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Smith, D. D., Tyler, N. C., & Skow, K. G. (2018). Chapter 8 Autism Spectrum Disorder. In Introduction to contemporary special education: new horizons. essay, Pearson.

Applied Behavior Analysis (ABA). Autism Speaks. https://www.autismspeaks.org/applied-behavior-analysis-aba-autism-treatment.

Speech Therapy. Autism Speaks. https://www.autismspeaks.org/speech-therapy-autism.

What is Autism Spectrum Disorder (ASD)? Alpine Learning Group: Autism Treatment Center, Bergen County, NJ. https://www.alpinelearninggroup.org/What-is-ASD.php?gclid=Cj0KCQiAhP2BBhDdARIsAJEzXlEaAhhYNEMRn4szTX4etGv3VXi4aIOCPKJfCADdYQMuEzJP-yjYUjsaAqL7EALw_wcB.

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Aces for Autism is a local organization that provides excellent insight and support to parents and individuals with Autism. They offer services as well as hold events, and provide information about ASD.

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We help all individuals affected by autism reach their full potential by providing access to quality treatment.

Aces for Autism, located in Greenville, North Carolina, is a not for profit treatment and educational center dedicated to empower families and individuals impacted by autism to experience success from diagnosis through adulthood. Our goal is each individual and family we serve experience God's love and purpose for their life through the quality services we provide. Foundations of our organization are: Integrity, hope, trust, respect, advocacy, compassion, faith in God, and Christian values.

YEARS in service
What started as a simple vision in 2014 quickly became a reality due to the tremendous local need for our services.

Million raised in support
From our annual Dinner & Auction to our loyal donors, we've been able to generate tremendous support from the local community.

children Impacted
We've been able to help families achieve milestones they never thought possible by providing positive care and treatment.

13,000 square foot clinic space

State of the art sensory room

Countless families impacted by advocacy efforts

Hundreds of individual milestones made

Testimonials

"

Cole Family

There are no words to describe the impact Aces for Autism has had on our entire family. We were at our breaking point, but thank God we found Aces when we did. It is refreshing to see the positivity their staff has brought to our son.

In the fall of 2018, Aces for Autism purchased 23.83 acres on Worthington Road in Winterville, NC. Plans are underway for the Ron and Rose Bowen Family Autism Campus which will provide treatment, care, educational and recreational space for children and families affected by autism.

TREATMENT

8,000+ Square foot Family Services Building will provide diagnostic, occupational, and speech services. Christian family counselors will provide services to parents and family members.

EDUCATION
10,000+ Square foot Educational Building will be the home of academic services including our non-traditional school.

CARE

16,000+ Square foot Clinic Building will provide quality behavioral services to hundreds of children and families. Building will include: therapy, social skills, play, and parent training rooms.

RECREATION

8,000+ Square-foot Recreational Building will be the host of a wide range of recreational and community events/activities.

One in 58 individuals in North Carolina is affected by autism. It will always "take a village" to support the success of organizations that provide treatment for these children. If you would like to become involved with the Aces for Autism team, please contact us. We would love to have you join the Aces family!

Volunteer
We're always looking for passionate and caring volunteers that are willing to support our vision.

Make a Donation
Your generosity allows us to provide quality services to children and families affected by autism.

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We help all individuals affected by autism reach their full potential by providing access to quality treatment. Aces for Autism, located in Greenville, North Carolina, is a not for profit treatment and educational center dedicated to empower families and individuals impacted by autism to experience success from diagnosis through adulthood.

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This link provides parents with numerous sources of support, information, as well as expanding services for the Autism community in North Carolina.

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Autism Society of North Carolina | Find Help

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The Autism Society of North Carolina improves the lives of individuals with autism, supports their families, and educates communities.

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This resource includes a parent's guide to Autism. This guide is provided by the national organization Autism Speaks. This guide provides support for families of children with ASD and gives parents all the information they need to know.

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back

A Parent's Guide to Autism

If your child has recently been diagnosed with an autism spectrum disorder, you have come to the right place.

A Parent's Guide to Autism was developed as part of Autism Speaks' series of Family Support Tool Kits to support you and promote a positive future for your child and family during an often challenging time.

You are not alone in this journey and this guide is a step toward finding the help you need to travel the road to optimal outcomes for you, your child and your family.
Sections include:

Response to the Diagnosis

Your Role as a Parent

Ten Things a Parent Can Do to Help their Child with Autism

Building a Support Network

Taking Care of Yourself

Personal Story: How I Let Go of My Expectations and Learned Unconditional Love

Frequently Asked Questions

Haga clic aquí para acceder este recurso en español.

Complete the form below to access the Tool Kit
By submitting this form you will receive periodic communications from Autism Speaks. You can unsubscribe at any time.

Our Autism Response Team (ART) is specially trained to connect people with autism, their families, and caretakers to information, tools, and resources.
Get in Touch with ART

Please ensure Javascript is enabled for purposes of website accessibility

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A Parent's Guide to Autism | Autism Speaks

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Click here to download the Autism Speaks Parent's Guide to Autism - a tool to support parents after a new autism diagnosis.

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This link provides local Autism resources for teachers in the Beaufort County School district. It provides numerous links and articles that are shown to be helpful with different challenges in the classroom.

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Web Links for Teachers
Below are some links our Autism Team thinks are beneficial for teachers who have autistic students. Transitions:
East Carolina University STEPP Program http://www.ecu.edu/cs-acad/stepp/

Project Search https://projectsearch.azurewebsites.net/
Behaviors:
Behavior Consultation & Psychological Services, PLLC http://www.bcps-autism.com/

International Autism Network https://www.iancommunity.org/

Autism Internet Modules http://www.autisminternetmodules.org/user_mod.php

Autism Speaks https://www.autismspeaks.org/

Don Johnston, Inc. http://donjohnston.com/

In a Different Key http://www.inadifferentkey.com/

The Indiana Resource Center for Autism https://www.iidc.indiana.edu

Joe Schedule http://joeschedule.com/JoeSchedules_Visual_Toolkit/In_The_Classroom.html

Articles:

Education World - Article " Making Say, See, Do Teaching Affordable" http://www.educationworld.com/a_curr/columnists/jones/jones044.shtml

Indiana University - Article "Sensory Integration: Tips To Consider" https://www.iidc.indiana.edu/pages/Sensory-Integration-Tips-to-Consider

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Web Links for Teachers | Beaufort County Schools

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Below are some links our Autism Team thinks are beneficial for teachers who have autistic students. Transitions: East Carolina University STEPP Program http://www.ecu.edu/cs-acad/stepp/ Project Search https://projectsearch.azurewebsites.net/ Behaviors: Behavior Consultation & Psychological Services, PLLC http://www.bcps-autism.com/ International Autism Network https://www.iancommunity.org/ Autism Internet Modules http://www.autisminternetmodules.org/user_mod.php Autism Speaks https://www.autismspeaks.org/ Don Johnston, Inc.

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This article provides strategies to help teachers in North Carolina educate and accommodate students with ASD.

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New lunchboxes, clean tennis shoes, and crayons that are still pointy - these are the things that so many families are thinking about as they head back to school. However, for a parent of a student with autism, the experience may be vastly different.

Instead of being consumed with thoughts of back-to-school shopping and preparing the most amazing Bento box that has ever been pinned on Pinterest, your thoughts may sound more like this:

Will my son tolerate the noise in the cafeteria?

What if my daughter is bullied on the playground?

Will my child have an adult help them transition from the bus to the classroom?

How will the teacher handle 22 other children while still meeting my child's needs?

