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36 Things To Know About Autism For Autism Acceptance Month - Kerry Magro

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Most families I talk to today are always looking for facts and statistics about autism to help better educate themselves and their communities. Thanks to wearing many hats in the autism community, today I wanted to share the top 36 things I believe our community should know about autism.

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5 Facts about Autism that will Blow Your Mind

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5 Facts about Autism that will Blow Your Mind

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Many people with Autism have a proclivity to be artistic in a visual or musical sense.

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What is Art Therapy?

Art therapy is a form of therapy that uses art as a means of expression. It is a non-verbal form of therapy that allows individuals to express themselves in a way that may be difficult through traditional talk therapy. Art therapy can be used to treat a variety of mental health conditions, including autism.

How Art Therapy Can Help Individuals with Autism?

Art therapy can be an effective treatment for individuals with autism for several reasons. First, it is a non-verbal form of therapy, which can be especially helpful for individuals who struggle with communication.

Second, art therapy can help individuals with autism develop fine motor skills, which may be delayed in some individuals with autism. Finally, art therapy can help individuals with autism develop social skills, which can be challenging for individuals with autism.

Examples of Art Therapy for Individuals with Autism

There are many different types of art therapy that can be used to help individuals with autism. Here are a few examples:

Painting

Painting is a popular form of art therapy for individuals with autism. It allows individuals to express themselves through color, and can help individuals develop fine motor skills.

Sculpting

Sculpting is another form of art therapy that can be helpful for individuals with autism. It allows individuals to work with different textures and materials, and can help with fine motor skills and sensory integration.

Music Therapy

While not a form of art therapy in the traditional sense, music therapy can be an effective form of therapy for individuals with autism. Music therapy can help individuals with autism develop social skills and communication skills, and can be a fun and engaging form of therapy.

How Art Therapy Can Help Individuals with Autism Cope with Sensory Overload?

Individuals with autism often experience sensory overload, which can be overwhelming and lead to anxiety or meltdowns. Art therapy can be a helpful tool for individuals with autism to cope with sensory overload.

Art therapy can provide a safe and controlled environment for individuals with autism to explore different textures, colors, and materials. This allows them to gradually build tolerance to sensory stimuli in a therapeutic setting.

For example, an art therapist may use different types of textured materials such as sandpaper, cotton balls, or clay to help individuals with autism develop their ability to tolerate different sensations.

By incorporating these materials into the art making process, individuals can learn to regulate their sensory experiences and develop coping mechanisms.

Additionally, art therapy can provide a calming outlet for individuals experiencing sensory overload. The act of creating art can be meditative and promote relaxation while also providing a productive way to channel excess energy.

Overall, art therapy can be an effective tool for individuals with autism to manage symptoms of sensory overload and improve overall quality of life.

The Benefits of Group Art Therapy Sessions for Individuals with Autism

While individual art therapy can be helpful for individuals with autism, group art therapy sessions offer unique benefits. Here are some of the advantages of group art therapy:

Social Interaction

Group art therapy provides a structured environment for individuals with autism to interact with others in a safe and supportive setting. This can help individuals develop social skills, such as turn-taking, sharing materials, and working collaboratively.

Peer Support

In a group setting, individuals with autism can offer each other support and encouragement. Seeing others express themselves through art can be inspiring and motivating, and can help build confidence.

Sense of Community

Participating in a group art therapy session can foster a sense of community among individuals with autism. It provides an opportunity to connect with others who may share similar experiences or challenges.

Diversity of Perspectives

Group art therapy sessions bring together individuals with different backgrounds, experiences, and perspectives. This diversity can lead to new insights and creative approaches to problem-solving.

Overall, group art therapy sessions provide a unique opportunity for individuals with autism to develop social skills, build relationships, and experience a sense of community while expressing themselves through art.

Using Art Therapy to Help Individuals with Autism Develop Emotional Regulation Skills

Emotional regulation is the ability to manage and respond to emotions in a healthy way. This can be particularly challenging for individuals with autism, who may struggle with identifying and expressing their emotions.

