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Restrictive / repetitive behaviors may include:

People with ASD may also experience sleep problems and irritability.

In addition to weaknesses people on the autism spectrum also may have many strengths, including:

1911: Psychiatrist Paul Eugen Bleuler coined the term, using it to describe what he believed to be the childhood version of schizophrenia.  

 1920s 

1926: Grunya Sukhareva, a child psychiatrist in Kiev, Russia, writes about six children with autistic traits in a scientific German psychiatry and neurology journal.

 1930s 

1938: Louise Despert, a psychologist in New York, details 29 cases of childhood schizophrenia, some who have symptoms that resemble today's classification of autism.

 1940s 

1943: Leo Kanner publishes a paper describing 11 patients who were focused on or obsessed with objects and had a “resistance to (unexpected) change.” He later named this condition “infantile autism.”

1944: Austrian pediatrician Hans Asperger publishes an important scientific study of children with autism, a case study describing four children ages 6 to 11. He notices parents of some of the children have similar personalities or eccentricities, and regards this as evidence of a genetic link. He is also credited with describing a higher-functioning form of autism, later called Asperger’s syndrome.

1949: Kanner proclaims his theory that autism is caused by "refrigerator mothers," a term used to describe parents who are cold and detached. 

 1950s 

1952: In the first edition of the American Psychiatric Associations's Diagnostic and Statistical Manual of Mental Disorders (DSM), children with symptoms of autism are labeled as having childhood schizophrenia.

1956: Leon Eisenberg publishes his paper "The Autistic Child in Adolescence," which follows 63 autistic children for nine years and again at 15 years old.

 1960s 

1964: Bernard Rimland publishes Infantile Autism: The Syndrome and Its Implications for a Neural Theory of Behavior, challenging the “refrigerator mother” theory and discussing the neurological factors in autism.

1964: Ole Ivar Lovaas begins working on his theory of Applied Behavioral Analysis (ABA) therapy for autistic children.

1965: The Sybil Elgar School begins teaching and caring for children with autism. 

1967: Bruno Bettelheim writes Empty Fortress, which reinforces the “refrigerator mother” theory as the cause of autism.

 1970s 

1970s: Lorna Wing proposes the concept of autism spectrum disorders. She identifies the “triad of impairment,” which includes three areas: social interaction, communication, and imagination. 

1975: The Education for All Handicapped Children Act is enacted to help protect the rights and meet the needs of children with disabilities, most of whom were previously excluded from school.

1977: Susan Folstein and Michael Rutter publish the first study of twins and autism. The study finds that genetics are an important risk factor for autism.

 1980s 

1980: The third edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) includes criteria for a diagnosis of infantile autism for the first time.

 1990s 

1990: Autism is included as a disability category in the Individuals with Disabilities Education Act (IDEA), making it easier for autistic children to get special education services.

1998: Andrew Wakefield publishes his paper in the Lancet suggesting that the measles-mumps-rubella (MMR) vaccine triggers autism. The theory is debunked by comprehensive epidemiological studies and eventually retracted.

 2000s 

2003: The Global and Regional Asperger Syndrome Partnership (GRASP), an organization run by people with Asperger’s syndrome and autism spectrum disorders, is formed. 

2006: The president signs the Combating Autism Act to provide support for autism research and treatment.

 2010s 

2010: Andrew Wakefield loses his medical license and is barred from practicing medicine, following the retraction of his autism paper. 

2013: The DSM-5 combines autism, Asperger’s, and childhood disintegrative disorder into autism spectrum disorder.

2014: The president signs the Autism Collaboration, Accountability, Research, Education and Support (CARES) Act of 2014, reauthorizing and expanding the Combating Autism Act.

2020: The Centers for Disease Control and Prevention determines one in 54 children have been identified with an autism spectrum disorder (ASD).

