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https://azaunited.org/blog/does-my-child-have-autism?gclid=CjwKCAiAt5euBhB9EiwAdkXWO_yoDzd5k53ovaPbNQD6RtQ0FTyTu1MdAWvVk9Bje8B6sHFy_gGzYBoCnCEQAvD_BwE

This article touches on how parents can become aware of the signs of possibly having a child with autism. Although a child's development can vary from child to child there are certain signs that can be commonly seen as a possible concern. This would include communication impairment, difficulties with social interactions, restricted interest and repetitive behavior.

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How to Know if Your Child Has Autism

If you are reading this blog, chances are you have concerns about your child. As you review the information below, keep in mind that help is just a phone call (or an email) away. AZA United's Family Support Team is here to help every family with any question, at any step in your journey. No matter what you are going through, you are not alone. We are here for you!

Understanding the Signs

There are many ways to raise a child, but all parents share a common wish that their children are healthy and have bright futures. What no parent wants for their child is a difficult life. With the prevalence of autism so high-the current estimates are that 1 in 54 children have an autism spectrum disorder (ASD)-it is certainly understandable to wonder if your child is on the spectrum when you notice anything unusual in their development. Of course, children develop at different rates, so just because your child doesn't communicate or socially interact on the same level as their peers doesn't necessarily mean your child is on the spectrum. Every child is unique, and autism is a complex neurodevelopmental condition that affects each person differently.

Key Warning Signs of Autism Spectrum Disorder

ASD can look quite different depending on the individual, but there are some common signs that support a diagnosis. These characteristics have to do with the areas of social communication impairment, difficulties with social interactions, restricted interests and repetitive behaviors. However, keep in mind that children who do not have autism can also have some of these behaviors, so it is important not to rush to conclusions before you consult a professional. As you observe your child's mannerisms, consider the behaviors that fall under these two categories:

Social Communication and Interaction Skills
For many parents, the first signs that causes concern are when their child is not developing speech and language skills or expressing interest in interacting with others. Many young children have delayed speech without autism, but there are other forms of social communication and interaction that may indicate signs of autism. A child with autism may use few or no communicative gestures (such as head shaking), may may not respond to others' attempts to interact with them despite adequate hearing, or could display a blank expression even during emotionally-charged situations. A child may also rarely approach others to share their interests or enjoyment, prefer to play alone even when others show interest in playing with them, or demonstrate a lack of imaginative play skills. A few other signs may include:

Not turning to the sound of their parent's voice

Not responding to their name

Not looking people in the eye

Not babbling or pointing by age one

Delays in reciprocal play and engagement

Does not seek out same-aged peers

Does not smile or respond to social cues from others

Does not follow along with other children in social routines and activities

Restricted or repetitive interests and behaviors (RRBs)
In addition to impairments in social communication and interaction skills, individuals with autism display behaviors that may further exacerbate social difficulties. Behaviors that involve repeating certain actions, such as waving hands or arms or using an object over and over again in the same specific way, are commonly referred to as repetitive behaviors. Another behavioral symptom is referred to as rigidity, which can include becoming unusually upset or distraught over minor changes in their environment or daily routine. You may also observe your child insisting on following strict, self-imposed routines. Some children develop unusually strong interests in very specific objects or conversational topics and may be unwilling or uninterested in talking about anything else. Other children experience sensory-seeking behaviors and/or aversions to certain sensory stimuli. A few other signs may include:

Repeating specific motions (rocking, spinning, hand-flapping)

Repeating words or phrases that were said to them (echolalia)

Scripting words or phrases that they have heard in the past, such as in a movie or in a specific situation

Getting upset by transitions or tasks done in a different order than expected

Fixation on unusual objects

Auditory aversion to loud noises and/or tactile aversion to certain clothing textures

Visual interest in looking at objects from different angles
​

Early Intervention and Other Effective Treatments

It is not easy for parents to learn that their child might have autism. Even if you have concerns about your child's development, it's natural to wonder if they're simply a late bloomer. It's not unusual for concerned parents and caregivers to spend hours searching online to figure out what's happening with their child. It is good to be vigilant, but correctly diagnosing ASD is complicated. It's crucial to know the warning signs so that you can determine if you should seek a professional opinion from a qualified and experienced diagnostician. If your child is on the spectrum, keep in mind that an official diagnosis is more than a label. It is a gateway to getting your child help, as the diagnosis is often required by various healthcare systems to gain access to treatments and therapies. The AZA United Family Support Team can help you through this process if you have questions.