School Strategies

Here are a few basic strategies that educators can use to optimize their students' success. Parents, please consider sharing these ideas with your children's teachers or asking that they be incorporated into your child's Individualized Education Program (IEP).
Get to know your student!
In addition to reviewing the IEP, behavior support plan, 504 Plan, or other relevant documents, try to find time to communicate with those closest to the student: parents, previous educators, behavior analysts, and paraprofessionals, etc. More often than not, they can provide the most useful information. More importantly, carefully observe the student. Familiarize yourself with their likes and dislikes, take note of nonverbal cues that may indicate their needs, and allow them to get to know you in return.
Provide opportunities for breaks.
Provide ample opportunities for an individual with autism to take a break. Depending on the student, they may need a movement break, or alternatively, a quiet break to regroup. First, identify locations where the student can take breaks. Perhaps you have a quiet corner of the classroom where the child can sit on a beanbag and use headphones. Maybe they can go to the OT room or special education room as needed for some quiet time. If a movement break is needed, the student could take supervised walks around the hallway, be allowed to stand or walk about in the back of the room, sit on a physioball during instruction, bounce their legs on a therapy band tied to the legs of their chair, or fidget with fine-motor toys such as stress balls or putty.
Use visual supports.
Visual supports can take many forms. Some of the most common visual supports used in school include a daily schedule, a calendar, a list of rules and expectations, behavior charts, hand signals from the teacher, tape on the floor indicating where to line up before transitions, graphic organizers, alphabet strips, and number lines. While these supports are useful for all learners, they may need to be modified to meet the needs of an individual with autism. For example, the student may require a daily schedule made of pictures rather than words, or have a list of rules that reflect their own individualized behavior expectations.
Plan with the student's strengths in mind.
The school routines of students with autism can vary significantly depending on their individual needs. When designing the student's daily schedule, consider their strengths and weaknesses before making any decisions. For example, if the student demonstrates a strength in structured, predictable lessons, but engages in challenging behavior during unstructured activities, you may consider scheduling inclusion opportunities during math or reading blocks rather than during recess or physical education. Or, if the student communicates a dislike for a particular activity, you might consider only requiring them to attend for a short amount of time.
Aid transitions.
Any effective teacher keeps a close eye on the clock throughout the school day. However, if there is a student with autism in your class, you might want to begin preparing for transitions a bit earlier than usual. Provide verbal warnings leading up to the end of an activity, for example at 10 minutes, 5 minutes, 2 minutes, etc. Purchase a visual timer for the classroom. Communicate a concrete end to an activity, for example: "First we'll do 10 math problems, and then lunch." If transitioning between environments during loud, busy periods such as lunch or dismissal causes your student to escalate, allow them to transition before or after everyone else to lessen the likelihood of challenging behavior.
Preferential seating
Be thoughtful about where to seat the student. This may be a process of trial and error. Is the student highly distractible? Seat them facing away from the window, or away from the door where they may be distracted by other students walking by. Does your student need frequent movement breaks or exhibit challenging behavior? Seat them where the door is easily accessible. Is your student independent in such a way that they do not require 1:1 support? Seat them close to the teacher for quick and easy redirection.
Collaborate! Collaborate! Collaborate!
Collaboration and communication are key! Try to meet regularly with your colleagues and the student's family to share observations and ideas, discuss challenges, and make sure everyone is on the same page. Create a system of communicating with the family; this may take the form of a brief phone call, email, or a daily log that travels to and from school.

Though returning to school can be stressful, the good news is that with a little planning and thoughtfulness, a successful transition can be achieved!

