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What Parents Should Know About New Autism Numbers | AAP

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

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Resources | Autism Society of Florida | United States

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We provide support, evidence-based methods & coaching for families & professionals to help autistic individuals reach their unique potential.

We provide support, evidence-based methods & coaching for families & professionals to help autistic individuals reach their unique potential.

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Milestones Autism Resources improves the lives of autistic individuals, families, caregivers and professionals by educating, coaching, and connecting them with trusted resources.

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National Institute of Mental Health (NIMH)

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Overview

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

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

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

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

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

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

Signs and Symptoms of ASD

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

Social communication / interaction behaviors may include:

Making little or inconsistent eye contact

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

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

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

Having difficulties with the back and forth of conversation

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

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

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

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

Difficulties adjusting behaviors to social situations

Difficulties sharing in imaginative play or in making friends

Restrictive / repetitive behaviors may include:

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

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

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

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

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

People with ASD may also experience sleep problems and irritability.

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

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

Being strong visual and auditory learners

Excelling in math, science, music, or art

Causes and Risk Factors

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

Having a sibling with ASD

Having older parents

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

Having a very low birth weight

Diagnosing ASD

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

Diagnosis in Young Children

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

Stage 1: General Developmental Screening During Well-Child Checkups

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

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

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

Stage 2: Additional Diagnostic Evaluation

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

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

The diagnostic evaluation is likely to include:

Medical and neurological examinations

Assessment of the child's cognitive abilities

Assessment of the child's language abilities

Observation of the child's behavior

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

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

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

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

Diagnosis in older children and adolescents

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

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

Diagnosis in adults

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

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

Social interaction and communication challenges

Sensory issues

Repetitive behaviors

Restricted interests

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

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

Treatments and Therapies

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

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

Medication

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

Irritability

Aggression

Repetitive behavior

Hyperactivity

Attention problems

Anxiety and depression

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

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

Learn social, communication, and language skills

Reduce behaviors that interfere with daily functioning

Increase or build upon strengths

Learn life skills necessary for living independently

Other resources

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

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

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

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

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

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

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Autism spectrum disorders affect as many as 1 in 150 American children. Types of autism include autistic disorder, pervasive developmental disorder, and Asperger’s syndrome.

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Autism — what we know (and what we don't know yet) | Wendy Chung

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

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

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5 Examples of Autism Accommodations at Work Under the ADA

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Make sure you’re familiar with these best practices for providing autism accommodations at work so your neurodivergent employees can perform at their best.

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9 Accommodations For Students With Autism

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Unlock the potential of every student with autism in your classroom. Discover effective accommodations for a truly inclusive learning environment.

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Understanding Autism and Education

To effectively support students with autism in an educational setting, it is crucial to have a comprehensive understanding of autism spectrum disorder (ASD) and the challenges that students with autism may face in their education. Additionally, recognizing the importance of accommodations is key to creating an inclusive learning environment.

Overview of Autism Spectrum Disorder

Autism spectrum disorder is a developmental disorder characterized by challenges in social interaction, communication, and repetitive behaviors. It is a spectrum disorder, meaning that individuals with autism can vary greatly in their strengths, weaknesses, and support needs.

Students with autism may exhibit difficulties in social interactions, such as understanding social cues and nonverbal communication. They may also have restricted interests or engage in repetitive behaviors. Each student's experience with autism is unique, and it is important to approach each individual with sensitivity and understanding.

Challenges Faced by Students with Autism in Education

Students with autism often face specific challenges in the educational setting. These challenges can include difficulties with communication, social interactions, sensory sensitivities, and academic tasks. It is important to recognize these challenges and provide appropriate accommodations to support their learning and inclusion.

Some common challenges faced by students with autism in education include:

Communication difficulties: Students with autism may struggle with expressive and receptive language skills. They may have difficulty understanding verbal instructions or expressing their needs and thoughts effectively.

Social interactions: Students with autism may struggle with social skills, such as understanding social cues, making eye contact, and participating in group activities. They may find it challenging to form and maintain friendships with their peers.

Sensory sensitivities: Many students with autism have sensory sensitivities, which can affect their ability to focus and engage in the learning environment. Sensory stimuli, such as loud noises or bright lights, may be overwhelming or distracting for these students.

