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

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

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

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

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

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

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

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

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

# data[].attributes.attachment_link.description
On this page you will find additional Autism Resources.

# data[].attributes.attachment_link.readable_text
Autism Resources

Bay District Schools - Exceptional Student Education Department (ESE)

1311 Balboa Avenue, Panama City, FL 32401

Kathy Gonsalves, Director of Exceptional Student Education, Pre-K Services

FSU Centers for Autism Related Disorders (CARD)

2611 W 23rd St., Panama City, FL 32405

850-215-4330 Fax: 850-215-4337

Tyndall AFB - Exceptional Family Member Coordinator (EFMP)

445 Suwannee RD., Bldg 662, Rm 247, Tyndall AFB, FL 32403

Ms. Shannon Scott, EFMP-FS

# data[].attributes.attachment_link.description
Autism Resources Bay District Schools - Exceptional Student Education Department (ESE) 1311 Balboa Avenue, Panama City, FL 32401 Kathy Gonsalves, Director of Exceptional Student Education, Pre-K Services FSU Centers for Autism Related Disorders (CARD) 2611 W 23rd St., Panama City, FL 32405 850-215-4330 Fax: 850-215-4337 Tyndall AFB - Exceptional Family Member Coordinator (EFMP) 445 Suwannee RD., Bldg 662, Rm 247, Tyndall AFB, FL 32403 Ms. Shannon Scott, EFMP-FS

# data[].attributes.attachment_link.title
What accommodations are helpful for an autistic student? - Autism Awareness

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

# data[].attributes.attachment_link.readable_text
People with autism and their families often have a variety of additional expenses required to meet their unique needs. Many are looking for financial assistance. Autism Speaks has compiled a list of different types of resources on this page to help you seek support in your area.
For personalized assistance, contact our Autism Response Team at 888-288-4762 (Spanish 888-772-9050) or familyservices@autismspeaks.org. Our financial access coordinator can provide you with information on accessing disability benefits, understanding insurance coverage, planning for the future and more!

There are many agencies and programs designed to support families affected by autism who are facing hard times and need financial support. Some of these are available to all families who meet financial criteria, while others are specifically designed to support individuals with disabilities. We encourage you to explore all of these different funding sources to determine what your family may qualify for.

Autism Speaks Special Needs Financial Planning Tool Kit
State and Federal Disability Benefits
- Supplemental Security Income (SSI)
- Social Security Disability Insurance (SSDI)
- Medicaid Waiver
- ABLE Accounts
Community and State Financial Assistance
Emergency Assistance
Family Grant Opportunities

Special Needs Financial Planning Tool Kit

Mapping out the financial future of your child can seem like a daunting task, but having a plan in place can help ease your fears. The Autism Speaks Special Needs Financial Planning Tool Kit was created to provide you with all the information that you need to develop that plan.

The information in the Financial Planning Tool Kit comes from top experts in the field with many years of both personal and professional experience with special needs financial planning. We have also included some personal stories from other parents or caregivers like you.

Learn more and download the Financial Planning Tool Kit free of charge.

State and Federal Disability Benefits

Supplemental Security Income (SSI)

Supplemental Security Income, or SSI, is a monthly government payment through Social Security which is designed to support people who are aged (65 and older), blind, or disabled. Individuals with autism may be eligible to receive SSI to help support them financially.

Information on this and other programs can be found at www.ssa.gov. You can also review the following links which further explain the SSI program for children and adults with disabilities, family financial criteria, how to apply, and more.

Social Security Disability Insurance (SSDI)

Social Security Disability Insurance is another financial benefit through Social Security. This payment is available for adults who have a disability that began prior to age 22. SSDI can be considered a "child's" benefit because it is paid on a parent's Social Security earnings record.

For a disabled adult to become entitled to this "child" benefit, one of his or her parents:

Must be receiving Social Security retirement or disability benefits; or

Must have died and have worked enough to qualify for Social Security.

These benefits also are payable to an adult if he or she is disabled at age 18, and if they received dependent's benefits on a parent's Social Security earnings record prior to age 18. We make the disability determination using the disability rules for adults. SSDI disabled adult "child" benefits continue as long as the individual remains disabled. Your child doesn't need to have worked to get these benefits.

For more information on SSI and SSDI, see this booklet called Benefits for Children with Disabilities.

You can find many more SSDI resources and information here.

