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Autism Essay | Essay on Autism for Students and Children in English

February 13, 2024 by Prasanna

Autism Essay: Autism, also known as autism spectrum disorder (ASD), is a neurodevelopmental disorder. Problems with communications and social interactions, along with repetitive and restricted behaviour, are common in autism. The associated factors of autism include genetics and specific environmental influences.

Autism includes a wide range of disorders of which, Asperger syndrome, childhood disintegrative disorder and pervasive developmental disorders have been added recently. The symptoms of autism occur before three years in a child, as observed by doctors.

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Long and Short Essays on Autism for Students and Kids in English

We provide students with essay samples on a long essay of 500 words and a short essay of 150 words on the topic Autism for reference.

Long Essay on Autism 500 Words in English

Long Essay on Autism is usually given to classes 7, 8, 9, and 10.

Autism is a complex neurodevelopmental disorder and affects a person’s responsive and interactive behaviour. It requires sensitivity and a certain intensity of the traits that affect social development for diagnosis. Autism includes persistent deficits in social communication and interactions. People who have autism also face difficulties in social and emotional reciprocity and a reduced interest in sharing emotions or feelings and often fail to respond to social interactions. Autistic people often face difficulties in maintaining, developing, or understanding relationships. They exhibit poorly integrative verbal or non-verbal communications and abnormalities in making eye-contacts and body language.

Autism is characterized by stereotypical and repetitive movements, phrases and words, and reactions along with inflexible adherence to a particular routine. The abnormal intensity of attachment with unusual objects is often seen in autistic people, and they are hypersensitive to small changes around them. The symptoms of autism result from changes related to maturation in different brain systems. The mechanisms of autism can be divided into two ways. The pathophysiology of the brain structure and associated processes regulates the behavioural characteristics. There are individual neurophysiological connections between the brain and behaviours also.

Autism is a significant form of Pervasive developmental disorders (PDD) and is also classified as syndromal and non-syndromal. The extent of non-syndromal autism is unclear, but syndromal autism includes an intellectual disability or congenital syndromes. Diagnosed reports suggest some children lose their language and social skills at 15-30 months. Researches have been restricted due to identification problems in traditional boundaries between the subgroups and disciplines like psychiatry, neurology, paediatrics, and psychology.

According to doctors, very few people suffering from autism exhibit savant syndrome. A person starts to exhibit extraordinary skills and abilities in a specific field, like, calculating complicated sums at a very high speed, reading two books simultaneously, memorizing things quickly, etc. The exact causes leading to autism are still not known. It just occurs due to a different functioning of the brain and is often believed to be genetic, as the doctors found pieces of evidence. Autistic people experience changes in the significant areas of the brain that affect their speech and behaviour. In cases of twins, a strong correlation between them has also been observed in terms of autism. Environmental factors also cause autistic disorders. The risk factors during pregnancy, including rubella, toxins, autoimmune diseases, fetal growth restrictions, and air pollution, also play a vital role.

Autism results in low tolerance and perseverance levels in distinctive individuals. Autistic people often suffer from regular panic attacks and societal trauma which causes anxiety, self-esteem issues, depression, obsessive-compulsive disorders, epilepsy, and sleep disturbances. This trauma adversely affects their development. There is no such proven treatment for curing autism, but proper therapies and strategies can manage mental health issues. Treatment interventions are beneficial in autism cases. Applied behaviour analysis (ABA) increases desirable behaviour, reduces harmful isolation from others, and might improve memory-focus, academic performance, and communications. Other interventions include Early Start Denver Model (ESDM), Occupational Therapy (OT), Pivotal Response Treatment (PRT), Speech Therapy, Relationship Development Intervention (RDI), Verbal Behaviour Therapy (VBT), and TEACCH.

Short Essay on Autism 150 Words in English

Short Essay on Autism is usually given to classes 1, 2, 3, 4, 5, and 6.

Autism is a neurodevelopmental disability that occurs at the age of three years. It affects the social, behavioural and communicative skills. The characteristics of autism vary from person to person. Parents start to notice the autistics characteristics in their child when he/she avoids social interactions, has behavioural issues and speech problems.

One of the important behavioural characteristics of an autistic child is aggressiveness or self-harming behaviour, either active or passive. They exhibit odd behaviours and have a resistance to change regular routines. However, in many cases, extraordinary talents and skills are observed in autistic people. The symptoms of autism first appear during infancy or early childhood days. Autistic people have specific impairments which include problems in social interactions, communications, repetitive behaviour. Atypical eating habits are also common.

The causes of autism have not been discovered yet, but genetics play an essential role along with significant risk factors during the time of pregnancy. It is a disorder and not a disease and is not curable. Medications, therapies and strategies help to improve the conditions, physically and mentally, and people need to get more aware and careful while dealing with autistic children.

10 Lines on Autism in English

Autism is a neurodevelopmental disorder and not an illness.
Genetics, environmental factors and risk factors at the time of pregnancy play a vital role in cases of autism.
The first signs and symptoms of autism are seen during infancy and early childhood days.
Autistic people face difficulties in communication and interactions and often suffer from mental health issues.
Autistic people often have repetitive behaviour and may have speech problems.
In some cases of autism, the person may exhibit unique talents and extraordinary skills in specific fields.
Autism is a resultant form of differential performing of the brain.
Autism is the most common form of Pervasive developmental disorders (PDD).
Autistic people face issues related to the senses, memory and understanding verbal instructions.
There is no cure for autism though medicines and therapies improve the mental health of the child.

FAQ’s on Autism Essay

Question 1. What causes autism?

Answer: There is no exact known cause of autism, but genetics and environmental often affect in cases of autism.

Question 2. What does ‘spectrum’ mean in autism cases?

Answer: Autism does not come with a single disorder. It has a range of conditions related to behaviour, speech, communication and memory, and hence it is often called Autism Spectrum Disorder (ASD).

Question 3. How to understand if a child is autistic?

Answer: The signs of autism are identified in early childhood when the child isolates themselves or faces speech difficulties or have a tendency of repetitive behaviour or phrases.

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Home — Essay Samples — Nursing & Health — Autism — Why Autism Awareness is Important

Why Autism Awareness is Important

Categories: Autism Psychological Disorders

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Published: Aug 24, 2023

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And Straight on Till Morning: Essays on Autism Acceptance

Cover image for 'And Straight on Till Morning'

ASAN created our first e-book, And Straight on Till Morning: Essays on Autism Acceptance , as part of our celebration of Autism Acceptance Month 2013. These collected writings, originally posted to our website, build on our tagline for Autism Acceptance Month — “Acceptance is an action.” They are part of an ongoing campaign to shift April from discourse about autism awareness toward discourse about autism acceptance, centering Autistic voices and creating a more inclusive, accepting world. The authors are Autistic people and allies, who write about the need for moving beyond awareness and toward acceptance; the ways in which awareness fails our community; and what acceptance can look like in practice in the community.

★★★★★A must for every parent... When my son was diagnosed with a severe communication disorder, and labelled educationally autistic by the school over 15 years ago, I had to dig and dig to find autistic adults who had also been given the label as a child. All I knew about autistic adults was Rain Man. Once I met Amanda Baggs and Larry Arnold, my heart eased somewhat...they were really good people, and I would be proud for my son to turn out as they did. The heart is the most important thing to me. Julia Bascom came to my awareness with a wonderful essay she wrote, juststimming(dot)wordpress(dot)com/2011/10/05/quiet-hands/ (I'm not sure Amazon allows links.) Then the Loud Hands project began, I contributed a little. How wonderful to be a part of something far larger than ourselves. Autism experts today believe in abusive tactics (sometimes behaviorism is abusive. Not physically, necessarily,but it kind of discounts the humanity of an autistic individual...in essence, treats them as an animal trainer would treat his charge. Oops, maybe I shouldn't have said that. Anyhow, there is no curiosity about what is inside.) Other's belittle the way they walk and/or talk, still, very special experts call them evil, lacking basic human instincts. I'm glad my son wasn't born in this day. The "experts" would scare the @#$% out of me. Thank God for Temple Grandin, and Donna Williams, who had written the only books I read about true autism experts...the autistics themselves. I tried reading the PhD stuff...ech...dry as old bones. This is a living book, a testament to the humanity to a group of people others choose to treat inhumanely. The other books are written by the prison guards. These are the prisoners. Their crime is being born with a neurological difference that sets them apart. You will not be unchanged.

★★★★★Must have autism book It's critical the non-disabled world, parents, siblings, teachers and friends, shift perspective and understand the experience of autism first hand. This brilliant book takes you there to deconstruct all the myths and prejudice we all hold before we love someone who tells us how it really is.

★★★★★Must read to save lives! This is one of the best books I've ever read. A must for people with autism and people who love or support them. I'm a 30 year veteran in the disability world, so best is a real achievement.

★★★★★Beautifully done I absolutely loved this book. The essays are well-written and compelling, self-advocacy at its best. An excellent read, particularly for the non-autistic community at large.

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Feb 17, 2023

The Great List of Autistic Essays

I’m a late-identified autistic who loves writing about autism. How much do I love it? I’ve written over 150 essays on it in the past six months alone.

How do I think of so many autistic topics to write about? I’m an art therapist who specializes in late-identified autistic adults. That means I not only have my personal experience to draw from, but also the hundreds of hours spent listening to my clients.