Autism has been a big topic of research for a long time, but there are still so many areas where scientists don't have answers. We don't exactly know what causes autism or why rates have increased so much over the past two decades. However, we do have a good idea of what helps children make gains and reach their potential. Research has repeatedly shown that early intervention and intensive behavioral therapy can significantly improve long-term outcomes and quality of life for individuals with ASD.

Autism symptoms often surface between the ages of 12 and 24 months, although it is not uncommon for children to be diagnosed later than this. Since a child's brain is still forming at this age, early intervention can make a huge difference. At the same time, even if your child is older, it is well worth seeking treatment services. Well-designed behavioral interventions and high-quality therapy programs can still have huge benefits for a child of any age.

One of the most effective treatments available for autism is Applied Behavior Analysis, also known as ABA Therapy. A licensed clinician known as a Board Certified Behavior Analyst (BCBA) oversees this type of treatment program, which can include as much as 40 hours per week of individualized therapy. Behavior analysts specialize in reducing challenging behavior and teaching a wide variety of complex functional life skills. ABA programs break down learning goals into very small steps that are manageable and easy to practice. A team of ABA therapists implements activities that teach important concepts and provide lots of positive reinforcement to keep the child motivated. Parents and family members receive ongoing training and individualized guidance to provide consistency in the child's daily environment. The ABA team closely tracks each learning objective with detailed data to ensure each teaching strategy is working and the child is accomplishing their goals. Through these methods, ABA can change the course of a child's development and open a world of opportunities for learning and community participation.

There are various other treatments that parents may find helpful for their child, including speech therapy and occupational therapy. These treatments are much less intensive but can help focus on specialized areas of need, such and language development and sensory challenges. Ideally, all treatment providers are working together to provide interdisciplinary care for the family, with everyone aligned around similar goals for the child. This coordinated approach is how AZA United develops individualized programs and services for families.

Intervention and Support
If you suspect your child has autism, or your child has ASD and is living in Arizona, Arizona Autism United can provide services and resources to help.

As a nonprofit community-based organization, we offer a wide variety of supports, services, and programs for individuals, families, schools, and the community. Our team of experienced clinicians works in partnership with parents to help children progress toward their goals and each family's personal priorities. We also offer a Mental Health Counseling program to support individuals, families and couples seeking therapeutic support.

Receiving an autism diagnosis is a challenging experience for any parent or a caregiver to receive, but it certainly does not mean anything is "wrong" with your child. Everyone is different, everyone has gifts to offer, and all that matters is helping each child reach their potential. Receiving individualized interventions and supports at any stage of the journey is the key to helping each person achieve their definition of success.

Contact our Family Support Team if you would like to learn how to get started with the Diagnosis Process or any other programs and services that we offer. Our Family Support Team is always available to help and is available at no charge to all members of the autism and developmental disability community. Schedule a free phone appointment that works with your schedule by visiting azaunited.org/supportcall

You may also be interested in: For more helpful resources and information, follow AZA United on social media:

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Does my child have autism? Signs to look for and how to get help. | Arizona Autism United (AZA United)

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This blog is designed to help parents understand the signs of autism and how to get help for your child.

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Autism spectrum disorder is developmental disability caused by some differences in the brain. These children are considered neuro divergent which could impact the way they develop and have an impact. This could include an impact in social interactions such as friendships, communication, and understanding behaviors. Kids can be diagnosed by the tome they turn 2 although the diagnosis isn't official until much older.

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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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https://www.healthychildren.org/English/health-issues/conditions/Autism/Pages/Diagnosing-Autism.aspx

How is autism Diagnosed

This article informs people about ASD being diagnosed through development of the child. This could include behaviors and medical tests, and Childs history through out their development. Mostly every child is screened for autism and would be ideal in order for them to receive the help they need in order to help them with their disability. This would increase all over function in any areas the student/ child would feel they need to focus on.

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​It would be so much easier if autism spectrum disorer (ASD) could be diagnosed with a blood test or an x-ray, but it's not that simple.

A diagnosis of ASD is ultimately made based on your description of your child's development, plus careful observations of certain behaviors by your pediatrician, autism experts, medical tests, and your child's history.

Early diagnosis requires a partnership between parents and pediatricians.

