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Discover comprehensive autism and speech therapy services designed to support individual growth and development.

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Remote BCBA Supervision & BCBA Test Prep | Applied Behavior Analysts

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Remote BCBA Supervision & BCBA Test Prep | Applied Behavior Analysts

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Remote BCBA Supervision & BCBA Test Prep | Applied Behavior Analysts

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Remote BCBA supervision in all 50 states-real Virginia-based clients, no RBT required. BCBA test prep included or available standalone. Applied Behavior Analysts.

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Our ABA is Compassionate Emotionally Aware Neurodiversity-Affirming Hello I’m Anna Torres, BCBA and founder of Paving Pathways. Nice to meet you! I have been practicing ABA for nearly fifteen years in Northern Virginia, and more recently in Maryland. Over the years I have come to believe that even though ABA is a data-driven […]

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List of Providers Offering Autism Evaluations In NOVA

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List of Providers Offering Autism Evaluations In NOVA

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Autism Behavioral Therapy | Behavioral Innovations

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A leading center-based autism treatment organization, provides innovative and tailored care with a team of experts who are focused on every client's growth.

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Applied Behavior Analysis therapy with emotional, cognitive, and social development.

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Bravely Minded | Discover Personalized Support

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Bravely Minded offers evidence-based, personalized services for children, families, and adults in the DMV area and virtually. Connect today for compassionate care.

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Infinity ABA Therapy & Autism Services

Infinity ABA Therapy & Autism Services, LLC. provides ABA therapy to children with Autism and developmental delays. We utilize only evidence-based practices and techniques consistent with the principles of Applied Behavior Analysis to create positive social change for families affected by Autism, ADHD, or other behavior and social challenges.

We focus on creating and building the skills that are integral areas of development necessary to create lifelong positive change for your child, family, and the Autism community.

What is Applied Behavior Analysis?

"Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior"

- Baer, D.M., Wolf, M.M., & Risley, T.R. (1968)

Our goal is to reduce challenging behaviors that may hinder your child's ability to achieve independence, form rewarding relationships, or be part of the community.

Putting the Pieces Together

We approach your child's treatment plan like a puzzle! Each individual piece is vital in creating beautiful outcomes! You, your child, and Infinity ABA are all part of the same puzzle, working towards the same goal. Our goal is to equip to your child with the necessary skills to be successful and develop life long changes to achieve independence and form rewarding relationships.

INDIVIDUALIZED TREATMENT PLANS

Every child has the right to learn. However, every child learns differently. We've made it our mission to identify every child's unique learning style.

PARENT TRAINING & FAMILY SUPPORT

YOUR needs are a priority. YOU are vital to your child's success. The family has a huge impact on progress so we are here to prepare you to implement ABA principles at home.

Your child will be a paired with a therapist and work in the home and community. Together, they will work on skill building goals.

SOCIAL SKILLS TRAINING

Understanding how important is to form rewarding relationships and be part of the community, we provide opportunities to work on socialization skills throughout the year.

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Infinity ABA Therapy & Autism Services | Fairfax VA USA

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Infinity ABA Therapy & Autism Services, LLC. provides ABA therapy to children with Autism and developmental delays. We utilize only evidence-based practices and techniques consistent with the principles of Applied Behavior Analysis to create positive social change for families affected by Autism, ADHD, or other behavior and social challenges.

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In-Home ABA Therapy | ABA Centers Virginia

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In-Home ABA Therapy | ABA Centers Virginia

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In-Home ABA Therapy | ABA Centers Virginia

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ABA Therapy in Your Home - The Perfect Environment! We Service All of Virginia including Arlington, Richmond, and Norfolk. Call for a Free Consultation!

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The Blue Envelope is a tool that helps drivers with autism during traffic stops or accidents. It informs officers that the driver may communicate differently and gives instructions to make the interaction easier.

You can request a Blue Envelope at any Virginia DMV customer service center. There is no cost, and no documentation is required. Caregivers and guardians may also request one on behalf of someone with autism.

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The Virginia Department of Motor Vehicles (DMV) is proud to introduce the Blue Envelope Program, designed to assist drivers diagnosed with autism spectrum disorder

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ABA Therapy in Arlington & Suffolk for Autistic Kids

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Empower your child’s future with ABA therapy services in Arlington and Suffolk, VA. Dream Bigger ABA helps build skills for children with autism.

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Pieces of Illumination | Puzzles for Community

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Pieces of Illumination (POI) is a community initiative to provide puzzles and critical thinking games for seniors in nursing homes and children with autism. We will also have performances and bonding time with seniors, and provide customized holiday gifts. Join or donate today!

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Organization For Autism Research (OAR) Libby Library

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Organization For Autism Research (OAR) Libby Library

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https://libbyapp.com/library/researchautism

Here are 5 easy steps to start using our Libby Library:

If you don’t already have an account on our website, you can create one here: https://oar.app.neoncrm.com/forms/createaccount.

Download the Libby app and search for ‘Organization for Autism Research’ OR visit the library on your desktop.

Select ‘Sign In With My Card’

Enter the email address you used to create your account on our website (this is your ‘library card’).

Start exploring our online collection!

Feel free to reach out to programs@researchautism.org if you have any questions about our Libby Library or want to suggest new autism titles for our collection.

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Virginia-based Board Certified Behavior Analysts providing therapeutic behavior consultation virtually and in-person.

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Enhanced Autism Classroom Program Description 

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Enhanced Autism Classroom Program Description 

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Program Profile: Applied Behavior Analysis Program

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Applied Behavior Analysis Program: Details and data for the 2023-24 School Year

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We help children with autism live sunnier days

Individualized programs for children 18 months to 17 years

Professional Treatment Programs for Children with Autism & Related Disorders

Leap Ahead offers therapy programs designed for the individualized needs of children from age 18 months to 17 years, diagnosed with Autism Spectrum Disorder and other related disorders. Our trained staff are dedicated professionals with experience in language development, self-care, play and socialization skills. All of our cases are supervised by a Board Certified Behavior Analyst (BCBA).

We work with children throughout Northern Virginia including Prince William, Fairfax and Fauquier Counties and surrounding areas.

​

THERAPY

Our individualized therapy programs focus on the implementation of Applied Behavior Analysis (ABA) with an emphasis in Verbal Behavior (VB). Our trained and experienced staff deliver services in our office, in the home as well as in supporting public and private schools. We provide therapy services for children from age 18 months to 17 years. ext, it's easy.

SUMMER PROGRAM

We offer morning, afternoon or full day programs for children ages 5 to 11. Our Summer Program is a fun, active, educational enrichment program for children with autism and related disorders. Writing, arts and crafts, and other activities will be led by our experienced therapists. Each child will have individual goals that coincide with their developmental needs.

GROUP THERAPY

Our group therapy programs provide a safe, nurturing & structured environment. We use positive reinforcement techniques to encourage appropriate behavior & use Natural Environment Teaching. We strive to create an exciting learning environment for your child/young adult with individualized attention in a group setting.

Leap Ahead received a Dual Accreditation. We are proud to announce we are 1 of only 3 providers in the country with a 3-year Full Accreditation AND Telehealth Accreditation.

Leap Ahead is proud to receive a 3 Year Accreditation from BHCOE - Behavioral Health Center of Excellence. BHCOE is an international accrediting body created to meet accreditation needs specific to the delivery of behavior analysis. This certification is given to applied behavior analysis organizations that agree to rigorous auditing procedures, demonstrating and meeting an assortment of standards determined by an independent third-party evaluator. Our professional team takes pride in delivering quality treatment as part of our standard of care - we are committed to our clients.

Leap Ahead has always made training a priority in our organization. We continually host monthly training and offer exciting programs for our entire team to learn and professionally grow. This is evidenced by Leap Ahead's recent designation as an official Authorized Continuing Education (ACE) provider by the Behavior Analyst Certification Board (BACB). We are happy to be recognized as an ACE provider and offer our team the ability to earn continuing education credits to maintain their certifications.

Leap Ahead is proud to receive Telehealth Accreditation. BHCOE (Behavioral Health Center of Excellence) is an international accrediting body created to meet accreditation needs specific to the delivery of behavior analyst. This certification is given to applied behavior analysis organizations that agree to rigorous auditing procedures demonstrating and meeting and assortment of standards determined by an independent third-party evaluator. The standards for Telehealth accreditation ensures policies and procedures are met and ensures an organization can demonstrate compliance, ethical practices for patients, technology, privacy & security.

General Questions?
Contact Us

We are a provider for Kaiser Permanente, Aetna, & Anthem Blue Cross Blue Shield. We are NOT a provider for Medicaid or Tricare. Please contact Medicaid or Tricare for a list of approved providers.

Sign Up for Our ABA Waitlist

Our program is currently full. Please complete the form below to be added to the waitlist.

We serve most counties in the Northern Virginia region and Montgomery County, Maryland

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Autism Experts | Manassas, VA | LEAP Ahead, Inc.

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LEAP Ahead, Inc. offers therapy, camp & preschool programs and services for children with autism & related disorders.

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Newly Diagnosed? Some Advice from Parents Who Have Been in Your Shoes

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Newly Diagnosed? Some Advice from Parents Who Have Been in Your Shoes

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Going Places! Monthly Social Clubs for Neurodivergent Teens and Adults 14+

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Going Places! Monthly Social Clubs for Neurodivergent Teens and Adults 14+

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Our best membership sale of the year is almost here! Join online between Nov. 27 - Dec. 2 and receive 25% off the rest of 2024 and all of 2025 plus the $109 enrollment fee waived!

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Autism Diagnosis | Autism Testing | ABA Centers Virginia

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Autism Diagnosis | Autism Testing | ABA Centers Virginia

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Autism Diagnosis | Autism Testing | ABA Centers Virginia

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Autism Diagnosis And Testing from the Top Rated ABA and Autism Therapy Services in Virginia. We offer Free Consultations and Counseling.

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Puberty involves big changes and new challenges for any child. But for kids with autism spectrum disorder (ASD), it can be especially difficult to navigate.

Changes in the body can be disturbing to autistic teenagers, who tend to have a hard time handling change in general. Navigating more complex social norms can be confusing, making kids feel isolated and putting them at risk for depression. And turbulent emotions can lead to challenging or harmful behaviors.

"Providing information and support is crucial to help these kids get through puberty without it being really overwhelming and scary," notes Margaret Dyson, PhD, a psychologist in the Autism Center at the Child Mind Institute. "And we don't want them to be vulnerable to being taken advantage of by others."

Dr. Dyson's first advice to parents and other caregivers is to start a conversation with their child about puberty well before it happens. "It's easier if you can do it proactively," she says. Making a plan ahead of time will allow you to think through what information you're going to share, and give you plenty of time for the repetition kids on the spectrum may need to get comfortable with it.

Children usually enter puberty between the ages of 8 and 14 - but for some, it may begin earlier. Dr. Dyson notes that girls often begin menstruating 12 to 18 months after they start developing breasts.

Children on the autism spectrum may need extra support to reduce anxiety around changes in their bodies and the new physical sensations that come with them, Dr. Dyson says.

For instance, girls should know what happens when you get your period and how to manage menstrual bleeding before it happens. But they may also need help understanding that cramps and other body aches are a normal part of the experience, too.

That said, extreme menstrual pain and/or bleeding could indicate a condition that requires treatment. Dr. Dyson suggests using pain charts to help girls indicate what's going on in their body - i.e., on a scale of 1 to 10 - if they're not able to verbalize what they're feeling.

Dr. Dyson recommends showing girls how to use a pad, tampon, or menstrual cup and encouraging them to pick out their own supplies at the store. Making a visual schedule of how often a product needs to be changed can help them anticipate how often they will need to pay attention to menstrual care, and how they might fit it into their routine.

For boys, Dr. Dyson advises explaining what getting an erection and ejaculation are before the first time they're likely to happen, as well as clarifying that nocturnal emissions or "wet dreams" are not urinating in bed. Not understanding these functions can make them feel out of control of their bodies.

Some kids who have both autism and epilepsy experience an uptick in seizure activity at puberty.

During adolescence, kids will begin to experience sexual urges and need to understand what they are feeling. Regardless of whether or not the teen is likely to become sexually active, experts say they should be informed about sex and reproduction. And by talking to them about it proactively, you have the chance to discuss your family's values and cultivate a safe space for your child to ask questions.

Dr. Dyson suggests beginning conversations about sexuality by asking the child what they already know and building on it. She also advises using correct language for body parts and functions, rather than euphemisms. Answering questions simply, directly, and in a positive tone will help encourage your child to continue to come to you when they have questions.

Explaining the process of sexual maturity can be done with the aid of visual resources and social stories, she adds, emphasizing that this is a natural part of becoming an adult.

Anticipating that kids will be experiencing sexual urges leads to the need for a conversation about the difference between what Dr. Dyson calls public and private behaviors.

For instance, experts recommend teaching kids that masturbation is a natural behavior - there's nothing wrong with it - but that it should be done in private. "You don't want to be shaming the young person," notes Dr. Dyson, "but just making that distinction clear for them."

Visual resources can be helpful to make these concepts more concrete. For example, the Vanderbilt Kennedy Center offers a Healthy Bodies Toolkit that includes visuals. One of them uses concentric circles to designate different kinds of relationships, from strangers on the outside ring to romantic partners at the center. Each ring indicates the kinds of behaviors that are appropriate for that relationship - for example, it's okay to smile and say hello to strangers, but kissing should be reserved for romantic partners.

Feeling attracted to someone can be confusing to kids on the spectrum, as is knowing when to share or act on their feelings. Dr. Dyson suggests emphasizing that feeling attracted to someone is normal and healthy. But it's important to clarify that sexual or romantic attraction is something we want to keep private except in appropriate situations, and when we have reason to think the other person welcomes the attention. Kids also need to learn what is appropriate or inappropriate touch, and the basics of consent - as she puts it, "recognizing private areas of other people's bodies as well as your own, and the need to ask for permission prior to moving into that more private zone with someone."

Vanderbilt suggests covering some of these topics:

Why do people have sex?

How do you know when you are ready for sex?

What are sexual feelings?

Where are appropriate places to have sex?

What are the different ways to have sex?

What is pornography?

What is consent?

How do you identify consent?

Gender and sexual preferences are related issues that autistic kids will need to navigate, for themselves and in interacting with their peers. Of course, teens who might be sexually active need to understand how to protect against pregnancy and sexually transmitted diseases.

For kids on the spectrum, understanding the nuances of interacting in the more sexualized context of adolescence can be very challenging, as it often includes indirect signaling and body language. "We talk to kids about what are those signs that someone may be interested in you," Dr. Dyson notes, "and then what are those signs that maybe they're not as interested, or they're not feeling comfortable in an interaction."

Some, especially girls, find it difficult to understand why their more sexually mature friends are showing increased interest in their peers, or engaging with them in a different way, like flirtation or hugs or kissing. "That can sometimes be challenging for a more neurodivergent individual to understand," notes Dr. Dyson.

During adolescence, kids become increasingly focused on their friends. Those on the spectrum may need extra support figuring out who to make friends with and how to go about it. Talking to kids about what makes a good friend can help them avoid being taken advantage of by kids who don't have their best interests at heart, Dr. Dyson says.

"It's important to have a conversation with your teen about what are those qualities that we're looking for in a good friend," she explains. "For instance, you want them to be trustworthy and caring. You likely want to have some shared interests with them. You obviously want to have a reciprocal relationship, so it's not just you doing all the work."

Around puberty, autistic kids tend to become more aware of their social challenges and have a harder time fitting in. Some may find themselves the target of bullying. This increasing awareness of being different, and feeling isolated, can be very painful, making kids on the spectrum more prone to anxiety, depression, and disordered eating. For some, their confusion and discomfort might present in challenging behaviors.

An increase in self-injury, changes in appetite or sleep patterns, frequent complaints of headaches and stomach aches, or an abrupt loss of interest in activities they used to enjoy can all be signs of depression that warrant professional support.

For some kids on the spectrum, hormonal changes and emotional turbulence can bring about more challenging or aggressive behavior. And with kids growing to be as big or even bigger than their parents, Dr. Dyson suggests planning ahead for how to handle it. This could entail identifying triggers for potentially dangerous behaviors and strategies for preventing them. For some kids, medications like Abilify or Risperdal are prescribed around the age of puberty to help manage behaviors that could be harmful to themselves or others.

Dr. Dyson suggests making sure you're working with a therapist or another mental health provider to get support and have a good safety plan in place for your child, including those who are prone to wandering, or elopement, or who might have outbursts in public.

Since interest in social media often intensifies in adolescence, another concern for keeping autistic teenagers safe is monitoring appropriate behavior online. Experts stress having clear rules that kids can learn and be able to access quickly when making social media decisions.

Some of those rules, the Vanderbilt toolkit suggests, might include:

Do not share your address or certain personal information on the internet.

If you post pictures, make sure they are pictures that you would be okay with anyone seeing, including children and your family.

Remember that even a conversation that seems private via messaging can be copied and shared with others.

But kids on the autism spectrum may need more support to avoid being taken advantage of online or targeted by cyberbullies. Dr. Dyson notes that they may be less quick to recognize that people are not always who they seem online, and that people who appear friendly may not have their best interests at heart.

Experts urge thinking carefully about when kids are ready to handle social media. Common Sense Media offers a host of resources to help parents understand various social media platforms and help keep kids' exposure to them as healthy as possible. Kids on the autism spectrum are not alone in being at risk, but social challenges may make them particularly vulnerable to bad actors - or just insensitive peers - online.

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Autism and Puberty - Child Mind Institute

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How to help kids on the autism spectrum navigate big changes in their bodies, and their social universes, that come with puberty.

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All kids avoid doing things they're asked to do from time to time. But some go to extremes to avoid or resist anything they perceive as a demand. Avoidance can take many forms, including making excuses, creating a distraction, intense focus on something else, withdrawing, escaping, or having a meltdown or panic attack.

That pattern of behavior is called pathological demand avoidance, or PDA. It is seen most often in people diagnosed with autism spectrum disorder.

People with PDA tend to have an adverse reaction to being told how to behave or what to do, even when it's something that's an ordinary part of their daily life - and even when it would benefit them. It's called pathological when the avoidance is extreme and interferes with functioning at home or at school.

In kids who fit the PDA profile, resistance is sometimes mistaken for willful defiance, says Cynthia Martin, PsyD, clinical director of the Autism Center at the Child Mind Institute. But it's better understood as a result of anxiety and inflexibility. As she explains, "Any external demand that is coming from somebody else, or that the person perceives is coming from another person - that generates a lot of internal discomfort, which leads to the avoidance."

What does PDA behavior look like?

Tasks like putting on shoes, getting dressed, sitting down at a table, drawing, or saying the names of common items or pictures in a book may all be things a young child has the skills to do. But a child with PDA might only do these things when they're personally motivated to do them. Experts call this "self-directed behavior." The parent can ask, show, and direct all they want, but their child will not do it when another person asks them to. This can be a frustrating experience for parents - especially when their child is being evaluated, because the child may appear unable to do things parents know they can do.

Similarly, older children and adolescents may appear to have difficulty completing basic school assignments, even though parents know them to be capable of advanced academics.

Many children with autism spectrum disorder are inherently inflexible in their behavior and have rigid patterns of thinking, Dr. Martin adds. They are less tuned into social communication than other kids, so when a demand or expectation is placed on them, it can feel like it came out of nowhere.

While neurotypical kids do many routine things because they're expected to or because that's what everyone else is doing, autistic kids might not feel the same motivation to fit in. And rigidity may make them uncomfortable going with the flow.

For example, she says, take the situation in a classroom. "For many kids, it's clear that the teacher is the one in charge. They understand that they need to do what the person in charge is telling them to do, and most everybody else is doing that as well."

That's social learning, she explains, where kids are just naturally tuning in to things other people are tuning in to and learning things without having to be directly taught. "But we know with autism there is a disconnect in that type of social learning. So, kids with autism will be less likely to go along to get along.

In school, this can lead to perplexing behaviors. "Even a child with a very, very high IQ, who is in a mainstream setting, as they should be, and has no trouble doing math, may be thinking, 'Everybody's doing this math worksheet. I don't want to do that, so I'm going to draw sharks instead, because I like sharks.' The teacher's going to come by and say, 'You need to do your math,' and the child might respond by saying no or getting upset, which could escalate to the child flipping their desk over."

Executive functions and PDA

Poor executive functioning can be another trigger for PDA, since it makes it hard for kids to grasp the schedule or structure in a social environment. That means they don't anticipate expectations that are not of their choosing.

"So for the child who's drawing sharks rather than doing a math worksheet," Dr. Martin explains, "he might feel that the teacher asking him to do his math comes out of nowhere. To shift from what he wants to do to something that somebody else wants him to do, out of the blue, is very challenging."

Can a child who's not autistic have PDA?

Dr. Martin sees demand avoidance behaviors in many children with an autism diagnosis, at all kinds of levels - "kids with an IQ of 140 as well as kids with an IQ of 50." But she thinks PDA traits also show up in kids who aren't on the spectrum. And she reports that families are increasingly asking whether their child might have PDA and not autism.

Dr. Martin sees PDA behaviors as analogous to sensory processing challenges. Although sensory challenges are very common in autistic kids and are now considered a symptom of autism spectrum disorder, a child can have sensory issues without autism. This includes kids with ADHD and kids with no diagnosed developmental disorder.