For more tips to help your child succeed in school, please see our website.
Amanda Stred, M.S.Ed., BCBA, is a member of ASNC's Clinical Department in the Wilmington Region and can be reached at astred@autismsociety-nc.org. ASNC's Clinical Department staff is composed of PhD and master's-level licensed psychologists, Board Certified Behavior Analysts, and former special education teachers. We provide individualized intensive consultation using evidence-based practices to support children and adults across the spectrum in home, school, employment, residential and other community-based contexts. We also deliver workshops to professionals on a wide range of topics including but not limited to, strategies to prevent and respond to challenging behaviors, best practices in early intervention, functional communication training, and evidence-based practices in instruction for K-12 students with autism. To find out more, contact us at 919-390-7242 or clinical@autismsociety-nc.org.
Tags: ASNC, autism, autism asperger parenting tips, autism behavior, autism communication, autism education, autism society north carolina, autism society of NC, Autism Society of North Carolina, Autism spectrum, Autism Spectrum Disorder, autism support, special education

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Strategies to Support Students with Autism | Autism Society of NC

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New lunchboxes, clean tennis shoes, and crayons that are still pointy - these are the things that so many families are thinking about as they head back to school. However, for a parent of a student with autism, the experience may be vastly different.

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This article provides a guide for educators all over the nation that are teaching students with Autism. It provides informative tips and links to additional information for helping students with ASD.

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Managing Behavior and Social Strategies 

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Managing Behavior and Social Strategies 

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One therapy that has been proven to be very beneficial in individuals with ASD is Analysis Behavioral Therapy (ABA).  It helps students understand how behavior works, how behavior is affected by the environment, and how learning takes place. Ultimately this therapy is used to improve positive behavior.

ABA Therapy can help:
- Increase language and communication skills
- Improve attention, focus, social skills, memory, and academics
- Decrease problem behaviors

As well as ABA Therapy, speech-language therapy can also be used to help improve communication skills. These communication skills can be improving spoken language, learning signs or gestures, or using alternative methods of communication.

Speech-Language Therapy can help:
- Strengthen muscles in the mouth, jaw, and neck
- Make clearer speech sounds
- Match emotions with the right facial expression
- Understand body language
- Responding to questions
- Matching pictures to their meaning
- Modulating tone of voice

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Children with ASD have numerous learning options to help them with academic difficulties. Options such as universal design for learning, differentiated instruction, and explicit instruction are all options that help children with ASD.
As well as different options of instruction, there are also auditory and visual support systems instructions can use to help students with ASD.

Visual Supports Include:
- Visual schedule
- Social stories
- Video modeling/priming
- Visual timer

Auditory Supports Include:
- Giving verbal advance warning and auditory cues

Presentation Accommodations Include:
- Advance organizers
- Visual/written instructions
- Visuals to accompany verbal information
- Read- aloud instructions for testing

Setting Accommodations Include:
- Separate testing locations
- Reduced noise/distractions
- Quiet area to think
- Headphones

Response Accommodations:
- Argumentative and alternative communication systems
- Adapted keyboards
- Computer
- Note taker
- Alternative response methods
- Increased wait time
- Visual supports

Scheduling or Timing Accommodations:
- Extended time for tests/assignments
- Brief assignments
- Visual schedules
- Syllabus
- Clearly established routine

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ASD is usually diagnosed by observing a child's behavior. Paying attention to what the child is doing too much of, and not enough of. There are 3 commonly used diagnostic tools for autism. The Autism Diagnostic Observation Scale (ADOS), Childhood Autism Rating Scale (CARS-2), and the American Psychiatric Associations's Diagnostic and Statistical Manual, Fifth Edition (DSM-5). Although some students with autism may attend additional special programs or therapy, most students with ASD attend public school where a free option of special education is provided.

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Common Characteristics of Individuals with ASD are:
- Repetitive activities and stereotypical movements
- Restricted interests
- Resistant to change
- Difficulty with social communication (includes body language)
- Trouble being socially aware (difficulty understanding social norms, etiquette, or relationships)
- Difficulty controlling body movements
- Difficulty with sensory processing
- Difficulty with information processing

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Autism can often be divided into three different levels.
Level 1: High Functioning Autism
This level requires support, and individuals often have trouble with social interactions, switching activities, or problems with organization.