Within this partnership you, as the parent, should feel comfortable bringing up any concerns you have about your child's behavior or development-the way he or she plays, learns, speaks, and acts. Likewise, your child's pediatrician's role in the partnership is to listen and act on your concerns.

During your child's visits, the pediatrician may ask specific questions or complete a questionnaire about your child's development. Pediatricians take these steps because they understand the value of early diagnosis and intervention and know where to refer you if concerns are identified. The importance of this partnership cannot be stressed enough.

If your child recieves an autism diagnosis:

Learning your child has a lifelong developmental disability is difficult. Naturally, you as a parent, other caregivers, and extended family need to grieve about this. You will undoubtedly worry about what the future holds.

Keep in mind during these difficult times that most children with ASD will make significant progress in overall function. Some children with ASD can do exceptionally well and may even remain in a regular education classroom. Many will have meaningful relationships with family and peers and achieve a good level of independence as adults.

It is important to remember that while a diagnosis of autism may change what you thought your parenting experience would be, we now know that children with ASD can achieve so much more in life as long as they are given appropriate support and opportunities. See Words of Support for Parents of a Child with Autism.
Editor's note: Children with ASD may have other medical problems that may need further evaluation and treatment. These may include seizures, problems with sleep, gastrointestinal problems (feeding problems, abdominal pain, constipation, diarrhea, and behavioral health problems (such as anxiety, ADHD, irritability, and aggression).

Additional Information

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diagnosis~ autism~ asd~ development~ characteristic behaviors~ parent's hunch~ traits~ disability~ early diagnosis and treatment~ spectrum~ regressive autism~ support~ grieving

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A diagnosis of ASD is ultimately made based on your description of your child's development, plus careful observations of certain behaviors by your pediatrician, autism experts, medical tests, and your child's history.​ Learn more here.

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In many cases once upon receiving Autism diagnosis many people believe students/ children wouldn't be bale to acquire life skills. In this article they specifically go into depth on people living with ASD can live their life the way it is indented to. There are programs and therapy that can help them with like skills in order for them to become independent and successful as an adult. This will help them gain the tools needed in order for them to thrive in any community.

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For people with autism, learning independent or daily living skills is essential to increasing independence at home, at school and in the community.

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Accommodations for students with autism.

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Accommodations for students with autism.

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In many schools when advocated for students who are diagnosed ASD are given supports, services, and accommodations in order for them to thrive in school. These accommodations would look like extra time, graphic organizers, slower paced instruction (scaffolding), modified test, alternative test assessments, etc. In addition to accommodations students also service services such as speech therapy, O.T therapy, and at times behavioral intervention therapy.

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Accommodations, Services, and Supports Provided to Students With Autism

Some youth, particularly those with disabilities, need supports and interventions beyond the traditional classroom experiences to be successful at school ( Tindal and Fuchs 2000). Secondary-school-age students with autism began receiving services as young children; parents report that, on average, youth were 4 years old when they first received disability-related services from a professional ( Wagner, Newman et al. 2003). By the time they are in secondary school, according to teachers, 97 percent of students with autism receive some type of accommodation or modification, learning support, technology aid, or related service to enhance their performance in school.

More than 9 out of 10 secondary students with autism (91 percent) receive accommodations and modifications. Additional time to complete assignments (52 percent) or tests (52 percent) are among the more frequent types of accommodations (table 1). Tests and assignments also are modified; 49 percent of secondary students with autism receive alternative tests, 33 percent are given modified tests, 25 percent have tests read to them, and 38 percent are given shorter or different assignments than the rest of the class. Approximately 2 out of 5 (41 percent) receive slower-paced instruction. Almost one-third (30 percent) have teachers who modify grading criteria. Physical aspects of the classroom are modified for 16 percent of students with autism.

More than 80 percent of students with autism also receive other types of supports or assistance to enhance their participation and performance (table 2). Instructional support is often provided through monitoring of students' progress by special education teachers; 57 percent of students with autism receive this support. More than half (55 percent) of students with autism receive help from teacher aides, instructional one-third (32 percent) receive more frequent feedback from teachers, and 22 percent receive help with learning strategies or study skills. Less than 15 percent receive assistance from peer tutors, tutoring help from an adult, support from readers or interpreters, or self-advocacy training.