Iannelli, V. (2015, November). Timeline and the History of Autism. Verywell Health; Verywell Health. https://www.verywellhealth.com/autism-timeline-2633213

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•daydream a lot

•forget or lose things a lot

•squirm or fidget

•talk too much

•make careless mistakes or take unnecessary risks

•have a hard time resisting temptation

•have trouble taking turns

•have difficulty getting along with others

•Predominantly Inattentive Presentation

-Fails to give close attention to details or makes careless mistakes

-Has difficulty sustaining attention

-Does not appear to listen

-Struggles to follow through with instructions

-Has difficulty with organization

-Avoids or dislikes tasks requiring sustained mental effort

-Loses things

-Is easily distracted

-Is forgetful in daily activities

•Predominantly Hyperactive-Impulsive Presentation

-Fidgets with hands or feet or squirms in a chair

-Has difficulty remaining seated

-Runs about or climbs excessively in children; 

-Difficulty engaging in activities quietly

-Acts as if driven by a motor; adults will often feel inside as if they are driven by a motor

-Talks excessively

-Blurts out answers before questions have been completed

-Difficulty waiting or taking turns

-Interrupts or intrudes upon others

•Combined Presentation

People with combined-type ADHD demonstrate six or more symptoms of inattention and six or more symptoms of hyperactivity and impulsivity.

Although precise causes have not yet been identified, there is little question that heredity makes the largest contribution to the expression of the disorder in the population.

In instances where heredity does not seem to be a factor, difficulties during pregnancy, prenatal exposure to alcohol and tobacco, premature delivery, significantly low birth weight, excessively high body lead levels, and postnatal injury to the prefrontal regions of the brain have all been found to contribute to the risk for ADHD to varying degrees.

In 1994, the name of the disorder was changed in a way that is confusing for many people. Since that time all forms of attention deficit disorder are officially called “Attention-Deficit/Hyperactivity Disorder,” regardless of whether the individual has symptoms of hyperactivity or not. Even though these are the official labels, a lot of professionals and lay people still use both terms: ADD and ADHD. Some use those terms to designate the old subtypes; others use ADD just as a shorter way to refer to any presentation.

The bulk of treatment research on ADHD has focused on the condition in children, and the options for them have a strong evidence base for symptom reduction. For many, the need for intervention persists over the long term. Research from the landmark National Institute of Mental Health Multimodal Treatment Study of ADHD showed significant improvement in behavior at home and school in children with ADHD who received carefully monitored medication in combination with behavioral treatment. These children also showed better relationships with their classmates and family than did not children receiving this combination of treatment. Further research confirms that combining behavioral and stimulant treatments are more effective than either treatment alone.

---Behavior therapy, including training for parents; 

---Medications.

The goals of behavior therapy are to learn or strengthen positive behaviors and eliminate unwanted or problematic behaviors. Behavior therapy for ADHD can include

Psychological therapy is meant to treat a mental health condition or help a child manage their symptoms so that they can function well at home, in school, and in their community.

1 ADHD treatments, such as behavioral classroom management or organizational training. The behavioral classroom management approach encourages a student’s positive behaviors in the classroom, through a reward system or a daily report card, and discourages their negative behaviors. 

2 Special education services; 

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504:  an individualized education program (IEP) or a 504 Plan.

3 Accommodations to lessen the effect of ADHD on their learning. 

      -Extra time on tests;

      -Instruction and assignments tailored to the child;

      -Positive reinforcement and feedback;

      -Using technology to assist with tasks;

      -Allowing breaks or time to move around;

      -Changes to the environment to limit distraction

      -Extra help with staying organized.

IDEA is a federal law that supports children ages 3 – 21, so they can have a free and appropriate education. It ensures that those found eligible will receive special education or related services. IDEA supports students with ADHD, but only when the ADHD is so severe that a student needs an Individualized Educational Program (IEP). This can make it more difficult for children with ADHD to qualify. To be eligible for special education services, ADHD is under IDEA’s disability category of "Other Health Impairment" (OHI). 

If student is having trouble in school and does not qualify for services under IDEA, he or she may be eligible under Section 504. Unlike IDEA, Section 504 is a civil rights law which covers all people with disabilities regardless of age, who experience limitations in their major life activities, one of which is learning. Its purpose is to stop discrimination against all people regardless of disability. 

A Section 504 Plan addresses specific accommodations and modifications to a student’s educational program (as can an IEP). It helps a student in the regular classroom setting receive a similar experience to his peers. 

Like Section 504, the Americans with Disabilities Amendments Act (ADAAA) is a civil rights law, written into law in 1990, and amended in 2008. It prohibits discrimination for all persons with disabilities that impacts major life activities in employment, accommodations and public services. Related to education, this means any educational facility that receives federal funding. 

•Develop and implement individualized plans (such as IEPs or 504 Plans) that outline accommodations, modifications, and support services for students with ADHD.