Level 2: Autism
Requires substantial support, individuals experience deficits with social interactions, distress with change, and have repetitive behaviors

Level 3: Severe Autism
Requires very substantial support, severe deficits with social interaction and communication, extreme distress with change, and repetitive behaviors often interfere with functioning.

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Autism Spectrum Disorder is defined by the Individuals with Disabilities Education Act (IDEA) as "a developmental disability significantly affecting verbal and nonverbal communication and social interaction."

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This list includes an alphabetical list of acronyms commonly used in the Autism community.

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AAC - Augmentative and Alternative Communication

ABA - Applied Behavior Analysis

ABC - Antecedent, Behavior, Consequence

ABLLS - Assessment of Basic Language and Learning Skills test

ADA - Americans with Disabilities Act

ADD - Attention Deficit Disorder

ADHD - Attention Deficit Hyperactivity Disorder

ADOS - Autism Diagnostic Observation Schedule

AIT - Auditory Integration Therapy

APD - Auditory Processing Disorder

APE - Adaptive Physical Education

ASD - Autistic Spectrum Disorder

AT - Assistive Technology

ATEC - Autism Treatment Evaluation Checklist

B

BBRS - Burks Behavior Rating Scales

BCBA - Board Certified Behavioral Analyst

BD - Behavioral Disorder

BED - Body Ecology Diet

BIP - Behavior Intervention Plan

BSC - Behavior Specialist Consultant

C

CAPD - Central Auditory Processing Disorder

CARD - Center for Autism and Related Disabilities

CARS - Childhood Autism Rating Scale

CBT - Cognitive Behavioral Therapy

CD - Conduct Disorder

CF - Casein Free

CFD - Cerebral Folate Deficiency

CI - Community Integration

CLA - Community Living Arrangement

CMMS - Center for Medicare and Medicaid Services

CPT - Current Procedural Terminology (procedure codes used for insurance billing)

CVPD - Central Vision Processing Disorder

D

DAS - Developmental Apraxia of Speech

DAS - Differential Abilities Scales

DCD - Development Coordination Disorder

DD - Department of Disabilities/Developmentally Delayed/Developmental Disorder

DDD - Department of Developmental Disabilities

DH - Developmentally Handicapped

DHHS - Department of Health and Human Services

DIR - Developmental, Individual-differences, Relationship-based Model

DREDF - Disability Rights Education Defense Fund

DS - Developmental Services

DSM - Diagnostic and Statistical Manual of Mental Disorders (by the American Psychiatric Association)

DTT - Discrete Trial Training

DX - Diagnosis, diagnosed

E

EBD - Emotional Behavioral Disorder

ECI - Early Childhood Intervention

ECSE - Early Childhood Special Education

ED - Emotionally Disturbed

EFA - Essential Fatty Acids

EFD - Executive Functioning Disorder

EH - Emotionally Handicapped

EI - Early Intervention

EIBI - Early Intensive Behavioral Intervention

EMF - Electromagnetic Field

EMH - Educable Mentally Handicapped

EPSDT - Early and Periodic Screening, Diagnosis, and Treatment (Medicaid Program)

ESY - Extended School Year

F

FAPE - Free Appropriate Public Education

FBA - Functional Behavioral Assessment

FC - Facilitated Communication

FCT - Functional Communication Training

FDSS - Family Driven Support Services

FERPA - Federal Educational Rights and Privacy Act

fMRI - Functional MRI (examines the brain's functional anatomy)

FMT - Fecal Mucosal Transplant - also called MTT (Microbiota Transfer Therapy)

FSP - Family Support Plan

FSS - Family Support Services

FXS - Fragile X Syndrome

G

GAF - Global Assessment of Functioning Scale

GARS - Gilliam Autism Rating Scale

GF - Gluten Free

GFCF - Gluten-Free, Casein-Free Diet

GFCFSF - Gluten-free, Casein-Free, Soy-Free Diet

GI - Gastrointestinal

H

HCBW - Home and Community Based Waiver

I

IACC - Interagency Autism Coordinating Committee

IBD - Inflammatory Bowel Disease

IBS - Irritable Bowel Syndrome

ICF - Intermediate Care Facility (Medicaid benefit)