"With PDA," she says, "these are traits that will be in our broader population, too. And just like with any kind of trait, you're going to have variability in the population, with some people having more of those traits than others."

While some experts are pushing to recognize PDA as a standalone diagnosis, or a subset of symptoms of autism, others feel it is too vague to be clinically helpful.

The value in identifying PDA behavior as a "profile," Dr. Martin argues, is to respond effectively to a child's individual needs, as kids with PDA symptoms may need a different type of support than some other children on the spectrum.

How to work with kids with PDA behaviors

Some strategies for working with kids on the autism spectrum don't work effectively with children who have PDA behaviors. These children don't respond as positively to direct communication about what is expected of them, which can trigger anxiety and avoidance. Instead, a collaborative approach with negotiation can make them feel more in control and less anxious.

The key is to find out what the child is motivated by, says Dr. Martin. Then you can spark that motivation and build on it.

It's easy to assume that a small, routine task shouldn't be that big of a deal. "But from a neuro-biological standpoint, that may be asking the child to climb a mountain," says Dr. Martin. "We want to get them to climb the mountain, but we need to create steps in the scaffold for them to get up there."

The goal is to avoid butting heads with the child, which tends to escalate the resistance without building the skills the child needs.. "We have to find what the child is motivated by and be creative and flexible in our implementation," she explains. "Suppose the child is interested in sharks or cataloging music playlists. In that case, we're going to build sharks or cataloging into the intervention, to increase the child's own motivation to complete the thing that we want them to do."

Focus on adaptive skills

Some autism advocates feel that calling a child's avoidance of demands on them "pathological" could violate their autonomy. But, Dr. Martin notes, a big focus in working with kids with PDA behaviors is on building what are called "adaptive skills" - skills that will improve their quality of life and ability to live independently.

"We've known for decades that individuals with autism have a big discrepancy between their IQ and adaptive skills," explains Dr. Martin. "These kids aren't performing ordinary daily tasks, even though they have shown that they know how to do them. This leads to being dependent on parents and other caretakers despite their capacity to do things themselves." Often parents perform tasks for kids on the spectrum long after other kids are doing things independently, she adds, thinking they'll grow out of their dependence. But they may not, if they have been successful avoiding demands for a long time.

Establishing clear consequences when kids don't comply with demands is important. But, she notes that changing what leads up to the avoidance - harnessing motivation for the child to comply and encouraging flexibility - is more effective as a tool to increase compliance in kids who fit the PDA profile. "We also may need to taper our expectations for what 'compliance' will look like because a neurodiverse child with autism may do things differently, so we cannot confuse those differences as being non-compliant."

Programs like Unstuck and on Target work on building flexibility in behavior and decreasing some of the intense emotional responses kids have to demands placed on them. "To build flexibility, we have to teach the child that there are benefits to being flexible - they will get what they want more often and have more time for the things they want," Dr. Martin explains.

This can involve learning ways to come up with a plan B when plan A does not work, how to compromise with others, and how to identify "choice" vs. "no choice" types of situations. When the child can have a lot of options within "choice" situations, they will likely be more likely to compromise and work with an adult to develop alternative plans in "no choice" situations.

Dr. Martin reports that kids with PDA make more progress and maintain it over time when they see that their ideas are considered. "When we are only taking a heavy behavioral approach, where it's very reward-and-consequence driven, we often see treatment effects that are high initially, but then taper off over time."

What is pathological demand avoidance?

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Pathological Demand Avoidance in Kids - Child Mind Institute

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Children with pathological demand avoidance, often kids on the autism spectrum, avoid or resist anything that feels like a demand.

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What Is Profound Autism? - Child Mind Institute

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A new category is proposed for kids most severely impaired by autism, and a study shows 26.7 percent of kids on the spectrum would be included.

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Dr. Amarilys Galloza Carrero, a native of Puerto Rico, is a Licensed Clinical Psychologist in the states of Virginia and Maryland, with a deep-rooted commitment to helping individuals realize their inherent potential for growth and change. She obtained her bachelor's degree in psychology from the University of Puerto Rico, Rio Piedras Campus, graduating Magna Cum Laude and receiving the award of Undergraduate Psychology Student of the Year from the Puerto Rican Psychological Association. She began with graduate studies in Clinical Psychology at the University of Puerto Rico, where she devoted two years to researching depression in Puerto Rican pre-adolescents and adolescents. Her interest in improving mental health outcomes led her to initiate research within the D/deaf Puerto Rican community, although limited resources posed significant challenges.

Dr. Galloza Carrero pursued her Ph.D. in Clinical Psychology at Gallaudet University, the world's premier institution specializing in D/deaf individuals. Her exceptional contributions were recognized with the Florence R. Foerderer Fellowship and the Weiner Family Research Award, highlighting her groundbreaking work in enhancing the mental health of the D/deaf population.

Dr. Amy Fortney Parks describes herself as a lifelong educator, a passionate psychologist, and an often stressed-out, but mostly happy, mom of four! She is the Executive Director of WISE Mind Solutions, LLC, a Northern Virginia-based group psychotherapy practice focused on children, teens, and families. She is also the owner of Wise Family Wellness - a comprehensive brand for kids and parents designed to inspire, educate and energize families!

Dr. Amy Fortney Parks brings with her over 30 years of experience working with children, adolescents, and families as both an educator and psychologist. She is a passionate "BRAIN - trainer" and strives to help everyone she works with understand how their own unique brain works!

Dr. Amy holds a Doctorate in Educational Psychology and specializes in individual counseling for kids, tweens, and teens, parent coaching, and educational consulting. She also provides consulting services to families, parent groups, local independent schools, and public systems.

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Child Testing - Behavioral Health Resources | The Wise Family

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Looking to have your child evaluated by a licensed professional? Wise Family Wellness offers several types of assessments that help build a roadmap and treatment plan for providing appropriate interventions and supporting individual growth.

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Autism and Puberty - Child Mind Institute

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Autism and Puberty - Child Mind Institute

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Puberty involves big changes and new challenges for any child. But for kids with autism spectrum disorder (ASD), it can be especially difficult to navigate.

Changes in the body can be disturbing to autistic teenagers, who tend to have a hard time handling change in general. Navigating more complex social norms can be confusing, making kids feel isolated and putting them at risk for depression. And turbulent emotions can lead to challenging or harmful behaviors.

"Providing information and support is crucial to help these kids get through puberty without it being really overwhelming and scary," notes Margaret Dyson, PhD, a psychologist in the Autism Center at the Child Mind Institute. "And we don't want them to be vulnerable to being taken advantage of by others."

Dr. Dyson's first advice to parents and other caregivers is to start a conversation with their child about puberty well before it happens. "It's easier if you can do it proactively," she says. Making a plan ahead of time will allow you to think through what information you're going to share, and give you plenty of time for the repetition kids on the spectrum may need to get comfortable with it.

Children usually enter puberty between the ages of 8 and 14 - but for some, it may begin earlier. Dr. Dyson notes that girls often begin menstruating 12 to 18 months after they start developing breasts.

Children on the autism spectrum may need extra support to reduce anxiety around changes in their bodies and the new physical sensations that come with them, Dr. Dyson says.

For instance, girls should know what happens when you get your period and how to manage menstrual bleeding before it happens. But they may also need help understanding that cramps and other body aches are a normal part of the experience, too.

That said, extreme menstrual pain and/or bleeding could indicate a condition that requires treatment. Dr. Dyson suggests using pain charts to help girls indicate what's going on in their body - i.e., on a scale of 1 to 10 - if they're not able to verbalize what they're feeling.

Dr. Dyson recommends showing girls how to use a pad, tampon, or menstrual cup and encouraging them to pick out their own supplies at the store. Making a visual schedule of how often a product needs to be changed can help them anticipate how often they will need to pay attention to menstrual care, and how they might fit it into their routine.

For boys, Dr. Dyson advises explaining what getting an erection and ejaculation are before the first time they're likely to happen, as well as clarifying that nocturnal emissions or "wet dreams" are not urinating in bed. Not understanding these functions can make them feel out of control of their bodies.

Some kids who have both autism and epilepsy experience an uptick in seizure activity at puberty.

During adolescence, kids will begin to experience sexual urges and need to understand what they are feeling. Regardless of whether or not the teen is likely to become sexually active, experts say they should be informed about sex and reproduction. And by talking to them about it proactively, you have the chance to discuss your family's values and cultivate a safe space for your child to ask questions.

Dr. Dyson suggests beginning conversations about sexuality by asking the child what they already know and building on it. She also advises using correct language for body parts and functions, rather than euphemisms. Answering questions simply, directly, and in a positive tone will help encourage your child to continue to come to you when they have questions.

Explaining the process of sexual maturity can be done with the aid of visual resources and social stories, she adds, emphasizing that this is a natural part of becoming an adult.

Anticipating that kids will be experiencing sexual urges leads to the need for a conversation about the difference between what Dr. Dyson calls public and private behaviors.

For instance, experts recommend teaching kids that masturbation is a natural behavior - there's nothing wrong with it - but that it should be done in private. "You don't want to be shaming the young person," notes Dr. Dyson, "but just making that distinction clear for them."

Visual resources can be helpful to make these concepts more concrete. For example, the Vanderbilt Kennedy Center offers a Healthy Bodies Toolkit that includes visuals. One of them uses concentric circles to designate different kinds of relationships, from strangers on the outside ring to romantic partners at the center. Each ring indicates the kinds of behaviors that are appropriate for that relationship - for example, it's okay to smile and say hello to strangers, but kissing should be reserved for romantic partners.

Feeling attracted to someone can be confusing to kids on the spectrum, as is knowing when to share or act on their feelings. Dr. Dyson suggests emphasizing that feeling attracted to someone is normal and healthy. But it's important to clarify that sexual or romantic attraction is something we want to keep private except in appropriate situations, and when we have reason to think the other person welcomes the attention. Kids also need to learn what is appropriate or inappropriate touch, and the basics of consent - as she puts it, "recognizing private areas of other people's bodies as well as your own, and the need to ask for permission prior to moving into that more private zone with someone."

Vanderbilt suggests covering some of these topics:

Why do people have sex?

How do you know when you are ready for sex?

What are sexual feelings?

Where are appropriate places to have sex?

What are the different ways to have sex?

What is pornography?

What is consent?

How do you identify consent?

Gender and sexual preferences are related issues that autistic kids will need to navigate, for themselves and in interacting with their peers. Of course, teens who might be sexually active need to understand how to protect against pregnancy and sexually transmitted diseases.

For kids on the spectrum, understanding the nuances of interacting in the more sexualized context of adolescence can be very challenging, as it often includes indirect signaling and body language. "We talk to kids about what are those signs that someone may be interested in you," Dr. Dyson notes, "and then what are those signs that maybe they're not as interested, or they're not feeling comfortable in an interaction."

Some, especially girls, find it difficult to understand why their more sexually mature friends are showing increased interest in their peers, or engaging with them in a different way, like flirtation or hugs or kissing. "That can sometimes be challenging for a more neurodivergent individual to understand," notes Dr. Dyson.

During adolescence, kids become increasingly focused on their friends. Those on the spectrum may need extra support figuring out who to make friends with and how to go about it. Talking to kids about what makes a good friend can help them avoid being taken advantage of by kids who don't have their best interests at heart, Dr. Dyson says.

"It's important to have a conversation with your teen about what are those qualities that we're looking for in a good friend," she explains. "For instance, you want them to be trustworthy and caring. You likely want to have some shared interests with them. You obviously want to have a reciprocal relationship, so it's not just you doing all the work."

Around puberty, autistic kids tend to become more aware of their social challenges and have a harder time fitting in. Some may find themselves the target of bullying. This increasing awareness of being different, and feeling isolated, can be very painful, making kids on the spectrum more prone to anxiety, depression, and disordered eating. For some, their confusion and discomfort might present in challenging behaviors.

An increase in self-injury, changes in appetite or sleep patterns, frequent complaints of headaches and stomach aches, or an abrupt loss of interest in activities they used to enjoy can all be signs of depression that warrant professional support.

For some kids on the spectrum, hormonal changes and emotional turbulence can bring about more challenging or aggressive behavior. And with kids growing to be as big or even bigger than their parents, Dr. Dyson suggests planning ahead for how to handle it. This could entail identifying triggers for potentially dangerous behaviors and strategies for preventing them. For some kids, medications like Abilify or Risperdal are prescribed around the age of puberty to help manage behaviors that could be harmful to themselves or others.

Dr. Dyson suggests making sure you're working with a therapist or another mental health provider to get support and have a good safety plan in place for your child, including those who are prone to wandering, or elopement, or who might have outbursts in public.

Since interest in social media often intensifies in adolescence, another concern for keeping autistic teenagers safe is monitoring appropriate behavior online. Experts stress having clear rules that kids can learn and be able to access quickly when making social media decisions.

Some of those rules, the Vanderbilt toolkit suggests, might include:

Do not share your address or certain personal information on the internet.

If you post pictures, make sure they are pictures that you would be okay with anyone seeing, including children and your family.

Remember that even a conversation that seems private via messaging can be copied and shared with others.

But kids on the autism spectrum may need more support to avoid being taken advantage of online or targeted by cyberbullies. Dr. Dyson notes that they may be less quick to recognize that people are not always who they seem online, and that people who appear friendly may not have their best interests at heart.

Experts urge thinking carefully about when kids are ready to handle social media. Common Sense Media offers a host of resources to help parents understand various social media platforms and help keep kids' exposure to them as healthy as possible. Kids on the autism spectrum are not alone in being at risk, but social challenges may make them particularly vulnerable to bad actors - or just insensitive peers - online.

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Autism and Puberty - Child Mind Institute

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How to help kids on the autism spectrum navigate big changes in their bodies, and their social universes, that come with puberty.

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A comprehensive, personalized and fun therapeutic program designed to help your child thrive and take steps towards learning the important skills needed for a more independent life. The Day Program is for children ages two to six in Herndon and Chantilly, Monday - Friday, 9am - 4pm.

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Autism F.I.R.S.T. | Autism Therapy & Services | We Work Together

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Northern Virginia's only autism therapy practice to provide collaborative treatment, advocacy and support for your child, family and caregivers.

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A discussion group for BIPOC parents of children with autism.  They meet virtually on the 1st Monday monthly at 7:00-7:45 pm

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Meets some Sat. of each month.  Contact:  Maria Dubuc 703-970-3676 or Admin@ASNV.org

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Parents of Autistic Children (POAC-NOVA) Support Group 

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Parents of Autistic Children (POAC-NOVA) Support Group 

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Meets in-person the 1st Saturday monthly at 10:00-11:30 am. RSVP to supportgroup@poac-nova.org to learn the current location.

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ASNV Teen Time for youth, age 13-19 with ASD, meets on one Saturday monthly, 1-2 pm at  in-person meeting at 10467 White Granite Dr. Oakton. RSVP to director@asnv.org .

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ASNV Teen Time for youth, age 13-19 with ASD, meets on one Saturday monthly, 1-2 pm at  in-person meeting at 10467 White Granite Dr. Oakton. RSVP to director@asnv.org .

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ASNV Autism Social Group for high school students and young adults meets on the 1st Saturday monthly noon-1 pm.  Contact Nicci Dowd at autismsoclub@gmail.com. Join meeting at  https://us02web.zoom.us/j/9466001682#success  

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ASNV Autism Social Group for high school students and young adults meets on the 1st Saturday monthly noon-1 pm.  Contact Nicci Dowd at autismsoclub@gmail.com. Join meeting at  https://us02web.zoom.us/j/9466001682#success  

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Autism Dads Support Group-Meets one evening monthly.  Contact:  George Buzby at 571-419-1257 or gbuzby@aol.com

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Autism Dads Support Group-Meets one evening monthly.  Contact:  George Buzby at 571-419-1257 or gbuzby@aol.com

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This course is designed for parents and caregivers who have children identified with an Autism Spectrum Disorder within the past year. However, the content is applicable to any parents who are looking for strategies to support their child with an Autism Spectrum Disorder.

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The Parent Playbook

Description

This training is a self-paced online course. The course is provided as a collaboration between the Virginia Commonwealth University Autism Center for Excellence and the Virginia Autism Council.

To participate, you need a computer with (preferably high-speed) internet access, Adobe Flash Player software within your browser, and a sound card with speakers in order to listen to the lectures (full text transcripts are provided for all lectures and multimedia).

Course Overview

This course is designed to introduce families to information about Autism Spectrum Disorder, including tips specifically for caregivers, information about the DSM-5, characteristics, interventions, and recommended programs and services.

Who Should Take This Course

This course is designed for parents and caregivers who have children identified with an Autism Spectrum Disorder within the past year. However, the content is applicable to any parents who are looking for strategies to support their child with an Autism Spectrum Disorder.

Certificate of Completion

Upon completion of the course in its entirety, you will be eligible for a Certificate of Completion. This requires you to complete each module by viewing each presentation and reading any associated documents, articles, and web pages. Once you have completed the course content, please fill out the course evaluation. Once the evaluation is completed, you will be provided with a link for a printable Certificate of Completion.

Learning Objectives

Upon completion of this course, the participant will be able to:

Discuss common challenges parents face in raising a child with ASD.

Identify essential supports for caregivers and families to achieve mental wellness and balance.

Identify essential resources that can provide information on ASD and other available services for families.

Identify essential resources that can provide financial assistance including information on Medicaid Waivers.

Discuss ways of organizing important information and paperwork for your child.

Discuss your strengths and your child's strengths and identify ways to capture these and share them with others.

Discuss the changes in the definition of ASD and updates to the DSM-5 criteria for Autism Spectrum Disorder.

Discuss the characteristics of ASD and the impact on the child and family.

Describe what is meant by evidence-based practices.

Describe how to provide a structured and organized home environment.

Describe how to use prompting, reinforcement, task analysis, and visual supports to help your child.

Discuss essential services throughout your child's lifespan including early intervention, early childhood special education, and school-based services.

Organization of the Course

This is a self-paced course, meaning you can complete the course at your own speed. The course is divided into learning modules. You are to begin with the first module and work through each sequentially until all are completed.

Modules

Each module contains one or more videos of an expert in ASD providing information on the module topic. Presenters include both professionals in the field as well as parents of children with ASD. The presentation may include support documents you can view or download and use. Additionally, website links may be provided so you can obtain further information.

At any time during the course, you can visit the course 'web board' and post any questions you have regarding any of the module topics.

Module Listing

Module 1: Welcome to the Course

Module 2: Parent to Parent

Module 3: Ten Tips for Parents and Caregivers

Module 4: The Evolution of ASD

Module 5: Overview of ASD

Module 6: The Rule of Five

Module 7: The Roadmap to Independence

Module 8: Medicaid Waiver

Module 9: Next steps

Continuing Education Units

Points for educators working towards licensure renewal (recertification) may be awarded for completion of this online course. VDOE provides the following requirements regarding professional development activities: Point value: one point per clock/ contact hour; must be a minimum of five hours per activity. We estimate this course to take a total of 5 contact hours to complete. Any teacher who wants to use it as a professional development activity for recertification needs prior approval from the school district. The school district will be responsible for designating the actual number of points that a teacher can earn for participating in the course.

* Please note that the course/ training does not meet any of the requirements for initial licensure in special education or any category of licensure endorsement.

The contents were developed under a contract from the Virginia Department of Education, contract number 881-61172-H027A100107. Virginia Commonwealth University, School of Education and Department of Physical Medicine and Rehabilitation is an equal opportunity/affirmative action institution providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran's status, political affiliation, or disability. If special accommodations are needed, please contact Vicki Brooke at (804) 828-1851 VOICE or (804) 828-2494 TTY.

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The Parent Playbook - VCU Autism Center for Education

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This training is a self-paced online course. The course is provided as a collaboration between the Virginia Commonwealth University Autism Center for Excellence and the Virginia Autism Council.

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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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. 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. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) 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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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. 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. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

# data[].attributes.attachment_link.description
Autism Spectrum Disorder (ASD) 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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13 Tips for Talking to Your Child About Their Autism

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13 Tips for Talking to Your Child About Their Autism

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Start with yourself.

Learning that your child is autistic can open the gates to a flood of feelings. Relief, happiness, fear, guilt, sadness - there's no one right way to feel. Your experience will depend on your child's age, developmental level and how much you already know.

It might help to get some support by talking to friends and family members or by joining a support group (e.g., through The Arc of Washington State). Take some time to learn about autism on your own.

Embrace the idea of neurodiversity; having different types of brains is a natural and valuable part of our world.

Consider reading positive books about autism, such as " Sincerely, Your Autistic Child: What People on the Autism Spectrum Wish Their Parents Knew About Growing Up, Acceptance, and Identity," edited by Emily Paige Ballou, and " Uniquely Human: A Different Way of Seeing Autism" by Barry Prizant, Ph.D. Check out websites featuring the voices and perspectives of autistic adults who speak from a lifetime of experience, such as Neuroclastic and the Autistic Self Advocacy Network.

Embrace gratitude.

It may be helpful to start by exploring ways in which your child's diagnosis or the characteristics of their autism help you feel grateful. Do you enjoy your child's unique perspective? Their passionately pursued interests? Did the diagnosis open a new way of understanding your child and how you can help them thrive? This can be part of a formal gratitude practice or it can just be an informal way to think about things.

