Community & Acceptance
– ACE Coalition
What is Autism?
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder defined by impairments in social communication and patterns of restricted, repetitive behaviors or interests. ASD can be associated with other neurodevelopmental, mental, and/or behavioral disorders including ADHD, mood disorder, anxiety disorder, and Obsessive-Compulsive Disorder. ASD is considered a developmental disability which refers to a group of conditions present at birth and may impact intellectual and physical abilities, language, and behavior. The most-common developmental disabilities include learning disabilities, autism, speech impairments (stuttering, stammering), intellectual disabilities, seizure disorders, hearing loss (moderate/profound), cerebral palsy, and blindness.
What is the Prevalence of Autism in the US?
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One in 36 US children is diagnosed with autism spectrum disorder according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network (2020).
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ASD is reported to occur in all racial, ethnic, and socioeconomic groups.
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ASD is more than 4 times more common among boys than among girls.
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About 1 in 6 (17%) children aged 3–17 years were diagnosed with a developmental disability, as reported by parents, during a study period of 2009-2017.
What are the Symptoms of Autism?
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Some common indicators of a possible autism spectrum disorder include:
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Not responding to their name by 12 months of age.
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Not pointing at objects to show interest (like an airplane flying over) by 14 months.
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Not playing “pretend” games by 18 months.
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Avoiding eye contact.
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Having trouble understanding other people’s feelings or talking about their own feelings.
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Repeating words or phrases over and over (echolalia)
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Giving unrelated answers to questions.
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Getting upset by minor changes.
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Having obsessive interests.
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Flapping hands, rocking, or spinning in circles (known as stereotypies or stimming).
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Having unusual reactions to the way things sound, smell, taste, look, or feel.
The presence of ASD signs and symptoms tends to be consistent over time. Many symptoms persist such as lack of social interaction, language difficulties, repetitive behaviors, and resistance to change. Some symptoms may decrease such as stereotypies and problems with eye contact. Most individuals with ASD improve over time, especially with proper interventions.
How is Autism Diagnosed?
At this time, there is no blood or medical testing that can detect ASD. Rather, diagnosis is based on a pattern of behaviors which are described in the Diagnostic and Statistical Manual of Mental Disorders (DSM). Diagnosis of an ASD requires a comprehensive evaluation using specialized assessment tools and completed by a professional with extensive knowledge and training related to autism. Appropriate evaluations provide assessment across a range of areas (e.g., motor functioning, communication, socialization, play, thinking skills, coping skills).
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Assessments may include:
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Screening/clinical interview.
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History and mental status exam.
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Standard diagnostic instruments [Autism Diagnostic Interview (ADI) and Autism Diagnostic Observation Schedule (ADOS)].
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Psychological testing (cognitive, educational, and other).
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Adaptive function (Vineland Adaptive Behavior Scale, behavioral data collection).
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Physical examination, including neurological and sensory exams (to rule out deafness and blindness).
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Laboratory testing (used only if clinically indicated).
A diagnosis of autism in adults is much more difficult to complete than a diagnosis in children. Most adults with autism will experience other mental-health disorders like anxiety or ADHD. By the time most people with autism reach adulthood, they have learned to mask their behaviors that would otherwise be identified as a symptom in children. According to a recent article by the CDC, an estimated 2.21% of adults in the United States are autistic. The states with the highest numbers include California, Texas, New York, and Florida. Despite the high numbers of adults with autism living in the United States, less than 30% are employed.
How is Autism Treated?
Interventions for ASD must be developmentally appropriate and suited to the individual’s interest to maintain engagement and may include:
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Speech and language therapy
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Educational programming
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Social skills training
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Behavior therapy
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Family interventions: education and parent training
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Individual psychotherapy
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Pharmacotherapy
Doctors and therapists use the treatments to improve the rate at which individuals with ASD acquire social and cognitive skills and the ability to live as independently as possible. Since individuals with ASD have different symptoms, the treatment plans target symptoms and must address the unique profile of each individual.
Helpful Terminology
Aphantasia – The inability to create a mental image in your head. Shapes and colors are not visible when your eyes are closed and are trying to picture an object. Example: cannot visualize sheep to count them when trying to fall asleep.
Burnout – The result of built-up stress from having to navigate the social environment. Can cause exhaustion, depression, increased meltdowns, suicidal ideation, anxiety, and anger.
Comorbidity – The simultaneous presence of two chronic diseases or conditions in a patient. For a person with autism, epilepsy and Obsessive-Compulsive may be identified as a comorbidity
Echolalia – Vocal repetition of sounds or words to self-comfort, communicate, or improve language skills.
Elopement – To leave without permission or run away.
504 Plan – A school-related plan that ensures a student with any disability will receive accommodations in school to help in achieving academic success.
Inclusion – Providing a welcoming environment that a person with ASD.
Individualized education plan (I.E.P.) – A school-related plan developed to ensure that a student with a disability will receive services and specialized instruction to meet stated educational goals.
Joint attention – A social-communicative skill that’s developed early and includes pointing, sharing interests, and following the eye gaze of others. Lack of joint attention may be identified as a symptom of autism.
Masking – The conscious or unconscious act of suppressing autistic traits.
Meltdown – An internal and/or external loss of control caused by stress, overstimulation, or overwhelming emotions. May involve crying, bolting, anger, self-injurious stimming, and irregular breathing and be mistaken for tantrums.
Misophonia – Strong reaction to certain sounds such as chewing, smacking, and breathing which can cause irritation, panic, fear, and distress.
Neurotypical – A term used for people whose neurological development and state are consistent with what most people would perceive as normal in verbal and social abilities. It is often used to describe those who do not have autism.
Perseveration – Repeating an action or behavior; inability to “shift gears.”
Prosody – The rhythm and melody of spoken language. Prosody is shown in the rate, pitch, stress, inflection, and intonation used in our speech. People with autism may have a difficult time with intonation and may speak in a monotone.
Scripting – The repetition of words, phrases, intonation, or sounds of the speech of others, which may be lines from a movie, a song, or something someone has said.
Sensory processing disorder (SPD) – A neurological condition that exists when sensory signals are not adequately processed in order to appropriately respond to the demands of the environment. For example, people with SPD may be highly sensitive to fabrics, food textures, and sounds.
Shutdown – Another possible reaction to the causes of meltdowns, but typically the person withdraws from their environment.
Splinter skill – A skill that is stronger than the other skills a person has.
Synesthesia – A blending of the senses. Some people can hear color, taste sound, associate numbers with colors, and see pain.
Transition – A change from one environment or activity to another. People with autism may experience difficulties with transitioning.
Vestibular system – Awareness of balance and spatial orientation which coordinates movement. People with autism may have a harder time managing their movements, such as walk and gait.
Visual schedule – A schedule which tells a person what to expect next and in what order. Since many people with autism are visual, these schedules may help them to transition from one activity to the next.