I share most of my essays here on Medium, which means it has now become quite the library. In an effort to make my essays more accessible to those wanting clear, relatable information about late-identified autism in adults, I’ve sorted my essays into topics below. While I wish I could provide a link to each of them for you… I’ve got to prioritize my time and energy. So if a specific essay interests you, just pop it into the search and it’ll come up

Autism in a Neurotypical World

What Would a World Designed by Autistic People Be Like

The Harm in "They're a Little Autistic"

Autism Does Not Directly Cause Socializing Problems

Please Trust My Lived Autistic Experience

Can Someone Please Create a Neurodivergent Intentional Living Community

What if I Accept that Most Neurotypicals Won't Like Me

How Neuro-Bias Shows Up in Professional Testing

Your Autistic Experience Sounds Just LIke my Neurotypical One

Neurotypical Words that Don't Work for Autistics: Overachiever

But Neurotypicals Experience That, Too!

Neurotypical Norms That Don’t Work for Autistics: Hustle Goals

The Fear of Being a Hypocritical Autistic

Neurodiversity: Us vs Them?

How to Meet an Autistic Adult Exactly Where They're At

Autism Characteristics

The Autistic Mind Loves to Take Detours

4 Reasons Why Autism Symptoms Lists are Confusing

My Autistic Brain: Sunshine and Detours

The Joys of Being Autistic: Part 1

Stop Saying Autistic People Can't Empathize

Redefining Fun for Autistic Adults

9 Reasons Why Autism Looks So Similar to CPTSD

We Need More Depictions of the Interior Experience of Autism

Clarity is What my Autistic Mind Craves

How Trauma and Autism Can be a Confusing Mix to Decipher

Why am I like This? Understanding the Autistic Brain

My Autistic Mind Does What it Wants

The Dissociated Autistic Performance State

The Joys of Being Autistic: Increased Creativity and Innovation

My Autistic Memory Is Not the Same as Others

The Firehouse Dilemma: Autism and Infodumping

The Variability of the Autistic Sensory System

5 Reasons Autistics are Especially Hard on Themselves

The Shame That Often Accompanies Autism

Knowing You’re Different as an Autistic Adult

3 Reasons Autism is Worse After You Learn You're Autistic

Disability and Internalized Ableism

I Had to Dismantle My Fear of Autistic People

Is Autism a Disability?

I’m Ok With Saying I have a Disability, Right?

Dog Training

The Difficulties of Adjusting to a New Dog When You're Autistic

Tips for Adjusting to a New Dog When You're Autistic

5 Tips to Integrate a Dog into Your Autistic Life

Defining and Explaining Autism

What I Wish Others Knew About Autism

Let’s Drop the “Disorder” From Autism Spectrum Disorder

How Low and High Autism Labels are Misleading

We Need All the Autism Theories and Models

Autism Can Be a Murky Thing To Understand

How I Explain Autism to Someone Unfamiliar With It

What is Late Identified Autism

Autistic Statistics are Not Accurate for Late-Identified Autistics

I'm Here for the Autistic Awakening

How It Helps to Know You’re Autistic

Why It Matters to Know You're Neurodivergent

What is Neurodiversity and Why Does it Matter

How Neurodivergent Acceptance Can Improve Our Lived Experiences

How Unidentified Autistics are Taught to Socially Camouflage and Mask

Is There a World Where I can Be Unmasked?

The False Dichotomy of Masked and Unmasked Autism

6 Reasons Why UnMasking Is Harder Than it Sounds

What if You have to Mask Everywhere?

My Personal Experience as an Autistic

Hating Cooking as an Autistic Adult

I Make Giant Lists About Autism for Fun

The Challenges of Writing Publically About Autism

The Risk of Sharing my Autistic Passions with Others

I'm Reclaiming Weird for My Autistic Self

I Expand and Then I Contract

I Stopped Seeing Myself As Broken When I learned I was Autistic

Respecting my Limits as an Autistic Business Owner

I Need to Lessen the Pressure on my Autistic Self

My Autistic Brain Doesn’t Want to Watch TV Right Now

Embracing Who I am as an Autistic Adult

I Used to be a Very Judgemental When I Didn’t Know I was Autistic

A Letter from An Autistic Adult to Trust

Don’t Get So Upset: A Line that Doesn’t Work for This Autist

Why This Autistic Writer Didn't Respond to Your Comment

Relationships

Is Dating Worth it as an Autistic Adult?

Is it Possible to be Happily Partnered as an Autistic Adult?

Not Liking People as an Autistic Adult

Self-Identification

So You Think You Might Be Autistic

Dearly Newly Identified Autistic Person

Am I Actually Autistic?

Dearest Smart, Weird, and Caring Autistic

I Am Deeply Unsure About Autism

How to Self Identify Autism as an Adult

When the Past Makes Sense after a Late-Identification of Autism

Where to Start When You First Learn You’re Autistic

6 Strategies to Harness the Hyperfocus Power of an Autistic Mind

Leave the Gremlin In the Cave: Self-Isolation as a Necessary Autistic Tool

No Plans Days as an Autistic Tool

Making Accommodations for Myself as an Autistic Adult

How Many Accommodations Can We Ask for as Autistic Adults?

Using Art to Help Your Autistic Mind

Dissociation as an Autistic Tool

The Power of the Home Environment for Autistics

Is It Ok to Honor My Autistic Needs?

Recognizing When It's Not Time to Make Decisions as an Autistic

Therapy for Autistics

Dearest Autistic Client of Mine

8 Ways Therapy Can Help With Late Identified Autism

Gaslighting the Autistic Experience

Dearest Therapist Who Knows Barely Anything About Autism

I'm an Autistic Therapist: Sometimes It's Easier Than Everyday Life

Does Your Therapist Know Enough About Autism to Help You?

Questions to Ask a Potential Therapist When You're Autistic

How I Work with Newly Identified Autistic People

What to Ask When You're Seeking Therapy for Late-Identified Autism

12 Ways Therapy Can Enhance Life for Late Identified Autistic Adults

Therapy is Not for Fixing Autism

The Harm I Caused When I Didn't Know about Autism

A Newly Identified Autistic Therapist Working with Newly Identified Autistics

Common Therapy Advice That is Counterproductive for Autistics

A Therapist Told Me Treating Autism is Like Treating Depression

Who Can Diagnose Autism in Adults?

Autistic Adults Deserve Better from the Mental Health Field

Undiagnosed Autism

The Correlation Between Intelligence and Undiagnosed Autism

10 Consequences of a Life with Unidentified Autism

The Gap Between “Diagnosable Autism” and a Lifetime of Unidentified Autism

Autism Diagnosis Criteria are Limiting for Men Too

No Autistic Should Receive a Diagnosis Letter Like Mine

Identifying Autism in Undiagnosed Women Abstract

How I Identify Autism in Undiagnosed Women

Autistic Stereotypes Block People From Knowing They're Autistic

Thank you for reading. If you’d like to read more, sign up for my FUNletter . If you would like to explore your autistic identity with an autistic therapist, you can learn more about my therapy services here .

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Educating Children with Autism (2001)

Chapter: 1 introduction.

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

1 Introduction FEATURES OF AUTISM Autism is a disorder that is present from birth or very early in devel- opment that affects essential human behaviors such as social interaction, the ability to communicate ideas and feelings, imagination, and the estab- lishment of relationships with others. It generally has life-long effects on how children learn to be social beings, to take care of themselves, and to participate in the community. Autism is a developmental disorder of neurobiological origin that is defined on the basis of behavioral and de- velopmental features. Although precise neurobiological mechanisms have not yet been established, it is clear that autism reflects the operation of factors in the developing brain. As yet, known direct links between pathophysiology and behavior in autism are still rare and have not yet had great influence on treatments or diagnoses (see Rumsey et al., 2000). Nevertheless, current biologic research, such as in genetics, may already have important implications for families of children with autistic spec- trum disorders. Autism is best characterized as a spectrum of disorders that vary in severity of symptoms, age of onset, and associations with other disorders (e.g., mental retardation, specific language delay, epilepsy). The manifes- tations of autism vary considerably across children and within an indi- vidual child over time. There is no single behavior that is always typical of autism and no behavior that would automatically exclude an indi- vidual child from a diagnosis of autism, even though there are strong and consistent commonalities, especially in social deficits. 11

12 EDUCATING CHILDREN WITH AUTISM A number of years ago, the concept of pervasive developmental dis- order (PDD) was introduced to provide an umbrella term for autism and other disorders that include similar impairments in basic social skills but vary in severity or the presence of communication delay and repetitive behaviors. Because of the continuity across autistic disorders, this report addresses both the more narrowly defined disorder of autism and the broader range of autistic spectrum disorder including pervasive develop- mental disorderânot otherwise specified (PDD-NOS), Aspergerâs disor- der, and childhood disintegrative disorder. Autistic spectrum disorders are unique in their pattern of deficits and areas of relative strengths. Be- cause of the special characteristics of Rettâs syndrome (i.e., its onset and pattern of deficits), it is not specifically considered in this report. Chil- dren with Rettâs syndrome, however, may require similar services to chil- dren with autism in some circumstances. THE CHALLENGE OF EDUCATING CHILDREN WITH AUTISM Education, both directly of children, and of parents and teachers, is currently the primary form of treatment in autism. For the purposes of this report, education is defined as the fostering of acquisition of skills or knowledgeâincluding not only academic learning, but also socialization, adaptive skills, language and communication, and reduction of behavior problemsâto assist a child to develop independence and personal re- sponsibility. Education includes services that foster acquisition of skills and knowledge, offered by public and private schools; infant, toddler, preschool and early education programs; and other public and private service providers. Young children are defined here as children 8 years or younger. Because children with autism are at high risk for other impair- ments, educational planning must address both the needs typically asso- ciated with autistic spectrum disorders and needs associated with accom- panying disabilities. Education of children with autism was accepted as a public responsi- bility as part of the Education Act of All Handicapped Children in 1975. Yet today, 25 years later, despite the federal mandate for appropriate education and intervention services, the goals, methods, and resources available vary considerably from state to state and from school system to school system. In the last few years, courts have become increasingly active forces in determining the methods applied and the resources allo- cated by school systems for the education of children with autistic spec- trum disorders. Although there is a very substantial body of research on the treatment and education of these children (Rumsey et al., 2000), this work has not often been clearly integrated into educational decision-making and policy at local or state levels. For example, many treatment approaches and

