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Tips for Supporting Children Living With ASD

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Tips for Supporting Children Living With ASD

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This video highlights 4 beneficial tips from a therapists viewpoint for the parent who is navigating ASD in their child.

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Rogers Behavioral Health therapist provides tips to support children with autism spectrum disorder

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Local Resource for Early Childhood Autism Program Through FSU Panama City

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Local Resource for Early Childhood Autism Program Through FSU Panama City

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This is a local ABA affiliated program that offers services to young children who are diagnosed with or presenting symptoms of ASD as well as a number of other disabilities. They sustain goals of meeting the children where they are and ensuring success of their students. They also offer sources to help the parents navigate through the diagnosis and provide tips to help their child become successful despite their challenges presented through their diagnosis.

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We are the only 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 disorders, Down syndrome, cerebral palsy and intellectual disabilities.

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:

Impaired social interaction

Impaired communication skills

Restricted/repetitive patterns of behavior

Symptoms vary individually per child.

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We are the only 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 disorders, Down syndrome, cerebral palsy and intellectual disabilities. ECAP is a non-profit (501(c) 3) early intervention and community outreach program.

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Autism Speaks gives a guide to Autism for every person in the family presenting ways to navigate through the diagnosis for Parents, Grandparents and Siblings. It also provides a plethora of information centered around the disorder including details for what Autism is, where and how to find help, how to become an advocate and more.

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Support for Family Members | Autism Speaks

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Click here for Autism Speaks resources that will help support family and friends of children and adults with autism during the ups, downs and in between.

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What is Autism Spectrum Disorder (ASD)? 

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What is Autism Spectrum Disorder (ASD)? 

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This article provides a plethora of information centered around Autism such as Screenings and Diagnosis, Data and Statistics, Treatments, and more.

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. CDC is committed to continuing to provide essential data on ASD, search for factors that put children at risk for ASD and possible causes, and develop resources that help identify children with ASD as early as possible.

Children reach milestones in how they play, learn, speak, behave, and move. CDC has checklists to help parents and others track a child's development.

More

The ADDM Network is the only collaborative network to track the number and characteristics of children with ASD and other developmental disabilities in multiple communities of the United States.

SEED is currently the largest study in the United States to help identify factors that may put children at risk for autism spectrum disorder (ASD) and other developmental disabilities.

Explore the tool to see autism spectrum disorder (ASD) prevalence estimates and demographic characteristics at the national, state, and community levels.

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Autism Spectrum Disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASD, discover the risk factors, and raise awareness of the signs.

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This article provides a list of classroom supports that Special Education teachers use to accommodate ASD learners in the classroom with information on using them. This includes the learning strengths of an ASD student, what it means to support their needs and a list of Visual Supports.

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Teaching an autistic child can be both rewarding and challenging at times. If this is your first time teaching an autistic person, it can feel overwhelming figuring out what to do or how to best support that child in order to set the stage for optimal learning. Educators must teach to children's strengths, create a predictable environment, and be aware of sensory needs. Luckily, there are lots of resources out there to educate and guide teachers to help make a child's school experience a good one.

It is important to understand that an educator's role is to guide the child and not try to change who that child is. None of us can predict the future outcomes for a child or what they may achieve later in life. Good teaching fosters growth and development, paving the way for a child to reach their full potential.

What are the learning strengths of autistic children?

Visual Learners - Autistic children are visual learners. Auditory processing tends to be weaker. Visual information is fixed, permanent, are predictable. The spoken word disappears, is forgotten and a child make be still processing the first sentence while the third one is being said. Use visual supports to increase understanding, foster autonomy, and provide stability.

Memory - Memory can be more for facts and details than the sequencing or recall of an event, but it is great for rote learning such as the times table or simple addition facts, or for rules.

Detail Focused - Attention to details can transfer into in-depth knowledge that goes way beyond the curriculum. Be sure to use this knowledge around an interest for any aspect of the curriculum such as writing topics, research, book reports etc.

Kinesthetic Learners - Most children learn by doing. They need to interact with their environment and learn about the world by involving their senses. Be wary of using too much technology, especially with young children who need to get firsthand experience.

Teach to these strengths! Remember - it's easier for us to adapt to the child rather than the child adapting to us. This is why it's important to have as many tools and teaching strategies at your fingertips so that you can be flexible with delivery and be able to change course quickly.