Medicaid Waivers

Most states have a program for individuals with developmental disabilities called a Medicaid Waiver (also known as 1915(c) Home and Community Based Services). A Medicaid Waiver is designed to provide support services and care to allow an individual to remain at home or in the community, rather than in an institution, nursing home, or hospital. The benefits provided by these waiver programs vary by state, but most generally provide coverage for medical treatments, respite care, transportation, in-home support, and more. In some states, children do not need to meet eligibility criteria for Medicaid in order to qualify for a waiver. However, just like insurance laws, waiver criteria and availability varies from state to state.

You should also note that waivers may have different names in your state. For example, the "Katie Beckett waiver" is one type that is available in a number of states. Others may have names such as "Autism waiver," "Person Directed Support waiver," "Developmental Disabilities waiver," or "Individual and Family Support waiver."

See the following links to learn more about waivers in your state:

ABLE Accounts

A new type of savings option was made available for families of individuals with disabilities through the Achieving a Better Life Experience (ABLE) Act of 2014. The ABLE Act authorized the establishment of private tax-advantaged savings accounts that can help you save for long-term expenses without sacrificing eligibility for public benefits such as Medicaid and Supplemental Security Income (SSI).

These accounts are modeled after the current 529 education savings plans that help families save for future college costs. Once an account is established for a beneficiary, account contributions will accumulate tax deferred and any earnings will be tax free at the federal level if the money is used for qualified expenses.

Each state is responsible for establishing and operating an ABLE program. As of April 2016, over 40 states have enacted ABLE laws and bills are pending in many other states. For the latest legislative news on ABLE accounts, visit AutismSpeaks.org/Advocacy and follow @autismvotes on Twitter. To get involved in advocating in your state, sign up here.

Community and State Financial Resources

Community Action Agencies

A great place to start if you are looking for financial help is your local Community Action Agency. Nearly every community in the U.S. has a Community Action Agency. These are non-profit organizations which receive state and federal funding. They administer many assistance programs for low-income residents, including rental assistance, energy assistance, food and nutrition programs, case management, education and literacy programs, and emergency assistance. Your local Community Action Agency will be able to connect you with various programs and sources of financial assistance that are available in your area.

Please keep in mind that funding is often limited for assistance programs through Community Action Agencies. If possible, apply as early as possible for assistance (such as winter energy programs).

Housing Assistance

The Department of Housing and Urban Development (HUD) can provide you with advice on finding affordable housing. HUD sponsors housing counseling agencies throughout the country to provide free or low cost advice. For more information, you can call HUD's interactive voice system at: (800) 569-4287.

You can locate your local HUD office on this page. They can give you information on affordable housing programs, rental assistance, and more.

There are also a number of programs through the federal government to help families purchase a new home. I have listed some resources below:

Other Places to Search for Financial Assistance

The United Way can help you connect with many resources and services in your area, and answer many questions about obtaining assistance. Call 2-1-1 or visit 211.org to learn about some of the options available to you.

NeedHelpPayingBills.com is a website which lists many sources of financial assistance. Scroll down and click on your state to locate additional sources of assistance.

USA.gov maintains information on a variety of government and other assistance. In particular, see the page on Government Benefits, Grants, and Loans.

The Patient Advocate Foundation is also a good place to search for grants and other financial assistance, particularly if someone in your family has a medical condition. You can search for resources based on medical diagnosis.

Emergency Assistance

In a crisis, it is often helpful to go to your Community Action Agency. Staff can connect you with any available resources, financial or otherwise, that are available in your area.

You can also contact your local United Way by calling 2-1-1 to be connected with many services and resources to help, or visit 211.org.

The Salvation Army can often assist in emergency situations as well, although funding may be limited. They can provide rental and housing assistance, utility help, food, shelter, and more. You can find your nearest Salvation Army center.

You can also use the following links to locate shelters in your area:

Family Grant Opportunities

Autism Speaks maintains a Resource Library for families, which contains a list of Family Grant Opportunities. Each of these grants are designed to help parents pay for a variety of needs related to autism treatment and care. You can visit the website for each listing to learn more about how to apply. Click here to see the current list of grants.

There also may be local grant opportunities listed in our online Resource Guide. Follow the link, then select your state and look under the category "Advocacy, Financial and Legal Resources" to find any available grant programs.

See here for tips on applying for family grants from one of our Autism Response Team coordinators: Tips on Applying for Financial Aid for your Family Member with Autism
iPads
Many organizations offer grants and programs to help individuals and families purchase an iPad. Please contact the Autism Response Team for the most up-to-date list of iPad programs: call 888-288-4762 or email familyservices@autismspeaks.org.