Some people celebrate the chance to be part of a new vibrant, supportive and dynamic community. Some people celebrate autism in other ways. Consider doing something tangible. You could bake a cake. Buy your child a gold infinity necklace. Purchase T-shirts for your family. This is a new beginning.

Be creative.

Is your child into science? A lot of scientists are autistic! Some of them even research autism. Is your child more into dinosaurs or My Little Pony or hip-hop? Wouldn't it be boring if all of the characters, animals and dinosaurs were the same? You can explain that your child is unique, just as they are. Use music, art or memes to support your point.

For many autistic children, their special interests are their world. Have fun embracing ways to explore them!

Start early and don't stop.

It's best to start the discussion as early as possible. If you're the first one to talk about it, you get to frame it positively. Make autism a part of everyday conversations - both casual and frequent. Not heavy. An ongoing theme can be an understanding and celebrating of different types of brains (neurodiversity).

For young kids, there are lots of storybooks to get you started. These are two of my favorites:

"Ada Twist, Scientist" by Andrea Beaty is a story about a misunderstood scientist whose challenging characteristics turn out to be her greatest strengths. There's also an animated Netflix series based on the book.

"Wiggles, Stomps and Squeezes Calm My Jitters Down" by Lindsey Rowe Parker offers a positive take on stimming, or repetitive behaviors.

Older kids and teens might respond better to these titles:

Find more booklists of inclusive children's books about autism and neurodiversity on the websites Not an Autism Mom and Raising Luminaries.

Ask them what they know.

Your children may know more than you do about certain experiences! But there are also a lot of myths out there. Debunk them supportively. Let them know that learning about their particular experience of autism will be an ongoing adventure that you will navigate together. Check in regularly to find out what is new in their journey of understanding themselves as autistic people.

Explain that no two autistic people are the same, but they usually have some things in common.

Here are some examples of how you can tailor this message for your child: Autistic people have different ways of interacting:

Autistic people often like to connect by sharing their interests and may talk a lot about them. This is sometimes referred to as "infodumping."

Autistic people sometimes connect better with other autistic people. Non-autistic people sometimes have trouble understanding an autistic person's way of interacting, but communication barriers can be overcome.

Autistic people might miss some ordinary social cues, but they may have their own creative ways of expressing themselves.

Some autistic people don't use spoken language, but they can communicate in other ways. Just because someone doesn't speak, doesn't mean they aren't smart.

Sometimes autistic people are less likely to go along with what everyone else is doing. And that can be a good thing!

Autistic people have different habits and interests:

Stimming is the term for how some autistic people move their bodies in different ways to help them feel better.

Autistic people see, hear and feel things around them in different ways than other people. This can make certain clothing or sounds unbearable, but it can also lead to intense joy from certain types of sights, sounds and sensations. This sensitivity can also make autistic people more creative.

Autistic people might be super passionate about their interests, which is a huge strength, but it can sometimes be a challenge if they need to think about something else.

Some autistic people like to follow schedules and have particular habits. This characteristic might make it harder for them to adjust to change, but it makes it easier for them to stick to a plan.

Validate the difficulties that they have.

Your autistic child probably has noticed that certain tasks are harder for them than for others. Or they might like to do tasks in a different way. That's okay. Explain that other people who have struggled with some of the same issues have learned ways to make life easier. We can all learn from books and websites, and from autistic people who have written about their experiences and scientists who have done research on autism (including autistic scientists!). Your child's opinions count - they know what works for them and what doesn't. Value their feedback.

Talk about strengths.

There are lots of good things about being autistic. Here are a few examples. Autistic people:

are less likely to give in to peer pressure.

have an ability to stick to a plan and thrive on routine.

possess a deep passion for their interests. (Older kids might want to learn about a fancy concept called monotropism.)

demonstrate a strong sense of justice.

are independent.

pick up on cues that other people miss.

are great at organizing certain types of information.

are honest and direct communicators.

demonstrate cognitive strengths in visual perception, spatial awareness and mechanical inclination.

Seek out autistic role models.

Get to know some real-life role models in your community! A quick and easy way to do that is online.

Explain bias.

The world has been designed for people who are not autistic, so certain aspects of life may be harder for your autistic child. Other people may not always understand autism, but the world is changing. Your child might need to help people "get it." You're there to help. If a flower isn't growing well, you don't change the flower, you change the environment. A couple of resources:

"Winnie and Wilbur" by Valerie Thomas tells the story of a witch who tries to change her cat's color to better suit her. Eventually she gives in and changes the environment. It is a fun way for children to learn about the social model of disability.

The Neuroclastic website also has some great articles on this topic. Older children might be interested in reading about biases in research and then attempting to spot some of the biases in other places.

Give your child control.

Let your autistic child know that even though autism is nothing to be ashamed of, they can decide how to describe themselves and when. It is usually important for teachers, doctors and therapists to know when someone is autistic, but children can have more control over who else to tell and the timing.

Encourage your child to ask questions.

Encourage them to raise their questions as new situations arise. If you don't know an answer, just admit, "I don't know, but I will help you find out." Then, do the research together. Ask autistic adults, read and talk to clinicians.

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13 Tips for Talking to Your Child About Their Autism

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An expert shares the dos and don'ts of talking to your child about autism

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Getting Started: Introducing Your Child to His or Her Diagnosis of Autism

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Getting Started: Introducing Your Child to His or Her Diagnosis of Autism

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Many parents are fearful that labeling their child as having an autism spectrum disorder (ASD) will make him or her feel broken, or that they may use their label as an excuse to give up and not try. Adults on the autism spectrum have found the opposite to be true. Giving your child information on the nature of his/her differences will give them a better understanding and the motivation that is needed to drive through challenges.

Discussing an autism spectrum diagnosis with your child is an important issue and one for which many parents seek advice. This article will focus on aspects of explaining your child's diagnosis to him or her, and provide resources that can assist and guide you.

Why Tell?

Parents go through a range of emotions when given their child's diagnosis. The hope is that you have found support to help you in this new journey. Isn't it just as important to consider that your child should also be given information and support for understanding and coping with their new diagnosis? All children need to be understood and respected. At some point, people who are successful have learned who they are, and accept and use that information to help themselves become the best they can be in life. Children with an autism spectrum diagnosis should have the chance to understand, accept and appreciate their uniqueness by being given information about their diagnosis.

You may fear a number of things if you tell your child (and others) about the diagnosis. You may fear that your child will not understand, that your child may lose some of his/her options in life, that your child will become angry or depressed because they have a disability, that your child (or others) will use the disability as an excuse for why they cannot do something, or even that your child will think of themselves (or others will think of your child) as a complete failure with no hope for a positive future. These issues and others may or may not surface whether or not the child and others are told of the diagnosis. All issues can be addressed, if needed. Shouldn't all involved, including your child, have important information since the diagnosis will affect various aspects of his or her life?

Consider the stories of many individuals with an autism spectrum diagnosis who were not told, and/or were not diagnosed until they were adults. Not understanding others or social situations for many leads to poor interactions with others and resulted in ridicule and isolation. Some adults on the autism spectrum share how they felt that they were a disappointment and failure to their families and others, but had no clue why they failed or how to do better. Over time, the result can be low self-esteem and/or self-acceptance problems among other issues. Given correct information about their diagnosis and differences, along with support, many of these individuals explain they have become successful.

Your child may know that s/he is different, but like all children at certain developmental stages, they may come to the wrong conclusion about their perceived differences. They may even wonder if they have a terminal illness and are going to die. They see doctors and therapists and go for treatments, but are not told why. Even the child or adult who does not ask and/or verbally express concern about being different may still be thinking those thoughts. Even children with autism spectrum disorders, like all children, may sense the frustration and confusion of others and make wrong assumptions about the cause of the turmoil around them.

When to Tell?

There is no exact age or time that is correct to tell a child about their diagnosis. A child's personality, abilities and social awareness are all factors to consider in determining when a child is ready for information about their diagnosis. If older when told, they may be extremely sensitive to any suggestion that they are different. You can look for the presence of certain signs that the child is ready for information. Some children will actually ask, "What is wrong with me?" "Why can't I be like everybody else?," "Why can't I _____?," or even "What is wrong with everyone?." These types of questions are certainly a clear indication that they need information about their diagnosis. Some children, however, may have similar thoughts and not be able to express them well.

Some children do not get a diagnosis until they are in their teens or older. Frequently, those who are diagnosed later have had some bad experiences that can influence the decision of when to share information with them about their diagnosis. They may be very sensitive to any information that suggests they are different. On the other hand, an older child may already know about a previous diagnosis such as Attention Deficit Disorder, Conduct Disorder, and/or a mental health disorder of some kind. Because of this history with another label or diagnosis, it may be an appropriate time to share the diagnosis and some concrete information about ASD.

Many adults with an autism spectrum diagnosis express the view that children should be given some information before they hear it from someone else, and/or overhear or see information that they sense is about them. A child may believe that people do not like them and/or that they are always in trouble, but do not know why. If given a choice, waiting until a negative experience occurs to share the information is probably not the best option.

What/How to Tell?

Staying positive when talking about ASD is very important. Autism spectrum disorders are complex. Everyone with a diagnosis is unique. It is important that the process of explaining an autism spectrum diagnosis to a child is individualized and meaningful to them. As you begin, it can be hard to decide what and how much information to share. If the child has asked questions, it will give you a place to start. Make sure that you understand what they are asking.

Many families have found that setting a positive tone about each family member's uniqueness is a wonderful starting place. A positive attitude about differences can be established if you start as early as possible, and before the diagnosis is mentioned by others. Everyone is in fact unique with his or her own likes and dislikes, strengths and weaknesses, and physical characteristics. Differences are discussed in a matter of fact manner as soon as the child or others their age understand simple concrete examples of differences. With this approach, it is more likely that differences, whatever they are, can be a neutral or even fun concept. Matter of fact statements such as "Mommy has glasses and Daddy does not have glasses" or "Bobby likes to play ball and you like to read books" are examples. The ongoing use of positive concrete examples of contrasts among familiar people can make it easier to talk about other differences related to your child's diagnosis with him or her.

Consider your child's ability to process information and try to decide what and how to tell. For those children who have a keen interest in their diagnosis and those whose reading ability is good, there are currently a few books written by children with an autism spectrum diagnosis that may be of interest (Hall, 2001; Jackson, 2003; Krauss, 2010).

There are also many more books written by adults with an autism spectrum diagnosis. Some of these books are meant to be read by any interested persons, but many are meant to be read by others with a diagnosis of an autism spectrum disorder. Authors with an autism spectrum diagnosis are reaching out to others with a diagnosis by sharing experiences, sharing tips on life's lessons, and helping the reader feel that they are not alone in this journey (Endow, 2012; Finch, 2012; Soraya, 2013; Willey, 2015; Zaks, 2006).

Most children may need minimal information to start. More information can be added over time. Again, be as positive as possible. Your positive attitude and the manner in which you convey the information is important. To make what you discuss with your child meaningful, you can begin by talking about any questions that s/he has asked. You may want to write down key points and tell him or her that others with this diagnosis/disability also have some of the same questions and experiences. Then you could ask if they would like to find more information by reading books, watching videos, and/or by talking with other people. If asking your child if they want information is likely to get a "no" response, you may choose to not ask. However, tell them that you will be looking for information and would like to share it with them. Let them know they can ask any question they want at any time they want.

Frequently, when individuals with an autism spectrum diagnosis have an opportunity to meet others with ASD, they find it is an eye opening and rewarding experience. Individuals with an autism spectrum diagnosis can sometimes better understand themselves and the world by interacting with others who have an autism spectrum diagnosis. Interacting with others on the autism spectrum can help individuals realize there are other people that experience the world the way they do, and that they are not the only one.

There are various possibilities for "meeting" others on the spectrum. A few camps around the country offer various programs specifically for those on the autism spectrum. Some agencies and organizations offer playgroups for children and/or social activity groups for teens. There are also Listservs and Facebook groups some hosted by individuals with an autism spectrum diagnosis. It is important you check these online forums for safety. Some conferences for parents and professionals offer sessions and other events for teens and adults on the autism spectrum. Most of us can relate to an interest in connecting with people who are like us.

Workbooks that provide a structured guide for the process of telling a child with ASD about their diagnosis (Faherty, 2014; Vermeulen, 2012) are readily available. The workbook format is designed to provide activities that help organize information about an autism spectrum diagnosis as well as making the information more child specific and concrete. The different lessons suggest how the information is shared with your child. The child and a trusted adult working together can complete the worksheets. In many cases, worksheets can also be modified for different ages and functioning levels of the child who would be using the materials.

Who Tells/Where to Tell?

Certainly circumstances vary from family to family. If your child is asking questions don't put off answering them. You should be forthcoming and not suggest talking about it later. Not providing an answer could increase the child's anxiety and make the topic and information more mysterious.

For many families, using a knowledgeable professional to begin the disclosure process instead of a family member or a friend of the family might be the best option. Having a professional involved, at least in the beginning stages of disclosure, leaves the role of support and comfort to the family and those closest to the child. For someone with an autism spectrum disorder, it can be especially hard to seek comfort from someone who gives you news that can be troubling and confusing. Having a professional whose role is clearly to discuss information about the child's diagnosis and how the disability is affecting his/herlife can make it easier for family members to be seen by the child as supportive. The professional discussing information with the child about his/her disability can also help the parents understand the child's reaction and provide suggestions for supporting their child. Having a professional involved also allows the use of a location outside of the family home for beginning this process.

Explaining an autism spectrum diagnosis to an individual can not be done in one or two encounters. The individual needs time to assimilate the new information about him/herself at their own pace. It may take weeks or months before the child initiates comments or asks questions about the new information. The process of explaining an autism spectrum diagnosis is ongoing. Making the information meaningful from the child's point of view will greatly enhance the learning process. A positive focus helps maintain self esteem and an effective atmosphere for learning. There are materials available to help this learning process and hopefully you have others that know your child who can help support you and your child in this process. Now, is it time for you to get started?

Resources

Dundon, R. (2018). Talking with your child about their autism diagnosis: A guide for parents. Philadelphia, PA: Jessica Kinsley Publishers.

Dura-Vila, G. & Levi, T. (2014). My autism book: A child's guide to their autism spectrum diagnosis. Philadelphia, PA: Jessica Kingsley Publishers.

Endow, J. (2012). Learning the hidden curriculum: The odyssey of one autistic adult. Shawnee, KS: AAPC Publishing.

Faherty, C. (2014). What does it mean to be me? A workbook explaining self-awareness and life lessons to the child or youth with high-functioning autism or Aspergers (2nd ed.). Arlington, TX: Future Horizons, Inc.

Finch, D. (2012). The Journal of best practices: A memoir of marriage, Asperger Syndrome, and one man's quest to be a better husband. New York, NY: Simon & Schuster, Inc.

Hall, K. (2001). Asperger Syndrome, the universe and everything. Philadelphia, PA: Jessica Kinsley Publishers Ltd.

Jackson, L. (2003). Freaks, geeks and Asperger syndrome: A user guide to adolescence. Philadelphia, PA: Jessica Kingsley Publishers Ltd.

Kraus, J.D. (2010). The Aspie teen's survival guide: Candid advice for teens, tweens, and parents, from a young man with Asperger's Syndrome. Arlington, TX: Future Horizons, Inc.

Soraya, L. (2013). Living independently on the autism spectrum. Avon, MA: F+W Media, Inc.

Vermeulen, P. (2013). I am special: Introducing children and young people to their autistic spectrum disorder (2nd ed.). Philadelphia, PA: Jessica Kingsley Publishers.

Willey, L.H. (2015). Pretending to be normal: Living with Asperger Syndrome (Autism Spectrum Disorder) (Exp.ed.) Philadelphia, PA: Jessica Kingsley Publishers.

Zaks, Z. (2006). Life and love: Positive strategies for autistic adults. Shawnee, KS: Autism Asperger Publishing.

Wheeler, M. (2020, May). Getting started: Introducing your child to his or her diagnosis of an autism spectrum disorder. https://www.iidc.indiana.edu/irca/learn-about-autism/getting-started-introducing-your-child-to-his-or-her-diagnosis-of-autism.html.

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Getting Started: Introducing Your Child to His or Her Diagnosis of Autism

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This brief article will focus on aspects of explaining your child's diagnosis to him or her, and about resources that can assist and guide you.

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https://tacanow.org/

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The Autism Community in Action (TACA) provides education, support & empowerment to families & individuals affected by autism.

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2024 Print Family Support Resource Guide

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Adapted Curriculum Literacy Matrix

Specialized Reading Programs for Students with Disabilities Accessing an Adapted Curriculum

Instructional Program

Services for students with low incidence disabilities are delivered based on a continuum of placement options that include base schools, regional programs, and center sites. Instruction is based on individual needs as specified in students' individualized education programs (IEP). Special education services range from support in general education settings to specialized instruction in self-contained special education classes.

The academic instructional program for students on an adapted curriculum is guided by the general education curriculum and provides instruction with an additional focus on life skills. The curriculum emphasizes skills necessary for and relevant to independent functioning, allowing each student to reach his or her highest possible level of independence.

The focus of instructional programming is on developing core academic knowledge, improving social skills and adjustment, increasing appropriate behaviors, and developing critical career and work skills in preparation for a productive adult life.

Community-based instruction (CBI) is a key component of educational programming for students with low incidence disabilities on an adapted curriculum. This program gives students the opportunity to develop both life skills and work skills in a variety of real-life settings.

High school students can participate in foundations elective courses; English, science, U.S. and Virginia history and world history. These courses are designed to provide students with the opportunity to participate in general education content courses where curriculum can be modified and presented at an individualized pace of instruction without the requirement of an end-of-course test. Instruction for students with low incidence disabilities on an adapted curriculum involves the use of specialized strategies.

Visual strategies are often used to support communication and acquisition of content knowledge.

Principles of ABA are used to address behavioral challenges and teach new skills. ABA is a research-based intervention that emphasizes the importance of breaking skills down into small units through task analysis. New skills are taught through the use of reinforcement, shaping, prompting, and other specialized techniques.

Contact Information
Special Education Curriculum
Jugnu Agrawal, Program Manager
571-423-4295
jpagrawal@fcps.edu

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Specialized Reading Programs for Students with Disabilities Accessing an Adapted Curriculum Services for students with low incidence disabilities are delivered based on a continuum of placement options that include base schools, regional programs, and center sites. Instruction is based on individual needs as specified in students' individualized education programs (IEP).

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A Preschool Autism Class (PAC)

In Fairfax County Public Schools (FCPS), Preschool Autism Class (PAC) services are designed to address the specific needs of preschool-age children who have been identified as having Autism Spectrum Disorder or present characteristics on the autism spectrum, and who cannot benefit from the early childhood class-based program.

This video highlights the principles of instruction and how nuggets of learning are conveyed in a preschool autism classroom. An early investment in an autistic child's education may change the entire trajectory of how that child will continue to learn and grow. For more information about PAC visit the Early Childhood Special Education website.

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Small Wonders Big Gains: The Preschool Autism Classroom

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A Preschool Autism Class (PAC) In Fairfax County Public Schools (FCPS), Preschool Autism Class (PAC) services are designed to address the specific needs of preschool-age children who have been identified as having Autism Spectrum Disorder or present characteristics on the autism spectrum, and who cannot benefit from the early childhood class-based program.

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Support for Twice Exceptional Students with Autism

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Support for Twice Exceptional Students with Autism

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Twice-exceptional (2e) students diagnosed with Autism Spectrum Disorder (ASD) have high abilities. But they may also have challenges with, for example, interacting with others.

Each student with ASD is unique and may need individualized help. Listed below are some common challenges of 2e students with autism. Being aware of these challenges can help schools and teachers offer supports.

Social Interactions

Good social interaction requires recognizing the emotions of yourself and others, then responding in a socially acceptable manner. This process can be challenging for a student with ASD in many situations, such as during the following:

instructional time,

unfamiliar or unstructured situations (e.g., transitions, lunch, recess, extra-curricular activities), and

when working in groups.

It's important to help 2e students with social skills.

Suggestions for Addressing Social Skills:

Make the classroom a respectful and safe learning space that promotes inclusion and sensitivity to differences.

Use strengths and interests in structured, cooperative learning experiences.

Provide step-by-step directions and strategies to build skills in using social interactions (e.g., age-appropriate social stories, role playing, practice reading and labeling facial expressions and body language, perspective-taking). Capitalize on teachable moments and provide feedback to the student after a social interaction occurs.

Create opportunities for social connection through lunch bunches, clubs, and buddy programs. Practice having social conversations by using conversation starters and teaching turn taking.

Response to Environmental Stimuli

Twice-exceptional students with autism may have difficulty planning, organizing, and completing tasks, as well as with social-emotional regulation.

Suggestions for Addressing Environmental Stimuli:

Teach students strategies to support planning and organizing (e.g., practice routines, time management skills, use charts and calendars, agreed upon nonverbal signals and prompts, model new skills and provide frequent feedback).

Consider options for students who need support processing environmental stimuli (e.g., during lunch, PE, assemblies).

Allow students breaks for self-regulating behaviors, such as fidgeting, pacing, listening to music, or discussing their "off topic" interests.

Positive behavioral support, combined with non-punitive, predictable responses and encouragement, are essential for these students who are working hard to maintain emotional control.