The Importance of Predictability

Having a predictable environment and day is important because predictability:

lessons anxiety

reduces fear over change

helps with transitions

gives a clear beginning, middle and end to an event/activity

supports autonomy

supports communication by increasing initiation and interaction

A predictable classroom has a structured physical environment, uses visual supports, established routines, and structured activities.

Why is a structured environment needed?

Establishing visual cues and schedules within the classroom will help children make transitions with a minimum of behaviors of concern occurring. Autistic children will have difficulty making independent transitions to new activities due to their lack of understanding of nonverbal cues and anxiety around any new situation. Attention and sensory needs will impact the ability to focus on the main speaker in the classroom due to distractions. They will struggle to isolate relevant and meaningful information from classroom activities and materials from everything else that is going on around them.

What does the physical environment look like?
The well organized classroom has:

predictability and stability through routines and visual supports

defined areas of appropriate size for an activity

clear cues to children and staff about expectations for the area

allows for supervision

areas that support targeted skills for scheduled activities

areas that limit distraction and help with focus

an environment that increase engagement and prevent challenging behavior

support for independence through routines and everyday activities

defined work spaces

There should also be areas for:

one to one instruction

small groups

independent work

full group instruction

transition - which can be for switching tasks but remaining in the same area or switching between areas in the room

cool down or sensory space that should never be used for time outs, punishment, or seclusion

the teacher

Why are visual supports so important?

Autistic children tend to be visual learners so visuals support their strength.

They create predictability which lessens anxiety.

They improve understanding.

Visuals provide structure and routine.

They build confidence.

Opportunities for interaction are provided.

Adults communicate more clearly when they are using visual supports.

Types of Visual Supports

Visual supports can take many forms. You may have to try several different types to figure out which ones a child prefers and understands best. Some examples of visual supports are:

tactile symbols/objects of reference - Ex. a book means story time; a ball means time for outdoor play etc.

photographs - so easy to produce in the digital age

short videos

miniatures of real objects

colored pictures

line drawings

symbols

written words - I always recommend putting text with picture visuals. My autistic daughter could read at age 4 before she could speak.

Use visual supports for:

making choices - start by teaching this concept with a preferred and non-preferred activity so the child starts to understand they are making a choice

first/then - Ex. First we clean up/ Then we go outside. First/then can also be motivational.

single messages - going to toilet, play outside, snack time

timetable, schedules, sequences of activities

task breakdown - the individual steps for a task such as washing hands, dressing for outdoors. This supports recognizing relationships between steps of an activity.

to show units of time - 1 minute, 2 minutes, 5 minutes

Understanding Time

Understanding units of time will lead to better time management. I won't go in-depth on this topic because I wrote an article about this called Teaching the Concept of Time. Time management is an executive function skill. Children need to learn how long tasks take to do to manage their day to day needs which will help them as they mature and become more independent. Anxiety will also be reduced when it is clear when a task is starting and when it will end.

Supporting Sensory Needs

Every individual has their own sensory profile. Autistic children experience challenges in processing sensory information from their own bodies and from the environment. Paula Aquilla, occupational therapist, says, "The key to understanding a person's response to sensation or their need to seek out sensation is to observe with an open mind and without judgement. We can all become detectives to determine possible underlying reasons for a child's response to the sensation we present when we want to interact."

In order to understand a child's sensory needs, we need to observe them in action and follow a sensory checklist to create a profile. This profile can then be used to create a sensory diet. A sensory diet, first created by occupational therapists Wilbarger and Wilbarger (1991) , is an individualized plan of physical activities and accommodations to help a person meet their sensory needs. This plan provides the sensory input needed to stay focused and organized throughout the day. For example, some people may feel overwhelmed or overloaded and need to get to a calmer state; some may feel lethargic or sluggish and need some activities to feel alert.

The main goal of a sensory diet is to prevent sensory and emotional overload by meeting the nervous system's sensory needs; however, it can also be used as a recovery technique. Understanding a child's sensory profile and the activities which create calmness and regulation can really help when a child feels overwhelmed and out of control. Engaging children in sensory experiences on a regular schedule can support focus, attentiveness and interaction. Children may feel less anxious when they feel comfortable and in control.

Incorporate Interests Into the School Day

Incorporating a child's interests into the school day supports happiness and well-being, provides enjoyment, motivation, and adds meaning to activities and the curriculum. Interests can also be expanded upon to increase knowledge and learn new skills. I have written a couple of blog posts on the importance of interests and how to use them in different aspects of the curriculum.

