a presentation on autism

Understanding Autism: Online Presentations

Video Presentations

The Understanding Autism: Professional Development Curriculum is a comprehensive professional development training tool that prepares secondary school teachers to serve the autism population.

This page includes two presentations:

• Part 1: Characteristics and Practices for Challenging Behavior
• Part 2: Strategies for Classroom Success and Effective Use of Teacher Supports

Understanding Autism: A Guide for Secondary School Teachers

Presentation a, understanding autism: professional development curriculum.

Developed in collaboration with the  Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA) , the  Understanding Autism Professional Development Curriculum  is built around two 75-minute presentations that school staff can adapt to meet any schedule constraints:

Characteristics and Practices for Challenging Behavior

Start Part 1

Strategies for Classroom Success and Effective use of Teacher Supports

Start Part 2

This ready-made, flexible resource supports all types of professional development – large group (e.g. staff meetings or in-services), small teams (e.g. professional learning communities and department meetings), self-study, and/or one-on-one coaching. Any school or district staff members who are familiar with autism can implement the curriculum. Each presentation includes video clips and comes with slide-by-slide notes for facilitators, handouts, and activity worksheets to help participants apply learned concepts to their own classrooms.

Part 1: Challenging Behaviors

Printable Materials

• Presentation Slides
• Facilitator Notes
• Participant Handout
• Activity Worksheet
• At My School Worksheet

General Characteristics Of Autism (Video Clip 1.1)

Hidden Curriculum (Video Clip 1.2)

Repetitive Behaviors And Restricted Interests (Video Clip 1.3)

Capitalizing On Strengths (Video Clip 1.4)

Rumbling Stage Pt 1 (Video Clip 1.5)

Rumbling Stage Pt 2 (Video Clip 1.6)

Meltdown Stage Pt 1 (Video Clip 1.7)

Meltdown Stage Pt 2 (Video Clip 1.8)

Recovery Stage (Video Clip 1.9)

Part 2: Classroom Strategies

Strategies for classroom success and effective use of teacher supports, classroom supports (video clip 2.1).

Hypersensitivities (Video Clip 2.2)

Priming (Video Clip 2.3)

Examples of Academic Modifications (Video Clip 2.4)

Examples of Visual Supports (Video Clip 2.5)

Presentation B

Understanding Autism: A Guide for Secondary School Teachers  provides teachers with strategies for supporting their middle and high school students with autism. We produced it in collaboration with Fairfax County (VA) Public Schools and with financial support from the  American Legion Child Welfare Foundation  and the  Doug Flutie Jr. Foundation for Autism

• Download the PDF Guide

Segment One: Characteristics (18M:34S)

At the end of this segment, viewers will be able to:

• Describe how autism impacts learners
• Indicate how the characteristics of autism impacts individuals in a school setting
• Understand that autism manifests itself differently in individual learners

Segment Two: Integrating Supports in the Classroom (15M:28S)

• Match interventions to learner strengths, skills, and interests
• Describe how priming can be used in a classroom setting
• Discuss the types of academic supports that a learner might need to be successful in a general education setting
• Create a home base for a student with autism
• Provide examples of visual supports to enhance the skills acquisition of learners with autism
• Integrate reinforcement into the daily schedule of the student with autism

Segment Three: Practices for Challenging Behavior (17M:47S)

• Understand that meltdown behavior is not purposeful for the learner on the spectrum
• Describe the stages of a meltdown
• Discuss interventions that can be used at each of the stages of a meltdown

Segment Four: Effective Use of Teacher Supports (12M:00S)

• Describe how to use information from the IEP to develop an implementation plan for the learner with autism in the general education classroom
• Identify the multiple ways that general and special educators can work together to support a learner with autism in the general education classroom
• Discuss guidelines for supporting a paraprofessional in working with the learner with autism in the general education classroom

Our Newsletter

You’ll receive periodic updates and articles from OAR

Fact sheets

• Facts in pictures
• Publications
• Questions and answers
• Tools and toolkits
• HIV and AIDS
• Hypertension
• Mental disorders
• Top 10 causes of death
• All countries
• Eastern Mediterranean
• South-East Asia
• Western Pacific
• Data by country
• Country presence 
• Country strengthening 
• Country cooperation strategies 
• News releases

Feature stories

• Press conferences
• Commentaries
• Photo library
• Afghanistan
• Cholera 
• Coronavirus disease (COVID-19)
• Greater Horn of Africa
• Israel and occupied Palestinian territory
• Disease Outbreak News
• Situation reports
• Weekly Epidemiological Record
• Surveillance
• Health emergency appeal
• International Health Regulations
• Independent Oversight and Advisory Committee
• Classifications
• Data collections
• Global Health Estimates
• Mortality Database
• Sustainable Development Goals
• Health Inequality Monitor
• Global Progress
• Data collection tools
• Global Health Observatory
• Insights and visualizations
• COVID excess deaths
• World Health Statistics
• Partnerships
• Committees and advisory groups
• Collaborating centres
• Technical teams
• Organizational structure
• Initiatives
• General Programme of Work
• WHO Academy
• Investment in WHO
• WHO Foundation
• External audit
• Financial statements
• Internal audit and investigations 
• Programme Budget
• Results reports
• Governing bodies
• World Health Assembly
• Executive Board
• Member States Portal
• Fact sheets /
• Autism – also referred to as autism spectrum disorder ̶ constitutes a diverse group of conditions related to development of the brain.
• About 1 in 100 children has autism.
• Characteristics may be detected in early childhood, but autism is often not diagnosed until much later.
• The abilities and needs of autistic people vary and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support.
• Evidence-based psychosocial interventions can improve communication and social skills, with a positive impact on the well-being and quality of life of both autistic people and their caregivers.
• Care for people with autism needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support.

Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterized by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.

The abilities and needs of autistic people vary and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support. Autism often has an impact on education and employment opportunities. In addition, the demands on families providing care and support can be significant. Societal attitudes and the level of support provided by local and national authorities are important factors determining the quality of life of people with autism.

Characteristics of autism may be detected in early childhood, but autism is often not diagnosed until much later.

People with autism often have co-occurring conditions, including epilepsy, depression, anxiety and attention deficit hyperactivity disorder as well as challenging behaviours such as difficulty sleeping and self-injury. The level of intellectual functioning among autistic people varies widely, extending from profound impairment to superior levels.

Epidemiology

It is estimated that worldwide about 1 in 100 children has autism (1) . This estimate represents an average figure, and reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported figures that are substantially higher. The prevalence of autism in many low- and middle-income countries is unknown.

Available scientific evidence suggests that there are probably many factors that make a child more likely to have autism, including environmental and genetic factors.

Extensive research using a variety of different methods and conducted over many years has demonstrated that the measles, mumps and rubella vaccine does not cause autism. Studies that were interpreted as indicating any such link were flawed, and some of the authors had undeclared biases that influenced what they reported about their research  (2,3,4) .

Evidence also shows that other childhood vaccines do not increase the risk of autism. Extensive research into the preservative thiomersal and the additive aluminium that are contained in some inactivated vaccines strongly concluded that these constituents in childhood vaccines do not increase the risk of autism.

Assessment and care

A broad range of interventions, from early childhood and across the life span, can optimize the development, health, well-being and quality of life of autistic people. Timely access to early evidence-based psychosocial interventions can improve the ability of autistic children to communicate effectively and interact socially. The monitoring of child development as part of routine maternal and child health care is recommended.

It is important that, once autism has been diagnosed, children, adolescents and adults with autism and their carers are offered relevant information, services, referrals, and practical support, in accordance with their individual and evolving needs and preferences.

The health-care needs of people with autism are complex and require a range of integrated services, that include health promotion, care and rehabilitation. Collaboration between the health sector and other sectors, particularly education, employment and social care, is important.

Interventions for people with autism and other developmental disabilities need to be designed and delivered with the participation of people living with these conditions. Care needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support.

Human rights

All people, including people with autism, have the right to the enjoyment of the highest attainable standard of physical and mental health.

And yet, autistic people are often subject to stigma and discrimination, including unjust deprivation of health care, education and opportunities to engage and participate in their communities.