For additional information and resources on technology, see Autism Speaks' Technology Central page.

Autism Speaks also maintains an Autism Apps database to help you locate the best apps for communication and learning. This database includes information on any scientific research that demonstrates an app's effectiveness.

See this page for additional ideas about how to get an iPad or tablet: How to get an iPad Funded.

# data[].attributes.attachment_link.title
Financial Assistance Resources | Autism Speaks

# data[].attributes.attachment_link.description
People with autism and their families often have a variety of additional expenses required to meet their unique needs. Many are looking for financial assistance. Autism Speaks has compiled a list of different types of resources on this page to help you seek support in your area.

# data[].attributes.attachment_link.readable_text
Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

# data[].attributes.attachment_link.description
What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

# data[].attributes.attachment_link.readable_text
About Us

We are the only non-profit ABA program in the Panhandle to provide in-home and in-clinic services. ECAP serves children diagnosed with (or presenting symptoms of) developmental delays or disabilities, including: Autism Spectrum Disorder, Down Syndrome, Cerebral Palsy and Intellectual Disability.

ECAP is a non-profit (501(c) 3) early intervention and community outreach program. Our program has an approved practicum placement for graduate students enrolled in the Florida State University Master's Program in Applied Behavior Analysis.

ABA and Autism

More than 40 years of research support the use of ABA to teach children with developmental disabilities. Additionally, it is now widely acknowledged that ABA is the treatment of choice for children with an Autism Spectrum Disorder.

We recognize that each child is unique and that different techniques work for different children. We pride ourselves in developing individualized, research-based programs for each client.

Autism spectrum disorders are characterized by:

Symptoms vary individually per child

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

1: Learn about the learner from the learner

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

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

2: Teach to fascinations

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

3: Get them talking

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

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

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

4: Give choices

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

Solve five of the ten problems assigned

Work alone or with a small group

Read quietly or with a friend

Use a pencil, pen, or the computer

Conduct your research in the library or in the resource room

Take notes using words or pictures

5: Consider handwriting alternatives

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

6: Help with organizing

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

7: Support transitions

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

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

Giving reminders to the whole class before any transition.

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

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

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

8: Create a comfortable classroom

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

9: Take a break

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

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

10: Include

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

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

# data[].attributes.attachment_link.title
Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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

# data[].attributes.attachment_link.title
How general education teachers can support students with ASD | Autism Speaks

# data[].attributes.attachment_link.description
Click here for some great tips to share with your child’s teachers to help them create an inclusive classroom environment.

# data[].attributes.attachment_link.description
This private Facebook group aims to collaborate with parents with children on the autism spectrum, of all ages to discuss topics such as therapy resources, diagnosing, bio-medical treatment information, school placement, community activities, etc.

# data[].attributes.attachment_link.readable_text
Autism Spectrum Disorder (ASD) Overview

Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. People with ASD often have no physical characteristics that sets them apart from other people, but they may communicate, interact, behave, and learn in different ways. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in their daily lives; others need less.

A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now collectively referred to as autism spectrum disorder.

Frequently Asked Questions

Consumer Tips & Resources

# data[].attributes.attachment_link.description
Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. People with ASD often have no physical characteristics that sets them apart from other people, but they may communicate, interact, behave, and learn in different ways.

# data[].attributes.attachment_link.title
10 Books Every Autism Parent Needs To Read | Circle Care

# data[].attributes.attachment_link.description
Parenting children with autism can be challenging, but also enriching. Click here to learn about 10 books that will help you relate to your child with autism.

# data[].attributes.attachment_link.provider_name
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.readable_text
Overview

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

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

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

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

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

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

Signs and Symptoms of ASD

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

Social communication / interaction behaviors may include:

Making little or inconsistent eye contact

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

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

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

Having difficulties with the back and forth of conversation

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

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

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

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

Difficulties adjusting behaviors to social situations

Difficulties sharing in imaginative play or in making friends

Restrictive / repetitive behaviors may include:

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

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

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

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

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

People with ASD may also experience sleep problems and irritability.