INTRODUCTION 13 demonstration projects have disseminated information, yet most have not yet provided appropriate, scientifically rigorous documentation of effec- tiveness and efficiency. While research in developmental psychology, child psychiatry, and pediatric neurology has become increasingly well integrated, there is a need for more effective communication between professionals in these disciplines and the educators and other profession- als who carry out the bulk of treatment and intervention-oriented re- search. THE COMMITTEEâS WORK Charge At the request of the U.S. Department of Educationâs Office of Special Education Programs, the National Research Council formed the Commit- tee on Educational Interventions for Children with Autism and charged the committee to integrate the scientific, theoretical, and policy literature and create a framework for evaluating the scientific evidence concerning the effects and features of educational interventions for young children with autism. The primary focus of the charge was early intervention, preschool, and school programs designed for children with autism from birth to age 8. The charge included specific suggestions to examine sev- eral issues pertaining to education of children with autism: early inter- vention, diagnosis and classification, the rights of children with autism under IDEA, mainstreaming, and assistive technology. To carry out its charge, the committee examined the scientific litera- ture; commissioned papers addressing science and policy issues; exam- ined solicited reports provided by leaders of model intervention pro- grams; and conducted two workshops at which researchers, educators, administrators, practitioners, advocates of individuals with autism, and other interested participants presented to the committee information and perspectives on approaches to address the educational needs of children with autism. The committee also solicited and reviewed written state- ments, provided by individuals and organizations, summarizing their perceptions of the educational needs of young children with autism. The committee also addressed a specific charge to survey the developing field of assistive technology for young children with autism. Thus, the committeeâs activities served as a forum for interdisciplinary discussion of theory and scientific research concerning the evaluation of educational needs of, and methods used with, young children with autism. The committee conceptualized its task as the integration and evalua- tion of existing information from multiple sources in order to provide recommendations regarding educational policies affecting families with young children with autism. These policies are carried out in school

14 EDUCATING CHILDREN WITH AUTISM systems and state and federal programs. The committee applied strict standards to assess the quality of the large body of information that it assembled. The committee considered arguments of legal rights and documentation of public policy, and current practices in well-established programs, as well as empirical data concerning the effectiveness of vari- ous techniques. Within its evaluation of the current scientific literature, the committeeâs goal has been to interpret findings as broadly as possible in terms of their implications for early educational practices, while retain- ing scientific integrity and perspective in considering the strengths and limitations of various bodies of work. Committeeâs Process for Evaluating Evidence Science is a systematic way of gathering, analyzing, and assessing information. One of the strengths of the field of autism is the many disciplines and areas of scientific inquiry within which it has been ad- dressed. The committeeâs approach was to gather information from as wide a range of sources as possible, to assess the strengths and limitations of different sources of information, and to assess the results with an eye toward convergence, particularly from independent sources, of descrip- tive data, inferential data, and theory. For example, within the field of autism, there are many approaches to intervention that are widely disseminated but little researched. Some approaches have been greeted with great enthusiasm initially, but have relatively quickly faded out of general use, in part because of their failure to demonstrate worthwhile effects. Other approaches have withstood the test of time across sites and the children and families they serve, though they continue to be largely supported by clinical descriptions of effective- ness, rather than by formal evaluations. Yet wide use and respect cannot be interpreted as clear evidence of effectiveness; therefore, the committee elected to consider information about these approaches in light of more empirically oriented studies. To achieve a systematic and rigorous assessment of research studies, the committee established guidelines for evaluating areas of strength, limitations, and the overall quality of the evidence; these guidelines are presented in Box 1-1. They are based on approaches used by scientific societies and in recent publications, including: the American Academy of Neurology (Filipek et al., 2000); the American Psychological Association (American Psychological Association, 2000; Barlow, 1996; Chambless and Hollon, 1998); the Society for Clinical Child Psychology (Lonigan et al., 1998); and the New York State Department of Health (1999). A number of comprehensive reviews concerning early intervention in autism also pro- vided examples of ways to systematize information (Dawson and Osterling, 1997; Howlin, 1998; Rogers, 1998; Rumsey et al., 2000). These

INTRODUCTION 15 BOX 1-1 Guidelines Used to Evaluate Studies Every research report considered by the committee was assigned to one category (I-IV) for each area (A, B, and C). A. Internal Validity: Control for nonspecific factors, such as matura- tion, expectancy, experimenter artifacts I. Prospective study comparing the intervention to an alternative in- tervention or placebo in which evaluators of outcome are blind to treat- ment status II. Multiple baseline, ABAB design, or reversal/withdrawal with mea- surement of outcome blind to treatment conditions or pre-post design with independent evaluation III. Pre-post or historical designs or multiple baseline, ABAB, reversal/ withdrawal not blind to treatment conditions IV. Other B. External Validity/Selection Biases I. Random assignment of well-defined cohorts and adequate sample size for comparisons II. Nonrandom assignment, but well-defined cohorts with inclusion/ exclusion criteria and documentation of attrition/failures; additionally, ad- equate sample size for group designs or replication across three or more subjects in a single-subject design III. Well-defined population of three or more subjects in single-subject designs or sample of adequate size in group designs IV. Other C. Generalization I. Documented changes in at least one natural setting outside of treatment setting (includes social validity measures) II. Generalization to one other setting or maintenance beyond exper- imental intervention in natural setting in which intervention took place III. Intervention occurred in natural setting or use of outcome mea- sures with documented relationship to functional outcome IV. Not addressed or other guidelines were used by both committee members and commissioned paper authors in their reviews of the literature. Figures 1-1, 1-2, and 1-3 present summarized data from journal articles cited within the areas ad- dressed during the workshops (communication, social development, problem behaviors, intervention methods, and sensorimotor develop-

16 EDUCATING CHILDREN WITH AUTISM 100 90 80 Level I 70 Level II 60 Percent Level III 50 Level IV 40 30 20 10 0 Social Communication Problem Intervention Sensory-Motor (N = 47) (N = 60) Behavior Methods (N = 22) (N = 9) (N = 13) FIGURE 1-1 Internal validity. NOTES: Level I represents the strongest methodological controls and IV the least strong (see Box 1-1); N is the number of studies. SOURCES: For social studies, McConnell (1999); for communication studies, Goldstein (1999); for problem behavior studies, Horner (2000); for intervention studies, Kasari (2000); for sensory-motor studies (Baranek, 1999). ment), in terms of percentages of studies falling into different levels of rigor with respect to internal validity, external validity, and generaliza- tion. This information is discussed in more detail in Chapter 15 and in the chapters describing those content areas. (For details on the coding of individual studies, see the appendices of the papers cited in the figures.) One of the difficulties in interpreting research, particularly longitudi- nal studies, is that standards for scientific research within different theo- retical perspectives have changed enormously in the last 20 years, and they continue to evolve. Twenty years ago, behavioral researchers were not as concerned with rigorously standardizing measures or diagnoses, maintaining independence between intervention and assessment, or ana- lyzing the effects of development. Similarly, group designs based on a clinical trials model were not expected to monitor treatment fidelity, equate participants for intellectual or language level, address generaliza- tion or maintenance of effects, or justify measures by their clinical value. Therefore, particularly when depicting outcomes from longitudinal stud- ies, reviewers of the literature often have to piece together information

INTRODUCTION 17 100 90 80 Level I 70 Level II Percent 60 Level III 50 Level IV 40 30 20 10 0 Social Communication Problem Intervention Sensory-Motor (N = 47) (N = 60) Behavior Methods (N = 22) (N = 9) (N = 13) FIGURE 1-2 External validity. NOTES: Level I represents the strongest methodological controls and IV the least strong (see Box 1-1); N is the number of studies. SOURCES: For social studies, McConnell (1999); for communication studies, Goldstein (1999); for problem behavior studies, Horner (2000); for intervention studies, Kasari (2000); for sensory-motor studies (Baranek, 1999). fragmented across studies. Today, that information would have been an expected component of a research design from the start. Clinical research always involves compromises based on such factors as access to populations and acknowledgment of clinical needs; often, expense is also considered. Even today, there are very different standards across journals and across research communities as to what are consid- ered unacceptable compromises and what is deemed a necessary part of dealing with complex questions. One of the goals that arose from this review was to identify ways of bridging gaps between perspectives in setting guidelines for research about autism. The committee recognized that a range of emphases and designs is important for different questions. Because of the varied nature of the research, the guidelines presented in Box 1-1 were used to characterize the research reviewed. In this way, the strengths and limitations of individual studies could be considered when deriving conclusions based on the consistencies and inconsistencies ob- served across investigations and theories. Evidence concerning the effectiveness of instructional and compre- hensive programs, strategies, and approaches to intervention for young