Technology aids are provided to 57 percent of students with autism. More than one-quarter (28 percent) use a calculator in the classroom when other students are not permitted to use one, and 16 percent use a computer for activities in which one is not allowed for other students (table 3). Approximately one out of four (23 percent) use computer software specifically designed for students with disabilities, and 16 percent use communication aids. Books on tape and specialized computer hardware each are used by 8 percent of students with autism.

In addition to the accommodations and supports they receive in their classes, more than 70 percent of secondary students with autism receive a variety of related services deemed necessary for the students to benefit from their special education programs (table 4). The types of services youth with autism receive address a wide range of needs and functional issues. Speech-language pathology services is the most frequently received type of service, with two-thirds receiving this assistance. More than half receive special transportation because of their disability or participate in adaptive physical education (54 percent and 51 percent, respectively). The services of a behavior interventionist are provided to 35 percent of students with autism. Communication services, psychological or mental health counseling or services, and social work services each are provided to 22 percent of secondary students with autism. Assistive technology services or devices are used by 30 percent of students with autism. In addition, 24 percent receive occupational therapy, 14 percent receive health services, and 6 percent receive physical therapy.

The related services and supports provided to students with autism are meant to be coordinated and integrated into a student's overall educational program. To facilitate this coordination and integration of services, a case manager is assigned to some students by their schools. A case manager "-coordinates and oversees services on behalf of the student. In some schools, this person might be the child's special education teacher. In other schools, supervisory school district personnel may assume this responsibility" ( Mattson 2001, p. 14). Almost half (45 percent) of secondary students with autism have a case manager provided from or through their school.

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Facts From NLTS2: Secondary School Experiences of Students With Autism - Accommodations, Services, and Supports Provided to Students With Autism

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Some youth, particularly those with disabilities, need supports and interventions beyond the traditional classroom experiences to be successful at school

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There are many ways for students to feel and be supported in and outside the classroom. In order to be better assist the student a strategy the teacher can use is to observe and learn from the student in order to ensure where the student might need support. Allowing students to also feel comfortable in a classroom would help students feel supported and comfortable enough to thrive in that particular environment.

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While most educators agree that no recipe exists for teaching any individual student or group of students, there are certainly some guidelines that can be helpful for supporting students with certain labels. Students with autism may have unique needs with learning, social skills, and communication, therefore, teachers will need strategies to address each one of these areas. These ten simple ideas will help teachers address some of the aforementioned needs and provide guidance for bringing out the best in learners with autism labels.

1: Learn about the learner from the learner

Oftentimes, educators needing information about a student will study the individual's educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or support from family members. Teachers might ask for this information in a myriad of ways. For instance, they might ask the student to take a short survey or sit for an informal interview. One teacher asked his student with autism, to create a list of teaching tips that might help kids with learning differences. The teacher then published the guide and gave it out to all educators in the school.

If the student with autism is unable to communicate in a reliable way, teachers can go to families for help. Parents can share the teaching tips they have found most useful in the home or provide video of the learner engaged in different family and community activities. These types of materials tend to give educators ideas that are more useful and concrete than do traditional educational reports and assessments.

2: Teach to fascinations

Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a "human GPS"-calculate shortest route between two places), or fun social studies questions ("How would the world be different today if Christopher Columbus had GPS?") . [For more on using fascinations to support students with autism see Just Give Him the Whale , a book I wrote on this topic with my colleague, Patrick Schwarz.]

3: Get them talking

In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students - including shy and quiet students, students using English as a second language, and students with disabilities - to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts. To ensure that all students have opportunities to communicate, teachers need to put structures and activities in place that allow for interaction.

In one classroom, students were asked to "turn and talk" to each other at various points in the day. A high school history teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students to discuss, "What qualities do Americans seem to want in a President?; and "How has this list of desired qualities changed over time?" A student with Asperger's syndrome who needed practice with skills such as staying on topic and turn taking was able to practice them daily.

Teachers can also provide opportunities for communication by giving all students "airtime" during whole-class discussion. One way to do this is to ask for physical whole-class responses to certain prompts. For instance, instead of asking, "Who can tell me a fraction that equals one half?", the teacher might say, "Stand up if you think you can name a fraction that equals one half". This strategy not only gives all learners a chance to give an answer, but it allows for some teacher-sanctioned movement, something often welcomed by students with autism. Whole-class physical responses are also appropriate for students who are non-verbal, making it a perfect choice for the diverse, inclusive classroom.