Need for Predictability/Rigid Thinking

Twice-Exceptional students with ASD may be inflexible in their thinking and may have difficulty coping with unexpected events such as changes in schedules.

Suggestions for Addressing Need for Predictability:

Understand that inflexibility may be related to anxiety, not stubbornness. Look for solutions that prevent power struggles.

Some students with autism may benefit from direct, explicit teaching of flexibility skills.

Visual aids with schedules and prompts can help students with transitions and upcoming stressful events.

Provide positive feedback when students demonstrate flexibility.

Anxiety

Twice-exceptional students with ASD may experience anxiety, which can affect classroom performance as much as a learning disability.

Potential sources of anxiety may include a perceived lack of control over the environment, changes in routines, difficulty processing stimuli in the environment, phobias, fear of failure, and past traumatic experiences at school and with peers.

Awareness of potential sources of anxiety and building a student's ability to cope and self-advocate are key for ensuring a student is available for learning.

Suggestions for Addressing Anxiety:

Teach students skills for adapting to change and solving day-to-day problems as they occur (e.g., changes in schedules, assemblies, fire drills).

Provide strategies to support transitions (e.g., timers, visual schedules, visual or verbal cues)

Build student capacity to recognize and respond when feeling anxious (e.g. self-regulation techniques, deep or slow breathing).

Teach students skills to proactively seek assistance and self-advocate.

Severe anxiety may lead to chronic absenteeism, school phobia, school refusal, or dropping out (US Dept. of Ed, 2013-14). Parents and schools should be alert to changes in the 2e student's emotional state and address them as appropriate. School counselors, school psychologists, and school social workers can provide parents with referrals to outside agencies when necessary.

Parents may also wish to consult with their insurance providers and community agencies to find resources.

For additional information, see FCPS Mental Health and Resiliency.

Resources

Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press.

Hughes-Lynch, C. E. (2010). Children with high-functioning autism: A parent's guide. Waco, TX: Prufrock Press.

Silverman, S. (2014). School success for kids with high-functioning autism. Waco, TX: Prufrock Press.

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Supporting Twice-Exceptional (2e) Students with Autism Spectrum Disorder

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Learn about understanding challenges and building on strengths for students with autism.

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Supporting the special education instruction of students with autism and related disorders through the use of principles of ABA.

Applied behavior analysis (ABA) is the application of behavioral principles to shape behaviors and teach new skills. Behaviors are observed and analyzed to determine their function. The antecedents and consequences (events preceding and subsequent to the behavior) are analyzed and manipulated in an effort to shape or change behavior. Skills are broken down into small, discrete steps and taught systematically.

In designated classrooms, ABA is used to

modify behaviors,

teach new skills, and

prepare students to function as independently as possible.

PreK-12 ABA staff provide ongoing training and direct support to school staff to enhance the delivery of services using ABA methodologies. This includes the development and implementation of individualized instructional curricula and behavioral programs.

ABA Parent Training

All family members and caregivers are welcome to attend monthly ABA Parent Training.
Select a training title below to view the description, flyer, and flyer translations.
*The ABA Overview training contains information relevant to the additional training topics. It is highly recommended that you attend the ABA Overview training if you plan to attend the other sessions.
If you need an interpreter for any of the trainings, please contact Liane Sprunk at 571- 423-4110.

ABA Parent Calendar Flyer

ABA Parent Training Videos

The following short videos are designed to support learning skills and developing structures in the home environment for students with autism and other developmental disabilities.
Select a topic to view a video and a list of available translations.

Our ABA Program and Services

ABA programs emphasize

the importance of looking at the ABCs (antecedents, behaviors, and consequences) of behaviors,

teaching new behaviors, and

developing systematic instructional plans to teach new skills.

Skills are broken down into small units through a task analysis.

ABA programs teach skills through the use of

Data collection and analysis is an important component of an ABA program. Data is used to measure progress on the acquisition of new behaviors and new skills.

A verbal behavior program utilizes the basic principles of ABA with a focus on teaching verbal behavior as defined by B.F. Skinner's Analysis of Verbal Behavior.

Forms of verbal behavior include

talking,

signing,

picture systems, and

other augmentative communication systems.

Verbal behavior programs use a behavioral classification system for language that identifies verbal operants or functional units of language. These include:

mands (requests),

tacts (labels),

echoic (vocal imitation),

motor imitation,

receptive language, and

intraverbals (answering questions, conversation).

In a verbal behavior program, the mand repertoire is taught early on in programming by using words that are highly motivating to the child as the targets. Each target word is taught across the verbal operants or assessed to determine that generalization occurred across the different functions or operants. Fairfax County Public Schools is enhancing its ABA services to include verbal behavior.

The Integration of Verbal Behavior and the Curriculum

The Early Academic Curriculum Guide uses a verbal behavior framework for analyzing language. Preschool and elementary teachers are encouraged to use this guide to identify appropriate goals and objectives in the language-communication area.

In a VB approach there is an emphasis on helping students make spontaneous, independent requests and on their ability to use signs, words, or pictures across each of the different functions (request, receptive label, expressive label, etc). A curriculum planning form has been developed and provided to each teacher. This planning form provides a systematic way to integrate the different functions of language into activities or units.

ABA programs focus on the development of comprehensive skills.

Language skills are critical for independent functioning, cognitive growth, and social development, and are a key component in the FCPS ABA-VB program.

Social, play, and leisure skills are also important and enhance a child's quality of life.

Self-help skills build independence.

Academic skills help a child access the general education curriculum.

Well-designed ABA teaching programs result in positive outcomes that are durable over time and generalize to new situations.

FCPS uses a structured ABA approach which

allows for flexibility to meet each student's needs and

emphasizes teaching in the natural environment.

ABA Teaching Procedures that Facilitate Generalization and Transfer of Skills

Teaching procedures should be systematic, yet flexible to meet the individual needs of the students. For students to be successful in a variety of environments, intervention must be as natural as possible and take place in different instructional formats including small and large group settings. FCPS teachers look at the individual needs of students when making instructional decisions such as the complexity of language used with the student, the reinforcement schedule, the types of reinforcement, or the specific skills to be taught.

It is important to collect and analyze data to

measure student progress,

evaluate the effectiveness of the student's individual program, and

to identify skills or behaviors that students need to learn.

There are a variety of data collection methods, such as continuous data procedures and time sampling procedures, that yield reliable, accurate, and valid data. FCPS uses a variety of data collection methods to measure progress including probe data, time sampling recording procedures, and trial by trial data probes.

ABA coaches are teachers who have advanced technical skills and knowledge in the application of Applied Behavior Analysis. Each coach supports a group of classes within a geographic area. The ABA coaches visit classes on a regular basis to assist teachers to design and deliver ABA services to students. The coaches are available to provide training to staff as needed.

Early Academic Curriculum Guide, which was developed by FCPS staff with support from Todd Streff, Great Strides Behavioral Consulting Inc. and with resources provided by Ron Leaf, Ph.D., Autism Partnership. The curriculum guide includes a comprehensive skill list, an assessment checklist, and data forms to measure progress and skill acquisition.

The Assessment of Basic Language Learning Skills (ABLLS) will be used to educate all autism staff and parents on the functional units of language within a verbal behavior framework. As FCPS enhances its ABA services with the addition of verbal behavior, teachers and ABA coaches will be trained and knowledgeable about the ABLLS and may use it as an additional resource to guide curriculum selection. There is an emphasis on selecting a curriculum based on individual student needs rather than relying exclusively on a single instrument.

FCPS autism teachers also administer the Brigance Diagnostic Inventory in the fall and in the spring to assess student performance.

Collaboration between home ABA providers and school teams is important for fostering student progress and facilitating generalization of skills.

Each school has procedures and policies for classroom visits designed to maintain the integrity and continuity of the instructional program.

Parents wishing to have their home ABA consultants observe in their child's classroom should request that visit through the principal. Once the principal has received the request:

The principal will coordinate the visit and contact the ABA coach who will accompany the consultant during the classroom observation.

The ABA coach will also be available to meet with the home ABA consultant immediately following the observation to answer any questions.

The ABA coaches will follow-up with teachers after the classroom visit and will take into consideration the information discussed during the debriefing.

The teacher or principal should contact the ABA coach. Depending on the severity of the behavior, the ABA coach will ask the staff to gather data about the antecedents, the behavior (frequency, intensity, or duration), and the consequences following the behavior. This data is critical in forming a hypothesis to identify the function(s) of the behavior and determine the appropriate interventions.

Once the data is gathered, the ABA coach will support the school team in developing a behavior plan. Behavior plans should be shared and reviewed with all members of the team. The implementation of a behavior plan requires consistency and support from the team including the family. Data will continue to be gathered to assess the effectiveness of the plan.

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Supporting the special education instruction of students with autism and related disorders through the use of principles of ABA. Applied behavior analysis (ABA) is the application of behavioral principles to shape behaviors and teach new skills. Behaviors are observed and analyzed to determine their function.

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Supporting a child with a sibling who has autism, for parents

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supporting your child who has a sibling with autism, for parents

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my sibling has autism workbook for children

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for siblings of children with autism

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http://www.leapahead.org
L.E.A.P. Ahead offers therapy programs designed for children from age 18 months to 16 years who are diagnosed with Autism Spectrum Disorder and other related disorders.
Phone: 703-392-6166

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Professional Treatment Programs for Children with Autism & Related Disorders

Leap Ahead offers therapy programs designed for the individualized needs of children from age 18 months to 18 years, diagnosed with Autism Spectrum Disorder and other related disorders. Our trained staff are dedicated professionals with experience in language development, self-care, play and socialization skills. All of our cases are supervised by a Board Certified Behavior Analyst (BCBA).

We work with children throughout Northern Virginia including Prince William, Fairfax and Fauquier Counties and surrounding areas.

We serve most counties in the Northern Virginia region and Montgomery County, Maryland

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Autism Experts | Manassas, VA | LEAP Ahead Inc

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LEAP Ahead Inc offers therapy, camp & preschool programs and services for children with autism & related disorders. We serve families in Virginia including Manassas, Fairfax, Loudon, Clifton, Arlington, Alexandria, and Prince William Counties, Montgomery County Maryland and surrounding areas.

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http://autismlearningcenter.org
This Center works with ABA services for children with autism in Northern Virginia. They create individualized programs to meet the needs of each child based on clinical experience and research in Applied Behavior Analysis with emphasis on communication skills, self-help skills, and social skills in the natural environment.
Email: autismic@aol.com
Phone: 703-506-1930

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The Autism Learning Center (ALC) was founded in September 1997 as a 501c3 nonprofit organization to meet the tremendous need for comprehensive ABA services for children with autism in Northern Virginia. Our BCBA Clinical Directors create individualized programs to meet the needs of each child based on clinical experience and research in applied behavior analysis. Our home-based services allow our ABA trained RBT(Registered Behavioral Technician) staff to provide intensive one-on-one therapy focusing not only on academic goals but also on all aspects of the child's life. Our curriculum emphasizes communication skills based on Skinner's theory of verbal behavior, a variety of self-help skills, and social skills, with a focus of generalization to the natural environment. With all activities, we emphasize increasing verbal behavior, spontaneity of language, and teaching in the child's natural setting.
Enhancing the quality of life for children with autism and their families through research based applied behavior analysis (ABA).

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Autism Learning Center | Dedicated to Children

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The Autism Learning Center (ALC) was founded in September 1997 as a 501c3 nonprofit organization to meet the tremendous need for comprehensive ABA services for children with autism in Northern Virginia. Our BCBA Clinical Directors create individualized programs to meet the needs of each child based on clinical experience and research in applied behavior analysis.

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Legal Disclaimer: Autism Speaks maintains resources for non-English speakers as a service to families as reference tools. Every effort has been made to ensure the content of the Tool Kits is up to date and consistent with the original English versions. Users are urged to use independent judgment when reviewing these materials.

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

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

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Life Journey Through Autism: A Parent's Guide to Research

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Life Journey Through Autism: A Parent's Guide to Research

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Legal Disclaimer: Autism Speaks maintains resources for non-English speakers as a service to families as reference tools. Every effort has been made to ensure the content of the Tool Kits is up to date and consistent with the original English versions. Users are urged to use independent judgment when reviewing these materials.

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저희 Autism Speaks는 자폐 관련 연구 및 자폐인 가족들을 위한 옹호 지원 서비스를 제공하는 데에 앞장서고 있습니다. 최근, 저희 재단에서는 자폐 진단을 받는 아동들의 평균 나이를 낮춤으로써, 더 많은 아동들이 적절한 시기에 조기개입 서비스를 받을 수 있도록 하기 위한 "조기개입 서비스의 근접성 향상" 켐페인을 시작했습니다. 이 프로젝트의 일환으로, 저희 재단은 아동을 둔 부모님과 보호자를 대상으로 자폐 및 발달장애 징후에 대한 교육을 실시하고, 자녀의 발달 상태에 대해 걱정을 갖고 있는 부모님들을 위한 가이드를 제공하는 데에 노력을 기울이고 있습니다.

이 한국어 웹페이지는 자녀의 발달지체 및 발달장애 또는 자폐에 관련된 걱정이 있으시거나, 자폐 검사에 대한 궁금증이 있으신 부모님, 보호자, 그 외 서비스 제공자분들에게 도움이 되고자Autism Speaks에서 개발 하였으며, 아래의 정보를 제공하고 있습니다:

자폐의 징후에 대해 알고 계십시오

부모나 보호자로서 할 수 있는 가장 중요한 일은 자폐의 초기 증상을 배우고 아이가 자라면서 도달해야 하는 발달지표를 잘 알고 있는 것입니다.

아래의 항목들은 귀하의 아이가 자폐 스페트럼 장애를 갖고 있을 수도 있음을 알려주는 "징후들" 입니다. 아래와 같은 항목들 중 하나라도 나타나면 지체하지 말고 소아과 의사나 주치의에게 바로 검사를 요구해야 합니다.

생후 6개월 이후까지 함박 웃음 또는 즐거운 표정을 짓지 않는다.

생후 9개월까지 다른 사람과 소리나 미소 또는 얼굴 표정을 통해 상호작용 하지 않는다.

생후 12개월까지 옹알이를 하지 않는다

생후 12개월까지 다른 사람과 상호작용 하면서 사물을 가리키거나, 보여주거나, 손을 뻗어 잡으려 하지 않고, 손을 흔들지 않는다.

만 1세가 되어서도 본인의 이름에 반응하지 않는다.

생후 16개월까지 단어를 전혀 구사하지 않는다.

생후 24개월까지 의미가 있는 두 단어로 된 구문을 (다른 사람을 흉내내거나 따라하는 것이 외에) 사용하지 않는다.

나이와 관계없이 옹알이, 언어 능력 또는 사회성 기술을 상실한다

아이에게 자페가 있는지 검사해 보십시오

지금 이 웹사이트를 읽고 계신 많은 부모님 또는 보호자께서는 아이의 발달이 정상 범주에 있지 않다는 얘기를 들으신 후 내 아이가 자폐가 아니기를 하는 바람을 가지고 이곳을 방문하셨을 수도 있습니다. 혹은 내 아이는 정상으로 보여지는데 그렇게 함부로 말을 하는 것은 아닌가 하는 생각에, 자폐에 관련된 공식 웹사이트를 방문하여 아이의 발달 상태를 비교하려고 오셨을 수도 있습니다. 저희 Autism Speaks는 아이에게 자폐가 있는지의 여부를 부모님 혼자서 결정하려 하지 마시고 전문가의 진단을 되도록 빨리 받기를 권유합니다. 자폐가 아닐 수도 있지만 만약 아이에게 자폐가 있다면 더욱 나은 치료 결과를 위해서 조기개입 및 치료가 적극 권장되기 때문입니다.

유아 자폐 검사표 (M-CHAT™)는 16개월에서30개월 사이인 유아를 대상으로 자폐 스펙트럼 장애의 위험이 있는지를 검사하기 위한 도구입니다. M-CHAT은 신경심리학자인 다이애나 로빈스와 데보라 파인, 그리고 임상심리학자인 메리앤 바톤이 개발한 것입니다.미국소아과학회( American Academy of Pediatrics)는 생후18개월에서 24개월된 모든 유아가 자폐 검사를 받도록 권장하고 있으며, M-CHAT은 미국소아과학회가 추천한 검사도구입니다. 이 검사표는 부모님이 간단한 질문들에 응답하는 체크리스트 양식으로 되어 있으며, 약 15분 정도 소요되는 자가진단 질문지입니다.

영어로 M-CHAT 을 보려면 여기를 클릭 하십시오.

한국어로 M-CHAT 을 보려면 여기를 클릭 하십시오.

M-CHAT의 주요 목적은 최대한 많은 자폐 스펙트럼 장애를 발견하는 것입니다. 따라서, 사실상 M-CHAT의 오차율은 높으며, 이 자가진단 검사를 통해 자폐 스펙트럼 장애의 위험이 높다고 나타날지라도 이후 전문적인 진단 검사 결과 아동이 실제 자폐 스펙트럼 장애 진단을 받지 않을 수도 있습니다. M-CHAT 개발자들은 이런 점을 보완하기 위해 구조화된 후속 면접를 개발 하였습니다. 이 후속 면접은 소아과 의사나 주치의를 통해 받을 수 있습니다.

새로 개발된 후속 면접을 통해 자폐 스펙트럼 장애를 갖고 있는 것으로 보여지는 아동들 중, 여전히 꽤 많은 아이들이 전문의에 의해 시행되는 포괄적인 검사를 통해서는 자폐 스펙트럼 장애 진단을 받지 않을 것입니다. 그렇지만, 이 아이들은 여전히 발달지체 및 발달장애를 갖고 있을 위험이 있기 때문에 추가 검사를 받아야 합니다. 또한 M-CHAT 검사를 통해, 자폐 스펙트럼 양성반응이 나오지 않더라도 부모나 전문가가 아이의 자폐증에 대한 지속적인 우려를 갖고 있다면, 의료진을 통해 추가 검사를 받아야 합니다.

자폐증 징후를 어떻게 발견하는 지는 저희 웹사이트에 있는 동영상 사전을 통해 배우실 수 있습니다. 이 동영상 사전 에 아동의 정상적인 발달 행동과 발달 지체 행동을 묘사하는 백 개가 넘는 비디오를 포함하고 있습니다. 이 자료들은 부모, 보호자, 그 외 가족 및 친구들이 아동의 정상적인 발달 행동과 발달 지체 행동의 미묘한 차이를 배움으로써 자폐 스펙트럼 장애의 초기 증상들을 발견할 수 있도록 도움을 주기 위해 개발 되었습니다.

아이가 혹시 자폐증이 있지는 않은지 걱정되시는 부모님/보호자는 의료진에게 상담하셔야 합니다

뉴욕시 거주자를 위한 지원 서비스:

아이가 36개월 미만인 경우, '311'로 전화하거나 www.nyc.gov/311 로 들어가서 조기개입 서비스를 신청합니다. 아이가 생후 36개월 이상인 경우, 아이가 속한 학군의 공립 학교에 연락하셔서 전문적인 진단 검사를 신청해야 합니다.

뉴욕시 외 거주자를 위한 지원 서비스:

Autism Speaks 웹사이트의" Autism Speaks Resource Guide "를 참고하시기 바랍니다. 지도를 이용해 거주하는 주를 선택하면 조기개입 서비스와 진단을 제공하는 기관들 및 그 외 서비스와 관련된 정보를 보실 수 있습니다.

가족들을 위한 추가 정보:
Autism Society of Korea 한국자폐인 사랑협회 Developmental Milestones 아동 발달지표 Developmental Screening Fact Sheet 아동 발달 선별검사 안내서 뉴욕시 지역 유아를 둔 부모를 위한 교육 전단지: 자폐의 증상 및 자폐 검사표 (M-CHAT) Autism (and Developmental Disabilities) for Asian Families (Korean)
자폐 진단을 받은 아이를 둔 부모/보호자를 위한 자료

귀하의 아이가 자폐증 또는 자폐 스펙트럼 장애 진단을 받았다면, 다음의 자폐 스펙트럼 장애에 관한 정보가 도움이 될 것입니다. 좀 더 자세한 정보는, 자폐 진단을 받은 아동을 둔 가족들이 진단 후 첫100일 동안 자폐증에 대처하는데 도움을 주고자 저희 Autism Speaks에서 개발한 한국어로 된 100-Day Kit 를 참고 하십시오.

자폐 스펙트럼 장애, 일명 ASD라고도 부르는 이 장애는 복합적인 발달장애를 포괄적으로 이르는 용어입니다. ASD는 또 다른 말로 광범위성 발달장애(PDD)나 단순하게 자폐증이라고도 합니다. 또한 아스퍼거 증후군이라는 용어도 사용되는데, 이것은 언어지체 증상이 없는 어린이나 성인의 자폐증을 일컫는 말입니다.