The school community plays a big role in a child's life. If an autistic child's learning strengths and needs are supported and accommodated, the outcome is a strong one. Education is the springboard for lifelong learning and enjoyment. The classroom experience should be a positive one and it can be with a structured physical environment, work systems, and clear visual supports.

Have a great school year!

About the author:
Maureen Bennie

Maureen Bennie created the Autism Awareness Centre in 2003 to address what she saw as a gap in support and advocacy for those struggling with autism and autism spectrum disorders. For Maureen, education brings positive change to the lives of those affected by autism and autism spectrum disorders.

Click to Read Maureen's Full Biography

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Supporting Autistic Students in the Classroom - Autism Awareness

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Teaching an autistic child can be both rewarding and challenging at times. If this is your first time teaching an autistic person, it can feel overwhelming figuring out what to do or how to best support that child in order to set the stage for optimal learning.

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IEP's and Accommodations for ASD Learners

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IEP's and Accommodations for ASD Learners

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This article provides information on IEP's and 504's including the testing process, what a parent should do if they disagree with the school's evaluation, how to assist the learner with ASD and a list of accommodations that they may obtain. The article also provides video feedback from the education standpoint.

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There are 13 qualifying eligibility categories for special education services, one of which is autism. According to the IDEA's definition, autism is "a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance."

Remember: Schools can assess whether a student meets the eligibility criteria for an IEP, but they cannot medically diagnose a child. It's important to understand that the criteria a child must meet to be eligible for special education under autism is not the same as the criteria for a medical diagnosis of autism.

"It is possible for a child to hold a medical diagnosis of autism and not qualify for special education services under autism per the Ed Code," Dr. Pelangka tells us. "This can happen, for example, when a student's primary area of difficulty is attention/hyperactivity/distractibility and the team offers an Other Health Impairment (OHI) eligibility, as opposed to an autism eligibility, or when the team doesn't see the symptoms of autism in the school setting at all."

Conversely, if a school team evaluates a student and finds the student eligible under autism, but the student has yet to be evaluated for a medical diagnosis, families should have their child assessed by a specialist such as a developmental pediatrician or a child psychologist, pediatric neuropsychologist, or pediatric neurologist. Keep in mind that it's relatively common for children with autism to have other co-occurring conditions that may complicate an autism diagnosis, including ADHD, medical and mental health conditions, sleep disorders, and mood and anxiety disorders.

In this clip, Dr. Pelangka explains how a student with autism qualifies for special education services:

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IEP Accommodations for Students with Autism

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Learn about some of the most common accommodations, services, and assistive technology used to support autistic students in their classrooms.

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This article provides the importance of accommodating the ASD Learner and a list of accommodations that can contribute to their success as a student and an individual.

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15 Accommodations For Students With Autism

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

1. Sensory Breaks

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

2. Visual Schedules

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

3. Quiet Spaces

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

4. Noise-Cancelling Headphones

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

5. Fidget Toys

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

6. Preferential Seating

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

7. Positive Reinforcement

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

8. Clear Expectations

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

9. Social Skills Training

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

10. Peer Mentors

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

11. Breaks Between Activities

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

12. Assistive Technology

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

13. Modified Assignments

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

14. Individualized Education Plans (IEPs)

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

15. Sensory-Friendly Classrooms

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

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

What Is Autism Accommodation?

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

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

Who Is Eligible To Receive Accommodations?

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

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

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

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15 Accommodations For Students With Autism

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

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This detailed video provides thorough information regarding ASD, how it affects the learner, what the educator can do to ensure the ASD Learner is successful, a breakdown of the diagnosis and more.

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ASD: Symptoms, Causes, Complications and More

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ASD: Symptoms, Causes, Complications and More

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This article provided by the Mayo Clinic gives details to attaining an ASD diagnosis from the causes and symptoms to the risk factors and complications.

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Overview

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

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

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

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

Symptoms

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

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

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

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

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

Social communication and interaction

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

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

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

Has poor eye contact and lacks facial expression

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

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

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

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

Doesn't appear to understand simple questions or directions

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

Doesn't point at or bring objects to share interest

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

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

Patterns of behavior

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

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

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

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

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

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

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

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

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

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

When to see a doctor

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

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

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

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

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

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

Doesn't say single words by 16 months

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

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

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

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

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

No link between vaccines and autism spectrum disorder

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

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

Risk factors

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

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

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

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

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

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

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

Complications

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

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

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

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Autism spectrum disorder - Symptoms and causes

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

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Visual Cues such as a picture schedule, checklist, timer, etc, can better assist students with ASD in understanding the structure of their day. This can also reduce the child's anxiety.