People with autism have the same health problems as the general population. However, they may, in addition, have specific health-care needs related to autism or other co-occurring conditions. They may be more vulnerable to developing chronic noncommunicable conditions because of behavioural risk factors such as physical inactivity and poor dietary preferences, and are at greater risk of violence, injury and abuse.

People with autism require accessible health services for general health-care needs like the rest of the population, including promotive and preventive services and treatment of acute and chronic illness. Nevertheless, autistic people have higher rates of unmet health-care needs compared with the general population. They are also more vulnerable during humanitarian emergencies. A common barrier is created by health-care providers’ inadequate knowledge and understanding of autism.

WHO resolution on autism spectrum disorders 

In May 2014, the Sixty-seventh World Health Assembly adopted a resolution entitled  Comprehensive and coordinated efforts for the management of autism spectrum disorders , which was supported by more than 60 countries.

The resolution urges WHO to collaborate with Member States and partner agencies to strengthen national capacities to address ASD and other developmental disabilities.

WHO response

WHO and partners recognize the need to strengthen countries' abilities to promote the optimal health and well-being of all people with autism. WHO's efforts focus on:

• increasing the commitment of governments to taking action to improve the quality of life of people with autism;
• providing guidance on policies and action plans that address autism within the broader framework of health, mental and brain health and disabilities;
• contributing to strengthening the ability of the health workforce to provide appropriate and effective care and promote optimal standards of health and well-being for people with autism; and
• promoting inclusive and enabling environments for people with autism and other developmental disabilities and providing support to their caregivers.

WHO Comprehensive mental health action plan 2013–2030 and World Health Assembly Resolution WHA73.10 for “global actions on epilepsy and other neurological disorders” calls on countries to address the current significant gaps in early detection, care, treatment and rehabilitation for mental and neurodevelopmental conditions, which include autism. It also calls for counties to address the social, economic, educational and inclusion needs of people living with mental and neurological disorders, and their families, and to improve surveillance and relevant research.

1 . Global prevalence of autism: A systematic review update. Zeidan J et al. Autism Research 2022 March.

2. Wakefield's affair: 12 years of uncertainty whereas no link between autism and MMR vaccine has been proved. Maisonneuve H, Floret D. Presse Med. 2012 Sep; French ( https://www.ncbi.nlm.nih.gov/pubmed/22748860 ).

3. Lancet retracts Wakefield’s MMR paper. Dyer C. BMJ 2010;340:c696. 2 February 2010 (https://pubmed.ncbi.nlm.nih.gov/20124366/)

4. Kmietowicz Z. Wakefield is struck off for the “serious and wide-ranging findings against him” BMJ 2010; 340 :c2803 doi:10.1136/bmj.c2803 ( https://www.bmj.com/content/340/bmj.c2803 )

Training for caregivers of children with development delays and disabilities

A quick note about our cookies

We use cookies so we can give you the best website experience possible and to provide us with anonymous data so we can improve our marketing efforts. Read our cookie policy and privacy policy.

Login to your account

New here? Sign up in seconds!

Use social account

Or login with an email

Create an account

Already have an account? Login here

Or sign up with an email

We’re uploading new templates every week

We’d like to send you infrequent emails with brief updates to let you know of the latest free templates. Is that okay?

Reset your Password

Please enter the email you registered with and we will send you a link to reset your password!

Check your email!

We’ve just sent you a link to
 . Please follow instructions from our email.

• Most Popular Templates
• Corporate & Business Models
• Data (Tables, Graphs & Charts)
• Organization & Planning
• Text Slides
• Our Presentation Services

Get your own design team

Tailored packages for corporates & teams

Autism Awareness Presentation Template

Number of slides: 10

Autism Spectrum Disorder (ASD) is a developmental disorder that manifests through a broad range of conditions in the communication and social interaction skills of a person. Fortunately, early intervention can help individuals with autism improve their learning, thinking, and social abilities so they can have an independent and normal life. Use the Autism Spectrum Slide, Autism by Age Slide and the International Support on Autism Slide to raise awareness of autism and promote the understanding and acceptance of the Autism community in your area.