Art therapy can be an effective tool for helping individuals with autism develop emotional regulation skills. By providing a safe and non-judgmental space, art therapy allows individuals to explore and express their emotions through art.

For example, an art therapist may ask an individual with autism to create a piece of art that represents how they are feeling at the moment. By creating this visual representation, the individual can gain a better understanding of their emotions and learn strategies for managing them.

Additionally, art therapy can help individuals with autism develop coping mechanisms for dealing with difficult emotions. For example, an art therapist may teach breathing exercises or other relaxation techniques that the individual can use when feeling overwhelmed or anxious.

Overall, using art therapy to help individuals with autism develop emotional regulation skills can have a significant impact on their overall well-being and quality of life. By learning to identify and manage their emotions in a healthy way, individuals with autism can improve their relationships, reduce stress and anxiety, and lead more fulfilling lives.

Art Therapy as a Complementary Treatment to Talk Therapy for Individuals with Autism

While talk therapy can be effective for individuals with autism, it may not be the best fit for everyone. Some individuals with autism may struggle with verbal communication, making traditional talk therapy difficult or even impossible.

Art therapy can be an excellent complementary treatment to talk therapy for individuals with autism. By using art as a means of expression, individuals who struggle with verbal communication can still benefit from therapy.

Additionally, art therapy can provide a new and engaging way to approach traditional talk therapy topics. For example, an art therapist may use drawing or painting exercises to help individuals explore their feelings and emotions in a non-threatening way.

By combining both talk therapy and art therapy, individuals with autism can receive a comprehensive treatment that addresses both their verbal and non-verbal needs. This can lead to improved emotional regulation, better social skills, and an overall higher quality of life.

Drawbacks and Limitations of Art Therapy for Individuals with Autism

While art therapy can be an effective treatment for individuals with autism, it is important to note that it may not be appropriate or effective for everyone. Here are some potential drawbacks or limitations of using art therapy as a treatment for individuals with autism:

Limited Generalizability

Art therapy sessions are often conducted in a controlled environment with a limited set of materials and stimuli. While this can be helpful for individuals with autism to gradually build tolerance to sensory stimuli, it may not necessarily translate to real-world situations outside of the therapy setting.

Difficulty Communicating About Art

While art therapy is a non-verbal form of therapy, there may still be instances where verbal communication is necessary. For example, an art therapist may ask an individual with autism about their artwork or how they are feeling during the session.

Some individuals with autism may struggle to communicate about their artwork or emotions verbally, which could limit the effectiveness of the therapy.

Need for Trained Art Therapists

Art therapy should always be conducted by a trained and licensed art therapist who has experience working with individuals with autism. Without proper training and expertise, art therapy could potentially do more harm than good.

Cost and Availability

Access to art therapy services may be limited due to cost or availability. Art therapy sessions can be expensive, especially if insurance does not cover the cost. Additionally, there may not be many qualified art therapists in certain areas, making it difficult for individuals with autism to access this type of treatment.

Overall, while there are many benefits to using art therapy as a treatment for individuals with autism, it is important to consider these potential drawbacks and limitations before pursuing this type of treatment.

A comprehensive approach that includes input from medical professionals and caregivers can help ensure that individuals receive the most appropriate and effective treatments possible.

The Role of the Art Therapist in Working with Individuals with Autism

Art therapy for individuals with autism is a specialized area that requires specific knowledge and skills.

Art therapists who work with individuals with autism must have a deep understanding of the unique challenges that these individuals face, as well as the different types of art therapy techniques that can be used to address these challenges.

The role of the art therapist in working with individuals with autism is multifaceted. Here are some of the key responsibilities:

Assessment

Art therapists must conduct a thorough assessment to evaluate an individual's strengths, needs, and goals. This includes gathering information about the individual's communication abilities, sensory preferences, and emotional regulation skills.

By conducting a comprehensive assessment, art therapists can develop an individualized treatment plan that addresses the specific needs of each individual.