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General Education Teacher supporting ASD Students

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General Education Teacher supporting ASD Students

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Did you know, 1 in 36 children in the US are diagnosed with ASD. Not all of those children are placed in inclusion classrooms. This article provides useful information for general education teachers on how to adequately accommodate ASD learners outside of an inclusion classroom including facts about ASD and tips to creating an inclusion setting in a gen-ed classroom.

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One in 36 children in the United States is diagnosed with autism. Increasingly, more are enrolled in general education classrooms in school.

The good news: inclusion has universal benefits. It has been known to improve educational outcomes for all students, overall attitudes towards diversity and even school attendance rates.

The bad news: most general education teachers lack sufficient autism-related instruction. Many teacher-education programs require just one overview class about students with disabilities. On-the-job professional development specific to autism is nearly non-existent and rarely mandatory.

As a result, even the best teachers can be unsure how to properly support their autistic students. Some even struggle to understand autism. Ethan Hirschberg experienced this in high school. The autistic teen was having a hard time keeping up in a well-respected teacher's class. Frustrated, the teacher asked, "What are you, autistic?" A heartbroken, embarrassed Ethan responded, "yes."

It is worth noting that the teacher apologized and took the necessary steps to correct the situation to Ethan's satisfaction. But there is too much at risk for all involved to leave it solely up to teachers to learn about autism on the job.

Here, we provide general education teachers with a crash course in autism to promote awareness and acceptance and to help create an inclusive classroom environment that not only supports autistic students but the entire class.

But the learning does not stop and start with one teacher in one classroom-parents, teachers and school administrators should share this with physical education teachers, art teachers, music teachers and throughout their school.

Autism 101: Facts about autism spectrum disorder

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.

There is not one type of autism, but many. No two autistic students are alike.

Autism is a disability covered by the Individuals with Disabilities Education Act (IDEA). Under this law, autistic students are entitled to experience the "least restrictive environment" where they have the greatest possible opportunity to interact and learn with their peers without disabilities and to participate in the general education curriculum.

Autism is not a learning disability, though it can affect learning.

Autism does not automatically equate to high IQ or superior mathematical or computational skills.

Autism does not cause behaviors that present as challenging to the teacher or the class. Behaviors are a method of communication. They can be a response to a biological cause, such as pain or discomfort, or due to a social or sensory cause.

Anxiety is common for autistic students, but not all anxiety is the same. Neuroscientists have found structural differences in autistic people's amygdala, the brain's emotion and fear center, that suggest autism-related anxiety is different from general anxiety. While autistic people can present with both forms, management can be vastly different, and different from non-autistic anxiety management.

A student's autism diagnosis is protected by various privacy laws. The decision to disclose a diagnosis is the right of the autistic student and their parents only. If a parent or autistic student shares their diagnosis to school administrators and teachers, it is to be treated as confidential. It is never acceptable to share a student's diagnosis with anyone, especially not a class or student's peers.

Autism 102: Tips to create an inclusive classroom environment

Review the class list for any student with an Individualized Education Plan (IEP) or 504 plan and read the documents thoroughly. Both are legally binding; adherence is required by law.

If any accommodations within are unclear or unable to be implemented, notify school administration and parents.

Neither parent nor teacher can revise these plans without a procedural review and subsequent documentation of changes.

Accommodations are not privileges. They are rights.

Learn more in our Guide to Individualized Education Programs, which is now available in an interactive format that allows for easy navigation to sections including "IEP Basics" and "Changing an IEP".

Presume competence. Autistic students in a general education classroom are general education students first, regardless of their supports.

If an autistic student has special education support staff, work with them as a team. The student should be "our" student, not "your" or "my" student. This language matters and conveys a powerful message, especially when used in front of an autistic student and their peers.

To better learn about your autistic student, seek out people who know them well, including family members and prior teaching staff, as early in the school year as possible. Completing the "About Me" profile worksheet in our School Community Tool Kit with parents is a good start.

Immediately notify school administrators and parents if an issue arises with an autistic student. Do not first attempt to resolve a concerning issue alone. It is best to err on the side of oversharing with school administration and parents when issues arise.

NOTE: If an autistic student is engaging in behavior that poses a risk to themselves or others at school, seek help immediately. Follow your school's crisis protocols. Never ignore the signs of a crisis situation. Always take threats of suicide or harm seriously.