4: Give choices

Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson materials, and communication. Choice can be built into almost any part of the school day. Students can choose which assessments to complete, which role to take in a cooperative group, and how to receive personal assistance and supports. Examples of choices that can be offered in classrooms include:

Solve five of the ten problems assigned

Work alone or with a small group

Read quietly or with a friend

Use a pencil, pen, or the computer

Conduct your research in the library or in the resource room

Take notes using words or pictures

5: Consider handwriting alternatives

Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can write, may have a difficult time doing so. In order to support a student struggling with writing, a teacher may try to give the child gentle encouragement as he or she attempts to do some writing- a word, a sentence, or a few lines. Teachers might also allow the student to use a computer, word processor, or even an old typewriter for some or for all lessons. For some learners, being able to use a word processor when writing helps them focus on the task at hand (content) instead of on their motor skills (process).

6: Help with organizing

While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day. Consider implementing support strategies that all students might find useful. For instance, teachers can have all students copy down assignments, pack book bags, put materials away, and clean work spaces together. Structuring this time daily will give all learners the opportunity to be organized and thoughtful about how they prepare to transition from school to home. Specific skills can even be taught during this time (e.g., creating to-do lists, prioritizing tasks).

7: Support transitions

Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation. Teachers can minimize the discomfort students may feel when transitioning by:

Use a visual timer so students can manage time on their own throughout an activity.

Giving reminders to the whole class before any transition.

Providing the student or entire class with a transitional activity such as writing in a homework notebook or for younger students, singing a short song about "cleaning up".

Asking peers to help in supporting transition time. In elementary classrooms, teachers can ask all students to move from place to place with a partner. In middle and high school classrooms, students might choose a peer to walk with during passing time.

Provide a transition aid (a toy, object, or picture).

8: Create a comfortable classroom

Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even afraid in their educational environment. Providing an appropriate learning environment can be as central to a student's success as any teaching strategy or educational tool. Students with autism will be the most prepared to learn in places where they can relax and feel secure. Ideas for making the classroom more comfortable include providing seating options (e.g., beanbag chairs, rocking chairs); reducing direct light when possible (e.g., using upward projecting light, providing a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).

9: Take a break

Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop working). Some learners will need walking breaks - these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.

A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to "talk and walk" with a partner.

10: Include

If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where they can listen to and learn from others who are socializing. If students will need specialized supports to succeed academically, then teachers need to see the learner functioning in the inclusive classroom to know what types of supports will be needed.

If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.
This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com . Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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Living with ASD

Many people living with ASD can help better understand themselves by allowing to over come challenges and unique strengths they might have. Although some challenges might arise by having building or maintain relationships, social isolation, Mood disorders, or staying organizer, there is always support in order to better assist them in these areas. In many areas there are support groups provided in order for people to feel that they aren't alone

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Adult Autism: Learn the Signs and How to Live with a Diagnosis

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Think you may have autism even though you weren't diagnosed as a child? Here's how to recognize the signs and symptom of autism in adults

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Understanding ASD

In order to better understand students/ children living with ASD there must be a diagnosis and possible screening by the teacher in order to help the student in classroom and outside the classroom. In order to ensure students receive the right resources and be pointed in the right direction someone will have to be observant and provide the adult with probable cause on why they are concerned about that child. in addition there are several aspects and characteristics of ASD in order for parents/ teachers to become aware.

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The Autism Experience

Autism Spectrum Disorder

Autism Spectrum Disorder

What is Autism Spectrum Disorder (ASD)?

Autism Spectrum Disorder (ASD), hereafter referred to as Autism (which includes Asperger's Disorder and Pervasive Developmental Disorder - Not Otherwise Specified [PDD-NOS]), is a complex, lifelong developmental condition that typically appears during early childhood and can impact a person's social skills, communication, relationships, and self-regulation. The Autism experience is different for everyone. It is defined by a certain set of behaviors and is often referred to as a "spectrum condition" that affects people differently and to varying degrees.

While there is currently no known single cause of Autism, early diagnosis helps a person receive resources that can support the choices and opportunities needed to live fully.

Screening & Diagnosis

Autism is characterized in the American Psychiatric Association's Diagnostic and Statistical Manual (DSM-5), which is used by clinicians to diagnose Autism by: Persistent differences in communication, interpersonal relationships, and social interaction across different environments. What this can look like:

Being nonverbal, nonspeaking, or having atypical speech patterns, having trouble understanding nonverbal communication, difficulty making and keeping friends, difficulty maintaining typical back-and-forth conversational style.