Treatment Planning

Based on the assessment findings, art therapists develop treatment plans that are tailored to meet each individual's unique needs.

Treatment plans may include specific art therapy techniques or interventions that are designed to help individuals build their communication skills, improve their emotional regulation abilities, or manage sensory overload.

Implementation

During art therapy sessions, art therapists guide individuals through different activities and exercises designed to achieve specific therapeutic goals. This may include creating artwork, exploring different textures and materials, or engaging in music therapy activities.

Art therapists also provide guidance and support throughout the session to help individuals stay engaged and focused on their goals. They may also offer feedback or encouragement to help individuals build confidence and self-esteem.

Evaluation

Art therapists continually evaluate an individual's progress throughout treatment to determine if adjustments need to be made to the treatment plan. By monitoring progress regularly, art therapists can ensure that treatment is effective and making a positive impact on an individual's quality of life.

Overall, the role of the art therapist in working with individuals with autism is critical for achieving positive outcomes.

By providing specialized services tailored to meet each individual's unique needs, art therapists can help individuals with autism build their communication skills, improve their emotional regulation abilities, and manage sensory overload.

FAQs

What is art therapy?

Art therapy is a type of psychotherapy that uses art as a means of expression. It can help individuals explore their emotions, improve their communication skills, and develop coping mechanisms for dealing with stress or anxiety.

How does art therapy help individuals with autism?

Art therapy can be an effective tool for helping individuals with autism develop social skills, manage sensory overload, and improve emotional regulation abilities.

By providing a safe and structured environment for creative expression, art therapy allows individuals to explore different textures, colors, and materials while also learning new coping strategies.

How art therapy is helping children with autism express themselves?

Art therapy can provide a unique form of expression for children with autism that allows them to express themselves in a way that is meaningful to them. Through art activities, children with autism can explore their emotions, create visual representations of their thoughts and feelings, and communicate without using words.

Art therapy can also help children with autism build self-awareness, as they learn to recognize and understand their own emotions. Additionally, art therapy can provide an outlet for children with autism to express themselves in a creative and non-judgmental environment.

This can help them develop problem-solving skills, build confidence, and improve overall quality of life.

What types of art therapy are best for individuals with autism?

There are many different types of art therapy that can be helpful for individuals with autism. Painting and sculpting can help develop fine motor skills, while music therapy can be effective in developing social skills. Ultimately, the type of art therapy that is most effective will depend on the individual's unique needs and goals.

Is there any research supporting the use of art therapy for individuals with autism?

Yes, there have been several studies demonstrating the effectiveness of art therapy in improving social skills, reducing anxiety levels, and promoting emotional regulation abilities in individuals with autism. However, more research is needed to fully understand the benefits of this type of treatment.

Can anyone provide art therapy services to individuals with autism?

No, it is important that only trained and licensed art therapists provide these services. Art therapists who work with individuals with autism must have specific knowledge and experience working with this population to ensure that they are providing safe and effective treatments.

Is art therapy covered by insurance?

This will depend on your insurance provider and policy. Some insurance providers may cover the cost of art therapy sessions if they are deemed medically necessary. It is important to check with your insurance provider to determine if this type of treatment is covered.

Conclusion

Art therapy can be a powerful tool for individuals with autism. It can help individuals develop fine motor skills, express themselves in a non-verbal way, and develop social skills. If you or a loved one has autism, consider exploring art therapy as a form of treatment.

Sources

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Art Therapy and Autism: A Powerful Combination

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While there is no cure for autism, there are many therapies available to help manage the symptoms. One such therapy is art therapy.

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Although the terms "High Functioning and Low Functioning" are no longer used, the information in the link is still useful.

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Asperger Syndrome & High Functioning Autism Association

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AHA in partnership with Spectrum Services offers a free monthly group for women on the autism spectrum. The group is facilitated by Dena Gassner, MSW, an adult on the autism spectrum and Pat Schissel, LMSW, Executive Director of AHA.

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Since boys are 4 times more likely to be diagnosed with autism than girls are, sometimes girl symptoms are overlooked. Here is what to look for.

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16 Overlooked Autistic Traits in Females / AFAB Individuals

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This is super helpful when trying to gauge behavioral markers in young children, especially in the typical childcare setting.

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Treatments are available to navigate some of the symptoms of Autism but there is no "cure" and most treatments are things that affect the behavioral aspect of the condition.

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There is currently no one standard treatment for autism spectrum disorder (ASD).

Many people with ASD benefit from treatment, no matter how old they are when they are diagnosed. People of all ages, at all levels of ability, can often improve after well-designed interventions.

But there are many ways to help minimize the symptoms and maximize abilities. People who have ASD have the best chance of using all of their abilities and skills if they receive appropriate therapies and interventions.

The most effective therapies and interventions are often different for each person. However, most people with ASD respond best to highly structured and specialized programs. In some cases, treatment can greatly reduce symptoms and help people with autism with daily activities.

Research shows that early diagnosis and interventions, such as during preschool or before, are more likely to have major positive effects on symptoms and later skills. Read more about early interventions for autism.

Because there can be overlap in symptoms between ASD and other disorders, such as attention deficit hyperactivity disorder (ADHD), it's important that treatment focus on a person's specific needs, rather than the diagnostic label.

Select the links for more information on each type of treatment for ASD.

If you have a question about treatment, talk to a health care provider who specializes in caring for people with ASD. These resources have more information about treatments for autism:

Citations

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There is currently no one standard treatment for autism spectrum disorder (ASD).

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7 Helpful Accommodations for Autistic Students

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Use these suggestions to alter your classroom, your teaching style, or both to ensure that your autistic students learn all they can.

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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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Improving Education for Autistic Students in Montgomery County, MD

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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:

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IEP Accommodations for Students with Autism

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Learn about some of the most common accommodations, services, and assistive technology used to support autistic students in their classrooms.

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A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

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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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Overview

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

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

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

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

Symptoms

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

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

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

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

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

Social communication and interaction

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

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

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

Has poor eye contact and lacks facial expression

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

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

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

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

Doesn't appear to understand simple questions or directions

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

Doesn't point at or bring objects to share interest

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

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

Patterns of behavior

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

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

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

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

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

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

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

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

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

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

When to see a doctor

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

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

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

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

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

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

Doesn't say single words by 16 months

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

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

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

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

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

No link between vaccines and autism spectrum disorder

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

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

Risk factors

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

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

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

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

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

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

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

Complications

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

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

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

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Autism spectrum disorder - Symptoms and causes

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

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The spectrum is not linear and the combinations of markers/symptoms can be so varied that no two people are EXACTLY the same.

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Title: How to tell if you re on the autism spectrum

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Found on Google from thewrightinitiative.com

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This week is World Autism Awareness week, with countries around the globe learning about and discussing this neurological spectrum condition. Autism was first researched and considered in the 1940s by the pioneers Hans Asperger and Leo Kanner, although it would be another 40 years before this work would be translated and published, and research could gain momentum. Even by the 1980s, however, there was still a lot to learn about the condition, with many people confusing definitions of autism with those of psychosis or other mental and physical illnesses.

Nowadays, the autism spectrum is a very complex diagnostic system, with a diagnosis taking many factors such as senses and communication into consideration. It is now thought that autism isn't so much an illness, but rather simply a different way for our brains to work, which comes with as many advantages as there are issues to overcome. We've put together 10 facts that you may not have known for this World Autism Awareness Week, to show just how far research and knowledge has come in this field, and indeed how far we still have to go.

In previous times many medical professionals, and therefore society as a whole, thought autism was either partially or wholly down to a child's upbringing. We now know that autism is in fact a difference in the way a brain processes information, and this is something we are born with.

Similarly to people thinking there was an external cause for autism, we used to think that some children could cease to be on the autistic spectrum as they grew and developed. However, an autistic brain processes information in different ways, and this is not changed through development. Many children go through therapy in order to help them cope in a society of people who mostly are not autistic, and therefore appear to be coping and could be seen as not having autism any more. The truth is if you are born with autism, you will always have autism, but that doesn't have to be a bad thing.