미국의 정신과 전문의나 보험사에서 자폐를 진단할 때 가장 많이 참고하는 것은 미국 정신과 학회에서 발간한 정신 장애 진단 및 통계 매뉴얼 입니다. 현재(제 4판) 사용되고 있는 매뉴얼은 1994년에 발간된 것으로서, 일명 "DSM-IV"로 불립니다. 자폐로 진단되려면 관찰 가능한 최소 여섯 가지의 발달 및 행동적 특징이 있어야 하며, 만 세 살 전에 이러한 문제가 발현하고, 유사 증후군과 혼동되지 않는 것이어야 합니다. DSM-IV 는 현재 개정 중에 있어, 곧 DSM-5가 나올 예정입니다. DSM-5 는 자폐장애, 전반적 발달장애(PDD-NOS) 및 아스퍼거 증후군의 여러 가지 하부 유형을 "자폐 스펙트럼 장애(Autism Spectrum Disorder)"라는 통칭으로 부르는데, 그 이유는 지금까지의 연구 결과 어느 한 범주도 뚜렷이 구분되지 않기 때문입니다. 대신 이 장애들은 사회적 소통능력에 어려움을 겪는 다양하고 광범위한 증상의 연속선상에 있는 것으로 인식되고 있습니다.

같은 자폐아라도 어떤 영역(의사소통, 사회적 상호작용, 반복적 행동)에 영향을 받느냐에 따라 그 증상과 정도가 모두 다릅니다. 여러분 자녀의 증상은 남과 다를 수 있으며, 여러분의 자녀는 다른 자폐아와는 전혀 다르게 보일 수 있습니다. 자폐아동 중 40%는 평균 이상의 지적능력을 갖고 있으며 25%는 언어사용 능력이 없지만 학습을 통해 언어를 습득하고 의사소통 능력을 배우게 됩니다. 모두에게 해당되는 것은 아니나, ASD를 가진 아동이 수학이나 음악, 미술, 읽기 등에서 뛰어난 능력을 보이는 경우도 흔히 있습니다. Autism Speaks 재단은 이처럼 다양한 유형의 자폐를 갖고 있는 모든 이들의 삶을 향상시키기 위해, 효과적인 치료개발 지원 및 자폐인에 대한 사회적 관심, 이해 그리고 지원을 높이기 위한 사업을 실시하고 있습니다.

오늘날, 미국에서는 아동 88명 당 한 명꼴로 ASD를 갖고 있는 것으로 나타나고 있습니다. 자폐증을 가진 사람은 미국에서만 약 200만 명이 있는 것으로 추산되며, 전 세계적으로는 자폐인구가 수 천만에 달할 것으로 추산되고 있습니다. 그러나 전문가들은 실제 이러한 통계 수치보다 훨씬 더 많은 사람들-어린이와 성인 포함-이 ASD를 갖고 있을 것으로 생각하고 있습니다. 실제로, 가장 세밀한 방법을 동원하여 한국에서 실시된 한 역학조사에서는, 7-12세 아동의 2.64%가 ASD인 것으로 나타났습니다. 지금까지 ASD 연구가 실시된 모든 곳에서는 남아의 비율이 여아보다 높았으며, 현재 미국에서는 남아 54명당 한 명꼴로 ASD를 갖고 있습니다.

자폐는 단일 원인에 의한 단일 증상이 아니란 사실을 기억하는 것이 중요합니다. 자폐증은 다양한 원인에 의한 관련 장애의 복합적 증상입니다. 대부분의 자폐는 유전에 의하여, 또는 유전적 위험요소와 환경적 위험요소가 함께 작용하여 발달되는 경우가 많습니다. 전체 자폐인구 중 약 10-15%는 취약 X 증후군, 결절성 경화증, 엥겔만 증후군 등의 뚜렷한 유전적 요인에 의한 것으로 알려져 있습니다. 여기서 반드시 구분하고 넘어가야 하는 것 중 하나는, 유전적 인자와 대물림 되는 유전형질 간의 차이입니다. 현재까지의 연구결과에 의하면 ASD로 밝혀진 경우의 상당수가 de novo 돌연변이에 의한 것으로 알려졌습니다. De Novo 돌연변이는 유전자의 돌연변이로서 이것이 유익한 것이든 해로운 것이든 간에, 해당 가계에서 새롭게 발생하여 처음 나타나는 것을 말합니다. 지금까지 자폐가 될 확률이 높은 몇 가지 유전요소가 밝혀진 바 있는데, 이는 다시 말하면 이러한 유전자의 변종이나 돌연변이를 보유한 사람에게서 특히 자폐증이 나타나기 쉽다는 의미가 됩니다. 자폐는 여러가지 유전자에서 기인하는 것으로 알려져 있습니다. 현재 학계에서는 자폐가 어떻게 유전적 요소와 환경적 위험요소 두 가지가 함께 작용하는 데서 기인하는 지를 밝히기 위한 수많은 연구가 진행되고 있습니다. 특히 수정 후 착상에서 출산까지의 시기와 관련해 많은 연구가 이뤄지고 있는데, ASD와 관련된 신경계 변화는 임신 초기에 일어나는 것으로 알려져 있으나, ASD가 모체의 스트레스 때문이라는 주장은 아직까지 어디에도 명확한 근거가 제시되지 않았습니다. 태교를 잘못하여 자폐가 발생한다는 주장 역시 그렇습니다.

현재 학계에서는 신체 및 뇌의 면역체계의 기능과 제어력이 자폐에 끼치는 영향에 관한 연구가 활발하게 진행되고 있습니다. 지난 30년간 수집된 단편적 증거에 의하면, 자폐를 가진 사람들은 중추신경계에 염증이 발생할 확률이 높다고 합니다. 또한 동물 실험 결과, 면역체계가 자폐관련 행동에 영향을 줄 가능성이 높다는 증거가 발견되고 있습니다. 저희 Autism Speaks는 자폐학계 안팎의 전문가들을 대상으로 면역체계와 자폐증 간의 잠재적 연관성에 관한 인식을 넓히고, 연구를 활성화 하기 위해 노력하고 있습니다.

자폐의 원인은 다양하고 복합적이나, 분명한 것은 양육방식 때문에 자폐가 발생하지 않는다는 사실입니다. 1943년, ASD를 학계에 최초로 보고한 레오 캐너(Leo Kanner) 박사는 자폐증이 자녀에게 애착을 갖지 못하는 어머니 때문에 생기는 증상이라는 잘못된 주장을 했습니다. 그 후, 아동발달의 조기장애를 설명한 많은 정신분석 이론도 이러한 낭설을 굳히는데 일조하였습니다. 그러나 자폐가 양육방식에 의해 발생하지 않는다는 사실은 명백합니다. 이러한 주장이 잘못된 것임은 ASD의 원인에 관한 많은 연구들에서 여러 번 확인되었습니다. 그럼에도 불구하고 이러한 잘못된 주장은, 여러 세대 동안 자폐아의 부모에게 큰 심적 부담과 죄의식을 안겨 왔습니다. ASD는 애착장애가 아닙니다. 오히려 ASD 자녀를 둔 부모님들의 양육방식이나 애정은 다른 부모들에게 절대 뒤지지 않을 것입니다.

뉴욕시 한인사회 자폐 프로젝트는 시작과 함께 많은 미디어의 주목을 받아 왔습니다. 아래의 제목들을 클릭하면 이 프로젝트와 관련된 기사들을 볼 수 있습니다:

부모의 관점에서 본 자폐 - 자폐아를 둔 어머니인 이남경씨는 아래의 칼럼에서 자폐아를 키우는 것에 대한 개인적 경험들을 들려줍니다. 첫 번째 칼럼에서, 이남경씨는 본인의 아이가 진단 받기까지 경험하고 느낀 것을 솔직하고 담담히 얘기하고 있습니다. 두 번째 칼럼에서는, 자폐의 조기개입, 그리고 자폐아의 건강과 교육을 위한 서비스의 중요성에 대해 얘기합니다.

" 내 아이는 자폐를 갖고 있습니다 - 조기진단의 중요성", 특별기고: 이남경, 뉴욕시 한인사회 자폐 프로젝트 팀

" 내 아이는 자폐를 갖고 있습니다 - 자폐의 치료 및 서비스", 특별기고: 이남경, 뉴욕시 한인사회 자폐 프로젝트 팀

자폐를 갖고 살아가는 성인의 관점 - 한 익명의 기고자가 자폐를 가진 아이에서 어른으로 성장하면서 겪은 경험을 바탕으로 자폐아의 미래에 대한 희망에 대해 얘기합니다.

" 내 아이는 자폐를 갖고 있습니다 - 자폐아의 성장과 미래", 특별기고: 자폐를 가진 익명의 기고자, 이남경, 뉴욕시 한인사회 자폐 프로젝트 팀

한국일보에 실린 칼럼 시리즈 -부모의 관점에서 바라본 뉴욕시 한인사회 자폐 프로젝트 - 자폐아를 둔 한인 1세 부모, 그리고 미국 내 한인사회와 한국의 자폐아를 둔 가족들이 자폐와 관련해서 겪는 경험들에 대해 많은 연구를 해오고 있는 한 자폐 연구자가 부모의 관점에서 얘기를 들려줍니다.
교육칼럼/ 뉴욕한인사회 자폐 프로젝트 1, 변성희
교육칼럼/ 뉴욕한인사회 자폐 프로젝트 2, 3, 리차드 그린커

뉴욕 타임즈 기사, "자폐에 대한 편견과 싸우기 위해" - 뉴욕타임즈 기자 앨 베이커씨는 미국에 있는 한인 가족들이 자폐 진단을 받아들이기까지 겪는 경험들, 그리고 한인사회가 필요로 하는 것을 파악하기 위해 뉴욕시 한인사회 자폐 프로젝트 연구팀과 오티즘스픽스 재단이 진행해 오고 있는 일에 대해 묘사하고 있습니다.

2013년 4월 지역사회 자폐 인식의 날 행사 개최 - 뉴욕시 내 한인사회 미디어와 서비스 제공자들이 참석한 이 행사에서는, 유펜대학교의 연구자들과 오티즘스픽스가 함께 패널토론을 진행했고. 프로젝트 팀이 개발한 한국어 자료들을 소개했습니다.

한국일보 기사, "한인 자폐 인식 높여야: 오티즘스픽스 컨퍼런스 개최", "자폐, 조기치료가 관건: 크리스티나 강-이 조교수 자폐 컨퍼런스 강의"

종교 공동체

교회는 자폐를 갖고 있는 이들을 포함한 지역사회의 모든 이들을 환영하는 중요한 역할을 합니다. 또한, 교회는 자폐에 대한 인식을 높이고, 아이의 발달상태에 대한 근심이 있거나 자폐를 갖고 있는 아이를 위한 서비스 관련 질문을 갖고 있는 가족들을 돕는 데에도 중요한 역할을 합니다.

다음의 자료는 종교 공동체 내에서 자폐에 대한 인식을 높이기 위해 할 수 있는 것들이 무엇인지 알려줍니다.
뉴욕시의 한인 교회들을 통한 자폐 인식 향상과 자폐인의 지역사회통합
교인들을 위해 신도석에 비치할 수 있는 자폐 관련 교육 자료를 원하시면, 다음의 퓨카드 (Pew card)를 다운 받으십시오.

서비스 제공자를 위한 자료
Tips for Talking with Parents 부모와 대화하는 요령 Autism Society of Korea Materials 한국자폐인 사랑협회
여러분이 제공하는 서비스를 저희Autism Speaks 자료가이드에 올리고 싶으시면 다음의 웹 페이지에서 제공하는 양식을 작성해 주시기 바랍니다.

더 자세한 정보 및 자료가 필요하시면, 저희 웹사이트의 특별섹션 에서 제공되는 동영상 사전, 자폐진단, 자폐 증상, 자폐치료, 자폐아동의 권리, 아스퍼거 증후군과 전반적 발달장애 를 참고 하십시오. 이 자료들은 저희 재단을 지원해 주시는 여러 가족과 자원봉사자들 그리고 후원자들의 도움으로 개발 되었습니다.

Autism Speaks would like to thank Dr. Christina Kang-Yi for the translation of the content of this page, Dr. Richard Grinker and Mee-Young Kim for their contributions to the adaptation and translation of the 100-Day Kit, and the Community Advisory Board of the New York City Korean Community Autism Project for their invaluable input.
Legal Disclaimer: Autism Speaks maintains resources for non-English speakers as a service to families as reference tools. Every effort has been made to ensure the content of the Tool Kits is up to date and consistent with the original English versions. Users are urged to use independent judgment when reviewing these materials.

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저희 Autism Speaks는 자폐 관련 연구 및 자폐인 가족들을 위한 옹호 지원 서비스를 제공하는 데에 앞장서고 있습니다. 최근, 저희 재단에서는 자폐 진단을 받는 아동들의 평균 나이를 낮춤으로써, 더 많은 아동들이 적절한 시기에 조기개입 서비스를 받을 수 있도록 하기 위한 "조기개입 서비스의 근접성 향상" 켐페인을 시작했습니다.

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Many articles in Arabic on all kinds of topics related to autism.

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أول 100 يوم بعد تشخيص اضطراب طيف التوحد

الدليل الإرشادي لعائلات الأطفال في سن الدراسة
A Parent's Guide to Autism
دليل الوالدين للتوحد

أداة دعم الأسر من مؤسسة التوحد يتحدث

Autism Speaks would like to thank the Mental Health Centre of Excellence at Aljalila Children's specialty Hospital in Dubai for the Translation of this document and a special Thank you Note for Suha AlShuaibat -Speech and Language Pathologist at the Autism Program - for taking the lead in translating this document for Arabic Speaking families.
Legal Disclaimer: Autism Speaks maintains resources for non-English speakers as a service to families as reference tools. Every effort has been made to ensure the content of the Tool Kits is up to date and consistent with the original English versions. Users are urged to use independent judgment when reviewing these materials.

We're Here to Help Chat with Us

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أول 100 يوم بعد تشخيص اضطراب طيف التوحد الدليل الإرشادي لعائلات الأطفال في سن الدراسة A Parent's Guide to Autism دليل الوالدين للتوحد أداة دعم الأسر من مؤسسة التوحد يتحدث Autism Speaks would like to thank the Mental Health Centre of Excellence at Aljalila Children's specialty Hospital in Dubai for the Translation of this document and a special Thank you Note for Suha AlShuaibat -Speech and Language Pathologist at the Autism Program - for taking the lead in translating this document for Arabic Speaking families.

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includes social stories for returning to school

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Includes many articles, some specific to the UCLA area, but most are widely applicable.

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Includes many articles, some specific to the UCLA area, but most are widely applicable.

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El trastorno del espectro autista (ASD) es un trastorno del desarrollo complejo que afecta cómo una persona se comporta, interactúa con otros, se comunica y aprende. El NICHD es una de muchas agencias federales e institutos de los NIH que trabajan para entender el ASD. El NICHD apoya y realiza investigaciones sobre las causas del autismo, cuál es la mejor manera de detectar los signos del autismo y cuál es la mejor manera de tratar el autismo y sus síntomas, y otros temas.

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El trastorno del espectro autista (ASD) es un trastorno del desarrollo complejo que afecta cómo una persona se comporta, interactúa con otros, se comunica y aprende. El NICHD es una de muchas agencias federales e institutos de los NIH que trabajan para entender el ASD.

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list of resources, including many in other languages

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Melissa Heifetz chosen to lead respected disability advocacy organization The Arc of Northern Virginia is very pleased to announce the selection of Melissa Heifetz as our next Executive Director. Ms. Heifetz is an experienced leader of non-profit organizations, and a passionate and dedicated advocate for the rights of people with disabilities. She will assume [...]

Celebrated every November, National Family Caregivers Month is a time to recognize and honor family caregivers across the country. It offers an opportunity to raise awareness of caregiving issues, educate communities, and increase support for caregivers. This observation offers an opportunity to raise awareness of caregiving issues, educate communities, and increase support for family [...]

Here is the schedule for November's Transition Lunch & Learn sessions: November 2nd 12:00 noon - 1:30 p.m. Lunch & Learn - Open Round-Table Join giving you the chance to ask your questions and learn from the answers to other's questions. November 16th Lunch & Learn with The Arc of Northern Virginia's [...]

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Supporting people with intellectual and developmental disabilities and their families in the Northern Virginia area. The Arc of Northern Virginia is the leading advocacy organization for people with intellectual and developmental disabilities and their families in the Northern Virginia area.

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دليل نقاط التحول - العربية

* التدخل المبكر - بدء الحياة مع طفلك من ذوي الإعاقة

* التعليم الخاص - الحصول على أقصى استفادة من التعليم الخاص

* الانتقال إلى خدمات البالغين - تأمين مستقبل لطفلك الذي يعاني من إعاقة

* التوظيف - دخول عالم العمل

* السكن - العثور على منزل للكبار ذوي الإعاقة

* الشيخوخة مع الإعاقة

For further information on The Arc of Northern Virginia's Transition POINTS program contact:
Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

For information about sponsorship opportunities to help support the expansion of Transition POINTS, please contact:
Howard Stregack, Director of Development, at 703-208-1119 x102 or email HStregack@TheArcofNoVA.org.

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Transition POINTS Guides - Arabic - The Arc Northern Virginia

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التدخل المبكر - بدء الحياة مع طفلك من ذوي الإعاقة * التعليم الخاص - الحصول على أقصى استفادة من التعليم الخاص * الانتقال إلى خدمات البالغين - تأمين مستقبل لطفلك الذي يعاني من إعاقة * التوظيف - دخول عالم العمل * السكن - العثور على منزل للكبار ذوي الإعاقة * الشيخوخة مع الإعاقة For further information on The Arc of Northern Virginia's Transition POINTS program contact: Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

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دليل نقاط التحول - العربية

* التدخل المبكر - بدء الحياة مع طفلك من ذوي الإعاقة

* التعليم الخاص - الحصول على أقصى استفادة من التعليم الخاص

* الانتقال إلى خدمات البالغين - تأمين مستقبل لطفلك الذي يعاني من إعاقة

* التوظيف - دخول عالم العمل

* السكن - العثور على منزل للكبار ذوي الإعاقة

* الشيخوخة مع الإعاقة

For further information on The Arc of Northern Virginia's Transition POINTS program contact:
Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

For information about sponsorship opportunities to help support the expansion of Transition POINTS, please contact:
Howard Stregack, Director of Development, at 703-208-1119 x102 or email HStregack@TheArcofNoVA.org.

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Transition POINTS Guides - Arabic - The Arc Northern Virginia

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التدخل المبكر - بدء الحياة مع طفلك من ذوي الإعاقة * التعليم الخاص - الحصول على أقصى استفادة من التعليم الخاص * الانتقال إلى خدمات البالغين - تأمين مستقبل لطفلك الذي يعاني من إعاقة * التوظيف - دخول عالم العمل * السكن - العثور على منزل للكبار ذوي الإعاقة * الشيخوخة مع الإعاقة For further information on The Arc of Northern Virginia's Transition POINTS program contact: Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

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Transition POINTS Guides - 中文 - 普通話

* 早期干預 - 與您的殘疾兒童一起開始生活

* 過渡到成人服務 - 為您的殘疾兒童確保未來

For further information on The Arc of Northern Virginia's Transition POINTS program contact:
Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

For information about sponsorship opportunities to help support the expansion of Transition POINTS, please contact:
Howard Stregack, Director of Development, at 703-208-1119 x102 or email HStregack@TheArcofNoVA.org.

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Transition POINTS Guides - Chinese - The Arc Northern Virginia

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早期干預 - 與您的殘疾兒童一起開始生活 * 過渡到成人服務 - 為您的殘疾兒童確保未來 For further information on The Arc of Northern Virginia's Transition POINTS program contact: Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org. For information about sponsorship opportunities to help support the expansion of Transition POINTS, please contact: Howard Stregack, Director of Development, at 703-208-1119 x102 or email HStregack@TheArcofNoVA.org.

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Transition POINTS Guides - Spanish

* Early Intervention - Starting Life with Your Child with a Disability

Download in Spanish Descargue "Comenzar la Vida con Su Hijo con Discapacidad" en Español

* Special Education - Getting the Most from Special Education

Download in Spanish Descargar "Obtener el Máximo Provecho de la Educación Especial" en Español

* Transition to Adult Services - Securing a Future for your Child with a Disability

Download in Spanish Descargar "Asegurar un Futuro para Su Hijo con Discapacidad" en Español

* Employment - Entering the World of Work

Download in Spanish Descargar "Empleo - Entrar en el mundo del trabajo" en Español

* Housing - Finding a Home for Adults with Disabilities

Download in Spanish Descargar "Encontrar un Hogar para Adultos con Discapacidades" en Español

* Aging - Aging with a Disability

Download in Spanish Descargar "Envejecimiento con una Discapacidad" en Español

For further information on The Arc of Northern Virginia's Transition POINTS program contact:
Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

For information about sponsorship opportunities to help support the expansion of Transition POINTS, please contact:
Howard Stregack, Director of Development, at 703-208-1119 x102 or email HStregack@TheArcofNoVA.org.

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Transition POINTS Guides - Spanish - The Arc Northern Virginia

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Early Intervention - Starting Life with Your Child with a Disability Download in Spanish Descargue "Comenzar la Vida con Su Hijo con Discapacidad" en Español * Special Education - Getting the Most from Special Education Download in Spanish Descargar "Obtener el Máximo Provecho de la Educación Especial" en Español *

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Transition POINTS Guides - Tiếng Việt

* Can thiệp sớm - Bắt đầu cuộc sống với con bạn với một khuyết tật

* Giáo dục đặc biệt - Tận dụng tối đa giáo dục đặc biệt

* Chuyển tiếp sang Dịch vụ dành cho Người lớn - Bảo đảm Tương lai cho Con bạn với Khuyết tật

* Việc làm - Bước vào thế giới công việc

* Nhà ở - Tìm nhà cho người lớn khuyết tật

* Lão hóa - Lão hóa với Khuyết tật

For further information on The Arc of Northern Virginia's Transition POINTS program contact:
Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

For information about sponsorship opportunities to help support the expansion of Transition POINTS, please contact:
Howard Stregack, Director of Development, at 703-208-1119 x102 or email HStregack@TheArcofNoVA.org.