Academic tasks: Students with autism may face challenges with academic tasks, including organization, time management, and understanding abstract concepts. They may require additional support and accommodations to effectively participate in academic activities.

Importance of Accommodations

Accommodations play a vital role in supporting students with autism in their educational journey. By providing appropriate accommodations, educators can create an inclusive learning environment that meets the unique needs of students with autism.

Accommodations can help students with autism access the curriculum, communicate effectively, engage in social interactions, and manage sensory sensitivities. These accommodations can be tailored to the individual needs of each student and can include modifications to the learning environment, instructional strategies, and assessment methods.

Recognizing the importance of accommodations is essential for ensuring that students with autism have equal opportunities to learn and succeed. By implementing appropriate accommodations, educators can empower students with autism to reach their full potential in the educational setting.

To explore specific accommodations for students with autism, such as visual supports, sensory accommodations, and communication supports, refer to the respective sections in this article. Additionally, their article on autism accommodations in the classroom provides further insights into creating an inclusive learning environment for students with autism.

Creating an Inclusive Learning Environment

In order to provide effective accommodations for students with autism, it is essential to create an inclusive learning environment that supports their unique needs. This involves implementing individualized education plans (IEPs), fostering collaboration with parents and professionals, and designing sensory-friendly classrooms.

Individualized Education Plan (IEP)

An Individualized Education Plan (IEP) is a legally mandated document designed to address the specific educational needs of students with disabilities, including autism. The IEP outlines personalized goals, accommodations, and modifications to ensure that the student receives an appropriate education. It is developed collaboratively by a team of professionals, educators, and parents, taking into account the individual strengths and challenges of the student.

The IEP serves as a roadmap for providing necessary support and accommodations, such as specialized instruction, assistive technology, or additional resources. Regular review and revision of the IEP are crucial to ensure that it continues to meet the evolving needs of the student.

Collaboration with Parents and Professionals

Collaboration between parents, educators, and professionals is vital for creating a supportive and inclusive learning environment for students with autism. By working together, these stakeholders can share valuable insights, expertise, and resources to develop effective strategies and accommodations tailored to the individual student's needs.

Regular communication and collaboration help ensure consistency between home and school environments, allowing for a holistic approach to the student's education. Parents can provide valuable information about their child's strengths, challenges, and preferences, while professionals can offer specialized knowledge and evidence-based practices. This collaborative effort promotes a unified approach and maximizes the student's potential for success.

Sensory-Friendly Classroom Design

Creating a sensory-friendly classroom environment is crucial for students with autism, as sensory sensitivities are commonly associated with the condition. A sensory-friendly classroom design aims to minimize environmental triggers and provide a comfortable learning space for students.

Lighting: Using natural lighting whenever possible and reducing harsh fluorescent lighting.

Noise: Implementing noise reduction strategies, such as using noise-canceling headphones or providing quiet spaces for students to retreat to when needed.

Visual Supports: Incorporating visual supports, such as schedules, visual cues, and visual aids, to enhance understanding and promote independence. For more information, refer to their article on visual supports for students with autism.

Flexible Seating: Offering flexible seating options, such as bean bags or stability balls, to accommodate different sensory needs and provide comfort.

Organization: Maintaining an organized and clutter-free classroom environment to minimize distractions and promote a sense of calm.

Considerations for a sensory-friendly classroom may include:

By considering the specific sensory needs of students with autism and designing the classroom environment accordingly, educators can create a more inclusive and supportive learning space.

In the next section, we will explore accommodations focused on improving communication and social skills for students with autism. These accommodations play a crucial role in fostering social interaction and enhancing overall educational experiences.

Accommodations for Communication and Social Skills

Students with autism often face challenges in communication and social interactions. To support their needs, various accommodations can be implemented in educational settings. Here are three effective accommodations for enhancing communication and social skills in students with autism.

Visual Supports and Communication Aids

Visual support and communication aids play a crucial role in promoting effective communication for students with autism. These tools help enhance understanding, provide structure, and reduce anxiety. Visual support can include visual schedules, social scripts, and PECS (Picture Exchange Communication System). These aids provide visual cues and prompts to assist students in understanding and expressing themselves. Visual support can be used in both individual and group settings, fostering independence and reducing communication barriers.