18 EDUCATING CHILDREN WITH AUTISM 100 90 Level I 80 Level II 70 Level III Percent 60 50 Level IV 40 30 20 10 0 Social Communication Problem Intervention Sensory-Motor (N = 47) (N = 60) Behavior Methods (N = 22) (N = 9) (N = 13) FIGURE 1-3 Generalization. NOTES: Level I represents the strongest methodological controls and IV the least strong (see Box 1-1); N is the number of studies. SOURCES: For social studies, McConnell (1999); for communication studies, Goldstein (1999); for problem behavior studies, Horner (2000); for intervention studies, Kasari (2000); for sensory-motor studies (Baranek, 1999). children with autism was considered. The committeeâs strategy in assess- ing the effectiveness of components of intervention programs and ap- proaches was to consider, along with the findings of individual research papers, the methodological challenges that many clinical studies face in attempting to control for nonspecific factors, selection biases, and the difficulty in measuring meaningful, generalizable outcomes. Some as- pects of interventions, particularly short-term, problem-focused treat- ments, are much more easily researched than longer-term interventions aimed at more multifaceted concerns (American Psychological Associa- tion, 2000). The committee summarized results across areas of interest and approaches to intervention, taking these factors into account. The goal was to integrate this information into a coherent picture of appropri- ate educational interventions for young children within the autism spec- trum, and to acknowledge points of convergence and points of contro- versy to be addressed in future educational research, practice, and policy. There are no strong studies that compare one comprehensive intervention program with another. Because programs are evolving (and better ap- proaches may be developed in the future), the committee chose to focus on discussion of the effective components and features of each programâ

INTRODUCTION 19 identified on the basis of theory, empirical reports, and consensus across representative programsârather than to attempt any ranking of specific programs. There are several related areas the committee hoped to address but, because of limited resources and time, did not. Two issues we did not address are the feasibility and costs of various programs and treatments. Because feasibility and cost-effectiveness formulations involve not only short-term costs to school systems but also short- and long-term costs to health systems and society as a whole, and this information and its analy- sis are not readily available, it was felt that it would be inappropriate for us to analyze these questions in a superficial way. However, this infor- mation is much needed. We were also interested in more directly ad- dressing ways of implementing the changes we recommended, but we were unable within the constraints of this project to acquire sufficient information and expertise about strategies for educational change. Be- cause discrepancies in the kind of programs provided are so great across the United States (Hurth et al., 2000; Mandlawitz, 1999), questions con- cerning implementation are also crucial. ORGANIZATION OF THE REPORT The report is organized according to relationships among issues that, the committee believes, represent the key areas pertaining to educational interventions for young children with autism. Part I addresses the gen- eral issue of goals for children with autistic spectrum disorders and their families. Within Part I, Chapter 2 describes how autistic spectrum disor- ders are diagnosed and assessed and prevalence estimates, Chapter 3 considers the impact on and the role of families, and Chapter 4 discusses appropriate goals for educational services. Part II presents the characteristics of effective interventions and edu- cational programs. Chapters 5 through 10 discuss fundamental areas of development and behavior that must be addressed by such programs: communication; social, cognitive, sensory and motor development; and adaptive and problem behaviors. Chapter 11 analyzes the characteristics of representative instructional strategies, and Chapter 12 analyzes the features of ten model comprehensive programs and approaches to inter- vention. Part III examines the policy and research contexts within which inter- ventions are developed, implemented, and assessed: Chapter 13 presents an overview of public policy and legal issues pertaining to education for children with autism, Chapter 14 addresses the needs for personnel prepa- ration to implement policies, and Chapter 15 identifies the experimental design and methodological issues that should be considered by future researchers in educational interventions for children with autism.

20 EDUCATING CHILDREN WITH AUTISM Our final chapter summarizes the committeeâs findings and presents conclusions about the state of the science in early intervention for chil- dren with autism and its recommendations for future intervention strate- gies, programs, policy, and research.

I Goals for Children with Autism and Their Families

Autism is a word most of us are familiar with. But do we really know what it means?

Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people—often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre.

Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum.

Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas.

This book examines some fundamental issues, including:

How children's specific diagnoses should affect educational assessment and planning
How we can support the families of children with autism
Features of effective instructional and comprehensive programs and strategies
How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism
What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education.

Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers.

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Autism Spectrum Disorder: Learn the Signs and Symptoms [downloadable]

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

Difficulty with communication and interaction with other people
Restricted interests and repetitive behaviors
Symptoms that affect the person’s ability to function in school, work, and other areas of life

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

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

What are the signs and symptoms of ASD?

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

Social communication/interaction behaviors may include:

Making little or inconsistent eye contact
Having a tendency not to look at or listen to people
Rarely sharing enjoyment of objects or activities by pointing at or showing things to others
Failing to, or being slow to, respond to someone calling their name or to other verbal attempts to gain attention
Having difficulties with the back and forth of conversation
Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond
Having facial expressions, movements, and gestures that do not match what is being said
Having an unusual tone of voice that may sound sing-song or flat and robot-like
Having trouble understanding another person’s point of view or being unable to predict or understand other people’s actions

Restrictive/repetitive behaviors may include:

Repeating certain behaviors or having unusual behaviors, such as repeating words or phrases (a behavior called echolalia )
Having a lasting intense interest in certain topics, such as numbers, details, or facts
Having overly focused interests, such as with moving objects or with parts of objects
Getting upset by slight changes in a routine
Being more sensitive or less sensitive than other people to sensory input, such as light, noise, clothing, or temperature

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

Being able to learn things in detail and remember information for long periods of time
Being strong visual and auditory learners
Excelling in math, science, music, or art

What are the causes and risk factors for ASD?

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

Having a sibling with ASD
Having older parents
Having certain genetic conditions (For example, people with conditions such as Down syndrome, fragile X syndrome, and Rett syndrome are more likely than others to have ASD.)
Being born with a very low birth weight

Not everyone who has these risk factors develops ASD.

How is ASD diagnosed?

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

Diagnosis in Young Children

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

Stage 1: General Developmental Screening During Well-Child Checkups

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

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

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

Stage 2: Additional Evaluation

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

This team may include:

A developmental pediatrician—a doctor who has special training in child development
A child psychologist and/or child psychiatrist—a doctor who has specialized training in brain development and behavior
A neuropsychologist—a doctor who focuses on evaluating, diagnosing, and treating neurological, medical, and neurodevelopmental disorders
A speech-language pathologist—a health professional who has special training in communication difficulties

This second evaluation may assess:

Cognitive level or thinking skills
Language abilities
Age-appropriate skills needed to complete daily activities independently, such as eating, dressing, and toileting

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

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

Diagnosis in Older Children and Adolescents

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

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

Diagnosis in Adults

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

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

Social interaction and communication challenges
Sensory issues
Repetitive behaviors
Restricted interests

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

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

What are treatments for ASD?

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

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

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

Irritability
Repetitive behavior
Hyperactivity
Attention problems
Anxiety and depression

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

Behavioral, Psychological, and Educational Therapy

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

Learn life skills necessary to live independently.
Reduce challenging behaviors.
Increase or build upon strengths.
Learn social, communication, and language skills.

Other Resources

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

Contact your doctor, local health department, school, or autism advocacy group to learn about special programs or local resources.
Find an autism support group. Sharing information and experiences can help individuals with ASD and/or their caregivers learn about treatment options and ASD-related programs.
Record conversations and meetings with health care providers and teachers. This information helps when it’s time to make decisions about which programs might best meet an individual’s needs.
Keep copies of doctors’ reports and evaluations. This information may help an individual qualify for special programs.

Download a PDF of the Autism Spectrum Disorder brochure. Read a Spanish-language version of this article.

Source: National Institute of Mental Health (NIMH) | Autism Spectrum Disorder , https://www.nimh.nih.gov/health/publications/autism-spectrum-disorder/index.shtml | public domain

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Advice for Parents

Evidence-based treatment during early intervention.

This article is geared toward parents of newly diagnosed autistic children and parents of young autistic children who are not acquainted with many of the basic issues of autism. Our discussion is based on a large body of scientific research. Because of limited time and space, detailed explanations and references are not included.

advice for parents, newly diagnosed autism, autism parent

Receiving a diagnosis of autism can be devastating to some parents, but for others it can be a relief to have a label for their child’s symptoms. Some parents can be overwhelmed by fear and grief for the loss of the future they had hoped for for their child, and joining parent support groups and talking to other parents may help. However, these strong emotions also motivate parents to find effective help for their children seek evidence-based treatments in the critical early intervention phase. The diagnosis is important because it can open the doors to many services, and help parents learn about treatments that have benefited similar children.

The most important point we want to make is that autistic individuals have the potential to grow and improve. Contrary to what you may hear from out-of-touch professionals or read in old books, autism is treatable. It is important to find effective services, treatments, and education for autistic children as soon as possible. The earlier these children receive appropriate treatment, the better their prognosis (though it’s never too late to improve overall quality of life). Their progress through life may be slower than others, but they can still live happy and productive lives with appropriate support.

Authors: James B. Adams, Ph.D., Arizona State University, Tempe, Arizona Stephen M. Edelson, Ph.D., Autism Research Institute, San Diego, California Temple Grandin, Ph.D., Colorado State University, Fort Collins, Colorado Bernard Rimland, Ph.D., Autism Research Institute, San Diego, California Jane Johnson, Autism Research Institute, San Diego, California

What Is Autism

Onset of autism: early onset vs. regression, causes of autism, prevalence of autism, medical testing and treatments, psychiatric medications, rimland and edelson, speech development, educational/behavioral approaches, preparing for the future, developing friendships, state services, school programs, social security assistance, special needs trust, long-term prognosis, what to do next.

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Autism is a developmental disability that typically involves delays and impairment in social skills, language, and behavior. Autism is a spectrum disorder, meaning that it affects people differently. Some children may have speech, whereas others may have little or no speech.

Autism is a very broad spectrum. In profound cases, young children may not interact with others or treat people as objects. In milder cases, it involves difficulty understanding and relating to others and difficulty understanding other people’s perspectives and emotions.

Without appropriate support, children will not develop effective social skills and may speak or behave in ways that create challenges. Very few individuals recover completely from autism without any intervention. The good news is that there are a wide variety of medically appropriate treatment options which may be very helpful. Some treatments may lead to measurable improvement, whereas other treatments may have little or no effect. Because the biological aspects are autism remains elusive, it is impossible to identify an educational strategy or therapy that helps everyone. A growing body of research probing the possible causes of autism and potential treatments for autism has shed light on co-occuring medical conditions which, when addressed, have improved patient health and therapeutic outcomes.