ID - Intellectual Disability

IDEA - Individuals with Disabilities Education Act

IEE - Independent Educational Evaluation

IEP - Individualized Education Plan/Individualized Education Program

IFSP - Individualized Family Service Plan

IHP - Individualized Habilitation Program

IQ - Intelligence Quotient

L

LD - Learning Disability, Learning Disabled

LEA - Local Education Agency

LOD - Low Oxalate Diet

LRE - Least Restrictive Environment

M

M-CHAT - Modified Checklist for Autism in Toddlers

MFE - Multi-Factored Evaluation

MNRI - Masgutova Neurosensorimotor Reflex Integration

MRI - Magnetic Resonance Imaging

MSDD - Multisystem Developmental Disorder

MTT - Microbiota Transfer Therapy - also called FMT (Fecal Mucosal Transplant)

NLD/NVLD - Nonverbal Learning Disability

N

NT - Neurotypical

O

OCD - Obsessive Compulsive Disorder

ODD - Oppositional Defiant Disorder

OHI - Other Health Impairment

ORS - Office of Rehabilitation Services

OSEP - Office of Special Education Programs

OSERS - Office of Special Education and Rehabilitative Services

OSP - Office of Social Programs

OT - Occupational Therapy/Therapist

OVR - Office of Vocational Rehabilitation

P

PALS - Peer-Assisted Learning System

PANDAS - Pediatric Autoimmune Neuropsychiatric Disorders Associated with Strep

PANS - Pediatric Acute-onset Neuropsychiatric Syndrome

PBS - Positive Behavioral Supports

PDD - Pervasive Developmental Disorder (with the release of the DSM-5, PDD is now considered an autism spectrum disorder)

PECS - Picture Exchange Communication System

PLAAFP - Present Levels of Academic Achievement and Functional Performance

PLOP/PLP - Present Levels of Performance

POA - Power of Attorney

PROMPT - Speech therapy technique used to teach individuals how to correctly move their jaw, lips, and tongue in order to form words.

PRT - Pivotal Response Training

PT - Physical Therapy/Therapist

PWN - Prior Written Notice

Q

QEEG - Quantitative Electroencephalogram

R

RDI - Relationship Developmental Intervention

RPM - Rapid Prompting Method

RTI - Response to Intervention

S

S2C - Spelling to Communicate

SCD - Specific Carbohydrate Diet

SIB - Self-injurious behavior

SLP - Speech and Language Pathologist

SM - Selective Mutism

SPD - Sensory Processing Disorder

SPED - Special Education

SPM - Sensory Processing Measure

SSD - Social Security Disability

SSDI - Social Security Disability Income

SSI - Supplemental Security Income

T

TBI - Traumatic Brain Injury

TOPL - Test of Pragmatic Language

V

VB - Verbal Behavior

VMI - Beery Buktenica Developmental Test of Visual-Motor Integration

Voc-Ed - Vocational Education

VQ - Verbal IQ

VR - Vocational Rehabilitation

W

WAIS - Wechsler Adult Intelligence Scale

WIOA - Workforce Innovation and Opportunity Act

WISC - Wechsler Intelligence Scale for Children

WPPSI - Weschler Preschool Primary (evaluation for children less than six years old)

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Common Acronyms Used in Autism - The Autism Community in Action (TACA)

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A AAC - Augmentative and Alternative Communication ABA - Applied Behavior Analysis ABC - Antecedent, Behavior, Consequence ABLLS - Assessment of Basic Language and Learning Skills test ADA - Americans with Disabilities Act ADD - Attention Deficit Disorder ADHD - Attention Deficit Hyperactivity Disorder ADOS - Autism Diagnostic Observation Schedule AIT - Auditory Integration Therapy [...]