Social Stories and Social Skills Training

Social stories are a valuable tool for teaching appropriate social behaviors and responses. Social stories use simple language and visual support to explain social situations, expectations, and appropriate social skills. These stories help students with autism understand social cues, develop empathy, and learn problem-solving strategies. In addition to social stories, social skills training involves structured lessons and activities focused on teaching and practicing social skills. It may include activities such as role-playing, group discussions, and cooperative games. These interventions provide students with autism the opportunity to learn, practice, and generalize social skills in various contexts.

Peer Support and Peer-Mediated Instruction

Peer support and peer-mediated instruction involve pairing students with autism with their neurotypical peers. This accommodation promotes social interaction, communication, and friendship development. Peers can act as role models, providing guidance and support in social situations. Peer-mediated instruction involves teaching peers strategies to support their classmates with autism, such as prompting, modeling, and reinforcing appropriate social behaviors. This approach fosters inclusion, encourages positive relationships, and enhances social and communication skills in students with autism.

Implementing these accommodations for communication and social skills can greatly benefit students with autism. By utilizing visual support and communication aids, incorporating social stories and social skills training, and promoting peer support and peer-mediated instruction, educators can create an inclusive and supportive learning environment.

Accommodations for Sensory Sensitivities

Students with autism often experience sensory sensitivities that can significantly impact their learning and well-being. Implementing appropriate accommodations can create a more supportive and comfortable environment for these students. Here are some effective accommodations for sensory sensitivities:

Sensory Breaks and Quiet Spaces

Providing sensory breaks and designated quiet spaces can be immensely beneficial for students with autism. Sensory breaks allow students to take short breaks from overwhelming stimuli and engage in activities that help regulate their sensory system. These breaks can include sensory activities like deep pressure exercises, fidget toys, or calming sensory tools. Quiet spaces offer a peaceful retreat where students can go to reduce sensory input and recharge. These spaces should be free from excessive noise, bright lights, and visual distractions, allowing students to calm themselves and regain focus.

Noise Reduction Strategies

Noise sensitivity is a common challenge for students with autism. Implementing noise reduction strategies can help create a more comfortable learning environment. This can involve minimizing unnecessary background noise, such as turning off loud fans or using noise-canceling headphones. Additionally, teachers can establish quiet zones within the classroom, where noise levels are kept to a minimum. Providing visual cues, such as a "quiet" sign or a visual timer, can also help students understand when silence is expected.

Visual Supports for Routines and Transitions

Visual supports play a crucial role in helping students with autism navigate daily routines and transitions. Visual schedules and visual timers can provide predictability and structure, reducing anxiety and confusion. A visual schedule outlines the sequence of activities or tasks using pictures or symbols, helping students understand what is expected of them and what comes next. Visual timers offer a visual representation of time, allowing students to better manage their time and prepare for transitions. These visual supports can be individualized according to the student's needs and can be displayed in the classroom or provided on a personal device.

By implementing accommodations for sensory sensitivities, educators can create a more inclusive and supportive learning environment for students with autism. These accommodations, such as sensory breaks, quiet spaces, noise reduction strategies, and visual supports, can help students better regulate their sensory experiences and enhance their overall learning outcomes.

Accommodations for Academic Success

To ensure academic success for students with autism, it is essential to provide appropriate accommodations that address their unique needs. In this section, we will explore three key accommodations that can support students with autism in their academic journey: modified assignments and assessments, structured and predictable schedules, and assistive technology and alternative communication methods.

Modified Assignments and Assessments

Modifying assignments and assessments is a crucial accommodation for students with autism. By tailoring assignments to their individual abilities and learning styles, educators can create an inclusive learning environment that promotes student engagement and success.

Breaking down complex tasks into smaller, more manageable steps.

Providing visual supports, such as charts, diagrams, or graphic organizers, to enhance understanding.

Offering additional time or alternate formats for completing assignments and assessments.

Allowing for flexibility in response formats, such as written, verbal, or visual.

Some modifications that can be implemented include:

By modifying assignments and assessments, educators can ensure that students with autism have the opportunity to demonstrate their knowledge and skills in a way that aligns with their strengths and abilities.