Create a comfortable classroom. Many autistic students have sensory issues that can impact their ability to concentrate. Some simple accommodations can be made which benefit the entire class.

Sounds/Excessive Noise: Allow for earplugs if a classroom is particularly noisy. Reconsider the use of whistles or buzzers to signify the start/stop of an activity and instead use visual clues. Develop a signal with the student to let them know when a school bell will alarm.

Lighting: Try dimming or turning off florescent or bright lights.

Smells: Give enough advance warning if products with strong odors will be used in class. Allow the student to sit near an open window or fan that helps dissipate strong smells. Consider a school policy that limits the use of perfume, cologne and body sprays.

Discuss preferred seating in the classroom with parents and the autistic student. The student may have a different preferred location depending on which subject they are learning, which classroom they are in, and who their classmates are.

Be predictable. Change can be more difficult for autistic students than for their peers, especially if it is unplanned. Make it a habit to go over the daily schedule at the start of class. Provide advance notice of any changes to the schedule, including if there will be a substitute teacher.

Be flexible with participation in the classroom.

Reconsider grading requirements that award or punish for traditional participation.

Consider using individual whiteboards or give out washable markers for everyone to write answers on their desk. This tool works to check-in and ensure students of all learning styles and abilities are engaged in class.

If a presentation is required, consider providing the entire class with multiple options beyond public speaking. Consider multimedia alternatives and tools used by working professionals: PowerPoint, FlipGrid, Zoom, etc.

Do not consider or communicate alternative forms of participation as a privilege or reserved only for autistic students.

An autistic student is likely to have anxiety in social situations, particularly with peers. Carefully consider pairings when group work is required. It is best to ask for input from family and past teachers. Do not assume an autistic student and an outgoing student are a good balance, or that an autistic student and an introverted student complement one another. Make sure the autistic student has an appropriate, equitable, defined task within the group.

Facilitate positive social relationships within the classroom by teaching about inclusion. Use our School Community Tool Kit and refer to our tips for teaching peers about inclusion. It is highly recommended to inform all students and their parents ahead of any discussion on inclusion or disabilities. Do not ask autistic students to explain autism to you or the class. Even when parents disclose to the school, some autistic students still prefer not to disclose or discuss their diagnosis.

Recognize that students with disabilities are more likely to be bullied. Be prepared to help prevent and correct troublesome situations with our Top 10 Bullying Facts.

Be aware that free play, recess and other unstructured times are often the most difficult times for autistic students. They often have the desire to interact with others, but do not have the skills to engage appropriately or may be overwhelmed by the process. Look to see if autistic students are eating alone at lunch or wandering outside by themselves at recess. Think about how to provide structure to these students during that time to keep them engaged in school. Forming social groups around special interests or assigning tasks for teachers or school are good options.

Recognize you may be unaware of every autistic student in your classroom. Some parents do not disclose their child's autism diagnosis. The decision is theirs alone. Their child is still protected by IDEA. Asking a student if they are autistic, openly speculating whether a student is autistic and openly assigning behavior challenging to you as autistic can all be considered violations of this law.

If a student is struggling and you are concerned it is due to autism spectrum disorder but have not been made aware of a diagnosis, it is recommended that you document the struggles. Act on what you see, not what you suspect. Present findings free and clear of judgment to the parents and school administration.

Learn more in our School Community Tool Kit. Be sure to share sections dedicated to the following school professionals:

Bus drivers

Custodial Staff

School Nurses

Lunch aides

Office Staff

Athletic Coaches

Other school staff

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Autism in the classroom: How general education teachers can support students with ASD | Autism Speaks

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Click here for some great tips to share with your child's teachers to help them create an inclusive classroom environment.

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Noise-cancelling headphones helps students with ASD block out noise around them allowing them to focus on their work. It is also beneficial for the ASD child in a "sensory overload."

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IEP's provide a list of accommodations specific to the individual with ASD. These are specifically geared toward the success of the student.

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This link provides a list of local resources for the family of an ASD student from the local school board

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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

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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

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This link provides a list of Florida based resources to provide the family of the student with ASD information and accommodations.

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

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

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

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

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

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

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

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

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

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On this page you will find additional Autism Resources.

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This link provides a list of supports to utilize in an ASD classroom including maintaining efficient space, remaining calm and collected, promoting a welcoming environment, providing engaging opportunities to develop social skills and more.