Restricted and repetitive behavior, patterns, activities and interests. What this can look like:

Repeating sounds or phrases (echolalia), repetitive movements, preference for sameness and difficulty with transition or routine, rigid or highly restricted and intense interests, extreme sensitivity to, or significantly lower sensitivity to, sensory stimuli.

Prevalence

Autism is prevalent across the world , although tracking rates can vary due to differences in reporting. In 2023, the Centers for Disease Control and Prevention (CDC) issued its Autism prevalence report .

The report concluded that the prevalence of Autism had risen to 1 in every 36 - more than three times as great as the 2004 rate of 1 in 125.

Children who receive an Autism diagnosis by age 4, are fifty times more likely to receive services.

The 2023 report noted that more White and Black children were identified with Autism than Hispanic children.

Previous studies have shown, that children of color may still receive their diagnoses later than White children. Stigma, lack of access to healthcare services due to non-citizenship or low income, and non-English primary language are potential barriers to the early identification of Hispanic children and children of color with Autism.

Currently, boys are also approximately 4 times more likely to have an Autism diagnosis than girls of the same age. However, recent research suggests that girls may not display characteristics of Autism in the same way as boys and might go undiagnosed because of their different presentation.

The DSM-5

The DSM-5 is used by clinicians to diagnose Autism and the features of Autism are described in this document. The DSM-5 criteria require that the core features of Autism be present in early childhood. However, for some children, the symptoms may not fully manifest until social demands exceed the person's capacity to cope with them. In addition, challenges may be masked by learned coping strategies and support.

Signs & Characteristics

Autism impacts an individual throughout the lifespan. However, research shows that early diagnosis can lead to improved quality of life. The behaviors of Autism may be apparent in infancy, but they usually become clearer during early childhood. As part of a regular health visit, your child's doctor should perform developmental screenings focused on Autism. This screening is recommended at ages 18 and 24 months for all children.

Your doctor will encourage you to ask specific questions about your child's developmental progress. The National Institute of Child Health and Human Development (NICHD) developed a detailed list of behaviors, listed in four categories: communication, social behavior, stereotyped behavior, and other behavior. Additionally, the Centers for Disease Control and Prevention (CDC) developed a list of Signs and Symptoms, which can be found here.

Social Behavior

Prefers solitary or parallel play rather than engaging in associative or cooperative play with other children

Preference for predictable, structured play over spontaneous or make-believe play

May not respond to name being called

Struggles to make eye contact to communicate interests and/or needs

Communication

Develops speech later than typical or not at all (nonspeaking)

Repetition in language or movement, such as repeating the same word or sounds, hand flapping, or any repeated movement

Atypical nonverbal communication, including avoiding eye contact, giving few facial expressions, or having a monotone voice

Stereotyped Behavior

Extremely distressed by changes, including new foods or changes in schedule or routine

Strong, persistent interest in a specific topic, part of a toy, or item

Other Behavior

These characteristics vary widely and do not necessarily mean your child has Autism. However, if your child is showing these behaviors, a screening is encouraged. Many families start by voicing their concerns with their child's primary physician, with referrals being made to a specialist for further evaluation. For more information, visit our Screening & Diagnosis page

Causes & Factors

There is no known single cause for Autism, but it is generally accepted that it is caused by differences in brain structure or function. Brain scans show differences in the shape and structure of the brain in people with Autism compared to in neurotypical development. Researchers do not know the exact cause of Autism but are investigating a number of theories, including the links among heredity, genetics, and medical problems. There has been misinformation about the cause of Autism. It is not caused by vaccines or due to parenting style or nutrition.

In many families, there appears to be a pattern of Autism or related disabilities, further supporting the theory that the disorder has a genetic basis.

While no one gene has been identified as causing Autism, researchers are searching for irregular segments of genetic code that people with Autism may have inherited. It also appears that some people are born with a susceptibility to Autism, but researchers have not yet identified a single "trigger" that causes Autism to develop.

Other researchers are investigating the possibility that under certain conditions, a cluster of unstable genes may affect brain development in an unexpected way, resulting in Autism. Still other researchers are investigating complications during pregnancy or delivery as well as environmental factors such as viral infections, metabolic imbalances, and exposure to chemicals.