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

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

Being strong visual and auditory learners

Excelling in math, science, music, or art

Causes and Risk Factors

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

Having a sibling with ASD

Having older parents

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

Having a very low birth weight

Diagnosing ASD

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

Diagnosis in Young Children

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

Stage 1: General Developmental Screening During Well-Child Checkups

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

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

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

Stage 2: Additional Diagnostic Evaluation

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

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

The diagnostic evaluation is likely to include:

Medical and neurological examinations

Assessment of the child's cognitive abilities

Assessment of the child's language abilities

Observation of the child's behavior

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

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

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

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

Diagnosis in older children and adolescents

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

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

Diagnosis in adults

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

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

Social interaction and communication challenges

Sensory issues

Repetitive behaviors

Restricted interests

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

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

Treatments and Therapies

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

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

Medication

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

Irritability

Aggression

Repetitive behavior

Hyperactivity

Attention problems

Anxiety and depression

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

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

Learn social, communication, and language skills

Reduce behaviors that interfere with daily functioning

Increase or build upon strengths

Learn life skills necessary for living independently

Other resources

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

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

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

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

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

Join a Study

Learn More

Free Brochures and Shareable Resources

Federal Resources

Research and Statistics

Last Reviewed: March 2022
Unless otherwise specified, NIMH information and publications are in the public domain and available for use free of charge. Citation of NIMH is appreciated. Please see our Citing NIMH Information and Publications page for more information.

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

# data[].attributes.attachment_link.provider_name
Center for Parent Information and Resources

# data[].attributes.attachment_link.readable_text
Click on your state to find your Parent Center

Welcome to our interactive map. F ind help from the Parent Center s in your state. Hover over and click on your state or choose from the drop down menu.

Center for Parent Information and Resources
c/o Statewide Parent Advocacy Network (SPAN)
570 Broad Street, Suite 702 | Newark, NJ 07102
(973) 642-8100

The people who work on CPIR are not just advocates by profession-everyone on our team has a personal stake in the disability community as a parent, sibling, spouse, or otherwise.

The CPIR strives to be ever conscious of accessibility in technology. In compliance with Section 508 of the Rehabilitation Act, we have endeavored to make our website as accessible as possible, less any undue burden that would be imposed on us.

Compliance is an ongoing process on an active site such as the Hub. If anyone has difficulty accessing our website information and resources, we encourage you to reach out to us directly so that we can improve our efforts to accommodate our audience.

This website was produced under U.S. Department of Education, Office of Special Education Programs, No. H328R230009, Carmen M. Sánchez, Project Officer. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned on this website is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint material from this website is not necessary, the citation should be: Center for Parent Information and Resources (retrieval date). Title of the document, Newark, NJ, Author.

© 2024 Center for Parent Information and Resources

# data[].attributes.attachment_link.title
Find Your Parent Center - Center for Parent Information and Resources

# data[].attributes.attachment_link.description
Welcome to our interactive map. F ind help from the Parent Center s in your state. Hover over and click on your state or choose from the drop down menu.

# data[].attributes.attachment_link.readable_text
Overview

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

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

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

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

Symptoms

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

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

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

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

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

Social communication and interaction

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

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

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

Has poor eye contact and lacks facial expression

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

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

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

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

Doesn't appear to understand simple questions or directions

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

Doesn't point at or bring objects to share interest

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

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

Patterns of behavior

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

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

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

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

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

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

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

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

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

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

When to see a doctor

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

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

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

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

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

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

Doesn't say single words by 16 months

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

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

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

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

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

No link between vaccines and autism spectrum disorder

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

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

Risk factors

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

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

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

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

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

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

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

Complications

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

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

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

# data[].attributes.attachment_link.title
Autism spectrum disorder - Symptoms and causes

# data[].attributes.attachment_link.description
Autism spectrum disorder is a serious condition related to brain development that impairs the ability to communicate and interact with others.

# data[].attributes.attachment_link.description
A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

# data[].attributes.attachment_link.title
Comprehensive Behavioral Services - ABA Therapy Services

# data[].attributes.attachment_link.description
Explore comprehensive behavioral services to Focus on Behavior. Our expert team is dedicated to positive change for a fulfilling life.

# data[].attributes.attachment_link.readable_text
What's included:

One membership for your entire household. Whether you want to get ahead, catch up, or learn for the joy of it, a Learning Membership offers a personalized approach to reaching your goals, and inspiring new ones.

# data[].attributes.attachment_link.description
4.9/5.0. Varsity Tutors offers private and group tutoring, classes, test prep, and virtual learning for all students and professionals. Access 3,000+ subjects and 40,000+ instructors online today.