Autism is no longer seen as a disease or condition which needs to be cured. It is simply a different way of thinking, and this in fact comes with its advantages as well as disadvantages. People on the autistic spectrum may find planning, change, and busy environments difficult to cope with, but they also can have heightened senses, higher IQs and some incredible abilities which are not possible for those not on the spectrum.

A common misconception is that autism will definitely be picked up when you are a child, and that adults who have never been considered for an autism assessment have missed their chance. Due to ever developing research and definitions of autism, particularly for women with autism, it is thought that there are a lot of people who simply weren't diagnosed but could be on the autistic spectrum. Although not an illness, there are many things to help those with autism cope in a world they feel is challenging, so getting a diagnosis can help a lot. More diagnoses will also in turn help further research into autism, as there is still a lot to learn.

A program on Channel 4 in the UK this week focused on a survey of 750,000 undiagnosed people, who all took a basic level test to determine whether they might have autism. A staggering 87,000 participants reached the marker for someone who may have autism, and although not a formal diagnosis, this gives an indication that autism is very under-diagnosed in the UK. The program also helped two individuals who suspected they were on the spectrum to explore whether they had autism and get an official diagnosis.

That is, more men are diagnosed with autism than women, at a rate of 5:1. Recent studies, however, including the one mentioned above by Channel 4, suggest that perhaps women are simply better at masking their autism in society and therefore go untested or undiagnosed. We're unsure why this, and more research is encouraged in this area to both determine the reason and better diagnose women.

Stimming is short for 'self stimulatory behaviour' and involves repeating an action or movement over and over in order to stimulate the senses in a specific way. All people do it on a small scale, be that biting your nails or jigging your leg, but those on the autistic spectrum will do thismore obviously to calm themselves when feeling overwhelmed. It's a bit like closing yourself off from something that is overwhelming in order to focus on the calming repetitive nature of a chosen movement. To outsiders, stimming can look alarming and even dangerous, but in most cases, if the person is not hurting themselves physically, this process is actually very helpful.

There are so many different types and presentations of autism that we simply cannot fit it onto a simple linear spectrum. Autism involves hundreds of factors, including how we process change, social interaction, basic communication, and forward planning, amongst others, and the infinite combination of these factors makes up the spectrum.

It's a phrase you've probably heard from someone, and another common misconception. Diagnosis is complicated and many of us can empathise with and even experience some of the signs of an autistic person, such as social anxiety or even heightened senses. It is a combination of these factors, however, that leads to a person receiving an official diagnosis, and we now know that it is an actual difference in brain activity. We are either autistic or not autistic. Those who have autism are on the spectrum somewhere, and those who are not are not considered to be on the spectrum.

Over the years there have been many terms for those on the autistic spectrum, and with such a complex condition it is only natural to have some sub-categories which highlight typical presentations of the different factors. Those with Asperger's syndrome specifically are often associated with an above average intelligence and capacity for learning, alongside difficulties in social situations and reading facial expressions or tone. This is very similar to other diagnoses of autism, and some people think it should all be placed under one diagnosis. Others, however, see Asperger's or similar diagnoses as a large part of their identity, and do not want to lose this definition. For now, all conditions associated with autism are placed under the umbrella term of Autistic Spectrum Disorders (ASD), but many still use different names and sub-categories when diagnosing and talking about autism.

We hope you learnt something new this World Autism Awareness Week, and hope that perceptions of those with autism continues to change for the better, as we learn more and more about it. There is still a lot of research to be done into the subject of autism, and even more for us to be better at diagnosing the condition.

If you are concerned about anything mentioned in this blogpost, or think you or a loved one may be on the autistic spectrum, you can place any symptoms into the Isabel Symptom Checker and discuss the results with your doctor, who may be able to refer you to get an official diagnosis.

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10 Facts about Autism - World Autism Awareness Week 2018

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This week is World Autism Awareness week, with countries around the globe learning about and discussing this neurological spectrum condition.