• About this template
• How to edit
• Custom Design Services

Free Autism Awareness Presentation Template

Autism spectrum slide.

Individuals with autism may share the same developmental disorder but they are definitely different from one another. This is because autism is a spectrum and the way it affects the abilities of an autistic person can go from mild to severe. According to the severity, you can identify different levels in the Autism Spectrum Disorder. Use this slide to show your audience the levels of ASD.

Autism by Age Slide

Signs of ASD, especially in girls, can go unnoticed for years and, in mild cases, people in the spectrum are often not diagnosed at all. This happens, in part, because of the different range of ASD conditions. Make sure to include the Autism by Age Slide in your presentation to point out the signs of autism from infancy to adulthood. 

International Support on Autism

You will find an amazing slide with a global map graphic which could be really useful if you run an Autism Organization. Here you will be able to locate other branches of your NGO and make this information available for the international autistic community. This slide also works as a visual map of ASD friendly schools or as a visual calendar of international events of ASD.

April is Autism Awareness Month.

In addition, The United Nations General Assembly declared the 2 of April as the World Autism Awareness Day.

Autism resources

You can also include resources to find more information about autism such as a recommended list of Autism organizations and their websites.

Autism symbols

The color blue and jigsaw puzzle pieces are two distinctive elements in the autism community that are used to support and promote awareness of autism.

FIND OUT MORE ABOUT OUR CUSTOM DESIGN SERVICES

Todd Speranzo

VP of Marketing at Avella

"24Slides helps us get PowerPoints on-brand, and improve overall design in a timeframe that is often “overnight”. Leveraging the time zone change and their deep understanding of PowerPoint, our Marketing team has a partner in 24Slides that allows us to focus purely on slide content, leaving all of the design work to 24Slides."

Gretchen Ponts

Strata Research

"The key to the success with working with 24Slides has been the designers’ ability to revamp basic information on a slide into a dynamic yet clean and clear visual presentation coupled with the speed in which they do so. We do not work in an environment where time is on our side and the visual presentation is everything. In those regards, 24Slides has been invaluable."

"After training and testing, 24Slides quickly learnt how to implement our CVI, deliver at a high quality and provide a dedicated design team that always tries to accommodate our wishes in terms of design and deadlines."

What's included in Keynote Template?

I want this template customized class="mobile-none"for my needs!

69 beautifully designed slides 67 icons included PowerPoint and Keynote ready 16:9 full HD class="mobile-none"resolution

Check out other similar templates

Science Icon Template Pack

General PowerPoint Icons Template

Dark themed 30 Slide Template Pack

Generic Mobile Pack Templates

Transforming the understanding and treatment of mental illnesses.

Información en español

Celebrating 75 Years! Learn More >>

• Health Topics
• Brochures and Fact Sheets
• Help for Mental Illnesses
• Clinical Trials

Autism Spectrum Disorder

What is asd.

Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first 2 years of life.

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

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

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

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

What are the signs and symptoms of ASD?

The list below gives some examples of common types of behaviors in people diagnosed with ASD. Not all people with ASD will have all behaviors, but most will have several of the behaviors listed below.

Social communication / interaction behaviors may include:

• Making little or inconsistent eye contact
• Appearing not to look at or listen to people who are talking
• Infrequently sharing interest, emotion, or enjoyment of objects or activities (including infrequent pointing at or showing things to others)
• Not responding or being slow to respond to one’s name or to other verbal bids for attention
• Having difficulties with the back and forth of conversation
• Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond
• Displaying facial expressions, movements, and gestures that do not match what is being said
• Having an unusual tone of voice that may sound sing-song or flat and robot-like
• Having trouble understanding another person’s point of view or being unable to predict or understand other people’s actions
• Difficulties adjusting behaviors to social situations
• Difficulties sharing in imaginative play or in making friends

Restrictive / repetitive behaviors may include:

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

People with ASD may also experience sleep problems and irritability.

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

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

What are the causes and risk factors for ASD?

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

• Having a sibling with ASD
• Having older parents
• Having certain genetic conditions (such as Down syndrome or Fragile X syndrome)
• Having a very low birth weight

How is ASD diagnosed?