It is important to understand that autism is a label for people who have a certain set of symptoms (impairments in social skills, language, and behavior). The label of autism does not explain the cause of autism, and it is likely that multiple factors can contribute to the symptoms of autism.

What is the difference between Asperger’s Syndrome and Autism?

Asperger syndrome was phased out with the introduction of DSM-V in 2013 in favor of an umbrella diagnosis of autism spectrum disorder. The diagnosis of Asperger syndrome was characterized as a subtype of high-functioning autism. Most individuals diagnosed with Asperger syndrome were described as “social but awkward.” That is, they want to have friends but find it particularly challenging to begin and/or maintain a friendship. Like their peers on the spectrum, high-functioning autistic individuals were often delayed in developing speech/language. Those with Asperger syndrome tended not to have speech/language delays, but their speech was usually described as peculiar, such as being stilted and perseverating on unusual topics.

Possible symptoms of autism may be observed by a parent, pediatrician, or teacher, and screening tests such as the M-CHAT can help determine if a child is at risk of having autism. However, a formal diagnosis of autism requires an evaluation by an experienced psychiatrist, psychologist, neurologist, or developmental pediatrician (a pediatrician who specializes in developmental disorders). Some individuals are easy to diagnose, but in milder cases or cases with other co-occurring symptoms it can be difficult to obtain a diagnosis. Some children are initially misdiagnosed with other disorders, such as speech delay or ADHD. A clinician should base their diagnosis on both a personal interaction with the child and a discussion with the parents of their behavior in other settings.

Two common misconceptions are that if a child can talk or is affectionate then they cannot have autism. That is not true. Some people diagnosed with autism have normal language, and many are affectionate to friends and family. However, the common core of all types of autism spectrum disorders are delays or impairments in social understanding and social relationships.

Autism develops sometime during pregnancy and the first three years of life. Some parents report that their child seemed different at birth. These children are referred to as having early-onset autism. Other parents report that their child seemed to develop normally and then had a major regression resulting in autism, usually around 12-24 months. These children are referred to as having late-onset or regressive autism. Some researchers argue that the regression is not real or the autism was simply unnoticed by the child’s parents. However, many parents report that their children were completely normal (e.g., capable of speech, appropriate behavior, and social interaction) until sometime between 1 and 2 years of age.

A study published in 2003, conducted by the first author, compared 53 autistic children with 48 typical peers. The parents of the early-onset autism group reported a significant delay in reaching developmental milestones, including age of crawling (2 month delay), sitting up (2 month delay), walking (4-5 month delay), and talking (11 month delay or more). Thus, there appeared to be a delay in gross motor skills as well as of talking, so many children with autism also need physical therapy. In contrast, the late-onset autism group reached developmental milestones at the same time as typical children.

Several brain autopsy studies have been interpreted as suggesting that brain damage occurred sometime during the first trimester of pregnancy, but many of these studies involved individuals who were born prior to 1990. Thus, these findings may not apply to what appears to be the new population of people with regressive autism.

Autism appears to be due to a combination of genetic and environmental factors, but it is generally unclear which genetic and which environmental factors are important. About 5-10% of autism cases involve a single severe genetic defect or disorder, such as Fragile X or tuberous sclerosis, and many of those individuals develop the symptoms of autism. However, 90-95% of cases do not involve a single severe defect, but instead, appear to require a complex set of many genetic variations and environmental factors.

A study (Hallmayer 2011) of 192 twin pairs in California found that when one identical twin has autism, the other co-twin often has autism (50-78% chance). However, siblings can also be normal or even exceptional. The Hallmayer study found that the co-occurrence of autism in fraternal twins was much lower, about 21%-36%. Based on those results, the researchers estimated that genetics accounts for about 38% of autism and that environmental factors account for about 58%. Another interpretation is that certain genetic variations result in greater vulnerability to certain environmental factors, but it is generally unclear which genetic factors and which environmental factors

If parents have a child with autism, there is roughly a 19% chance that their future children will also develop autism. The siblings of a child with autism are also at increased risk of speech impairments and cognitive disabilities, which sometimes go undetected. Evaluate siblings for possible speech delays, developmental delays, and learning disabilities, such as dyslexia, which occur in about 25% of siblings.

There is no consensus on which environmental factors increase the risk of autism. Since the word “autism” is only a label for people who have a certain set of symptoms, there are likely to be several factors that could cause those symptoms. A few of the suspected environmental causes for which there is some scientific evidence include: food allergies, pesticides, heavy metal toxicity, excessive use of oral antibiotics, deficiencies in essential nutrients, prenatal ultrasound, and many more.

One study found that about 12% of mothers of children with autism have antibodies to fetal brain tissue, and those antibodies have been shown to disrupt typical normal development in animals. Many children with autism have abnormalities in their immune system, and these abnormalities likely contribute to their symptoms. About 70% of the immune system resides in the gut, and children with autism often also have major gut problems.

One study found that about 40% of mothers of children with autism have abnormalities in both their methylation capacity (turns proteins on/off) and their ability to manufacture glutathione (important antioxidant and defense against toxic metals). Those problems are treatable with folinic acid (a special form of folic acid) and vitamin B12, and may reduce the risk of having a child with autism. These problems are also very common in children with autism, and treatment with folinic acid and vitamin B12 has been shown to improve them.

There has been a rapid increase in the number of children diagnosed with autism. In the 1970’s the incidence of autism was 2-3 per 10,000. Today, according to the Center for Disease Control (CDC), the estimated prevalence of autism spectrum disorder in the U.S. is 1 in 54 children.

We do not know why there has been a dramatic increase in autism over the past 25 years, but there are several reasonable hypotheses. Since there is more than one cause of autism, there may be more than one reason for the increase. A small portion of the increase of autism may be due to improved diagnosis and awareness, but a report from California (King 2009) reveals that this only explains 25% of the increase. The major reason for the increase is certainly due to environmental factors, not genetics, since there is no such thing as a ‘genetic epidemic.’ Some possible environmental factors were discussed in the previous section, and an increased occurrence of one or several of those factors probably accounts for the rapid increase in autism

Common Co-Occurring Conditions in Autism

Intellectual and Developmental Disability (IDD): The fraction of people with autism who also meet criteria for IDD has been reported as anywhere from 25% to 70%, a wide variation illustrating the difficulty of assessing intelligence when language delays are present. Parents should request non-verbal intelligence tests that do not require language skills, such as the Test for Nonverbal Intelligence (TONI). Regardless of the result, realize that autistic children will develop more skills as they grow older, and that appropriate therapies and education can help them reach their full potential.
Seizures: It is estimated that 25% of autistic individuals eventually develop seizures, some in early childhood and others as they go through puberty (changes in hormone levels may trigger seizures). These seizures can range from mild (e.g., gazing into space for a few seconds) to severe, grand mal seizures.Most people with autism have subclinical seizures which are not easily noticeable but can significantly affect mental function. A short one- or two-hour EEG may not be able to detect any abnormal activity, so a 24-hour EEG may be necessary. Although drugs can be used to reduce seizure activity, the child’s health must be checked regularly because these drugs can be harmful.A recent large survey of treatment effectiveness (Frye and Adams, 2011) found that standard anti-seizure medications do control seizures but often worsen other symptoms, some more so than others. That study also found that special diets (ketogenic diet, modified Atkins’ diet, and a gluten-free, casein-free diet) were beneficial in controlling seizures and actually improved, not worsened, other symptoms.There is much evidence that certain nutritional supplements, especially vitamin B6 and dimethylglycine (DMG), can provide a safer and more effective alternative to drugs, for many individuals.
Low Muscle Tone: A study conducted by the first author found that 30% of autistic children have moderate to severe loss of muscle tone, and this can limit their gross and fine motor skills. That study found that these children tend to have low potassium levels. Increased consumption of fruit and vegetables (good sources of potassium) may be helpful. Occupational and physical therapy, implemented on a daily basis, can help.
Pica: 30% of children with autism have moderate to severe pica. Pica refers to eating non-food items such as paint, sand, dirt, paper, etc. Pica can expose the child to heavy metal poisoning, especially if there is lead in the paint or in the soil. Discuss zinc supplementation with your clinician.
Sensory Sensitivities: Many autistic children have unusual sensitivities to sounds, sights, touch, taste, and smells. High-pitched intermittent sounds, such as fire alarms or school bells, may be painful to autistic children. Scratchy fabrics may also be intolerable, and some children have visual sensitivities. They are troubled by the flickering of fluorescent lights. If the child often has tantrums in large supermarkets, it is possible that he/she has severe sensory oversensitivity. Sensory sensitivities are highly variable in autism, from mild to severe. Even though a pure tone hearing test may imply normal hearing, the child may have difficulty hearing auditory details and hard consonant sounds.Some children have very high pain thresholds (i.e., they are insensitive to pain), whereas others have very low pain thresholds. Interventions designed to help normalize their senses, such as sensory integration, Auditory Integration Training (AIT), and Irlen lenses, are discussed later in this paper.
Sleep Problems: Many with autism have sleep problems. Night waking may be due to reflux of stomach acid into the esophagus, often caused by food intolerances. Placing bricks under the mattress at the head of the bed may help keep stomach acid from rising and provide better sleep; possible dietary issues should be discussed with a knowledgeable professional. Many rigorous studies have shown that melatonin is often useful in helping autistic individuals fall asleep. Other popular interventions include tryptophan or 5-HTP (nutrients which the body converts to melatonin). Implementing a regular bedtime routine (taking a bath, brushing teeth, reading a book) can help induce sleep. Vigorous exercise will help a child sleep, and other sleep aids include a weighted blanket or tight fitting mummy-type sleeping bag.
Chronic Constipation and/or Diarrhea: A large-scale survey of over 1,000 individuals on the autism spectrum found that 45% had gastrointestinal problems; and the older the individual, the more likely they had these problems. Note: Diarrhea may actually be due to constipation—i.e., only liquid is able to leak past a large stool mass in the intestine. Manual probing often fails to find an impaction. An abdominal x-ray is a simple method to check for hidden constipation but needs careful interpretation. Children with significant gastrointestinal problems should see a pediatric gastroenterologist. Unfortunately, gastrointestinal problems are often ignored and untreated due to autism, but it is important for parents to persevere and seek medical help.