•Provide reasonable accommodations to ensure equal access to educational programs and activities.

•Train teachers and staff to understand and support students with ADHD.

•Foster a supportive and inclusive learning environment that promotes the success and well-being of students with ADHD.

Conduct disorder is a type of behavior disorder. It’s when a child has antisocial behavior. He or she may disregard basic social standards and rules. He or she may also:

These behaviors sometimes happen together. But one or more may occur without the others.

Experts believe that many factors play a role in conduct disorder. These are:

Some children with conduct disorders seem to have a problem in the frontal lobe of the brain. This interferes with a child’s ability to plan, stay away from harm, and learn from negative experiences.

Some experts believe that a series of traumatic experiences occurs for a child to develop a conduct disorder. These experiences then often lead to depressed mood, behavior problems, and involvement in a deviant peer group.

A conduct disorder is more common in boys than in girls. It is also more likely to develop in children or teens who come from homes that are:

Children with these mental health problems are also more likely to have conduct disorder:

Children or teens who are considered to have a difficult temperament are more likely to develop behavior problems.

Most symptoms seen in children with conduct disorder also happen at times in children without this problem. But in children with the disorder, these symptoms occur more often. They also interfere with learning, school adjustment, and sometimes with the child’s relationships.

Each child’s symptoms may vary. But the 4 main groups of behaviors are:

These symptoms may look like other mental health problems. Make sure your child sees his or her healthcare provider for a diagnosis.

Collaboration:  Proper work with ASD will require hand and glove interaction and communication between the school teachers, special ed teachers, the parents, and any occupational, speech and language, and physical therapists that may be engaged in the child's care.

Classroom Accommodations: 

Specialized classrooms for ASD:
Every child with autism has unique needs. Specialized classrooms in an autism school are designed to provide the autism support, emotional support, or life skills your child needs to succeed academically and in life. 

A specialized classroom features a high adult to child ratio. Additional support may consist of:

Several of these strategies can be incorporated into a general classroom but will usually require a level of understanding and engagement from the general students depending on their ages.

Transition services:
For children who are 14-21 and are on the path to exiting schooling.  The goal of these services is to prepare the student for life after schooling

These services are written into the IEP, feature clear and measurable goals, and will change as your child progresses through high school and as his or her needs change. 

SDCAadmin. (2019, December 19). 5 Essential Autism School Services Every Parent Should Look For. Sarah Dooley Center for Autism. https://www.sarahdooleycenter.org/news/autism-school-services-everyone-should-look-for/#:~:text=Behavioral%20Services%201%20Classroom%20Accommodations%20To%20address%20your

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Common speech disorders are:

Speech disorders are different from language disorders in children. Language disorders refer to someone having difficulty with:

Service delivery models include direct individual or small group pull out therapy, classroom based therapy, and consultative services.

There are many useful downloads in this web.

Speech impairment is falls within the definition of “disability” under the American with Disabilities Act (ADA), and individuals living and working with speech impairments are protected against discrimination.

Any impairment under subrule (2)(a) of this rule shall be evidenced by both of the following:
(a) A spontaneous language sample demonstrating inadequate language functioning.
(b) Test results on not less than 2 standardized assessment instruments or 2 subtests designed to determine language functioning which indicate inappropriate language functioning for the student's age.

(4) A student who has a communication disorder, but whose primary disability is other than speech and language may be eligible for speech and language services under R 340.1745(a).

(5) A determination of impairment shall be based upon a full and individual evaluation by a multidisciplinary evaluation team, which shall include a teacher of students with speech and language impairment under R 340.1796 or a speech and language pathologist qualified under R 340.1792.

Disfluencies are disorders in which a person repeats a sound, word, or phrase. Stuttering may be the most serious disfluency. It may be caused by:

Articulation and phonological disorders may occur in other family members. Other causes include:

Voice disorders are caused by problems when air passes from the lungs, through the vocal cords, and then through the throat, nose, mouth, and lips. A voice disorder may be due to:

Stuttering is the most common type of disfluency.

Symptoms of disfluency can include:

ARTICULATION DISORDER

The child is not able to produce speech sounds clearly, such as saying "coo" instead of "school."

PHONOLOGICAL DISORDER

The child does not use some or all of the speech sounds to form words as expected for their age.

VOICE DISORDERS

Other speech problems include: