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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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Autism spectrum disorder (ASD), or autism, is group of neurological and developmental disorders. Autism affects communication, social functioning, learning, and behavior.

According to the Centers for Disease Control and Prevention (CDC), autism affects 1 in 44 children in the United States. Usually, the symptoms appear before 2 years old, but it can be diagnosed at any age.

Autism's effects can be managed with customized support and care.

There are many resources available to people with autism. Some resources are also designed for parents and families of children with autism.

Every state has its own autism resources and benefits. The federal government also offers resources, which are available to everyone, regardless of where you live.

Read on for some of the best resources for autism. This list is not exhaustive, but it can help you find the guidance you need to navigate the disorder.

Autism management requires continuous access to various healthcare professionals. Several state and federal resources can help provide this care.

State resources for healthcare

Each state has its own health agency or disability council. These organizations often have programs that provide support for children and adults with disabilities, including autism.

Your county health agency might also offer autism benefits.

Generally, these programs can assist with:

autism screening

early intervention services

obtaining financial aid for healthcare

To find the health agencies in your state, visit the Interagency Autism Coordinating Committee website. The page lists agencies and councils for every state.

Federal resources for healthcare

Several nationwide resources are also available for accessing healthcare.

Medicaid: Medicaid provides medical care for people with limited income. It's a federal program, though each state manages its own Medicaid services. Visit the Medicaid website to find your state's Medicaid office.

Children's Health Insurance Program (CHIP): CHIP is operated by the Department of Health and Human Services. It's a federal program that offers health coverage to children in families that don't qualify for Medicaid. CHIP is available in every state.

The following resources are geared toward kids on the spectrum in early and middle childhood. These tools can help children learn about their feelings and practice communication in a fun and engaging way.

National Autism Resources Toys & Gifts: Toys designed to help young children on the spectrum build developmental skills.

Autism Speaks Virtual Activities: A diverse collection of virtual games, music, videos, and activities kids with autism.

Do2Learn: A collection of interactive online activities, including songs, picture cards, and games.

Visual Schedules and Social Stories: A visual support app that helps children on the spectrum communicate at home and school. It's available for both Apple and Android.

Speech Blubs: This speech therapy app offers more than 1,500 educational activities that help children improve their communication skills.

Support groups offer safe environments for people with autism to connect with each other. This can provide opportunities to foster mental health and build social skills.

Online support groups are convenient, as you don't need to leave home to attend meetings. But if you'd like to find in-person support groups, your state health departments or disability agencies may have local options.

Autistic Women & Nonbinary Network: A community for women, girls, and nonbinary people with autism.

Asperger/Autism Network Support Groups: Online support groups and community sessions for adults and teens.

Grupo Salto: A support group for Latin families with children who have disabilities, including autism.

The Color of Autism Foundation: An organization dedicated to providing support for African American families with children on the spectrum.

The federal government offers benefits for people with disabilities, including autism.

Supplemental Security Income (SSI): This is a federal program administered by the Social Security Association. It provides financial assistance for care for children and adults who meet certain qualifications.

Social Security Disability Insurance (SSDI): SSDI is another federal program from the Social Security Association. It provides benefits to people who have worked in the past.

Autism is a complex disorder. The symptoms also vary widely from one person to the next. As a result, it's important to create an intervention plan or management plan that provides customized support and care.

Luckily, there are many autism resources available. Examples include informational guides, online communities, and access to medical care. With the help of these resources, people on the spectrum can live happy and fulfilling lives.

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Autism Resources for Parents and for People on the Spectrum

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There are many autism resources available. Examples include informational guides, online communities, and access to medical care.

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WSI Learning, Diagnostic and Treatment Center provides Autism Treatment, Asperger Syndrome Treatment, ADD Treatment, Learning Disability Treatment

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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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Overview

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

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

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

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

Symptoms

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

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

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

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

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

Social communication and interaction

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

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

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

Has poor eye contact and lacks facial expression

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

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

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

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

Doesn't appear to understand simple questions or directions

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

Doesn't point at or bring objects to share interest

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

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

Patterns of behavior

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

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

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

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

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

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

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

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

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

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

When to see a doctor

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

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

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

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

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

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

Doesn't say single words by 16 months

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

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

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

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

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

No link between vaccines and autism spectrum disorder

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

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

Risk factors

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

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

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

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

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

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

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

Complications

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

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

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

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Autism spectrum disorder - Symptoms and causes

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

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We include products we think are useful for our readers. If you buy through links on this page, we may earn a small commission. Here's our process.

Autism spectrum disorder (ASD) is a broad term used to describe a group of neurodevelopmental disorders.

These disorders are characterized by problems with communication and social interaction. People with ASD often demonstrate restricted, repetitive, and stereotyped interests or patterns of behavior.

ASD is found in individuals around the world, regardless of race, culture, or economic background. According to the Centers for Disease Control and Prevention (CDC), autism does occur more often in boys than in girls, with a 4 to 1 male-to-female ratio.

The CDC estimated in 2014 that nearly 1 in 59 children have been identified with ASD.

There are indications that instances of ASD are on the rise. Some attribute this increase to environmental factors. However, experts debate whether there's an actual increase in cases or just more frequent diagnoses.
Compare autism rates in different states throughout the country.
The DSM (Diagnostic and Statistical Manual of Mental Disorders) is published by the American Psychiatric Association (APA) and is used by clinicians to diagnose a variety of psychiatric disorders.

The fifth and most recent edition of the DSM was released in 2013. The DSM-5 currently recognizes five different ASD subtypes, or specifiers. They are:

with or without accompanying intellectual impairment

with or without accompanying language impairment

associated with a known medical or genetic condition or environmental factor

associated with another neurodevelopmental, mental, or behavioral disorder

with catatonia

Someone can be diagnosed with one or more specifiers.

Prior to the DSM-5, people on the autism spectrum may have been diagnosed with one of the following disorders:

autistic disorder

Asperger's syndrome

pervasive development disorder-not otherwise specified (PDD-NOS)

childhood disintegrative disorder

It's important to note that a person who received one of these earlier diagnoses hasn't lost their diagnosis and won't need to be reevaluated.

According to the DSM-5, the broader diagnosis of ASD encompasses disorders such as Asperger's syndrome.

Autism symptoms typically become clearly evident during early childhood, between 12 and 24 months of age. However, symptoms may also appear earlier or later.

Early symptoms may include a marked delay in language or social development.

The DSM-5 divides symptoms of autism into two categories: problems with communication and social interaction, and restricted or repetitive patterns of behavior or activities.
Problems with communication and social interaction include:

issues with communication, including difficulties sharing emotions, sharing interests, or maintaining a back-and-forth conversation

issues with nonverbal communication, such as trouble maintaining eye contact or reading body language

difficulties developing and maintaining relationships

Restricted or repetitive patterns of behavior or activities include:

repetitive movements, motions, or speech patterns

rigid adherence to specific routines or behaviors

an increase or decrease in sensitivity to specific sensory information from their surroundings, such as a negative reaction to a specific sound

fixated interests or preoccupations

Individuals are evaluated within each category and the severity of their symptoms is noted.

In order to receive an ASD diagnosis, a person must display all three symptoms in the first category and at least two symptoms in the second category.

An ASD diagnosis involves several different screenings, genetic tests, and evaluations.

Developmental screenings

The American Academy of Pediatrics (AAP) recommends that all children undergo screening for ASD at the ages of 18 and 24 months.

Screening can help with early identification of children who could have ASD. These children may benefit from early diagnosis and intervention.

The Modified Checklist for Autism in Toddlers (M-CHAT) is a common screening tool used by many pediatric offices. This 23-question survey is filled out by parents. Pediatricians can then use the responses provided to identify children that may be at risk of having ASD.

It's important to note that screening isn't a diagnosis. Children who screen positively for ASD don't necessarily have the disorder. Additionally, screenings sometimes don't detect every child that has ASD.

Other screenings and tests

Your child's physician may recommend a combination of tests for autism, including:

Diagnoses are typically made by a team of specialists. This team may include child psychologists, occupational therapists, or speech and language pathologists.
Learn more about the tests used to diagnose autism.
There's no specific diet designed for people with ASD. Nevertheless, some autism advocates are exploring dietary changes as a way to help minimize behavioral issues and increase overall quality of life.

A foundation of the autism diet is the avoidance of artificial additives. These include preservatives, colors, and sweeteners.

An autism diet may instead focus on whole foods, such as:

Some autism advocates also endorse a gluten-free diet. The protein gluten is found in wheat, barley, and other grains.

Those advocates believe that gluten creates inflammation and adverse bodily reactions in certain people with ASD. However, scientific research is inconclusive on the relationship between autism, gluten, and another protein known as casein.

Some studies, and anecdotal evidence, have suggested that diet can help improve symptoms of attention-deficit hyperactivity disorder (ADHD), a condition similar to autism. Find out more about the ADHD diet.

Children with autism may not reach the same developmental milestones as their peers, or they may demonstrate loss of social or language skills previously developed.

For instance, a 2 year old without autism may show interest in simple games of make-believe. A 4 year old without autism may enjoy engaging in activities with other children. A child with autism may have trouble interacting with others or dislike it altogether.

Children with autism may also engage in repetitive behaviors, have difficulty sleeping, or compulsively eat nonfood items. They may find it hard to thrive without a structured environment or consistent routine.

If your child has autism, you may have to work closely with their teachers to ensure they succeed in the classroom.

Many resources are available to help children with autism as well as their loved ones.

Local support groups can be found through the national nonprofit The Autism Society. The organization Autism Speaks also provides targeted toolkits intended for the parents, siblings, grandparents, and friends of children with autism.

Autism and exercise

Children with autism may find that certain exercises can play a role in alleviating frustrations and promoting overall well-being.

Any type of exercise that your child enjoys can be beneficial. Walking and simply having fun on the playground are both ideal.

Swimming and being in water can serve as both exercise and a sensory play activity. Sensory play activities can help people with autism who may have trouble processing signals from their senses.

Sometimes contact sports can be difficult for children with autism. You can instead encourage other forms of challenging yet strengthening exercises. Get started with these tips on arm circles, star jumps, and other autism exercises for kids.

Because of its gender-specific prevalence, autism is often stereotyped as a boys' disease. According to the , ASDs are about 4 times more common in boys than in girls.

However, this doesn't mean that autism doesn't occur in girls. In fact, the CDC estimates that 0.66 percent, or around 1 in every 152 girls, have autism. Autism may even present differently in women.

In comparison to recent decades, autism is being tested earlier and more often now. This leads to higher reported rates in both boys and girls.

Families who have loved ones with ASD may worry about what life with autism looks like for an adult.

A minority of adults with ASD may go on to live or work independently. However, many adults with ASD require continued aid or intervention throughout their lives.

Introducing therapies and other treatments early in life can help lead to more independence and better quality of life.

Sometimes people who are on the spectrum aren't diagnosed until much later in life. This is due, in part, to a previous lack of awareness among medical practitioners.

Seek help if you suspect you have adult autism. It's not too late to be diagnosed.

Autism and ADHD are sometimes confused with one another.

Children diagnosed with ADHD consistently have issues with fidgeting, concentrating, and maintaining eye contact with others. These symptoms are also seen in some people on the spectrum.

Despite some similarities, ADHD isn't considered a spectrum disorder. One major difference between the two is that people with ADHD don't tend to lack socio-communicative skills.

If you think your child has symptoms of hyperactivity, talk to their doctor about possible ADHD testing. Getting a clear diagnosis is essential to ensure that your child is receiving the correct treatment.

It's also possible for a person to have both autism and ADHD. Check out this article, which explores the relationship between autism and ADHD.

There are no cures for ASDs. The most effective treatments involve early and intensive behavioral interventions. The earlier a child is enrolled in these programs, the better their outlook will be.

Remember that autism is complex, and that it takes time for a person with ASD to find the program best suited for them.

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What Is Autism? Symptoms, Causes, Tests, Treatment, and More

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Autism spectrum disorders (ASDs) are neurological conditions that affect a person's ability to communicate with others. Get facts and statistics on ASDs here. Learn about symptoms and discover how ASDs affect both kids and adults. Also explore autism's relationship to diet, exercise, ADHD, and more.

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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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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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Moving out of the family home is one of the biggest decisions in a person's life. For a person on the autism spectrum, finding and securing a house and caregiving supports can be complicated for you and your family. Autism Speaks can make this planning easier through tools and resources to guide you through the process. This Housing and Community Living section contains information you need to help you search for housing options and keep you informed.

As a first step, download our Transition Roadmap to Housing and Residential Supports to help you begin your journey. This roadmap is for you if you are:

An autistic student planning for your future.

A young adult with autism looking for more information about housing and support options available to you.

A parent, family member or caregiver of a child with autism.

This personalized, interactive tool provides a series of goals and resources up to age 22 to help you get ready for independent housing. You can work through the roadmap at your own pace and choose the age and support level most meaningful to you.

Each goal in the roadmap includes key action steps, including:

Practicing life skills at home and in the community

Developing strategies for independent living

Applying for Home and Community-based Services

Researching low-income housing options

Saving for adult housing

Securing residential services and supports

Questions to ask

Start with making some basic decisions on where you want to live, what type of house, what supports you will need. Below are considerations when deciding on a home and community to live in:

What type of neighborhood do I want to live?

Suburban

Urban (city area)

Rural (houses spread far apart)

Farmstead

What type of house do I want to live in?

Single Family Home

Planned Community

Townhouse

Apartment with a common space for residents

Multi-family attached house

Assisted Living Facility

What level of support will I need to live in the community?

24 hours per day

Supports throughout the day

Supports a few hours per day

Support a few hours per week

Minimal support (I am independent)

Other issues to consider

Health services coordination and medication administration

Behavioral and mental health support

Respite for caregivers

Career support

Community integration

ICF/IDD services

Social opportunities

Money management

Support at home

Family support

Funding your physical home and paying for the supports you need are usually separate parts of this process. You'll need to decide how you will pay for the residence, who will manage the property, who will pay the utilities, and who will contact the service providers for help.

For the actual physical house, you will need to consider the public and private funding options available in your state.

For service supports, you will need to consider applying for public funding - through Social Security and Medicaid - and/or private pay options. Find the service providers in your state.

Community-Based Skills Assessment (CSA)

The transition out of school-based services for students with autism can be difficult. There is no "one size fits all" plan for the path to adulthood.

The most important factor in creating a plan is to focus on the individual. His or her strengths, needs, challenges and preferences will be vital to a successful transition process.

The CSA helps parents and professionals assess the current skill levels and abilities of students with autism beginning at age 12. The results will help you develop a unique and comprehensive plan. Eight areas of functional life skills are assessed, including home living skills.
Explore the CSA.
Housing and residential support options for adults

All parents worry about their children's future, but for the 19% of people with disabilities, that parental concern is even greater - especially when it comes to financial planning and the transition to adulthood. More than 300 people traveled from five different states to attend the first Special Needs Conference at the Gaylord National Resort & Convention Center in National Harbor, MD.

The morning was dedicated to special needs financial planning and was funded through a partnership with the SunTrust Foundation as part of a regional series of workshops dedicated to "Lighting the Way to Financial Well-Being" through education and resources.

See the session below about housing and residential support options, delivered by Angela Lello, Senior Director of Public Policy for Autism Speaks:

Additional Housing Resources

Legal Guidelines, prepared for Autism Speaks by Goodwin Procter, LLP

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Housing and Community Living | Autism Speaks

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For a person on the spectrum, finding and securing a house can be complicated. Click here for helpful resources on housing and homes for autistic adults.

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15 Accommodations For Students With Autism

Autism is a neurological disorder that affects communication and social interaction. Students with autism often struggle in traditional classroom settings, but with the right accommodations, they can thrive academically and socially.

1. Sensory Breaks

Sensory overload can be overwhelming for students with autism. Providing sensory breaks throughout the day can help students regulate their sensory needs and improve their focus.

2. Visual Schedules

Visual schedules can help students with autism understand the structure of their day and reduce anxiety. A visual schedule can include pictures or symbols that represent different activities throughout the day.

3. Quiet Spaces

Quiet spaces can provide a safe and calming environment for students with autism to take a break from sensory overload or social interactions.

4. Noise-Cancelling Headphones

Noise-cancelling headphones can help students with autism block out distracting sounds and focus on their work.

5. Fidget Toys

Fidget toys can provide a sensory outlet for students with autism and improve their focus.

6. Preferential Seating

Placing students with autism in a quiet area of the classroom or away from distractions can help them focus on their work.

7. Positive Reinforcement

Positive reinforcement can motivate students with autism to complete tasks and improve their behavior. This can include verbal praise or rewards.

8. Clear Expectations

Clear expectations can reduce anxiety and confusion for students with autism. Teachers can provide clear instructions and expectations for assignments and classroom behavior.

9. Social Skills Training

Social skills training can help students with autism improve their communication and social interactions with peers.

10. Peer Mentors

Peer mentors can provide social support and guidance for students with autism in the classroom.

11. Breaks Between Activities

Breaks between activities can help students with autism transition between tasks and reduce anxiety.

12. Assistive Technology

Assistive technology, such as speech-to-text software or digital organizers, can help students with autism complete assignments and stay organized.

13. Modified Assignments

Modified assignments can help students with autism complete tasks at their own pace and level of understanding.

14. Individualized Education Plans (IEPs)

Individualized Education Plans (IEPs) can provide a customized education plan for students with autism that includes specific accommodations and goals.

15. Sensory-Friendly Classrooms

Sensory-friendly classrooms can create a safe and supportive environment for students with autism. This can include sensory-friendly lighting, seating, and materials.

In conclusion, providing accommodations for students with autism can help them succeed academically and socially. These 15 accommodations are just a few examples of the many ways that teachers can support students with autism in the classroom. By creating a supportive and inclusive environment, teachers can help students with autism reach their full potential.

What Is Autism Accommodation?

Accommodations for students with autism are modifications made to the learning environment or teaching methods to provide support and help them overcome challenges.

These accommodations can include changes in the classroom setup, instructional materials, communication, and behavior management strategies. The goal of accommodations is to create an inclusive learning environment that meets the unique needs of each student with autism.

Who Is Eligible To Receive Accommodations?

Any student with autism who is enrolled in a public or private school is eligible to receive accommodations under the Individuals with Disabilities Education Act (IDEA).

The law requires schools to provide free and appropriate public education (FAPE) to all students, including those with disabilities. To receive accommodations, students must first be evaluated by a qualified professional to determine their individual needs.

Once identified, the school must work with the student and their family to create an Individualized Education Program (IEP) that outlines specific accommodations and goals for academic and social success.

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15 Accommodations For Students With Autism

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Here are 15 accommodations that can help students with autism succeed in school.

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Accommodations allow disabled students to complete the same tests and assignments as their nondisabled peers, but with changes in timing, formatting, setting, scheduling, response, and/or presentation. Students receiving accommodations are still expected to demonstrate the same level of mastery over the same content as their nondisabled peers. Accommodations are intended to minimize or even eliminate the effects of the student's disability. In essence, they level the playing field so a disabled student is given equal footing with nondisabled peers.

Who is eligible to receive accommodations?

Accommodations are available to a student who has an Individualized Education Program (IEP) or a 504 plan. Accommodations are driven by the individual needs of a student and are determined by the IEP team. Whenever possible, it is important to ask the student which accommodations would be helpful, and to include them in the discussion.

What are some accommodations that have been helpful to autistic students?

Sensory Processing

Provide sensory strategies (to help student maintain appropriate level of arousal)

Kinesthetic seating (seating arrangements that allow students to have their movement needs met, such as wobble chairs)

Opportunities for movement breaks (which could be provided through meaningful tasks such as taking documents/messages, etc. from the classroom to another location in the school, such as the principal's office)

Organic opportunities for heavy work (i.e., assign child classroom jobs such as moving the Chromebook charging cart, carrying the basket of classmates' lunches to the cafeteria at lunch, etc.)

Provide student with fidgets/chewing gum/other aid to meet sensory needs

Noise-cancelling headphones

Access to a calming corner or similar location

Behavioral Supports

Visual supports (words, pictures, etc.) to make rules explicit

Daily visual reinforcement program (such as Zones of Regulation) for self-monitoring (for example, student colors in sections on their daily schedule/behavior contract with the color of the "zone" they were in during that time period)

Provide immediate and frequent feedback (in whatever mode of communication works for the student)

Token board/token economy, in which students earn tokens, such as stickers, bingo chips, or pictures to attach to a board. Once they've earned the required amount of tokens, they can trade them in for a reward.

First/Then visual (picture of task student is expected to finish coupled with a picture of preferred activity earned for task completion)

Menu of coping strategies (visual depicting strategies student can choose to help them cope with a situation)

Prompt hierarchy (emphasizing visual and gestural prompts rather than verbal), a method of fading prompts along the continuum, either from most-to-least or least-to-most.

Advance preparation for schedule changes

Comprehension

Pictures/visuals paired with reading passages

Previewing of vocabulary or concepts

Multisensory instruction, such as providing manipulatives to reinforce math concepts

Reading and Written Expression

Audio materials (such as text-to-speech or audiobooks)

Word processor (to replace need for handwriting)

Scribe (someone who writes exactly what the student dictates)

Opportunities for oral rehearsal (talking through answers before writing them down)

Editing checklist (list of items to check when editing an assignment to help students revise their work)

Word bank (list of vocabulary terms that a student can use in a writing assignment)

Executive Functioning (Attention, Organization, Work/Study Skills)

Have student paraphrase directions

Provide task-analysis for multi-step tasks

Break down assignments into smaller units

Provide copies of teacher notes and outlines

Visual supports for daily routines

Monitor use of agenda book or digital application for tracking assignments (for secondary students)

Provide structured time for organization of materials

Preferential seating (near point of instruction/away from distractions/near model peer)

Provide manipulatives and/or sensory activities to promote listening and focus

Rubrics or exemplars (to demonstrate assignment expectations)

Strategies to initiate and sustain attention

Checklists for task/routine completion

Monitor independent work (to make sure that student is on task, keeping up with peers, not getting stuck, etc.)

Extra time on tests and assignments

Social Interaction

Peer buddy system (match elementary school student with nondisabled peers for portions of unstructured times such as recess, lunch, etc.)

Social skills instruction (how this is implemented will depend on the student's particular academic setting. Ideally, social skills instruction should be provided by a special education teacher, but sometimes school counselors and/or psychologists also provide this service. Social skills may be taught individually or in a group setting, depending on the school and the student.)

Social stories (usually for elementary school students; these are typically written by special education teachers or psychologists, ideally with input from the student)

Adult facilitation of peer interactions during structured and/or unstructured activities (elementary school, possibly middle school)

Thoughtful peer grouping for collaborative/group work (elementary and middle school)

Assigned role in collaborative/group work (elementary and middle school)

Emotional and Self-Regulation

"Flash pass" or break card to request break (student may initially need instruction in how to use this accommodation)

Access to a trusted adult for processing of emotions/problem-solving

Access to a designated quiet/safe space (either in classroom or school building)

Reduced number of problems for homework/classwork (allow student to demonstrate concept mastery without requiring repetition of the same type of problem)

Allow access to snacks (if that is something from which your child would benefit)

Where can I find out more about accommodations?

You can find a list of many standard accommodations on pages 19-28 of this The examples listed in the Maryland IEP are meant to be representative and not exhaustive. Your child's IEP team may develop other accommodations to meet the unique needs of your child. For more information on accommodations, see the " sample Maryland IEP. Maryland Assessment, Accessibility, & Accommodations Policy Manual."

Are modifications the same as accommodations?

Modifications are not the same as accommodations. Modifications change what a student is taught or what knowledge a student is expected to demonstrate. In contrast, accommodations are designed simply to level the playing field -- meaning that accommodations enable students receiving special education to achieve the same level of mastery as students without that support. Students receiving special education through an IEP are eligible for accommodations and modifications. A 504 plan offers only accommodations, not modifications.

Some minor modifications - such as reducing the number of questions on homework assignments, or breaking assignments into smaller units - may not impact a student's ability to master grade-level content. More significant modifications may alter what a student is expected to learn, which may mean that your child will not receive credit toward a high school diploma. Significant modifications could include modified content, modified grading systems, and modified assessments, such as open-book exams or substituting multiple choice tests for fill-in-the-blank ones. Situations differ, so check with your IEP team about the impact of any modifications.

Where will my child's accommodations and/or modifications be documented?

Students who are found eligible for accommodations under Section 504 of the Rehabilitation Act should receive a 504 Accommodation Plan from their school. The 504 plan outlines the accommodations that the student will need in order to receive a "free and appropriate public education." You can learn more about how MCPS implements 504 plans here.

If your child receives special education through an IEP in Maryland, their accommodations and modifications will be documented in Section III of the IEP: Special Considerations and Accommodations.

What are related services?

Students with an IEP may also receive "related services" in addition to accommodations. These services might include counseling services, occupational therapy, physical therapy, and speech/language therapy. For a list of related services, see page 32 of this does not offer related services. Read more about related services on our sample IEP. A 504 plan Related Services page.

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See the options for classroom and learning accommodations to support students on the autism spectrum. Sensory, behavior, schedule, physical environment, and more.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

be on watch for teasing and bullying

support autistic students' interaction with neurotypical students

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

create, post, and keep a regular schedule

build sensory breaks into the schedule

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

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

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

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

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

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

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

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

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

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

You may consider providing:

a wiggle seat

earplugs

a scheduled quiet time in the afternoon

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

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

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9 Learning Accommodations for Autistic Students

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

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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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Autism in the classroom: Strategies for success | Autism Speaks

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This excerpt from the School Community Tool Kit offers strategies for teachers to help support students with autism so they get the best education possible.

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

1. Priming

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

2. Making accommodations and modifications

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

Reformatting assignments to distinguish relevant details from irrelevant details

Grouping like questions together on quizzes and tests

Allowing additional time for the student to complete tasks

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

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

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

Providing graphic organizers and concrete strategies for assignments

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

Providing pre-highlighted texts and/or study guides

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

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

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

3. Visual supports

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

Map of school outlining the student's classes

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

List of teacher's expectations and routines for each class

Schedule of activities within the class

Sample models of assignments, with important requirements demarcated

List of test reminders

List of schedule changes

List of homework assignments

4. Home base

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

5. Handwriting modifications

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

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

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

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

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

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

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

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

6. Choice-making

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

7. Incorporation of special interests

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

8. Homework considerations

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

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

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

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

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

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8 Academic Supports for Autistic Students | OAR

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