Routine medical tests are usually performed by traditional pediatricians, but these exams rarely reveal underlying medical problems that are often associated with autism, such as gastrointestinal problems, nutritional and metabolic deficiencies, toxic metal burden, and immune dysfunction. Unfortunately, many physicians believe, though incorrectly, that the only useful medical treatments are psychiatric medications to reduce seizures and behavioral problems.

Genetic testing for Fragile X syndrome can help identify one possible cause, and this testing is typically recommended when there is IDD in the family history.

The Autism Research Institute supports an integrative medical approach to treating individuals on the autism spectrum. This approaches often includes:

Thorough medical evaluation for undetected underlying disease
Nutritional support
Testing for hidden food allergies, and avoidance of allergenic foods
Treatment of medically diagnosed, intestinal bacterial infections

The various topics covered in this overview paper for parents of young autistic children represent, for the most part, a consensus of the views, based on research and personal experience, of all four authors. However, the authors differ in their opinions on the role psychoactive drugs should play. We will present you with the conflicting opinions, so you can decide for yourself.

Grandin has a relatively accepting position on the use of psychiatric medications in autistic children. She feels that it is worthwhile to consider drugs as a viable and useful treatment. Rimland and Edelson, on the other hand, are strongly opposed to the use of drugs except as a possible last resort, etc. – They feel the risks are great and consistently outweigh the benefits. Adams has an intermediate view.

There are no psychiatric medications for “autism,” but there are many psychiatric medications used for treating specific symptoms often found in autism, such as aggression, self-injury, anxiety, depression, obsessive/compulsive disorders, and attention deficit/hyperactivity disorder (ADHD). These medications generally function by altering the level of neurotransmitters (chemical messengers) in the brain. There is no medical test to determine if a particular medication is called for; the decision is based on the psychiatrist’s evaluation of the patient’s symptoms. This is a “trial and error” approach, as dosages need to be adjusted differently for each person, and one medication may be ineffective or have negative effects while others are helpful.

For some classes of drugs the doses which are successful for reducing symptoms, such as aggression or anxiety, are much lower for those with autism than for normal people. For the SSRI drugs, such as Prozac (Fluoxetine), Zoloft (Sertraline), and other antidepressants, the best dose may be only one-third of the normal starting dose. Too high a dose may cause agitation or insomnia. If agitation occurs, the dose must be lowered. The low-dose principle also applies to all drugs in the atypical or third generation antipsychotic drug class, such as Risperdal (Risperidone). The effective dose will vary greatly between individuals. Start low and use the lowest effective dose. Other classes of drug, such as anticonvulsants, will usually require the same doses that are effective in normal individuals.

Antidepressant drugs such as Prozac or Lexapro often work best for anxiety and panic attacks. Antidepressants stopped my constant panic attacks and my colitis cleared up and stopped. I have been taking a low dose of desipramine, an old tricyclic, for over 30 years. The medication stopped debilitating panic attacks. The atypical antipsychotics have much more serious side effects than antidepressants. Medications such as Risperdal and Abilitfy should be reserved for severe aggression problems in older children and adults. They should not be given to young children as sleep aids or to reduce hyperactivity. The side effects of the atypical antipsychotic class of drugs are high weight gain, diabetes, and tardive dyskinesia (movement disorder). For more information consult the 2nd edition of Grandin’s book, “The Way I See It.”

Psychiatric medications are widely used to treat the symptoms of autism, and they can be beneficial to many older children and adults. However, there are concerns over their use. There is relatively little research on their use for children with autism. There are almost no studies on the long-term effects of their use, especially for the newer medications, and there is a concern that their long-term use in children may affect their development. They treat the symptoms, but not the underlying medical causes of autism. One must balance risk versus benefit. A drug should have an obvious positive effect to make it work the risk. In order to observe the effect of a drug, do not start a drug at the same time as you start some other treatment. There are far too many powerful drugs given to young children for trivial reasons. In young children, special diets, vitamins, and fish oil supplements should be tried first.

ARI has, for many years, encouraged research on those medical interventions that treat the underlying problems rather than on therapies that simply mask or inhibit the resulting symptoms. An integrated medical approach is ideal since it considers overall function of the whole body, not just the brain. This approach often involves restricted diets and nutritional supplements as well as the reduction of accumulated toxins, such as pesticides and heavy metals. In contrast, ‘standard practice’ offered by traditional pediatricians, child psychiatrists, and child neurologists often relies on prescription drugs which can have rather severe side-effects.

The Autism Research Institute (ARI) has collected data from many thousands of parents about their experiences with psychiatric medications and other treatments. In general, parents report that the medications are about equally likely to cause problems or to help, with some being worse than others. This is in contrast to other treatments for which ARI has collected data, such as nutritional supplements, special diets, and detoxification, which were more likely to help and very rarely caused problems. The results of this ongoing collection of parent survey data is available at www.autism.com

Here are the parent ratings from March 2009 of the three most often used drugs and the three most often used nutrients:

Three most used drugs	Got Worse	No Effect	Got Better	Better:Worse	No. of cases
Ritalin	45%	26%	29%	0.6:1	4256
Benedryl	24%	50%	26%	1.1:1	3230
Risperidal	21%	26%	54%	2.6:1	1216

Three most used vitamins	Got Worse	No Effect	Got Better	Better:Worse	No. of cases
Vit. B6 & Mag.	4%	46%	49%	11:1	7256
DMG	8%	50%	42%	5.3:1	6363
Vit. C	2%	52%	46%	20:1	3077

Note: These data pertain only to behavioral effects. The drugs, but not the vitamins, often cause significant physical problems.

We feel that psychoactive drugs should not be used at all on your children, and should be used only as a last resort, not as an initial treatment, on autistic teenagers and adults. ARI has collected information from parents of autistic children on their evaluation of various treatments, including drugs, since 1967.

Some adolescents and adults are helped by anti-psychotic drugs, such as Risperdal, or anti-depressants, such as Tofranil, but the risk of side effects is significant. When psychoactive drugs are used with autistic teenagers or adults, it is often found that a very low dose, perhaps one-fourth or one-fifth of the usual dosage, is sufficient.

Psychiatric medications are not well-tested in young children with autism, especially for long-term use, and often have significant side-effects. An integrated medical approach (nutritional support, diet changes, detoxification) is much safer and addresses core problems rather than symptoms. Whereas psychiatric medications generally function by altering neurotransmitter levels/function, nutritional supplementation with vitamins, minerals, and amino acids allows the body to make its own. So, I think an integrated medical approach should be tried first, especially in young children, because it generally has far fewer side-effects, and addresses the underlying core problems. However, there are some children and adults who have benefited from psychiatric medications, so they are reasonable to consider after an integrated medical approach has been tried. In young children, they should be used only very cautiously, and beginning with low doses.

One of the most common questions parents ask is: Will my child develop speech?

An analysis of ARI’s data involving 30,145 cases indicated that 9% never develop speech. Of those who develop speech, 43% begin to talk by the end of their first year, 35% begin to talk sometime between their first and second year, and 22% begin to talk in their third year and after. A smaller survey conducted by the first author found that only 12% were totally non-verbal by age 5. So, with appropriate interventions, there is reason to hope that children with autism can learn to talk, at least to some extent, and non-verbal older children and adults can sometimes learn to talk or communicate in other ways.

There are several ways to help autistic children learn to talk, including:

Teaching speech with sign language; it is easy for parents to learn a few simple signs and use them when talking to their child. This is referred to as ‘simultaneous communication’ or ‘signed speech.’ Research suggests that the use of sign language increases the chance of children learning spoken language.
Teaching with the Picture Exchange Communication System (PECS), which involves pointing to a set of pictures or symbols on a board. As with sign language, it can also be effective in teaching speech.
Applied Behavior Analysis: described in more detail later
Encouraging a child to sing with a videotape or audiotape
Vestibular stimulation, such as swinging on a swing, while teaching speech
Several nutritional/medical approaches have been associated with dramatic improvements in speech production, including dimethylglycine (DMG), vitamin B6 with magnesium, and the gluten-/casein-free diet. (To be discussed further below.)
Use of other augmentative communication devices, such as picture boards coupled with sound, or keyboards for typing.

Educational/behavioral therapies are often effective in children with autism, with Applied Behavioral Analysis (ABA) usually being the most effective—ABA has significantly more published scientific support than any other form of educational therapy. These methods can be used together with dietary and medical interventions, as together they offer the best chance for improvement.

Parents, siblings, and friends may play an important role in assisting the development of children with autism. Typical pre-school children learn primarily by play, and the importance of play in teaching language and social skills cannot be overemphasized. Ideally, many of the techniques used in ABA, sensory integration, and other therapies can be extended throughout the day by family and friends.