Structured and Predictable Schedules

For students with autism, having a structured and predictable schedule is essential for creating a sense of security and reducing anxiety. Establishing clear routines and expectations helps students understand what is happening throughout the school day and promotes a smooth transition between activities.

Displaying visual schedules that outline the daily routine and upcoming events.

Using visual timers or countdowns to signal transitions between activities.

Providing advance notice for changes in the schedule to help students prepare and adjust.

Implementing structured and predictable schedules can involve:

By incorporating structured and predictable schedules into the classroom, educators can provide the necessary support for students with autism to navigate their academic environment with confidence and reduced stress.

Assistive Technology and Alternative Communication Methods

Assistive technology and alternative communication methods play a crucial role in supporting students with autism in their academic journey. These accommodations can help students overcome communication challenges and enhance their ability to express themselves and participate in the learning process.

Augmentative and alternative communication (AAC) devices, such as picture exchange communication systems (PECS) or speech-generating devices.

Text-to-speech software or voice-recognition technology to assist with written assignments.

Visual supports, such as social stories or visual schedules, aid in comprehension and organization.

Some examples of assistive technology and alternative communication methods include:

By integrating assistive technology and alternative communication methods, educators can create a more inclusive and accessible learning environment for students with autism, empowering them to fully engage and participate in academic activities.

In conclusion, providing accommodations for academic success is crucial for students with autism. By implementing modified assignments and assessments, structured and predictable schedules, and utilizing assistive technology and alternative communication methods, educators can create an inclusive learning environment that meets the unique needs of students with autism. Through these accommodations, students with autism can thrive academically and reach their full potential.

FAQs

How can I determine which accommodations are best for my child/student with autism?

Every student with autism is unique, and what works for one may not work for another. It's important to observe your child/student and talk to their teachers and therapists to determine which accommodations will be most effective. You may also want to consider conducting a formal assessment, such as an Individualized Education Program (IEP) evaluation, to help identify specific needs.

Are there any downsides to providing accommodations for students with autism?

While accommodations can be incredibly helpful for students with autism, they may also have some drawbacks. For example, some accommodations may be costly or time-consuming to implement, and they may require additional training or resources from the school or district. Additionally, providing accommodations can sometimes lead to stigmatization or social isolation if other students don't understand why certain students are receiving special treatment.

What should I do if my child/student is resistant to using accommodations?

It's not uncommon for children/students with autism to resist using accommodations at first, especially if they feel self-conscious or misunderstood. In these cases, it's important to approach the situation with patience and understanding. Try explaining the benefits of the accommodation in a positive way and involving the child/student in the decision-making process as much as possible. You may also want to enlist the help of a therapist or counselor who specializes in working with children/students with autism.

Can accommodating students with autism benefit neurotypical students as well?

Absolutely! Many of the accommodations that are helpful for students with autism - such as visual supports and flexible seating - can benefit all learners. By creating a more inclusive environment that meets the needs of all students, teachers can foster a sense of belonging and promote academic success for everyone in the classroom.

Conclusion

In conclusion, accommodations for students with autism can make a big difference in their academic and social success. By creating a sensory-friendly environment, using visual and communication supports, providing flexible seating, and using positive reinforcement, teachers and parents can help these students thrive in school.
https://www.crossrivertherapy.com/accommodations-for-students https://www.washington.edu/accommodations-students-autism-spectrum-disorder https://psychcentral.com/autism/accommodations-for-children-with-autism https://www.fortahealth.com/best-accommodations-for-students-with-autism https://autismawarenesscentre.com/accommodations-are-helpful-for-an-autistic-student
Sources

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Most Effective Classroom Accommodations for Students with Autism

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Discover effective accommodations for students with autism. From IEPs to sensory-friendly classrooms, empower education for all!

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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties. The views and opinions expressed in blogs on our website do not necessarily reflect the views of Autism Speaks.

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

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

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

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

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

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

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

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

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

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On this page you will find additional Autism Resources.

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Screening and diagnosis of autism spectrum disorder (ASD).

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What Are the 4 Main Tests for Autism? | Autism Test Types

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Explore insights into the 4 main tests for autism spectrum disorder. Learn about the different autism test types and for an accurate diagnosis of autism here.

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Screening & Diagnosis

Medical Diagnosis

A medical diagnosis is made by a psychologist, developmental pediatrician, or other specialized physician based on an assessment of symptoms and diagnostic tests. A medical diagnosis of Autism spectrum disorder is most frequently made according to the Diagnostic and Statistical Manual (DSM-5, released 2013) of the American Psychiatric Association. This manual guides physicians in diagnosing Autism spectrum disorder according to a specific set of criterion.

A brief observation in a single setting cannot present a true picture of someone's abilities and behaviors. The person's developmental history and input from parents, caregivers and/or teachers are important components of an accurate diagnosis.

Educational Determination

An educational determination is made by a multidisciplinary evaluation team of various school professionals. The evaluation results are reviewed by a team of qualified professionals and the parents to determine whether a student qualifies for special education and related services under the Individuals with Disabilities Education Act (IDEA) (Hawkins, 2009).

An educational determination can qualify an individual for support within school settings. However, an educational determination is not the same as a medical diagnosis, and often will not qualify an individual for therapies and support outside of school that would typically be covered by insurance or Medicaid. Additionally, a medical diagnosis of Autism does not guarantee an educational determination.

Screening

Early identification is associated with dramatically better outcomes for people with Autism. The earlier a child is diagnosed, the earlier they can begin benefiting from early intervention therapies and education.

The Centers for Disease Control and Prevention's National Center on Birth Defects and Developmental Disabilities (NCBDD) recommends that all children be screened for Autism by their family pediatrician three times by the age of three - at nine, 18, and 24 or 30 months. Intervention should start when an Autism diagnosis is suspected, rather than when a formal diagnosis is made.

The advantages of early intervention cannot be overemphasized. Children who receive early intervention

There are no medical tests, such as blood work or brain scans, for diagnosing Autism. An accurate medical diagnosis must be based on observation of the individual's communication, social interaction, and their activities and interests.

Medical
Diagnosis

Medical professionals who may have experience with Autism and other neurodevelopmental disorders include pediatricians (especially developmental pediatricians), neurologists, psychiatrists and psychologists. Not every one of these professionals has experience with Autism, so you should seek recommendations of knowledgeable professionals in your area from:

Your local Autism Society affiliate

Autism support groups

People who have children or other family members with Autism

Your primary care provider

A skilled practitioner can begin the assessment; the evaluation itself can vary depending on the professional administering it, the age of the person being assessed, the severity of his or her needs, and local available resources. A medical assessment for Autism typically includes:

A medical history of the mother's pregnancy

Developmental milestones

Sensory challenges

Medical illnesses, including ear infections and seizures

Any family history of developmental disorders

Any family history of genetic and metabolic disorders

An assessment of cognitive functioning

An assessment of language skills

An Autism-specific observational test, interview or rating scale

Evaluations typically begin with your primary care provider and vary based on age. If your primary care professional does not wish to refer you to a diagnostician, or does not acknowledge your concerns, it is important to know that you have the right to contact a diagnostician for a second opinion. Check the website of your local Autism Society affiliate for information about diagnosticians in your area, or call our team of national Information & Referral specialists at
800-3-AUTISM (800-328-8476).

Infant and Toddler

Infant and toddler diagnosis begins with voicing your concerns with your child's pediatrician or primary care doctor. A primary care professional should be able to review your child's development and conduct a short Autism screening. If that screening indicates that Autism might be a possibility, the doctor may diagnose your child if they have training, especially if Autism characteristics are clearly present. If they do not have Autism-specific training, or if your child's presentation is subtle or complicated by other factors, they may refer you to an Autism specialist.

Most Autism diagnosticians will not diagnose a child until they are at least one-year-old. However, if your child has delays, you can seek services before that diagnosis, often from early intervention federal programs, or from private speech, occupational therapy, or physical therapy clinics. Your primary care professional can give a referral to early intervention or private therapists.

Once your child is at least one-year-old, an Autism diagnostician (developmental pediatrician, child psychologist, child psychiatrist) can begin to explore evaluating them. The evaluation will consist of interviews with you, review of records, and an observation of or interaction with your child. See the section on Medical Diagnosis for more information.

School Age

Diagnosis for older children can follow a similar process to infants and toddlers. Contact your primary care professional for information about seeking an Autism evaluation. See the section on Medical Diagnosis for more information.

Another important area to consider for school-age children is seeking an evaluation within the school system. This process is separate from a medical diagnosis. A school evaluation can provide you and your child with federally mandated support in the school setting, via the special education system. Your child can have both a medical diagnosis of Autism and a school determination of Autism to get support in all the settings possible, including home, community, and school.

Some professionals recommend getting the medical diagnosis first, as its support will go into effect before a child enters school, and will often expedite the school determination process. However, the medical diagnosis and the school determination can be done in the order that best meets the needs of your child and your family.
The first step in obtaining special education services for a school-age child is for the child to be evaluated at school. The evaluation can be done when the child is first suspected of having a disability (pre-placement evaluation) or when the child's disability-related needs and support changes in one or more areas (re-evaluation).

Adolescent Transition
and Adulthood

Many adults report that finding someone to diagnose them with Autism is more difficult. In some cases, diagnosticians focus only on children, especially those that would be eligible for intensive early intervention. In other cases, professionals feel less qualified to diagnose adults, as the presentation may be different, it may be complicated by life history and co-occurring mental health conditions, and professional training in diagnosing adults with Autism is more limited. As above, we recommend starting with your primary care professional. If they do not have any recommendations, consult your local Autism Society affiliate for information on specialists who may diagnose adults. Adult neuropsychologists, adult neurologists, adult psychiatrists, and adult clinical psychologists are all individuals that may be able to diagnose an adult, if they have the training

and experience. Investigate these providers' websites or profiles to determine if Autism is an area of expertise for them. It is very important to determine that the provider has extensive experience in diagnosing adults, specifically.

An adult evaluation will consist of review of the person's developmental history, medical and psychological history, cognitive functioning, and Autism-specific tests, such as the ADOS. One important consideration is including someone in the evaluation who can report on early developmental history of the adult, such as a parent, care-provider, sibling, or relative. This information is often more difficult to obtain for adults, but it can help speed the process.

While there is not a single behavioral or communication test that can detect Autism, several Autism-specific tools are now being used for formal diagnosis. These include the Autism Diagnostic Observation Schedule, Second Edition (ADOS™-2), the Autism Diagnostic Interview (ADI), the Screening Tool for Autism in Toddlers (STAT), the Childhood Autism Rating Scales (CARS), and the Tele-ASD-Peds for diagnosis for use in telehealth. All of these tests should be used as part of a larger assessment, and not just on their own, as the determination of Autism is best completed with multiple sources of information.

Related &
Co-Occurring Conditions

Chronic Constipation and/or Diarrhea

Medical literature states that about 47 percent of adults who experience Autism and 45 percent of children with Autism have gastrointestinal symptoms. Diarrhea is most common, followed by abdominal pain and constipation. Constipation in people with Autism is usually not hard, impacted stools, but the slow passage of stools with long gaps in between, and loose stools when they do come.

Immune & GI Systems

Increasing evidence shows that gastrointestinal (GI) symptoms, such as gastrointestinal disruption, abdominal pain, diarrhea, constipation, and flatulence, has been characterized as a common comorbidity in patients with ASD, ranging between 9 and 84% depending on the studies being retrospective or prospective (Wasilewska and Klukowski, 2015), and are linked to the severity of ASD symptoms (Adams et al., 2011; Gorrindo et al., 2012; Chaidez et al., 2014).

According to an article published by Frontiers in Neuroscience, scientists widely accept the gut-brain axis theory, which states that the gut and the brain communicate and influence each other (Bienenstock et al., 2015; Mayer et al., 2015; Cryan et al., 2019).

Despite this connection, there has yet to be a proven cause-effect relationship between Autism and GI symptoms. The brain-belly connection of gut microbiota remains an area of research for those concerned with both GI and immune connections to neurological differences and disorders.

IQ Concerns

Research studies have frequently used inappropriate IQ tests, such as verbal tests with nonverbal individuals, and in some cases have estimated intelligence level without any objective evidence. Tests that do not require language skills, such as the Test of Nonverbal Intelligence (TONI), can offer more accurate information about the person.