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Autism in the classroom: Strategies for success | Autism Speaks

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

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In this article you will find information on diagnosing and treating ASD. Treatments including, Medications, Behavior and Communication Therapies such as speech, Family Therapies and more.

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Diagnosis

Your child's doctor will look for signs of developmental delays at regular checkups. If your child shows any symptoms of autism spectrum disorder, you'll likely be referred to a specialist who treats children with autism spectrum disorder, such as a child psychiatrist or psychologist, pediatric neurologist, or developmental pediatrician, for an evaluation.

Because autism spectrum disorder varies widely in symptoms and severity, making a diagnosis may be difficult. There isn't a specific medical test to determine the disorder. Instead, a specialist may:

Observe your child and ask how your child's social interactions, communication skills and behavior have developed and changed over time

Give your child tests covering hearing, speech, language, developmental level, and social and behavioral issues

Present structured social and communication interactions to your child and score the performance

Use the criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), published by the American Psychiatric Association

Include other specialists in determining a diagnosis

Recommend genetic testing to identify whether your child has a genetic disorder such as Rett syndrome or fragile X syndrome

Treatment

No cure exists for autism spectrum disorder, and there is no one-size-fits-all treatment. The goal of treatment is to maximize your child's ability to function by reducing autism spectrum disorder symptoms and supporting development and learning. Early intervention during the preschool years can help your child learn critical social, communication, functional and behavioral skills.

The range of home-based and school-based treatments and interventions for autism spectrum disorder can be overwhelming, and your child's needs may change over time. Your health care provider can recommend options and help identify resources in your area.

If your child is diagnosed with autism spectrum disorder, talk to experts about creating a treatment strategy and build a team of professionals to meet your child's needs.

Treatment options may include:

Behavior and communication therapies. Many programs address the range of social, language and behavioral difficulties associated with autism spectrum disorder. Some programs focus on reducing problem behaviors and teaching new skills. Other programs focus on teaching children how to act in social situations or communicate better with others. Applied behavior analysis (ABA) can help children learn new skills and generalize these skills to multiple situations through a reward-based motivation system.

Educational therapies. Children with autism spectrum disorder often respond well to highly structured educational programs. Successful programs typically include a team of specialists and a variety of activities to improve social skills, communication and behavior. Preschool children who receive intensive, individualized behavioral interventions often show good progress.

Family therapies. Parents and other family members can learn how to play and interact with their children in ways that promote social interaction skills, manage problem behaviors, and teach daily living skills and communication.

Other therapies. Depending on your child's needs, speech therapy to improve communication skills, occupational therapy to teach activities of daily living, and physical therapy to improve movement and balance may be beneficial. A psychologist can recommend ways to address problem behavior.

Medications. No medication can improve the core signs of autism spectrum disorder, but specific medications can help control symptoms. For example, certain medications may be prescribed if your child is hyperactive; antipsychotic drugs are sometimes used to treat severe behavioral problems; and antidepressants may be prescribed for anxiety. Keep all health care providers updated on any medications or supplements your child is taking. Some medications and supplements can interact, causing dangerous side effects.

Managing other medical and mental health conditions

In addition to autism spectrum disorder, children, teens and adults can also experience:

Planning for the future

Children with autism spectrum disorder typically continue to learn and compensate for problems throughout life, but most will continue to require some level of support. Planning for your child's future opportunities, such as employment, college, living situation, independence and the services required for support can make this process smoother.

Clinical trials

Explore Mayo Clinic studies testing new treatments, interventions and tests as a means to prevent, detect, treat or manage this condition.

Alternative medicine

Because autism spectrum disorder can't be cured, many parents seek alternative or complementary therapies, but these treatments have little or no research to show that they're effective. You could, unintentionally, reinforce negative behaviors. And some alternative treatments are potentially dangerous.

Talk with your child's doctor about the scientific evidence of any therapy that you're considering for your child.

Examples of complementary and alternative therapies that may offer some benefit when used in combination with evidence-based treatments include:

Creative therapies. Some parents choose to supplement educational and medical intervention with art therapy or music therapy, which focuses on reducing a child's sensitivity to touch or sound. These therapies may offer some benefit when used along with other treatments.

Sensory-based therapies. These therapies are based on the unproven theory that people with autism spectrum disorder have a sensory processing disorder that causes problems tolerating or processing sensory information, such as touch, balance and hearing. Therapists use brushes, squeeze toys, trampolines and other materials to stimulate these senses. Research has not shown these therapies to be effective, but it's possible they may offer some benefit when used along with other treatments.