Applied Behavior Analysis

Many different behavioral interventions have been developed for children with autism, and they mostly fall under the category of Applied Behavioral Analysis (ABA). This approach generally involves therapists who work intensely, one-on-one with a child for 20 to 40 hours/week. Children are taught skills in a simple step-by-step manner, such as learning colors one at a time. The sessions usually begin with formal, structured drills, such as learning to point to a color when its name is given; then, after some time, there is a shift towards generalizing skills to other situations and natural environments.

A study published by Dr. Ivar Lovaas at UCLA in 1987 involved two years of intensive, 40-hour/week behavioral intervention by trained graduate students working with 19 young autistic children ranging from 35 to 41 months of age. Almost half of the children improved so much that they were indistinguishable from typical children, and these children went on to lead fairly normal lives. Of the other half, most had significant improvements, but a few did not improve much.

Today, ABA programs are widely accepted, and the American Medical Association and the US Surgeon General recommend ABA therapy for children with autism. ABA programs are most effective when started early (before age 5 years), but they can also be helpful to older children. They are especially effective in teaching non-verbal children how to talk.

There is general agreement that:

behavioral interventions involving one-on-one interactions are usually beneficial, sometimes with very positive results
the interventions are most beneficial with the youngest children, but older children can benefit
the interventions should involve a substantial amount of time each week, between 20-40 hours depending on whether the child is in school
the program should include as much prompting as necessary to achieve a high level of success, with a gradual fading of prompts
the program should include properly trained therapists and ongoing supervision
there should be regular team meetings to maintain consistency between therapists and check for problems
most importantly, the sessions should be fun for the children in order to maintain their interest and motivation; if your child isn’t happy to see his/her therapist, find a new one
Parents are encouraged to obtain training in ABA, so that they can provide it themselves and/or help supervise other providers. Board-certified behavior analysts (BCBA’s) are often available, and there are often workshops on how to provide ABA therapy. Sensory Integration As mentioned above, many people with autism have sensory problems, which can range from mild to severe. Sensory integration focuses primarily on three senses — vestibular (i.e., motion, balance), tactile (i.e., touch), and proprioception (e.g., joints, ligaments). Many techniques are used to stimulate these senses in order to normalize them.

Speech Therapy

Occupational therapy, auditory interventions, computer software.

There are many educational programs available for typical children, and some of them may be of benefit for autistic children. There is also some computer software designed specifically for children with developmental disabilities. One major provider is Laureate. Vision Training and Irlen Lenses: Many autistic people have difficulty attending to their visual environment and/or perceiving themselves in relation to their surroundings. These problems can include having a short attention span, being easily distracted, excessive eye movements, difficulty scanning or tracking movements, inability to catch a ball, being cautious when walking up or down stairs, bumping into furniture, and even toe walking. A one- to two-year vision training program involving ambient prism lenses and performing visual-motor exercises can reduce or eliminate many of these problems. See www.AutisticVision.com . More information on vision training can be found on the Internet website of the College of Optometrists in Vision Development www.pavevision.org . Another visual/perceptual program involves wearing Irlen lenses. Irlen lenses are colored (tinted) lenses. Individuals who benefit from these lenses are often hypersensitive to certain types of lighting, such as florescent lights and bright sunlight; hypersensitive to certain colors or color contrasts; and/or have difficulty reading printed text. Irlen lenses can reduce one’s sensitivity to these lighting and color problems as well as improve reading skills and increase attention span. See www.Irlen.com .

This is a method for teaching children how to develop relationships, first with their parents and later with their peers. It directly addresses a core issue in autism, namely the development of social skills and friendships. It involves extensive training of the parents by a certified RDI consultant, so that they become much more able to effectively interact with their children. The parents typically spend 1 hour/day doing formal therapy with their child, but integrate RDI concepts throughout the rest of the day. There is limited data on its efficacy.

Temple Grandin: “As a person with autism I want to emphasize the importance of developing the child’s talents. Skills are often uneven in autism, and a child may be good at one thing and poor at another. I had talent in drawing, and this talent later developed into a career in designing cattle-handling systems for major beef companies. Too often there is too much emphasis on deficits and not enough emphasis on talents. Abilities in children with autism will vary greatly, and many individuals will function at a lower level than me. However, developing talents and improving skills will benefit all. If a child becomes fixated on trains, then use the great motivation of that fixation to motivate learning other skills. For example, use a book about trains to teach reading, use calculating the speed of a train to teach math, and encourage an interest in history by studying the history of the railroads.”

Although young children with autism may seem to prefer to be by themselves, one of the most important issues for older children and adults is the development of friendships with peers. It can take a great deal of time and effort for them to develop the social skills needed to be able to interact successfully with other children, but it is important to start early. In addition, bullying in middle and high school can be a major problem for students with autism, and the development of friendships is one of the best ways to prevent this problem.

One of the best ways to develop friendships is through shared interests such as boy scouts, robotics clubs, school plays, band, school newspaper, FFA, or 4H projects. Those activities provide peers with whom a child can share his or her favorite interests.

Friendships can be encouraged informally by inviting other children to the home to play, with parents or therapists helping to supervise and support those playgroups. In school, recess can be a valuable time for teachers to encourage play with other children (supervision is important). Furthermore, time can be set aside in school for formal “play time” between children with autism and volunteer peers – typical children usually think that play time is much more fun than regular school, and it can help develop lasting friendships. This is probably one of the most important issues to include in a student’s Individualized Education Program (IEP, or education plan for the child).

Most states will provide some services for children with autism, primarily funded by the federal Medicaid program. Many states have waiting lists for a limited number of slots. The quality of services varies widely state to state. Most states have one set of services for children under 3 years old (early intervention), and a second set of services for older children and adults.

State Services for Developmental Disabilities. Typical state services for people with autism include respite, habilitation, speech therapy, and occupational therapy. These services are generally provided as part of the federal Medicaid program. The qualifications for these programs vary between states, but are generally limited to children with significant developmental delays.

Once a child is deemed eligible, he/she may be awarded service hours. Many states have waiting lists for services, but some states provide services to everyone who qualifies. It is then up to the parent to choose a provider agency for each type of service. Speech therapists, occupational therapists, and physical therapists are in high demand, and the state usually pays only modest rates. Thus, it can be a challenge to find them. Similarly, it can be very challenging to find respite and habilitation providers (for an ABA program), and an even greater challenge to train and retain them. Often parents need to advertise for therapists and then bring them to a provider agency for hiring. Often parents need to hire behavior consultants to train their habilitation (ABA) workers; this is very important and highly recommended if the parents can afford it.

For children younger than 3 years old, there are early intervention programs. For children over 3 years of age, there are pre-school and school programs available. Parents should contact their local school district for information on their local programs. In some cases a separate program for special-needs children may be best, but for higher-functioning children integration into a regular school setting may be more appropriate, provided that there is enough support (a part or full-time aide, or other accommodations as needed). It is important that parents work with their child’s teacher on an Individual Education Plan (IEP), which outlines in great detail the child’s educational program. The IEP should not be limited to academic skills, but should include focus on language, social skills, and developing friendships. Additionally, meeting with the child’s classmates and/or their parents can be helpful in encouraging other students to interact positively with the autistic child.

In some states, home therapy programs (such as ABA and speech therapy) may be funded by the school district, rather than through the state. However, it may take considerable effort to convince the school district to provide those services. Check with your local ASA chapter and other parents about how services are usually provided in your state.

Families with limited income (under about $25,000-$35,000/yr depending on family size and assets) can apply to the Social Security agency to obtain monies to help children with a disability. For more information, contact your local social security office by calling 1-800-772-1213.

Children who have assets over approximately $2000 are ineligible to receive state and federal services. They must spend their money first. However, most states allow “special needs trusts” to be set up for children with disabilities. These are irrevocable trusts in which a guardian decides how to spend the money on the child. They are the best way for relatives to leave funds to the child, because these monies do not count against the child when determining their eligibility for government services.

For more information, contact a lawyer who specializes in special needs trusts. In addition to working out the financial details, it is very useful to write up a description of suggestions of how you want your child cared for and/or supported. MetLife also has a special program for children with developmental disabilities.

Today, most adults with autism are either living at home with their parents or living in a group home. Some higher-functioning people live in a supported-living situation, with modest assistance, and some are able to live independently. Some are able to work, either in volunteer work, sheltered workshops, or private employment, but many do not. Adults with PDD/NOS and Asperger’s generally are more likely to live independently, and they are more likely to work. Unfortunately, they often have difficulty finding and then maintaining a job. The major reason for chronic unemployment is not a lack of job skills, but limited social skills. Thus, it is important to encourage appropriate social skills early on.

Some of the most successful people on the autism spectrum who have good jobs have developed expertise in a specialized skill that people value. If a person makes him-/herself very good at something, this can help make up for some difficulties with social skills. Good fields for higher functioning people on the spectrum are architectural drafting, computer programming, language translation, special education, library services and science. It is likely that some brilliant scientists and musicians have a mild form of Asperger’s Syndrome (Ledgin, 2002). The individuals who are most successful often have mentors either in high school, college, or at a place of employment. Mentors can help channel interests into careers.

It should also be pointed out that the educational, therapy, and medical options available today are much better than in past decades, and they should be much better in the future. However, it is often up to parents to find these services, determine which are the most appropriate for their child, and ensure that they are properly implemented. Parents are a child’s most powerful advocates and teachers. With the right mix of interventions, most children with autism will be able to improve. As we learn more, children with autism will have a better chance to lead happy and fulfilling lives.