Genetic Vulnerability

Autism tends to occur more frequently than expected among individuals who have certain medical conditions, including fragile X syndrome (FXS), tuberous sclerosis, congenital rubella syndrome (CRS), and untreated phenylketonuria (PKU). Some harmful substances ingested during pregnancy also have been associated with an increased likelihood of Autism.

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An introduction to Autism Spectrum Disorder, prevalence, signs, characteristics, factors, and more.

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A guide for parents with ASD

There are certain procedures parents and teachers can follow for students with ASD. This would require for the adult to notice when they might be having a possible melt down and require them to use: sensory items, and escape, breathing techniques, a squeeze, etc. These strategies might help someone with ASD calm down when they're experiencing sensory over load.

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Some experts suggest that up to 50% of children may be diagnosed with autism by 2025. While this may seem like an overestimation, it's clear that we're always learning more about autism and how to identify and manage it.

One important aspect of managing autism in adults and children is developing calming strategies. Calming strategies for autism can help during overwhelming social situations and even at home during stressful periods.

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We're here with a few calming tips for parents and caregivers. Read on to learn more.

First: How to Notice the Signs of an Impending Meltdown

Before we discuss some helpful autism calming strategies, let's talk about how to know when you're about to need them. Noticing the signs of a meltdown on the horizon (or a "quiet" meltdown when it's currently happening) will help you act more quickly and help your loved one with autism.

When a meltdown is in full swing, it may look like a "temper tantrum," especially if the person with autism is a child. Meltdowns are different because they tend to happen as a result of sensory overload.

Before the obvious meltdown, you can notice other more subtle signs.

The person with autism may start showing signs that they're experiencing sensory overload. They may cover their ears or close their eyes to block out stimuli. On the other side, they may start seeking out sensory experiences by touching things with interesting textures.

They may start "stimming." Stimming is normal behavior for all people, but it's more obvious in children and adults with autism. It's a self-stimulating (and often self-soothing) movement that can be anything from dancing to chewing on fingernails.

They may start withdrawing from interaction, even if they were engaging before.

When you start to notice these signs, even if they're subtle, that's the best time to start using the following calming techniques. Don't wait until your loved one with autism is already melting down.

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Use physical objects to calm your loved one with autism.

1. Use Sensory Objects

Sensory objects and toys are perfect for soothing the early stages of a meltdown. They can help decrease sensory overload (even if that seems counterintuitive) and provide a helpful distraction for the person with autism.

There are plenty of sensory toys on the market if you want something convenient. Slime and fidget toys are popular options. They're easy to fit into a pocket or handbag so they're great for on-the-go use.

Anything that triggers the senses is going to work, however, so if you don't have a sensory toy on hand, don't worry.

Sweets, music with headphones, temperature objects (like ice or hand warmers), and sunglasses can all be effective. Basically, you're looking for something that will cause a new sensory experience to take your loved one "out" of their bad sensory experience.

2. Provide an Escape

If it's possible to do so, remove your loved one from the situation at least short term. Having an escape route pre-planned will comfort them because they'll know that they don't have to stay in an uncomfortable situation (which will make them feel safer).

If you don't have a pre-planned escape route, try to keep an eye out when you're out and about. Look around for quiet places or exits. In a pinch, a family restroom is a great escape destination because your loved one can be alone.

If there's no obvious way out or clear quiet place, try to find a tucked-away corner. Even taking a lap around the location can be helpful if you can't actively leave.

3. Offer Distractions

Distractions won't always work as autism calming strategies, but it's still a good idea to have a few in mind when you know that you're going to be in a stressful situation.

Distraction objects, like sensory toys (as we mentioned before) are helpful, but what happens when you don't have them available? It isn't always possible to keep extra things on hand.

There are still ways to calm down an autistic child or adult without physical objects.

First, try bringing up a favorite subject of theirs. Many people with autism have special interests. Those interests are sure to generate excitement and conversation, and that can be more than enough to distract your loved one from a stressful situation.

You can also redirect their attention. Let's say you're at the mall and your loved one is becoming overwhelmed. Direct their attention to a nearby store or item and start talking about it.

This will provide a brief break that may be enough to calm them down.

4. Try Breathing Techniques

Breathing techniques are helpful for anyone experiencing a meltdown, and people with autism are no exception.