Massage. While massage may be relaxing, there isn't enough evidence to determine if it improves symptoms of autism spectrum disorder.

Pet or horse therapy. Pets can provide companionship and recreation, but more research is needed to determine whether interaction with animals improves symptoms of autism spectrum disorder.

Some complementary and alternative therapies may not be harmful, but there's no evidence that they're helpful. Some may also include significant financial cost and be difficult to implement. Examples of these therapies include:

Some complementary and alternative treatments do not have evidence that they are beneficial and they're potentially dangerous. Examples of complementary and alternative treatments that are not recommended for autism spectrum disorder include:

Coping and support

Raising a child with autism spectrum disorder can be physically exhausting and emotionally draining. These suggestions may help:

Find a team of trusted professionals. A team, coordinated by your doctor, may include social workers, teachers, therapists, and a case manager or service coordinator. These professionals can help identify and evaluate the resources in your area and explain financial services and state and federal programs for children and adults with disabilities.

Keep records of visits with service providers. Your child may have visits, evaluations and meetings with many people involved in his or her care. Keep an organized file of these meetings and reports to help you decide about treatment options and monitor progress.

Learn about the disorder. There are many myths and misconceptions about autism spectrum disorder. Learning the truth can help you better understand your child and his or her attempts to communicate.

Take time for yourself and other family members. Caring for a child with autism spectrum disorder can put stress on your personal relationships and your family. To avoid burnout, take time out to relax, exercise or enjoy your favorite activities. Try to schedule one-on-one time with your other children and plan date nights with your spouse or partner - even if it's just watching a movie together after the children go to bed.

Seek out other families of children with autism spectrum disorder. Other families struggling with the challenges of autism spectrum disorder may have useful advice. Some communities have support groups for parents and siblings of children with the disorder.

Ask your doctor about new technologies and therapies. Researchers continue to explore new approaches to help children with autism spectrum disorder. See the Centers for Disease Control and Prevention website on autism spectrum disorders for helpful materials and links to resources.

Preparing for your appointment

Your child's health care provider will look for developmental problems at regular checkups. Mention any concerns you have during your appointment. If your child shows any signs of autism spectrum disorder, you'll likely be referred to a specialist who treats children with the disorder for an evaluation.

Bring a family member or friend with you to the appointment, if possible, to help you remember information and for emotional support.

Here's some information to help you prepare for your appointment.

What you can do

Before your child's appointment, make a list of:

Any medications, including vitamins, herbs and over-the-counter medicines that your child is taking, and their dosages.

Any concerns you have about your child's development and behavior.

When your child began talking and reaching developmental milestones. If your child has siblings, also share information about when they reached their milestones.

A description of how your child plays and interacts with other children, siblings and parents.

Questions to ask your child's doctor to make the most of your time.

In addition, it may be helpful to bring:

Questions to ask your child's doctor may include:

Why do you think my child does (or doesn't) have autism spectrum disorder?

Is there a way to confirm the diagnosis?

If my child does have autism spectrum disorder, is there a way to tell how severe it is?

What changes can I expect to see in my child over time?

What kind of special therapies or care do children with autism spectrum disorder need?

How much and what kinds of regular medical care will my child need?

What kind of support is available to families of children with autism spectrum disorder?

How can I learn more about autism spectrum disorder?

Don't hesitate to ask other questions during your appointment.

What to expect from your child's doctor

Your child's doctor is likely to ask you a number of questions. Be ready to answer them to reserve time to go over any points you want to focus on. Your doctor may ask:

What specific behaviors prompted your visit today?

When did you first notice these signs in your child? Have others noticed signs?

Have these behaviors been continuous or occasional?

Does your child have any other symptoms that might seem unrelated to autism spectrum disorder, such as stomach problems?

Does anything seem to improve your child's symptoms?

What, if anything, appears to worsen symptoms?

When did your child first crawl? Walk? Say his or her first word?

What are some of your child's favorite activities?

How does your child interact with you, siblings and other children? Does your child show interest in others, make eye contact, smile or want to play with others?

Does your child have a family history of autism spectrum disorder, language delay, Rett syndrome, obsessive-compulsive disorder, or anxiety or other mood disorders?

What is your child's education plan? What services does he or she receive through school?

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

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This article provides information on accessing services to treat ASD patients from an early diagnosis through the highest age considered for Special Education.