Attend one or more parent support groups, or join a parent email listserve: Parents can be a wonderful source of support and information.
If you don’t already have one, get a proper diagnosis; you will need it to secure appropriate services. Some practitioners will give you a ‘softer’ diagnosis in order to spare your feelings—this is not actually a kindness, because it will impede your ability to get the services your child needs and is entitled to.
Contact your state’s Developmental Disabilities program and apply for services. Be persistent.
Contact your local school district and ask about school programs. See what they have to offer.
Find a local physician who offers an integrated medical approach to autism. Some physicians will be open to medical and nutritional testing and medical and nutritional treatments, but others will not – find one who is willing to help your child, as opposed to just monitoring the severity of your child’s problems. Do not take your child to a physician who does not support you or respect your viewpoint.
Attend the Autism Research Institute’s free online webinars and continuing education events.
Make sure you still find some time for your other children and spouse/significant other. Having a child with autism can result in many challenges, and you need to be prepared for the long term.
Continue trying to learn all you can. Good luck!

Author’s Note

James B. Adams, Ph.D., is the father of a daughter with autism, and has served for twelve years as the President of the Greater Phoenix Chapter of the Autism Society of America. He is also a materials engineering professor at Arizona State University, where much of his research is focused on finding the biomedical causes of autism and effective treatments for it. In 2013 he released a Summary of Dietary, Nutritional, and Medical Treatments for Autism based on over 150 published research studies. His website is https://autism.asu.edu .

Stephen M. Edelson has a Ph.D. in experimental psychology, and has worked in the field of autism for over 30 years. He is the director of the Autism Research Institute in San Diego, CA. ARI’s main website is: https://autism.com. Dr. Edelson is on the Autism Society of America’s Professional Advisory Board. He has conducted research in many areas of autism including biomedical, sensory, cognitive, and behavioral.

Temple Grandin, Ph.D. is associate full professor of Animal Science at Colorado State University and a person with autism. She is the author of several books, including Emergence: Labeled Autistic, Thinking in Pictures, The Way I See It, and Different – Not Less. She is also a leading designer of livestock handling facilities. Half of the cattle in North America are handled in facilities she has designed. She is a popular speaker at colleges and autism conferences.

Bernard Rimland, Ph.D. passed away in November, 2006. He founded the Autism Research Institute (ARI) in San Diego in 1967, and served as its director until 2006. He also founded the Autism Society of America in 1965, and served as an honorary board member until 2006. Dr. Rimland was the author of the prize-winning book, Infantile Autism: The Syndrome and Its Implications for a Neural Theory of Behavior, which is credited with debunking the “mother-blaming theories of autism prevalent in the 20th century. He was also the father of an autistic adult. He contributed significantly to two earlier versions of this paper.

Jane Johnson is a past president of the Board of Directors of ARI. She is the co-author of Dr. Bryan Jepson’s Changing the Course of Autism; A Scientific Approach for Parents and Physicians , and the co-editor of Families of Adults With Autism; Stories and Advice for the Next Generation and Siblings: The Autism Spectrum Through our Eyes.

Caregiver Strategies for Building Infant Social Interaction

autismAdmin 2024-06-24T15:39:22-05:00 October 9th, 2024 | Autism Spectrum Disorders , Early Intervention , Educational Therapies , Infants , Parenting , Parenting , Pregnancy , Research , Siblings , Social Skills , Technology and ASD , Ways to Help , Webinar |

Free webinar at 1 p.m. Eastern time (US), Wednesday, October 9, 2024 Tune in to hear Dr. Laurie Vismara discuss Infant Start, the Downward Extension of the Early Start

Motor Skills and Executive Function in Autism

autismAdmin 2024-08-07T10:39:00-05:00 July 6th, 2024 | Back to School , Early Intervention , Educational Therapies , Executive Function , Health , News , Parenting , Sensory , Social Skills |

Megan MacDonald, Ph.D., and Megan McClelland, Ph.D., discuss emerging research on the relationship between motor skill development and executive function in autism. They define motor skills and executive function, discuss their long-term impact

Editorial – Addressing delays: proactive parent-led interventions during waiting periods

Melanie Glock 2024-04-28T15:40:41-05:00 December 6th, 2023 | News |

The wait for an autism diagnosis and subsequent intervention can be highly stressful for many families, especially when access to needed health and educational services also hinges on the approval of insurance

Preemptive therapy prior to autism diagnosis may be highly cost-effective

Melanie Glock 2024-04-28T15:47:42-05:00 July 17th, 2023 | News |

Preemptive therapy for infants who display early symptoms of autism may be highly cost-effective, according to a new study from Australia. Leonie Segal and colleagues based their economic analysis on a 2021

Earlier intervention leads to greater benefits for kids with autism

Melanie Glock 2024-04-28T15:49:54-05:00 June 11th, 2023 | News |

Children with autism spectrum disorders (ASD) who receive intensive early intervention at the age of 18 months fare significantly better than those who begin receiving this type of intervention at 27 months

How Age – and Age of Diagnosis – Affect Quality of Life

autismAdmin 2023-09-21T08:35:38-05:00 May 2nd, 2023 | Adults on the Spectrum , Anxiety , Autism Spectrum Disorders , Research , Self Care , Webinar |

Dr. Gray Atherton discusses the critical role of age and age of diagnosis in shaping the quality of life for autistic individuals. She provides a brief history of autism understanding and considers

Help ARI improve the quality of life for children and adults with autism

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Autism Essays: Examples, Topics, & Outlines
Autism. Pages: 7 Words: 2247. Autism is a disorder that starts early in the childhood and stays until adulthood. It has now been known that many conditions are considered co morbid to autism spectrum disorders. These conditions are variable but some of the most common ones include fragile X syndrome and epilepsy.
16 Conclusions and Recommendations
What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Read chapter 16 Conclusions and Recommendations: Autism is a word most of us are familiar with.
And Straight on Till Morning: Essays on Autism Acceptance
ASAN created our first e-book, And Straight on Till Morning: Essays on Autism Acceptance, as part of our celebration of Autism Acceptance Month 2013. These collected writings, originally posted to our website, build on our tagline for Autism Acceptance Month — "Acceptance is an action.". They are part of an ongoing campaign to shift April ...
The Great List of Autistic Essays
The Joys of Being Autistic: Increased Creativity and Innovation. My Autistic Memory Is Not the Same as Others. The Firehouse Dilemma: Autism and Infodumping. The Variability of the Autistic Sensory System. Challenges. 5 Reasons Autistics are Especially Hard on Themselves. The Shame That Often Accompanies Autism.
Informative Essay About Autism
Informative Essay About Autism. Decent Essays. 730 Words. 3 Pages. Open Document. People are often misinformed about autism. Autism affects how one socializes with others, communicates, and expresses oneself. This can make one come off as being extremely antisocial or an introvert, when in reality these are just a few symptoms of autism.
Informational Essay on Autism
Informational Essay on Autism. About 1 percent of the world population has autism spectrum disorder. (CDC, 2014) Autism is the fastest growing developmental disability. Autism is defined by a certain set of behaviors and is a "spectrum disorder" that effects individuals differently. Autism is a serious and lifelong developmental disability.
Informative Essay On Autism
Informative Essay On Autism. 870 Words4 Pages. The amount of American's with autism is quickly growing. As the numbers increase, we become more curious about the why's and how's associated with this disorder. I have had years of experience helping special needs kids, especially children with autism. I was given the opportunity to start ...
1 Introduction
To carry out its charge, the committee examined the scientific litera- ture; commissioned papers addressing science and policy issues; exam- ined solicited reports provided by leaders of model intervention pro- grams; and conducted two workshops at which researchers, educators, administrators, practitioners, advocates of individuals with autism ...
'What? You Want Me to Write It Again?!'
Writing composition, for example, is always tricky to teach, but especially to kids on the spectrum. Essay-writing requires students to develop a main idea and support it with details in a cohesive, grammatically correct package. ... Autism and Developmental Disabilities Monitoring Network, 14 sites, United States, 2008.
Autism Spectrum Disorder: Learn the Signs and Symptoms [downloadable]
Autism is known as a "spectrum" disorder because there is wide variation in the type and severity of symptoms people experience. ASD occurs in all ethnic, racial, and economic groups. Although ASD can be a lifelong disorder, treatments and services can improve a person's symptoms and ability to function. The American Academy of Pediatrics ...
The Development of Autism Analysis
Autism is considered to be a brain disorder being characterized by restricted behavior and impaired social interaction. The paper will investigate the development of this illness in modern society and its influence on human behavior; it should be stressed that statistical data related to autism illness among children will be an integral part of research paper.
Informative Essay On Autism
Informative Essay On Autism. Decent Essays. 627 Words; 3 Pages; Open Document. Being a kid with autism isn't easy, trust me. Personally, being autistic doesn't make you weird and an outcast, it makes you special and unique. In this report, you will learn a lot about autism. You'll learn about the background and history of autism.
Informative Essay On Autism
Informative Essay On Autism. 689 Words3 Pages. Children who have been diagnosed with autism can and will continue to learn and develop, even if some of the children might grow at a different rate than others. The mother of a five year child with autism, Kenya Roberts, stated "My child may have autism, but he is still human, he still a normal ...
Early Intervention; Evidence-based Treatment
Evidence-based Treatment During Early Intervention. This article is geared toward parents of newly diagnosed autistic children and parents of young autistic children who are not acquainted with many of the basic issues of autism. Our discussion is based on a large body of scientific research. Because of limited time and space, detailed ...
Informative Speech Outline On Autism
Informative Speech Outline On Autism. Decent Essays. 675 Words. 3 Pages. Open Document. Purpose: To inform the audience about autism. Thesis: In order to better understand autism, one must be open minded, develop some level of patience, and be willing to do his/her own research. Organizational Pattern: Topical.
Informative Essay On Autism
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Informative Essay On Autism
647 Words | 3 Pages. Autism effects a student's social, behavior and language skills. First, the child may exhibit strange facial expressions or body language. They may have a lack of common interests and be unable to engage in social interaction. They struggle to understand people's feelings and make friends.