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Transition POINTS Guides - Vietnamese - The Arc Northern Virginia

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Can thiệp sớm - Bắt đầu cuộc sống với con bạn với một khuyết tật * Giáo dục đặc biệt - Tận dụng tối đa giáo dục đặc biệt * Chuyển tiếp sang Dịch vụ dành cho Người lớn - Bảo đảm Tương lai cho Con bạn với Khuyết tật

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Transition POINTS Guides - Korean

* Early Intervention - Starting Life with Your Child with a Disability

Download in Korean 장애가있는 자녀와 함께 생활 시작하기 (한국어)

* Special Education - Getting the Most from Special Education

Download in Korean "특수 교육을 최대한 활용하기"를 한국어로 다운로드하십시오.

* Transition to Adult Services - Securing a Future for your Child with a Disability

Download in Korean "장애가있는 자녀를위한 미래의 안전 확보".

* Employment - Entering the World of Work

Download in Korean "고용 - 직업 세계에 뛰어 들다"

* Housing - Finding a Home for Adults with Disabilities

Download in Korean 장애가있는 성인을위한 홈 찾기

* Aging - Aging with a Disability

Download in Korean "장애가있는 노령화"를 한국어로 다운로드하십시오.

For further information on The Arc of Northern Virginia's Transition POINTS program contact:
Diane Monnig, Transition Manager at 703-208-1119 x118 or email DMonnig@TheArcofNoVA.org.

For information about sponsorship opportunities to help support the expansion of Transition POINTS, please contact:
Howard Stregack, Director of Development, at 703-208-1119 x102 or email HStregack@TheArcofNoVA.org.

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Transition POINTS Guides - Korean - The Arc Northern Virginia

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Early Intervention - Starting Life with Your Child with a Disability Download in Korean 장애가있는 자녀와 함께 생활 시작하기 (한국어) * Special Education - Getting the Most from Special Education Download in Korean "특수 교육을 최대한 활용하기"를 한국어로 다운로드하십시오.

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How to Navigate the Diagnosis and Treatment for Autism

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How to Navigate the Diagnosis and Treatment for Autism

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scroll to the bottom half for Spanish

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How to Navigate the Diagnosis and Treatment of Autism: Tips for Families from Culturally and Linguistically Diverse Backgrounds.

By: Megan Frye, PhD, Licensed Psychologist

Obtaining a diagnosis and treatment for Autism Spectrum Disorder (ASD) can be an overwhelming process. Complications with long waitlists for initial diagnosis particularly in rural areas, confusing policies regarding insurance billing and navigating a multitude of appointments, and difficulties coordinating care between therapeutic and educational settings can create an isolating and confusing experience for many children and families. These issues often add additional stress to the daily ups and downs of caring for an individual with ASD.

The situation is only made more complex for families from culturally and linguistically diverse backgrounds for whom English is a second language. The ability to communicate information about your child, your family culture, and your concerns and hopes as a parent is valuable and important in ensuring you receive the support you need and your child receives the highest quality of care possible. Thankfully, many professionals, legislators and families are working together in efforts to improve the system of diagnosis and treatment.

Below are several tips that linguistically diverse families may find helpful in navigating the process of diagnosis and treatment for autism:

1.Ask for an interpreter. It is your legal right to access care in your first language for free. You may request a provider that speaks your language. If one is unavailable the services of an interpreter can be provided to help you communicate with your child's care team. All major hospitals provide these services. For assistance with making appointments at Seattle Children's Hospital call: 1-866-583-1527. Mention your first language, your child's name, the provider with whom you'd like to speak.

2.Confirm what your insurance will and will not cover. Visits with a psychologist, psychiatrist, mental health therapist or behavioral consultant are usually billed as mental health services. Some insurance companies cover mental health services the same as medical services, others do not. Important questions to ask your insurance company include:

How many mental health visits are allowed per year?

Can my child see any provider or do I have to choose from a list?

Are there any diagnoses that are not covered?

3.Share about your family and culture. Communicate your family's beliefs and cultural understanding of what is happening for your child. Share what you believe are your child's strengths and challenges. Remember, you know your child better than anyone else.

4.Ask for clarification. If you don't understand what the provider is asking or if you have questions about what they are saying, it's ok to have the doctor slow down and clarify or give examples.

5.Ask if there are materials and resources available in your first language. Many resources are available in Spanish and other languages and providers will be able to point you in the direction of books and other resources. The Autism Speaks website provides resources in several languages. Resources in Spanish can be found here.

6.Use parent education and support resources. Getting an autism diagnosis and navigating treatment is life-altering. You are not alone. Speaking with other families who may be facing the same challenges and gaining support for yourself is essential in better supporting your child. Ask your provider about connecting you with other families from your language/culture through groups and other supports.

More information about Parent-to-Parent support groups in Spanish.

The group Padres Unidos is a support group in Spanish for parents who have children with special needs. This group meets the third Friday of every month from 6-8pm at Child Strive 14 E Casino Road, Bldg. A Everett, WA 98208.

7.Request assistance with making scheduling more convenient if possible. Ask your provider if there are appointments available in the early mornings or evenings or if several visits with different providers can happen during one day to limit the need to take several days off of your own work schedule.

8.Prioritize Interventions. Request that your provider help you prioritize interventions and treatments that are the most important first, if your ability to attend multiple weekly appointments is limited.

9.Connect with school. Inquire if there are services that might be provided at your child's school or in the home setting to limit the need to travel to clinic for services.

10.Encourage provider collaboration. Request that providers communicate directly with each other rather than you having to pass along the message. Encourage community-based providers to connect with your child's school.

11.Be an active part of your child's treatment. Ask questions, speak up, advocate. You're the number one expert on your child. Your involvement and expertise is a key component to their care. They are lucky to have you and they will benefit from having you involved!

¿Cómo enfrentar el diagnóstico y tratamiento del Trastorno del Espectro Autista? Consejos para las familias de diversos orígenes culturales y linguisticos

Por: Megan Frye, PhD, Psicóloga Infantil

La obtención de un diagnóstico y tratamiento para el trastorno del espectro autista (TEA) puede ser un proceso abrumador. Las complicaciones con largas listas de espera para el diagnostico inicial sobre todo en las zonas rurales, confundiendo las políticas con respecto a la facturación del seguro y la navegación por una multitud de citas, y dificultades para coordinar la atención entre los ajustes terapéuticos y educativos pueden crear una experiencia de aislamiento y confucion para muchos niños y familias. Estos problemas suelen anadir tensión adicional a las subidas y bajadas diarias de cuidar a una persona con TEA. La situación solo se hace mas compleja para las familias de diversos orígenes culturales y linguisticos para quienes el ingles es un segundo idioma. La capacidad de comunicar información sobre su hijo, su cultura familiar, y sus preocupaciones y esperanzas como padres es valiosa e importante para garantizar que reciba el apoyo que necesita su hijo y su que reciba la mas alta calidad de atención posible. Agradecidamente, muchos profesionales, legisladores y familias trabajan juntos en los esfuerzos para mejorar el sistema de diagnóstico y tratamiento.

A continuación se presentan algunos consejos que las familias de habla hispana pueden encontrar útiles en la navegación del proceso de diagnostico y tratamiento de TEA.

1.Solicite un intérprete. Es su derecho legal para acceder a la atención en su primer idioma de forma gratuita. Usted puede solicitar un proveedor de habla española. Si uno no está disponible los servicios de un intérprete se pueden proporcionar para ayudarle a comunicarse con el equipo de atención de su hijo en español. Todos los grandes hospitales ofrecen estos servicios. Para obtener ayuda con hacer citas en el Hospital de Niños de Seattle (Seattle Children's Hospital): Llame Nuestra línea gratis de Interpretación Telefónica 1866-583-1527. Menciónele al interprete el nombre de la persona o departamento que necesita.

2.Confirmar lo que debe y no debe cubrir su seguro. Visitas con un psicólogo, psiquiatra, terapeuta de salud mental o consultor de comportamiento suelen ser facturados como servicios de salud mental. Algunas compañías de seguros cubren los servicios de salud mental lo mismo que los servicios médicos, otros no lo hacen. Las preguntas importantes para hacerle a su compañía de seguros incluyen:

¿Cuántas visitas de salud mental se permiten por año?

¿Puede mi hijo ver a cualquier proveedor o tengo que elegir de una lista?

¿Hay algunos diagnósticos que no están cubiertos?

3.Compartir acerca de su familia y la cultura. Comunicar las creencias de su familia y la comprensión cultural de lo que está sucediendo a su hijo. Compartir lo que usted cree son las fortalezas y desafíos de su hijo. Recuerde, usted conoce a su hijo mejor que nadie.

4.Pida una aclaración. Si usted no entiende lo que el proveedor está pidiendo o si tiene preguntas acerca de lo que están diciendo, que está bien tener el médico reduzca la velocidad y aclarar o dar ejemplos.

5.Pregunte si hay materiales y recursos disponibles en su lengua materna. Muchos recursos están disponibles en español y los proveedores serán capaces de señalar en la dirección de los libros y otros recursos. Un recurso útil Sobre el autismo en Español es el sitio de web de ' Autism Speaks.

6.Utilizar los recursos de educación y apoyo para padres. Conseguir un diagnóstico de autismo y la navegación por el tratamiento altera la vida. Usted no está solo. Hablando con otras familias que pueden estar enfrentando los mismos desafíos y la obtención de apoyo para usted es fundamental para apoyar mejor a su hijo. Pregunte a su proveedor acerca de que la conexión con otras familias de la lengua / cultura a través de grupos y otros soportes.

Puede encontrar más información sobre los grupos de apoyo de padre a padre en español accediendo.

El grupo de Padres Unidos es un grupo de apoyo en español para los padres que tienen niños con necesidades especiales. Este grupo se reúne el tercer viernes de cada mes de 6-8 pm en Child Strive 14 E Casino Road, Bldg. A Everett, WA 98208.

7.Solicita ayuda con la fabricación de programación más conveniente si es posible. Pregunte a su proveedor si hay citas disponibles por la mañana temprano o por la noche o si varias visitas con diferentes proveedores pueden suceder durante un día para limitar la necesidad de llevar varios días fuera de su propio horario de trabajo.

8.Prioriza Las intervenciones. Solicita que su profesional medico le ayudara a priorizar las intervenciones y tratamientos que podría ser la primera más importante si su capacidad de asistir a varias citas semanales es limitada.

9.Conectar con la escuela. Preguntar si hay servicios que pueden ser proporcionados en la escuela de su hijo o en el hogar para limitar las necesidades de viajar a la clínica para recibir servicios.

10.Fomentar la colaboración proveedor. Solicita que los proveedores se comunican directamente entre ellos en lugar de tener que usted transmita el mensaje. Formenta a los proveedores basados en la comunidad para conectar con la escuela de su hijo también.

11.Sea una parte activa del tratamiento de su hijo. Hacer preguntas, hablar, defender. Usted es el número uno experto en su hijo. Su implicación y la experiencia es un componente clave para su cuidado. Son muy afortunado de tenerte y que se beneficiarán de tener que participar!

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How to Navigate the Diagnosis and Treatment of Autism: Tips for Families from Culturally and Linguistically Diverse Backgrounds

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How to Navigate the Diagnosis and Treatment of Autism: Tips for Families from Culturally and Linguistically Diverse Backgrounds. By: Megan Frye, PhD, Licensed Psychologist Obtaining a diagnosis and treatment for Autism Spectrum Disorder (ASD) can be an overwhelming process. Complications with long waitlists for initial diagnosis particularly in rural areas, confusing policies regarding insurance billing...

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How to Navigate the Diagnosis and Treatment for Autism

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How to Navigate the Diagnosis and Treatment for Autism

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Tips for families from culturally and linguistically diverse backgrounds

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How to Navigate the Diagnosis and Treatment of Autism: Tips for Families from Culturally and Linguistically Diverse Backgrounds.

By: Megan Frye, PhD, Licensed Psychologist

Obtaining a diagnosis and treatment for Autism Spectrum Disorder (ASD) can be an overwhelming process. Complications with long waitlists for initial diagnosis particularly in rural areas, confusing policies regarding insurance billing and navigating a multitude of appointments, and difficulties coordinating care between therapeutic and educational settings can create an isolating and confusing experience for many children and families. These issues often add additional stress to the daily ups and downs of caring for an individual with ASD.

The situation is only made more complex for families from culturally and linguistically diverse backgrounds for whom English is a second language. The ability to communicate information about your child, your family culture, and your concerns and hopes as a parent is valuable and important in ensuring you receive the support you need and your child receives the highest quality of care possible. Thankfully, many professionals, legislators and families are working together in efforts to improve the system of diagnosis and treatment.

Below are several tips that linguistically diverse families may find helpful in navigating the process of diagnosis and treatment for autism:

1.Ask for an interpreter. It is your legal right to access care in your first language for free. You may request a provider that speaks your language. If one is unavailable the services of an interpreter can be provided to help you communicate with your child's care team. All major hospitals provide these services. For assistance with making appointments at Seattle Children's Hospital call: 1-866-583-1527. Mention your first language, your child's name, the provider with whom you'd like to speak.

2.Confirm what your insurance will and will not cover. Visits with a psychologist, psychiatrist, mental health therapist or behavioral consultant are usually billed as mental health services. Some insurance companies cover mental health services the same as medical services, others do not. Important questions to ask your insurance company include:

How many mental health visits are allowed per year?

Can my child see any provider or do I have to choose from a list?

Are there any diagnoses that are not covered?

3.Share about your family and culture. Communicate your family's beliefs and cultural understanding of what is happening for your child. Share what you believe are your child's strengths and challenges. Remember, you know your child better than anyone else.

4.Ask for clarification. If you don't understand what the provider is asking or if you have questions about what they are saying, it's ok to have the doctor slow down and clarify or give examples.

5.Ask if there are materials and resources available in your first language. Many resources are available in Spanish and other languages and providers will be able to point you in the direction of books and other resources. The Autism Speaks website provides resources in several languages. Resources in Spanish can be found here.

6.Use parent education and support resources. Getting an autism diagnosis and navigating treatment is life-altering. You are not alone. Speaking with other families who may be facing the same challenges and gaining support for yourself is essential in better supporting your child. Ask your provider about connecting you with other families from your language/culture through groups and other supports.

More information about Parent-to-Parent support groups in Spanish.

The group Padres Unidos is a support group in Spanish for parents who have children with special needs. This group meets the third Friday of every month from 6-8pm at Child Strive 14 E Casino Road, Bldg. A Everett, WA 98208.

7.Request assistance with making scheduling more convenient if possible. Ask your provider if there are appointments available in the early mornings or evenings or if several visits with different providers can happen during one day to limit the need to take several days off of your own work schedule.

8.Prioritize Interventions. Request that your provider help you prioritize interventions and treatments that are the most important first, if your ability to attend multiple weekly appointments is limited.

9.Connect with school. Inquire if there are services that might be provided at your child's school or in the home setting to limit the need to travel to clinic for services.

10.Encourage provider collaboration. Request that providers communicate directly with each other rather than you having to pass along the message. Encourage community-based providers to connect with your child's school.

11.Be an active part of your child's treatment. Ask questions, speak up, advocate. You're the number one expert on your child. Your involvement and expertise is a key component to their care. They are lucky to have you and they will benefit from having you involved!

¿Cómo enfrentar el diagnóstico y tratamiento del Trastorno del Espectro Autista? Consejos para las familias de diversos orígenes culturales y linguisticos

Por: Megan Frye, PhD, Psicóloga Infantil

La obtención de un diagnóstico y tratamiento para el trastorno del espectro autista (TEA) puede ser un proceso abrumador. Las complicaciones con largas listas de espera para el diagnostico inicial sobre todo en las zonas rurales, confundiendo las políticas con respecto a la facturación del seguro y la navegación por una multitud de citas, y dificultades para coordinar la atención entre los ajustes terapéuticos y educativos pueden crear una experiencia de aislamiento y confucion para muchos niños y familias. Estos problemas suelen anadir tensión adicional a las subidas y bajadas diarias de cuidar a una persona con TEA. La situación solo se hace mas compleja para las familias de diversos orígenes culturales y linguisticos para quienes el ingles es un segundo idioma. La capacidad de comunicar información sobre su hijo, su cultura familiar, y sus preocupaciones y esperanzas como padres es valiosa e importante para garantizar que reciba el apoyo que necesita su hijo y su que reciba la mas alta calidad de atención posible. Agradecidamente, muchos profesionales, legisladores y familias trabajan juntos en los esfuerzos para mejorar el sistema de diagnóstico y tratamiento.

A continuación se presentan algunos consejos que las familias de habla hispana pueden encontrar útiles en la navegación del proceso de diagnostico y tratamiento de TEA.

1.Solicite un intérprete. Es su derecho legal para acceder a la atención en su primer idioma de forma gratuita. Usted puede solicitar un proveedor de habla española. Si uno no está disponible los servicios de un intérprete se pueden proporcionar para ayudarle a comunicarse con el equipo de atención de su hijo en español. Todos los grandes hospitales ofrecen estos servicios. Para obtener ayuda con hacer citas en el Hospital de Niños de Seattle (Seattle Children's Hospital): Llame Nuestra línea gratis de Interpretación Telefónica 1866-583-1527. Menciónele al interprete el nombre de la persona o departamento que necesita.

2.Confirmar lo que debe y no debe cubrir su seguro. Visitas con un psicólogo, psiquiatra, terapeuta de salud mental o consultor de comportamiento suelen ser facturados como servicios de salud mental. Algunas compañías de seguros cubren los servicios de salud mental lo mismo que los servicios médicos, otros no lo hacen. Las preguntas importantes para hacerle a su compañía de seguros incluyen:

¿Cuántas visitas de salud mental se permiten por año?

¿Puede mi hijo ver a cualquier proveedor o tengo que elegir de una lista?

¿Hay algunos diagnósticos que no están cubiertos?

3.Compartir acerca de su familia y la cultura. Comunicar las creencias de su familia y la comprensión cultural de lo que está sucediendo a su hijo. Compartir lo que usted cree son las fortalezas y desafíos de su hijo. Recuerde, usted conoce a su hijo mejor que nadie.

4.Pida una aclaración. Si usted no entiende lo que el proveedor está pidiendo o si tiene preguntas acerca de lo que están diciendo, que está bien tener el médico reduzca la velocidad y aclarar o dar ejemplos.

5.Pregunte si hay materiales y recursos disponibles en su lengua materna. Muchos recursos están disponibles en español y los proveedores serán capaces de señalar en la dirección de los libros y otros recursos. Un recurso útil Sobre el autismo en Español es el sitio de web de ' Autism Speaks.

6.Utilizar los recursos de educación y apoyo para padres. Conseguir un diagnóstico de autismo y la navegación por el tratamiento altera la vida. Usted no está solo. Hablando con otras familias que pueden estar enfrentando los mismos desafíos y la obtención de apoyo para usted es fundamental para apoyar mejor a su hijo. Pregunte a su proveedor acerca de que la conexión con otras familias de la lengua / cultura a través de grupos y otros soportes.

Puede encontrar más información sobre los grupos de apoyo de padre a padre en español accediendo.

El grupo de Padres Unidos es un grupo de apoyo en español para los padres que tienen niños con necesidades especiales. Este grupo se reúne el tercer viernes de cada mes de 6-8 pm en Child Strive 14 E Casino Road, Bldg. A Everett, WA 98208.

7.Solicita ayuda con la fabricación de programación más conveniente si es posible. Pregunte a su proveedor si hay citas disponibles por la mañana temprano o por la noche o si varias visitas con diferentes proveedores pueden suceder durante un día para limitar la necesidad de llevar varios días fuera de su propio horario de trabajo.

8.Prioriza Las intervenciones. Solicita que su profesional medico le ayudara a priorizar las intervenciones y tratamientos que podría ser la primera más importante si su capacidad de asistir a varias citas semanales es limitada.

9.Conectar con la escuela. Preguntar si hay servicios que pueden ser proporcionados en la escuela de su hijo o en el hogar para limitar las necesidades de viajar a la clínica para recibir servicios.

10.Fomentar la colaboración proveedor. Solicita que los proveedores se comunican directamente entre ellos en lugar de tener que usted transmita el mensaje. Formenta a los proveedores basados en la comunidad para conectar con la escuela de su hijo también.

11.Sea una parte activa del tratamiento de su hijo. Hacer preguntas, hablar, defender. Usted es el número uno experto en su hijo. Su implicación y la experiencia es un componente clave para su cuidado. Son muy afortunado de tenerte y que se beneficiarán de tener que participar!