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Centers for Disease Control and Prevention

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Many children with developmental delays or behavior concerns are not identified as early as possible. As a result, these children must wait to get the help they need to do well in social and educational settings (for example, in school, at home, and in the community). By the time they are identified, significant delays may have occurred and opportunities for intervention might have been missed. Getting services as early as possible can make a difference in the development of a child with ASD or other developmental problems.

Early Intervention Services - Ages 0-3 years

Research shows that early intervention services can greatly improve a child's development and result in better outcomes . Early intervention services help children from birth to 3 years old learn important skills. Services include therapy to help the child talk, walk, and interact with others. Therefore, it is important to talk to your child's doctor as soon as possible if you think your child has ASD or other developmental problem. However, a referral from a physician is not necessary to request an evaluation and, if indicated, receive services. It is possible for a parent to self-refer.

If you think your child may have a developmental delay related or unrelated to autism, he or she may be eligible for early intervention services. The Individuals with Disabilities Education Act (IDEA) says that children under the age of 3 years who are at risk of having developmental delays may be eligible for services. These services are provided through an early intervention system in your state or territory. Through this system, you can ask for an evaluation.

In addition, treatment for specific symptoms, such as speech therapy for language delays, often does not need to wait for a formal ASD diagnosis. While early intervention is extremely important, intervention at any age can be helpful.
Learn more about early intervention Find your state or territory's early intervention program
Special Education Services - Ages 3-22 years

Children with disabilities, including ASD, may be eligible for services through the local education system beginning at age 3 years. Children with ASD often have an Individualized Education Plan (IEP) or a 504 plan. Eligible children can begin to receive services prior to formally starting school, even if the child has not been diagnosed with ASD.

If you are concerned about your child, contact your local public school system. Even if your child is not yet old enough for kindergarten or enrolled in a public school, you can call your local elementary school or board of education and ask to speak with someone who can help you have your child evaluated. This is sometimes called a "Child Find" evaluation. You do not need to wait for a doctor's referral or medical diagnosis to make this call. If you are not sure who to contact, call the Early Childhood Technical Assistance Center (ECTA) at #919-962-2001, or visit the ECTA website.

References

1. Hyman SL, Levey SE, Myers SM, Council on Children with Disabilities, Section on Developmental and Behavioral Pediatrics. Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. Peditarics. 2020 Jan;145(1).

2. Dawson, G., et al., Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 2010. 125(1): p. e17-23.

3. Reaven, J., et al., Group cognitive behavior therapy for children with high-functioning autism spectrum disorders and anxiety: a randomized trial. J Child Psychol Psychiatry, 2012. 53(4): p. 410-9.

4. Reichow, B., et al., Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database Syst Rev, 2018. 5: p. CD009260.

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Accessing Services for Autism Spectrum Disorder

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Getting services as early as possible can make a difference in the development of a child with ASD or other developmental problems.

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In this article, the National Institute of Child Health and Development offers links to specific therapies provided to ASD patients including occupational, nutritional, parent-mediated, physical and speech therapies and more.

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There is currently no one standard treatment for autism spectrum disorder (ASD).

Many people with ASD benefit from treatment, no matter how old they are when they are diagnosed. People of all ages, at all levels of ability, can often improve after well-designed interventions.

But there are many ways to help minimize the symptoms and maximize abilities. People who have ASD have the best chance of using all of their abilities and skills if they receive appropriate therapies and interventions.

The most effective therapies and interventions are often different for each person. However, most people with ASD respond best to highly structured and specialized programs. In some cases, treatment can greatly reduce symptoms and help people with autism with daily activities.

Research shows that early diagnosis and interventions, such as during preschool or before, are more likely to have major positive effects on symptoms and later skills. Read more about early interventions for autism.

Because there can be overlap in symptoms between ASD and other disorders, such as attention deficit hyperactivity disorder (ADHD), it's important that treatment focus on a person's specific needs, rather than the diagnostic label.

Select the links for more information on each type of treatment for ASD.

If you have a question about treatment, talk to a health care provider who specializes in caring for people with ASD. These resources have more information about treatments for autism:

Citations

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There is currently no one standard treatment for autism spectrum disorder (ASD).

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This video is about helping students with ASD be successful in an Gen-Ed classroom setting.

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Helping children with autism succeed in a general ed classroom

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Self-regulating strategies and techniques for children dealing with ASD

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Self-Regulation Strategies & Techniques with Teresa Garland, MOT, OTR/L