It's helpful to teach your loved one breathing techniques before a meltdown happens. Do it when they're calm and happy. This way, they'll be ready when they need to self-soothe.

You can also combine breathing techniques with other soothing techniques for even greater benefits.

Meditation is fantastic for many people with autism, though it can be a challenge to learn. When someone meditates, they're able to quiet their mind and focus on their breathing instead of the stimuli around them.

Take your loved one out of the stressful situation and encourage them to meditate, even if it's only for a few moments.

If meditation isn't convenient, combine breathing techniques with grounding exercises. Grounding exercises also pair well with sensory objects. The "54321" grounding exercise is the most popular.

Talk to your loved one's therapist or doctor about breathing or grounding exercises that they'd recommend. They may be helping your loved one with these exercises during sessions.

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Exercise and movement are effect calming activities

5. Don't Underestimate Exercise and Movement

If it's convenient to do so, try soothing your loved one with autism by encouraging exercise and joyful movement. This will help them burn off some of that excess negative energy so they're able to calm down and go through the rest of their day.

If you're at home when the meltdown happens, this is going to be a great option.

We recommend creating some kind of sensory path for quick and easy movement breaks. You could buy a sensory path, but "DIY"ing it is simple and you can turn it into an activity that you can do together.

Outdoor chalk paths, similar to hopscotch paths, can be effective. You can also add small hurdles and challenges to the path, like things to step over or jump on.

When you have more time, you can encourage an actual exercise session. Running, jumping, and doing strength exercises will stimulate your loved one with autism and help them calm down.

Here's our page of helpful links that includes resources for exercise (and more).

6. Start a Yoga Routine

This won't necessarily help when you're out in public or in the middle of a serious meltdown, but starting a yoga practice when your loved one is calm is a great idea.

Yoga incorporates several of the other helpful calming techniques. It encourages deep breathing (known as "yogic breathing"), grounding, and even elements of meditation.

It's also a way to add more movement into your loved one's day. In yoga, the goal is to focus on your breath and your body instead of the things going on around you.

Many people think that children and adults with autism won't benefit from yoga in the same way that neurotypical people will, but this isn't true. There's actually research to suggest that yoga can be beneficial for people with autism, though that research is in its early stages.

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Have a planned way to calm your child with autism.

7. Have a Game Plan Ahead of Time

This is the most important thing that you can do when it comes to soothing someone with autism before or during a meltdown. You should always have a game plan before any event that could be stressful. Share that plan with your loved one so they know what to do when they're feeling overwhelmed.

Having a set "pre-meltdown routine" can make your loved one feel more comfortable. People with autism benefit from routines and structure.

Preparing your loved one will set both of you up for success. Make sure to include a plan for how they can notify you when they're starting to experience overload (if it's possible for them to do so).

Keep These Calming Strategies for Autism in Mind

Keep this list in mind when you're trying to figure out how to help a child with autism calm down, or even an overwhelmed adult. These calming strategies for autism won't help every person, but through trial and error, you should be able to find at least one that's effective.

Remember: your loved one is melting down because they're experiencing sensory overload. Remove the stimuli, let them get rid of excess energy, or redirect their attention to help. Most important: always have a plan.

Are you looking for more ways to calm down an autistic child or adult? At Daybreak, we can help. Contact us to learn more about our services that can help your loved one thrive.

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7 Calming Strategies for Autism Every Parent or Guardian Should Know

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Some experts suggest that up to 50% of children may be diagnosed with autism by 2025. While this may seem like an overestimation, it's clear that we're always learning more about autism and how to identify and manage it. One important aspect of managing autism in adults and children is developing calming strategies.

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Regional Center for people with ASD

The regional center is a great resource for students and kids with ASD. This platform provides parents with additional resources that could be helpful with children and ASD. This means this particular resource provides coverage for therapies, Extra curricular activities, and might help with additional child care. During this time when reginal center helps they provide students with the best support and resources for students with ASD to gain the tools they need even when they might not have the means to do so.

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DDS oversees the coordination and delivery of services for Californians with developmental disabilities through a statewide network of 21 community-based, non-profit agencies known as regional centers. Regional centers provide assessments, determine eligibility for services, and offer case management services. Regional centers also develop, purchase, and coordinate the services in each person's Individual Program Plan.

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State of California & Department of Developmental Services

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Regional Centers - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.