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How to Navigate the Diagnosis and Treatment of Autism: Tips for Families from Culturally and Linguistically Diverse Backgrounds

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How to Navigate the Diagnosis and Treatment of Autism: Tips for Families from Culturally and Linguistically Diverse Backgrounds. By: Megan Frye, PhD, Licensed Psychologist Obtaining a diagnosis and treatment for Autism Spectrum Disorder (ASD) can be an overwhelming process. Complications with long waitlists for initial diagnosis particularly in rural areas, confusing policies regarding insurance billing...

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¿Qué son los trastornos del espectro autista?

Los trastornos del espectro autista son un grupo de trastornos del desarrollo que afectan la comunicación y el comportamiento. Aunque el autismo se puede diagnosticar a cualquier edad, se conoce como un "trastorno del desarrollo" porque generalmente los síntomas aparecen durante los primeros dos años de vida.

Según el Manual diagnóstico y estadístico de trastornos mentales (DSM-5), una guía creada por la Asociación Americana de Psiquiatría que se utiliza para diagnosticar trastornos mentales, las personas con trastornos del espectro autista tienen:

Dificultad para comunicarse e interactuar con otras personas

Intereses limitados y comportamientos repetitivos

Síntomas que afectan la capacidad de esa persona para desempeñarse en la escuela, el trabajo y otras áreas de la vida

Se utiliza el término "espectro" para describir el autismo porque existe una amplia variación en el tipo y la gravedad de los síntomas que experimentan las personas con esos trastornos.

Los trastornos del espectro autista ocurren en todos los grupos étnicos, raciales y económicos. Si bien pueden durar toda la vida, los tratamientos y servicios pueden mejorar los síntomas y la capacidad de funcionar de las personas con trastornos del espectro autista. La Academia Americana de Pediatría recomienda examinar a todos los niños para detectar si tienen autismo. Todas las personas que cuidan a niños deben hablar con sus pediatras sobre la evaluación del autismo.

¿Cuáles son las señales y los síntomas de los trastornos del espectro autista?

Las personas con estos trastornos tienen dificultad para comunicarse e interactuar socialmente, y además tienen intereses limitados y comportamientos repetitivos. La siguiente lista ofrece algunos ejemplos de los tipos de comportamientos que son frecuentes en las personas diagnosticadas con trastornos del espectro autista. No todas las personas con estos trastornos tendrán todos los comportamientos, pero la mayoría mostrará algunos de los que se mencionan a continuación.

Entre los comportamientos de comunicación e interacción social se pueden incluir:

Hacer poco contacto visual o hacerlo de manera inconsistente

Tener la tendencia de no ver o de no escuchar a las personas

Compartir rara vez los objetos o las actividades que les gustan, señalándolos o mostrándolos a otros

No responder o demorarse en responder cuando se les llama por su nombre o mediante otros intentos verbales para captar su atención

Tener dificultad para seguir las conversaciones

A menudo, hablar durante largo tiempo sobre un tema que prefieren, sin permitir que otros tengan la oportunidad de responder o sin darse cuenta cuando los demás reaccionan con indiferencia

Tener expresiones faciales, movimientos y gestos que no coinciden con lo que están diciendo

Tener un tono inusual de voz que puede sonar como si estuvieran cantando, o un tono monótono y similar al de un robot

Tener problemas para comprender el punto de vista de otra persona, o no poder predecir o entender las acciones de otros

Entre los comportamientos restringidos o repetitivos se pueden incluir:

Repetir ciertas conductas o tener comportamientos inusuales, como repetir palabras o frases (un comportamiento llamado ecolalia)

Mostrar un interés intenso y prolongado en ciertos temas, como números, detalles o datos

Mostrar demasiado interés en ciertas cosas, como en objetos en movimiento o en partes de algunos objetos

Molestarse por algún cambio leve en la rutina

Ser más o menos sensibles que otras personas a los estímulos sensoriales, como tener sensibilidad a la luz, al ruido, a la textura de la ropa o a la temperatura

Las personas con trastornos del espectro autista también pueden tener dificultad para dormir y ser irritables. Aunque las personas con estos trastornos pueden enfrentar muchos retos, también tienen muchos puntos fuertes, entre estos:

Ser capaces de aprender detalladamente cosas y recordar la información por largos períodos de tiempo

Tener una gran memoria visual y auditiva

Sobresalir en matemáticas, ciencias, música y arte

¿Cuáles son las causas y los factores de riesgo para los trastornos del espectro autista?

Los investigadores no saben cuáles son las causas exactas de los trastornos del espectro autista, pero hay estudios que sugieren que los genes pueden actuar junto con las influencias del entorno para afectar el desarrollo en formas que conducen al autismo. Aunque los científicos aún están intentando comprender por qué algunas personas presentan estos trastornos y otras no, algunos factores que aumentan el riesgo incluyen:

Tener hermanos con trastornos del espectro autista

Tener padres o madres mayores

Tener ciertas afecciones genéticas (por ejemplo, las personas con trastornos como el síndrome de Down, el síndrome del cromosoma X frágil y el síndrome de Rett son más propensas que otras a tener algún trastorno del espectro autista).

Tener un peso muy bajo al nacer

No todas las personas que tienen estos factores de riesgo tendrán autismo.

¿Cómo se diagnostican los trastornos del espectro autista?

Los médicos diagnostican los trastornos del espectro autista al observar el comportamiento y el desarrollo de una persona. Por lo general, se puede diagnosticar de manera confiable un trastorno del espectro autista a la edad de dos años. Es importante que las personas con inquietudes busquen una evaluación lo antes posible para poder obtener un diagnóstico y comenzar el tratamiento.

Diagnóstico en los niños pequeños

El diagnóstico en los niños pequeños suele ser un proceso de dos etapas:
Primera etapa: Evaluación del desarrollo general durante los chequeos periódicos de los niños
Todos los niños deben acudir a chequeos periódicos con un pediatra o un proveedor de atención médica de la primera infancia. La Academia Americana de Pediatría recomienda evaluar a todos los niños para detectar retrasos en el desarrollo durante sus chequeos periódicos de los 9, 18 y 24 o 30 meses. La evaluación específica para trastornos del espectro autista debe hacerse en las consultas de los 18 y los 24 meses. Es posible que se requieran evaluaciones adicionales si los niños presentan un alto riesgo de algún trastorno del espectro autista o de otros problemas del desarrollo. Los niños que tienen un alto riesgo incluyen aquellos que tienen familiares con estos trastornos, muestran algunos de los comportamientos relacionados con el espectro autista, tienen padres o madres mayores, tienen ciertas afecciones genéticas o nacieron con un peso muy bajo.

Las experiencias e inquietudes de los padres son muy importantes en el proceso de evaluación de los niños pequeños. A veces, el médico les hará preguntas sobre el comportamiento de los niños y usará esa información junto con herramientas para evaluar los trastornos del espectro autista y sus propias observaciones. Para leer más sobre los instrumentos que se usan para evaluar los trastornos del espectro autista, visite la página web de los Centros para el Control y la Prevención de Enfermedades (CDC, por sus siglas en inglés) en www.cdc.gov/ncbddd/Spanish/autism/screening.html.

Los niños que muestran ciertos problemas del desarrollo durante este proceso de evaluación se remiten para una segunda etapa de la evaluación.
Segunda etapa: Evaluación adicional
La segunda evaluación la realiza un equipo de médicos y otros profesionales de la salud que son expertos en el diagnóstico de los trastornos del espectro autista.

Este equipo puede incluir a los siguientes especialistas:

Un pediatra del desarrollo, que es un médico con formación especializada en el desarrollo infantil

Un psicólogo o psiquiatra infantil, que es un doctor que se especializa en el desarrollo del cerebro y en el comportamiento

Un neuropsicólogo, que es un médico que se centra en evaluar, diagnosticar y tratar trastornos neurológicos, médicos y del desarrollo neurológico

Un patólogo del habla o del lenguaje, que es un profesional de la salud con capacitación especial en los problemas de comunicación

La segunda evaluación puede medir las siguientes habilidades:

Cognitivas o del pensamiento

Del lenguaje y

Las necesarias para realizar actividades diarias de forma independiente y apropiada para la edad, como comer, vestirse o ir al baño

Debido a que los trastornos del espectro autista son complejos y a veces se producen junto con otras enfermedades o trastornos del aprendizaje, la evaluación completa puede incluir análisis de sangre y una prueba de audición.

El diagnóstico formal y las recomendaciones para el tratamiento se basarán en los resultados de esta evaluación.

Diagnóstico en niños más grandes y adolescentes

A menudo, los síntomas de los trastornos del espectro autista en los niños mayores y los adolescentes que asisten a la escuela son reconocidos primero por los padres y maestros y luego son evaluados por el equipo de educación especial de la escuela. El equipo escolar puede realizar una evaluación inicial y luego recomendar que estos niños vean a su pediatra o médico de atención primaria o a un médico que se especialice en los trastornos del espectro autista para una evaluación adicional.

Los padres pueden hablar con estos médicos sobre las dificultades que tienen sus hijos para interactuar socialmente, tales como problemas con la comunicación sutil. Estos problemas con la comunicación sutil pueden incluir dificultades para comprender el tono de voz, las expresiones faciales o el lenguaje corporal. Los niños más grandes y los adolescentes pueden tener problemas para entender las expresiones con sentido figurado, el humor o el sarcasmo. Los padres también pueden notar que sus hijos tienen problemas para hacer amistades con sus compañeros.

Diagnóstico en adultos

Con frecuencia, es más difícil diagnosticar los trastornos del espectro autista en adultos que en niños. En los adultos, algunos síntomas del espectro autista pueden superponerse con los síntomas de otros trastornos de salud mental, como el trastorno de ansiedad o el trastorno por déficit de atención con hiperactividad.

Los adultos que notan que tienen indicios o síntomas de los trastornos del espectro autista deben hablar con un médico y pedir que los envíen para una evaluación de estos trastornos. Si bien todavía se están haciendo ajustes a estas pruebas en los adultos, se les puede remitir a un neuropsicólogo, un psicólogo o un psiquiatra con experiencia en los trastornos del espectro autista. Este profesional preguntará acerca de los:

Retos enfrentados en la comunicación y la interacción social

Asuntos sensoriales

Comportamientos repetitivos

Intereses limitados

La información sobre los antecedentes del desarrollo de la persona adulta ayudará a que el médico haga un diagnóstico preciso. Por lo tanto, una evaluación para detectar trastornos del espectro autista podría incluir conversaciones con sus padres y otros familiares.

La obtención de un diagnóstico correcto de un trastorno del espectro autista como adulto puede ayudar a una persona a comprender los retos anteriores, identificar sus fortalezas y obtener el tipo adecuado de ayuda. Se están realizando estudios para determinar los tipos de servicios y apoyos que son más útiles para mejorar el funcionamiento y la integración en la comunidad de jóvenes en edad de transición y adultos con estos trastornos.

¿Cómo se tratan los trastornos del espectro autista?

El tratamiento de los trastornos del espectro autista debe comenzar lo antes posible después del diagnóstico. El tratamiento temprano es importante porque la atención adecuada puede disminuir las dificultades que tienen las personas al mismo tiempo que les ayuda a aprender nuevas habilidades y aprovechar al máximo sus fortalezas.

La gran cantidad de problemas que enfrentan las personas con estos trastornos significa que no existe un mejor tratamiento para el espectro autista. Trabajar en estrecha colaboración con un médico o profesional de la salud es importante para encontrar el programa de tratamiento adecuado.

Medicamentos

El médico puede recetar medicamentos para tratar algunos síntomas que son frecuentes en los trastornos del espectro autista. Con los medicamentos, una persona con uno de estos trastornos puede tener menos problemas de:

Irritabilidad

Agresión

Comportamientos repetitivos

Hiperactividad

Problemas de atención

Ansiedad y depresión

Lea más acerca de las últimas noticias e información sobre las advertencias de medicamentos, guías de medicación del paciente o medicamentos aprobados recientemente en el sitio web de la Administración de Alimentos y Medicamentos (FDA, por sus siglas en inglés) en www.fda.gov/AboutFDA/EnEspanol (español) o en www.fda.gov (inglés).
Terapia conductual, psicológica y educativa

Es posible que se remitan a las personas con estos trastornos a médicos que se especializan en brindar intervenciones conductuales, psicológicas, educativas o para el desarrollo de habilidades. Estos programas suelen ser altamente estructurados e intensivos y pueden involucrar a los padres, madres, hermanos y otros miembros de la familia. Estos programas pueden ayudar a las personas con trastornos del espectro autista a:

Aprender las habilidades necesarias para vivir independientemente.

Reducir los comportamientos desafiantes.

Aumentar o robustecer las fortalezas.

Aprender habilidades sociales, de comunicación y de lenguaje.

Otros recursos

Hay muchos programas de servicios sociales y otros recursos que pueden ayudar a las personas con trastornos del espectro autista. A continuación, le damos algunos consejos para encontrar estos servicios adicionales:

Comuníquese con su médico, departamento de salud local, escuela o grupo de apoyo del autismo para obtener información sobre programas especiales o recursos locales.

Busque un grupo de apoyo para el autismo. Compartir información y experiencias puede ayudar a las personas con estos trastornos y a sus cuidadores a conocer las opciones de tratamiento y los programas relacionados con los trastornos del espectro autista.

Grabe las conversaciones y consultas con sus médicos u otros proveedores de atención médica y sus profesores. Esta información ayuda cuando llega el momento de tomar decisiones sobre qué programas podrían satisfacer mejor las necesidades de la persona con este trastorno.

Guarde copias de los informes y evaluaciones de los médicos. Esta información puede ayudar a ver si una persona cumple con los criterios para participar en programas especiales.

¿Dónde puedo encontrar más recursos sobre los trastornos del espectro autista?

Para aprender más sobre los trastornos del espectro autista, visite:

¿Qué son los ensayos clínicos?

Los ensayos clínicos son estudios de investigación que analizan nuevas formas de prevenir, detectar o tratar enfermedades y afecciones. El objetivo de los ensayos clínicos es determinar si nuevos tratamientos y pruebas funcionan y son seguros. Aunque las personas pueden beneficiarse al participar en un ensayo clínico, deben saber que el objetivo principal de estos es obtener nuevos conocimientos científicos para que otros puedan recibir una mejor ayuda en el futuro.

Los investigadores del NIMH y de todo el país realizan muchos estudios con pacientes y con voluntarios sanos. En la actualidad, tenemos nuevas y mejores opciones de tratamientos debido a lo que los ensayos clínicos descubrieron en años anteriores. Forme parte de los avances médicos del futuro. Hable con su médico sobre los ensayos clínicos, sus beneficios y riesgos, y si hay alguno que es adecuado para usted.

Para más información sobre los ensayos clínicos que realiza el NIMH, comuníquese con nosotros al 301-496-5645 o a nimhcore@mail.nih.gov.

Si tiene preguntas sobre la participación en estudios de investigación que se realizan en los Institutos Nacionales de la Salud (NIH, por sus siglas en inglés) y dónde encontrarlos, comuníquese con prpl@mail.cc.nih.gov (Si hace clic en el enlace, se abrirá en un correo electrónico).

Para una lista de los ensayos clínicos que los NIH y otros llevan a cabo en todo el país, asegúrese de visitar el sitio web de ClinicalTrials.gov en www.clinicaltrials.gov.

Cómo encontrar ayuda

Localizador de programas de tratamiento de la salud mental

La Administración de Servicios de Abuso de Sustancias y Salud Mental (SAMHSA, por sus siglas en inglés) ofrece este recurso en Internet para ayudar a encontrar establecimientos y programas de tratamiento de problemas de la salud mental. Busque un establecimiento en su estado en https://findtreatment.samhsa.gov. Para recursos adicionales, visite la página de ayuda en inglés del NIMH para enfermedades mentales en www.nimh.nih.gov/health/find-help.

Preguntas para hacerle a su médico

Hacer preguntas y ofrecer información a su médico u otros proveedores de atención médica pueden mejorar el cuidado que le dan. Hablar con su médico genera confianza y lleva a mejores resultados y a un mayor grado de calidad, seguridad y satisfacción. Visite el sitio web de la Agencia para la Investigación y la Calidad de la Atención Médica para obtener más consejos: www.ahrq.gov/patients-consumers (inglés) y www.ahrq.gov/topics/informacion-en-espanol (español).

Reproducciones

Esta publicación es de dominio público y se puede reproducir o copiar sin necesidad de pedir permiso al NIMH. Le agradecemos que cite al NIMH como fuente de la información. El NIMH le anima a reproducir y a usar esta publicación en sus iniciativas para mejorar la salud pública. Sin embargo, el uso de materiales gubernamentales de manera inapropiada puede generar inquietudes legales o éticas, por lo que le pedimos que use las siguientes pautas:

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Para más información

Sitio web del NIMH
www.nimh.nih.gov/health/publications/espanol (español)
www.nimh.nih.gov (inglés)

MedlinePlus de la Biblioteca Nacional de Medicina
https://medlineplus.gov/spanish (español)
https://medlineplus.gov (inglés)

Ensayos clínicos
https://salud.nih.gov/investigacion-clinica (Información general en español)
www.clinicaltrials.gov (inglés)

Instituto Nacional de la Salud Mental
Oficina de Política Científica, Planificación y Comunicaciones
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Teléfono: 301-443-4513 o 866-615-6464 (866-615-NIMH)*
Teléfono para personas con problemas auditivos: 301-443-8431 o 866-415-8051*
Fax: 301-443-4279
Correo electrónico: nimhinfo@nih.gov
Sitios web: www.nimh.nih.gov (inglés) o www.nimh.nih.gov/health/publications/espanol (español)

*Las llamadas a los números telefónicos que empiezan con 866 son gratuitas para quienes viven en los Estados Unidos.

DEPARTAMENTO DE SALUD Y SERVICIOS HUMANOS
DE LOS ESTADOS UNIDOS
Institutos Nacionales de la Salud
Publicación de NIH Núm.19-MH-8084S
Revisada en el 2018

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Los trastornos del espectro autista son un grupo de trastornos del desarrollo que afectan la comunicación y el comportamiento. Aunque el autismo se puede diagnosticar a cualquier edad, se conoce como un "trastorno del desarrollo" porque generalmente los síntomas aparecen durante los primeros dos años de vida.

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What is autism spectrum disorder?

Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first two years of life.

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

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

Symptoms that affect the person's ability to function in school, work, and other areas of life

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

ASD occurs in all ethnic, racial, and economic groups. Although ASD can be a lifelong disorder, treatments and services can improve a person's symptoms and ability to function. The American Academy of Pediatrics recommends that all children be screened for autism. All caregivers should talk to their child's doctor about ASD screening or evaluation.

What are the signs and symptoms of ASD?

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

Social communication/interaction behaviors may include:

Making little or inconsistent eye contact

Having a tendency not to look at or listen to people

Rarely sharing enjoyment of objects or activities by pointing at or showing things to others

Failing to, or being slow to, respond to someone calling their name or to other verbal attempts to gain attention

Having difficulties with the back and forth of conversation

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

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

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

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

Restrictive/repetitive behaviors may include:

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

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

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

Getting upset by slight changes in a routine

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

People with ASD may also experience sleep problems and irritability. Although people with ASD experience many challenges, they may also have many strengths, including:

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

Being strong visual and auditory learners

Excelling in math, science, music, or art

What are the causes and risk factors for ASD?

Researchers don't know the exact causes of ASD, but studies suggest that genes can act together with influences from the environment to affect development in ways that lead to ASD. Although scientists are still trying to understand why some people develop ASD and others don't, some factors that increase the risk of developing ASD include:

Having a sibling with ASD

Having older parents

Having certain genetic conditions (For example, people with conditions such as Down syndrome, fragile X syndrome, and Rett syndrome are more likely than others to have ASD.)

Being born with a very low birth weight

Not everyone who has these risk factors develops ASD.

How is ASD diagnosed?

Doctors diagnose ASD by looking at a person's behavior and development. ASD can usually be reliably diagnosed by the age of two. It is important for those with concerns to seek out an assessment as soon as possible so that a diagnosis can be made, and treatment can begin.

Diagnosis in Young Children

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

Stage 1: General Developmental Screening During Well-Child Checkups

Every child should receive well-child checkups with a pediatrician or an early childhood health care provider. The American Academy of Pediatrics recommends that all children be screened for developmental delays at their 9-, 18-, and 24- or 30-month well-child visits, and specifically for autism at their 18- and 24-month well-child visits. Additional screenings might be needed if a child is at high risk for ASD or developmental problems. Children at high risk include those who have a family member with ASD, have some ASD behaviors, have older parents, have certain genetic conditions, or who were born at a very low birth weight.

Parents' experiences and concerns are very important in the screening process for young children. Sometimes the doctor will ask parents questions about their child's behaviors and combine those answers with information from ASD screening tools and with his or her observations of the child. To read more about ASD screening tools, visit the Centers for Disease Control and Prevention's (CDC) website at www.cdc.gov/ncbddd/autism/hcp-screening.html.

Children who show developmental differences during this screening process will be referred for a second stage of evaluation.

Stage 2: Additional Evaluation

This second evaluation is with a team of doctors and other health professionals who are experienced in diagnosing ASD.