Low Muscle Tone

About 30 percent of children with Autism have moderate to severe loss of muscle tone, which can limit their gross and fine motor skills.

Pain

Some people with Autism have very high pain thresholds (insensitivity to pain), while others have very low pain thresholds. There are interventions, such as sensory integration therapy, designed to help increase reliability of their sensory processing and integration.

Pica

About 30 percent of children with Autism have moderate to severe pica, a compulsive eating-disorder characterized by eating non-food items such as paint, sand, dirt, paper, etc. Pica can be dangerous as ingesting these inedible substances can cause choking, digestive problems, parasitic infections, and other illnesses.

Seizures

It is estimated that around 30 percent of people with Autism develop epilepsy, some in early childhood and others as they go through hormone level changes in puberty. Suspected seizures should be confirmed by electroencephalogram (EEG) and treated with prescribed anticonvulsant medications.

Sensory Problems

The diagnosis of Autism includes atypical responses to sounds, sights, touch, taste and smells. High-pitched intermittent sounds, such as fire alarms or school bells, may be painful for people with Autism. Scratchy fabrics and clothing tags may also be intolerable, and some people have visual sensitivities, such as the flickering of fluorescent lights.

These are only a few examples of sensory experiences. Sensory needs can range in severity and change over time. Consult an occupational therapist for support in evaluating and supporting sensory processing and integration.

Sleep Problems

Many people who experience Autism have sleep challenges. Night waking may be due to gastrointestinal issues, allergies, environmental intolerances, seizures or the effects of medications. Other potential causes are sleep apnea (pauses in breathing when the airway becomes obstructed during sleep), sleep terrors or confusional arousals. Individuals with sensory processing difficulties may have more problems falling asleep and increased periods of night waking.

Hearing & Visual Impairment

Children with a dual diagnosis of Autism and a sensory impairment face many possible paths. If the child is born deaf/hard of hearing or blind/visually impaired, that diagnosis is usually made early on, and Autism behaviors may be mistaken for a reaction to the sensory loss. Conversely, if a child with Autism has progressive hearing and visual impairments, his or her adaptation to the sensory loss may be misunderstood as a behavior of Autism. For more information, visit the Nebraska Center for the Education of Children who are Blind or Visually Impaired or this article about Autism and deafness. About 30 percent of children receiving education related to deafness/hard of hearing and blindness/visual impairment are also identified as having Autism. Every child should be able to enter his/her education program in the best aural and visual health possible, and should be monitored and tested to ensure continued health and care. For more in-depth information on hearing and vision screenings for people with Autism, see this article from the Autism Advocate. Families can feel overwhelmed and isolated while searching for information. The Autism Society offers a connection to the resources and support families need.

The parent or guardian can request an evaluation by calling or writing the director of special education or the principal of the child's school. Note: if the child attends a private or parochial school, the parent may need to contact the local public school district for this evaluation. It is important to place an evaluation request in writing and the parents should keep a copy to help track timing of the process. Suggestions for communicating with school systems:

Follow up on all telephone calls with a letter summarizing the conversation to allow for correction of misunderstandings.

Communicate both verbally and in writing to request meetings.

Keep copies of evaluations performed at school.

The school system may determine that an evaluation is necessary. If so, they must receive written permission from the parent before conducting the evaluation.
An evaluation should be conducted by a multidisciplinary team or group, which must include at least one teacher or other specialist with specific knowledge in the area of the suspected disability. IDEA mandates that no single procedure can be used as the sole criterion for determining an appropriate education program. The law also requires that the child be assessed in all areas related to the suspected disability, including but not limited to health, vision, hearing, communication abilities, motor skills, and social and/or emotional status.
If the parents disagree with the results of the evaluation, they may choose to obtain an independent evaluation at public or private expense. You may request a list of professionals that meet state requirements from your school, or you can choose one on your own. If the chosen professional meets appropriate criteria set up by the state, then the school must consider their evaluation in developing an Individualized Education Plan (IEP).

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Identifying Autism, related conditions, diagnosis by life stage, and educational evaluations.