.

# data[].attributes.headline
ASD-4-EI: What Early Interventionists Should KnowEarly interventionists are increasingly likely to encounter a child under age 3 who (a) has been diagnosed with an autism spectrum disorder (ASD), (b) is in the process of being diagnosed, or (c) is showing red-flag behaviors that are of concern to the family and/or professionals. This module describes what early interventionists need to know from beginning to end: from initial concerns and red flags through the diagnostic process, to understanding what evidence-based early intervention could and should look like.Approximate time to complete module: 2 hoursAuthor(s): Marilyn Espe-Sherwindt, Ph.D.Contributor(s): Ohio Department of Developmental Disabilities (DODD)

# data[].attributes.subject
ASD-4-EI: What Early Interventionists Should KnowEarly interventionists are increasingly likely to encounter a child under age 3 who (a) has been diagnosed with an autism spectrum disorder (ASD), (b) is in the process of being diagnosed, or (c) is showing red-flag behaviors that are of concern to the family and/or professionals. This module describes what early interventionists need to know from beginning to end: from initial concerns and red flags through the diagnostic process, to understanding what evidence-based early intervention could and should look like.Approximate time to complete module: 2 hoursAuthor(s): Marilyn Espe-Sherwindt, Ph.D.Contributor(s): Ohio Department of Developmental Disabilities (DODD)