This team may include:

A developmental pediatrician-a doctor who has special training in child development

A child psychologist and/or child psychiatrist-a doctor who has specialized training in brain development and behavior

A neuropsychologist-a doctor who focuses on evaluating, diagnosing, and treating neurological, medical, and neurodevelopmental disorders

A speech-language pathologist-a health professional who has special training in communication difficulties

This second evaluation may assess:

Cognitive level or thinking skills

Language abilities

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

Because ASD is a complex disorder that sometimes occurs along with other illnesses or learning disorders, the comprehensive evaluation may include blood tests and a hearing test.

The outcome of this evaluation will result in a formal diagnosis and recommendations for treatment.

Diagnosis in Older Children and Adolescents

ASD symptoms in older children and adolescents who attend school are often first recognized by parents and teachers and then evaluated by the school's special education team. The school's team may perform an initial evaluation and then recommend these children visit their primary health care doctor or a doctor who specializes in ASD for additional testing.

Parents may talk with these doctors about their child's social difficulties, including problems with subtle communication. These subtle communication issues may include problems understanding tone of voice, facial expressions, or body language. Older children and adolescents may have trouble understanding figures of speech, humor, or sarcasm. Parents may also find that their child has trouble forming friendships with peers.

Diagnosis in Adults

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

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

Social interaction and communication challenges

Sensory issues

Repetitive behaviors

Restricted interests

Information about the adult's developmental history will help in making an accurate diagnosis, so an ASD evaluation may include talking with parents or other family members.

Getting a correct diagnosis of ASD as an adult can help a person understand past challenges, identify his or her strengths, and obtain the right kind of help. Studies are now under way to determine the types of services and supports that are most helpful for improving the functioning and community integration of transition-age youth and adults with ASD.

What are treatments for ASD?

Treatment for ASD should begin as soon as possible after diagnosis. Early treatment for ASD is important because proper care can reduce individuals' difficulties while helping them learn new skills and make the most of their strengths.

The wide range of issues facing people with ASD means that there is no single best treatment for ASD. Working closely with a doctor or health care professional is an important part of finding the right treatment program.

Medication

A doctor may use medication to treat some symptoms that are common with ASD. With medication, a person with ASD may have fewer problems with:

Irritability

Aggression

Repetitive behavior

Hyperactivity

Attention problems

Anxiety and depression

Read more about the latest news and information on medication warnings, patient medication guides, or newly approved medications at the Food and Drug Administration's website at www.fda.gov.
Behavioral, Psychological, and Educational Therapy

People with ASD may be referred to doctors who specialize in providing behavioral, psychological, educational, or skill-building interventions. These programs are typically highly structured and intensive and may involve parents, siblings, and other family members. These programs may help people with ASD:

Learn life skills necessary to live independently.

Reduce challenging behaviors.

Increase or build upon strengths.

Learn social, communication, and language skills.

Other Resources

There are many social services programs and other resources that can help people with ASD. Here are some tips for finding these additional services:

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

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

Record conversations and meetings with health care providers and teachers. This information helps when it's time to make decisions about which programs might best meet an individual's needs.

Keep copies of doctors' reports and evaluations. This information may help an individual qualify for special programs.

Where can I find resources about ASD?

For more information about ASD, visit:

What are clinical trials?

Clinical trials are research studies that look at new ways to prevent, detect, or treat diseases and conditions. The goal of clinical trials is to determine if a new test or treatment works and is safe. Although individual participants may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so that others may be better helped in the future.

Researchers at NIMH and around the country conduct many studies with patients and healthy volunteers. We have new and better treatment options today because of what clinical trials uncovered years ago. Be part of tomorrow's medical breakthroughs. Talk to your doctor about clinical trials, their benefits and risks, and whether one is right for you.

For more information about clinical trials conducted at NIMH, contact us at 301-496-5645 or nimhcore@mail.nih.gov.

For questions about participating in research studies that are being conducted at the National Institutes of Health (NIH) and where to find them, contact prpl@mail.cc.nih.gov (link sends email).

For a listing of clinical trials being conducted around the country by NIH and others, be sure to check the ClinicalTrials.gov website at www.clinicaltrials.gov.

Finding Help

Mental Health Treatment Locator

The Substance Abuse and Mental Health Services Administration provides this online resource for locating mental health treatment facilities and programs. The Mental Health Treatment Locator section of the Behavioral Health Treatment Services Locator lists facilities providing mental health services to persons with mental illness. Find a facility in your state at https://findtreatment.samhsa.gov. For additional resources, visit www.nimh.nih.gov/findhelp.

Questions to Ask Your Doctor

Asking questions and providing information to your doctorealth care provider can improve your care. Talking with your doctor builds trust and leads to better results, quality, safety, and satisfaction. Visit the Agency for Healthcare Research and Quality website for tips at www.ahrq.gov/patients-consumers.

Reprints

This publication is in the public domain and may be reproduced or copied without permission from NIMH. Citation of NIMH as a source is appreciated. We encourage you to reproduce this publication and use it in your efforts to improve public health. However, using government materials inappropriately can raise legal or ethical concerns, so we ask you to follow these guidelines:

NIMH does not endorse or recommend any commercial products, processes, or services, and our publications may not be used for advertising or endorsement purposes.

NIMH does not provide specific medical advice or treatment recommendations or referrals; our materials may not be used in a manner that has the appearance of providing such information.

NIMH requests that non-federal organizations do not alter our publications in ways that will jeopardize the integrity and "brand" when using the publication.

The addition of non-federal government logos and website links may not have the appearance of NIMH endorsement of any specific commercial products or services, or medical treatments or services.

Images pictured in NIMH publications are of models and are used for illustrative purposes only. Use of some images is restricted.

If you have questions regarding these guidelines and the use of NIMH publications, please contact the NIMH Information Resource Center at 866‑615‑6464 or email nimhinfo@nih.gov.

For More Information

NIMH website
www.nimh.nih.gov

MedlinePlus (National Library of Medicine)
https://medlineplus.gov
(En español: https://medlineplus.gov/spanish)

ClinicalTrials.gov
www.clinicaltrials.gov
(En español: https://salud.nih.gov/investigacion-clinica)

National Institute of Mental Health
Office of Science Policy, Planning, and Communications
Science Writing, Press, and Dissemination Branch
6001 Executive Boulevard
Room 6200, MSC 9663
Bethesda, MD 20892-9663
Phone: 301-443-4513 or
Toll-free: 866-615-NIMH (6464)
TTY: 301-443-8431 or
TTY Toll-free: 866-415-8051
Fax: 301-443-4279
Email: nimhinfo@nih.gov
Website: www.nimh.nih.gov

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
National Institutes of Health
NIH Publication No. 19-MH-8084
Revised 2018

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Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first two years of life.

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printable pdf. Visit the website for individual articles.
https://www.supportforfamilies.org/autism-info-packet

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El Manual del sueño: Rutina para ir a dormir /Sleep Toolkit Video: Bedtime Routine

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Programa Visual para niños con TEA/ Visual Supports for Children with ASD

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Tableros "Primero-Después" para niños con TEA/"First-Then" Boards for Children with ASD

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Autism Speaks: numerous articles on all kinds of topics

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Autism Speaks: numerous articles on all kinds of topics

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El autismo, o trastorno del espectro autista (TEA), se refiere a una amplia gama de afecciones caracterizadas por desafíos con habilidades sociales, comportamientos repetitivos, habla y comunicación no verbal. Según los Centros para el Control de Enfermedades, el autismo afecta a aproximadamente 1 de cada 54 niños en los Estados Unidos hoy en día.

Sabemos que no hay un tipo de autismo sino muchos subtipos, la mayoría son influenciados por una combinación de factores genéticos y ambientales. Debido a que el autismo es un trastorno del espectro, cada persona con autismo tiene un conjunto distinto de fortalezas y desafíos. Las formas en las cuales personas con autismo aprenden, piensan y resuelven problemas puede variar desde personas con un alto funcionamiento hasta personas con dificultades graves. Algunas personas con TEA pueden requerir un apoyo significativo en su vida diaria, mientras que otras pueden necesitar menos apoyo y, en algunos casos, vivir de forma totalmente independiente.

Varios factores pueden influir en el desarrollo del autismo, y a menudo se acompaña de sensibilidades sensoriales y problemas médicos como trastornos gastrointestinales (GI), convulsiones o trastornos del sueño, así como problemas de salud mental tales como ansiedad, depresión y problemas de atención.

Los indicadores de autismo usualmente aparecen a los 2 o 3 años de edad. Algunos atrasos del desarrollo pueden aparecer incluso antes, y con frecuencia, se pueden diagnosticar a la temprana edad de 18 meses. La investigación ha demostrado que la intervención temprana conduce a resultados positivos a lo largo de la vida de las personas con autismo.

¿Tiene preguntas?

Llame a nuestro Autism Response Team en Español: 1-888-772-9050 o envíe un correo electrónico a familyservices@autismspeaks.org.

Únete a nuestro grupo de Facebook

Voces Latinas de Autism Speaks es una comunidad de apoyo del cual estaremos apoyando a padres y a individuos con autismo compartiendo materiales y recursos, mientras comparten experiencias, información, y forman redes de apoyo entre la comunidad.

Visita nuestra pagina de amabilidad y comprometete

Hemos dedicado el año 2020 a difundir la amabilidad para crear un mundo más inclusivo. ¡Vea cómo puede involucrarse!

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Que Es El Autismo Español | Autism Speaks

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El autismo, o trastorno del espectro autista (TEA), se refiere a una amplia gama de afecciones caracterizadas por desafíos con habilidades sociales, comportamientos repetitivos, habla y comunicación no verbal. Según los Centros para el Control de Enfermedades, el autismo afecta a aproximadamente 1 de cada 54 niños en los Estados Unidos hoy en día.

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Autism Connect Helpline

The Autism Advisor service has changed its name to Autism Connect. Continue to get trusted and accurate information about autism and supports in Victoria by speaking to Amaze's Autism Connect advisors, open from 8am to 7pm, Monday to Friday.

Autism Connect

Change Your Reactions

98% of Australians have heard of autism. But only 4% of autistic people think that others in the community know how to support them. It's easy to make small changes to our behaviour that will help create a more inclusive and welcoming world for autistic people.

Change Your Reactions Today

#HoodieUp for Autism is Back!

Sign up for our Hoodie Up campaign for World Autism Acceptance Month in April and show your support for autistic people.

Hoodie Up for autism

Notice: JavaScript is required for this content.

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Amaze is the peak body for autistic people and their supporters in Victoria.

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Las personas con autismo tienen dificultades para socializar, con el procesamiento sensorial y la comunicación.

El autismo puede lucir diferente dependiendo de la persona.

Hace varios años cambió la definición oficial del autismo, y el síndrome Asperger ya no es un diagnóstico.

Cuando los niños tienen problemas en la escuela o en su vida, sus desafíos no siempre son fáciles de clasificar. Un ejemplo de esto es el trastorno del espectro autista (TEA), que incluye dificultades con la socialización, el procesamiento sensorial y la comunicación, entre otras cosas.

Sin embargo, los niños con autismo no son los únicos que tienen estos desafíos. Muchos niños que piensan y aprenden de manera diferente también presentan estas dificultades. A menudo el autismo coexiste con otras condiciones, como el TDAH y las discapacidad del aprendizaje discapacidad del aprendizaje .

A continuación lo que usted necesita saber sobre el autismo.

Los médicos definen el autismo como un trastorno del desarrollo neurológico que afecta la manera como los niños procesan ciertos tipos de información. El autismo es una condición de por vida, no se cura.

Las personas con autismo suelen tener desafíos en común:

Dificultad para socializar. Esto es distintivo del autismo. Muchas personas tienen dificultad para reconocer y responder a los sentimientos de los demás. Se les dificulta "leer" señales no verbales como el lenguaje corporal y las expresiones faciales. Algunos niños (y adultos) pueden ser demasiado literales y no entienden los juegos de palabras, las adivinanzas o el sentido figurado. También es común que tengan dificultad para entender las reglas sociales "no escritas", como responder "hola" cuando otros dicen "hola".

Problemas del lenguaje y de la comunicación. Los problemas en el desarrollo del lenguaje son una señal inicial de autismo en muchos niños. A muchos se les dificulta expresarse y participar en una conversación. Otros no pueden controlar el volumen y el tono de voz al hablar.

No es cierto que las personas con autismo no sientan empatía ni emociones. De hecho, pueden tener empatía y sentimientos profundos, pero dificultad para demostrarlos.

Funcionamiento ejecutivo. Este grupo de habilidades mentales nos ayuda a planificar, establecer metas y terminar tareas. Es frecuente tener dificultades con estas destrezas cuando se tiene autismo. Otro desafío común tiene que ver con el pensamiento flexible o la capacidad de analizar un problema de diferentes maneras.

Dificultades con la planificación motora. Algunas personas con autismo tienen dificultades con las habilidades motoras y pueden parecer torpes y descoordinados. Los niños pueden tener dificultades con actividades como la escritura a mano, montar en bicicleta, atrapar una pelota o correr.

Además de estos desafíos, las personas con autismo también suelen tener conductas o rasgos comunes:

Intereses intensos y limitados. Este "interés especial" generalmente se centra en un tema u objeto particular, desde conocer todos los detalles de cierto periodo histórico hasta una gran pasión por los autos. A menudo los niños se sienten cautivados por un tipo de juguete, como los juegos de trenes.

Conductas repetitivas. Son comunes los movimientos físicos, como balancear el cuerpo, y la repetición de sonidos o frases. Estas conductas se conocen como comportamientos autoestimulatorios o autoestimulación.

Necesidad de rutinas y consistencia. Las rutinas y una estructura predecible ayudan a que las personas se sientan seguras y cómodas. Por ejemplo, los cambios en la rutina durante las vacaciones escolares pueden causar ansiedad e incomodidad. Las personas con autismo pueden manifestar perseveración o "quedarse atascados" en un tema o idea cuando sucede algo inesperado.

El autismo incluye una amplia variación en el tipo y la gravedad de los síntomas, por eso el término oficial incluye la palabra espectro. Algunas personas se comunican a través del habla, otras usan la comunicación no verbal. También hay variaciones en la capacidad cognitiva y de cuidado personal.

Para reflejar esas variaciones se usa los que se conoce como Niveles de Apoyo 1, 2 o 3, que indican cuánto apoyo necesita una persona. El nivel 3 significa que necesita un alto nivel de apoyo, mientras que un nivel 1 significa que necesita menos apoyo.

Una persona muy conocida en la comunidad autista es Temple Grandin, una renombrada experta en comportamiento animal. Ella da conferencias y viaja por el mundo con cierto nivel de apoyo. Sin embargo, otros necesitan apoyo y cuidado diario, aunque todos tengan el mismo diagnóstico.

Es importante saber que las personas se refieren al autismo de diferentes maneras. Los médicos y las escuelas usan el término trastorno del espectro autista (TEA), o una persona con autismo. Las personas que lo tienen pueden llamarse a sí mismas autistas.

En lugar de llamar al autismo trastorno, algunos aceptan el concepto de neurodiversidad y lo llaman una variación neurológica. Este concepto dice que las condiciones como el autismo no son "anormales", sino parte de las diferencias entre humanos.

Cómo se ha modificado el diagnóstico del autismo

Durante muchos años el autismo fue un diagnóstico que abarcaba varias condiciones diferentes:

Síndrome de Asperger

Trastorno generalizado del desarrollo, no especificado en otra categoría (PDD-NOS, por sus siglas en inglés)

Síndrome de Rett

Trastorno disociativo de la infancia (CDD, por sus siglas en inglés o síndrome de Heller)

Trastorno autista

Eran diagnósticos separados, aunque existía cierta superposición de señales y síntomas entre ellos.

Esto cambió con la publicación de la 5ª versión del Manual Diagnóstico y Estadístico de los Trastornos Mentales (DSM, por sus siglas en inglés) en 2013. Este manual provee los criterios necesarios para hacer un diagnóstico. El síndrome de Asperger, el PDD-NOS y el CDD ya no son diagnósticos en el DMS-5. Solo existe el diagnóstico de trastorno del espectro autista. (El síndrome Rett ahora se incluye como un trastorno genético separado).

Qué hay que tener en cuenta

Es común que las familias se preocupen si un bebé o un infante tarda en hablar o en moverse. Sin embargo, el hecho de que el desarrollo de un niño se retrase, no significa que tenga autismo o cualquier otra condición.

Existen muchas maneras de apoyar a los niños diagnosticados con autismo. Muchas personas con autismo están progresando en la escuela, en la vida y en sus comunidades.

Tener intereses limitados y conductas repetitivas son rasgos comunes en el autismo.

La cantidad de apoyo necesario varía de una persona a otra.

Muchas personas con autismo progresan en la escuela y en sus comunidades.

Acerca del autor

Acerca del autor

trabajó como maestra y especialista en intervención temprana durante 10 años. Es la autora de Amanda Morin The Everything Parent's Guide to Special Education. Dos de sus hijos piensan y aprenden de manera diferente.

Revisado por

Revisado por

Elizabeth Harstad (MD, MPH) es pediatra del desarrollo conductual en Boston Children's Hospital.

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Las personas con autismo tienen dificultades para socializar, con el procesamiento sensorial y la comunicación. El autismo puede lucir diferente dependiendo de la persona. Hace varios años cambió la definición oficial del autismo, y el síndrome Asperger ya no es un diagnóstico.

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When kids struggle in school or in life, their challenges don't always fit into a neat box. One example of this is autism spectrum disorder (or ASD). Kids with autism can struggle in many ways. They may have trouble with social interaction, sensory processing, and communication, among other things.

But they aren't the only kids with these kinds of challenges. Many kids who learn and think differently also have these difficulties. Autism often co-occurs with other conditions, like ADHD and learning disabilities.

Here's what you need to know about autism.

Doctors define autism in a specific way. It's a neurodevelopmental disorder that affects how kids process certain types of information. Autism is lifelong. You don't grow out of it.

People with autism tend to have common challenges.

Trouble with social skills. This is a hallmark of autism. Many people have trouble recognizing and responding to other people's feelings. They struggle to "read" nonverbal cues like body language and facial expressions. Some kids (and adults) can be very literal and don't always understand puns, riddles, or figures of speech. They might also have trouble with "unwritten" social rules -like saying "hi" back to others when they say "hi."

Language and communication challenges. For many kids, trouble with language development is a first sign of autism. Many struggle to express themselves and participate in conversation. Some also can't control how loud they speak, and with what tone.

It's a myth that people with autism don't feel empathy or emotions. In fact, they can feel deep empathy and have strong feelings-but they may have a hard time showing it.

Executive functioning. This set of mental skills helps us plan, set goals, and get things done. It's a frequent trouble spot with autism. One common challenge is with flexible thinking, or the ability to think in new ways about a problem.

Motor planning problems. Some people with autism struggle with motor skills. So they may seem clumsy and uncoordinated. Kids may have trouble with things like handwriting, riding a bike, catching a ball, or running.

Along with these challenges, people with autism also tend to have common behaviors or traits:

Passionate, narrow interests. This "special interest" is usually around a certain topic or object. It can be anything from knowing all the details of a certain period in history to being especially interested in cars. Often kids are captivated by a type of toy, like LEGO train sets.

Repetitive behaviors and movements. Physical behaviors like arm flapping or rocking (sometimes called stimming) are common. Some might also repeat certain sounds or phrases.

A need for routine and consistency. Predictable routines and structure help people feel safe and comfortable. A change in the way things usually go, like schedule changes during a school vacation, can cause anxiety and discomfort. People with autism may perseverate or "get stuck" on a topic or an idea when something unexpected happens.

While autism has common traits, it's a spectrum. There's a lot of variation in how autism looks from person to person. Some people with an autism diagnosis communicate by speaking. Others use nonverbal communication. There's also a wide range in intellectual and self-care abilities.

An autism diagnosis reflects this by using Support Levels of 1, 2, or 3 to show how much support a person needs. A 3 means that a person needs a high level of support, while a 1 means less support is needed.

One of the best-known people in the autism community is Temple Grandin, a renowned animal behavior expert. She gives speeches, travels the world, and can navigate society with some support. However, many others with autism need daily care and support. But they all have the same diagnosis.

It's important to know that different people talk about autism in different ways. Doctors and schools use the term autism spectrum disorder (or ASD), or a person with autism. However, people with the diagnosis may call themselves autistic.

Rather than calling autism a disorder, some in the autism community call it neurological variation. They embrace neurodiversity. This concept says conditions like autism aren't "abnormal." They're simply part of human difference.

How the Diagnosis of Autism Has Changed

For many years, autism was an "umbrella" diagnosis covering several different conditions:

Although there was some overlap of signs and symptoms, these were separate diagnoses.

This changed in 2013, with the publication of the fifth version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). The manual gives professionals the criteria needed to make a diagnosis. In the DSM-5, Asperger's syndrome, PDD-NOS, and CDD are no longer listed as diagnoses. There is only one diagnosis of "autism spectrum disorder." (Rett syndrome is now listed as a separate genetic disorder.)

What You Need to Know Next

When a baby or toddler is late to talk or move about, it's common for families to be concerned. But just because a child is delayed doesn't mean a child has autism or any other condition.

There are many ways to support kids diagnosed with autism. Many people with autism are thriving in school, in life, and in their communities.

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When kids struggle in school or in life, their challenges don't always fit into a neat box. One example of this is autism spectrum disorder (or ASD). Kids with autism can struggle in many ways. They may have trouble with social interaction, sensory processing, and communication, among other things.