Health care providers diagnose ASD by evaluating a person’s behavior and development. ASD can usually be reliably diagnosed by age 2. It is important to seek an evaluation as soon as possible. The earlier ASD is diagnosed, the sooner treatments and services can begin.

Diagnosis in young children

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

Stage 1: General developmental screening during well-child checkups

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

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

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

Stage 2: Additional diagnostic evaluation

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

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

The diagnostic evaluation is likely to include:

• Medical and neurological examinations
• Assessment of the child’s cognitive abilities
• Assessment of the child’s language abilities
• Observation of the child’s behavior
• An in-depth conversation with the child’s caregivers about the child’s behavior and development
• Assessment of age-appropriate skills needed to complete daily activities independently, such as eating, dressing, and toileting

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

• Blood tests
• Hearing test

The evaluation may lead to a formal diagnosis and recommendations for treatment.

Diagnosis in older children and adolescents

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

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

Diagnosis in adults

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

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

• Social interaction and communication challenges
• Sensory issues
• Repetitive behaviors
• Restricted interests

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

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

What treatment options are available for ASD?

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

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

A health care provider may prescribe medication to treat specific symptoms. 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 medication warnings, patient medication guides, and information on newly approved medications at the Food and Drug Administration (FDA) website  .

Behavioral, psychological, and educational interventions

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

• Learn social, communication, and language skills
• Reduce behaviors that interfere with daily functioning
• Increase or build upon strengths
• Learn life skills for living independently

Other resources

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

• Contact your health care provider, local health department, school, or autism advocacy group to learn about special programs or local resources.
• Find an autism support group. Sharing information and experiences can help people with ASD and their caregivers learn about treatment options and ASD-related programs.
• Record conversations and meetings with health care providers and teachers. This information may help when it’s time to decide which programs and services are appropriate.
• Keep copies of health care reports and evaluations. This information may help people with ASD qualify for special programs.

How can I find a clinical trial for ASD?

Clinical trials are research studies that look at new ways to prevent, detect, or treat diseases and conditions. The goal of clinical trials is to determine if a new test or treatment works and is safe. Although individuals may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so that others may be better helped in the future.

Researchers at NIMH and around the country conduct many studies with patients and healthy volunteers. We have new and better treatment options today because of what clinical trials uncovered years ago. Be part of tomorrow’s medical breakthroughs. Talk to your health care provider about clinical trials, their benefits and risks, and whether one is right for you.

To learn more or find a study, visit:

• NIMH’s Clinical Trials webpage : Information about participating in clinical trials
• Clinicaltrials.gov: Current Studies on ASD  : List of clinical trials funded by the National Institutes of Health (NIH) being conducted across the country

Where can I learn more about ASD?

Free brochures and shareable resources.

• Autism Spectrum Disorder : This brochure provides information about the symptoms, diagnosis, and treatment of ASD. Also available  en español .
• Digital Shareables on Autism Spectrum Disorder : Help support ASD awareness and education in your community. Use these digital resources, including graphics and messages, to spread the word about ASD.

Federal resources

• Eunice Kennedy Shriver National Institute of Child Health and Human Development  
• National Institute of Neurological Disorders and Stroke  
• National Institute on Deafness and Other Communication Disorders  
• Centers for Disease Control and Prevention   (CDC)
• Interagency Autism Coordinating Committee  
• MedlinePlus   (also available en español  )

Research and statistics

• Science News About Autism Spectrum Disorder : This NIMH webpage provides press releases and announcements about ASD.
• Research Program on Autism Spectrum Disorders : This NIMH program supports research focused on the characterization, pathophysiology, treatment, and outcomes of ASD and related disorders.
• Statistics: Autism Spectrum Disorder : This NIMH webpage provides information on the prevalence of ASD in the U.S.
• Data & Statistics on Autism Spectrum Disorder   : This CDC webpage provides data, statistics, and tools about prevalence and demographic characteristics of ASD.
• Autism and Developmental Disabilities Monitoring (ADDM) Network   : This CDC-funded program collects data to better understand the population of children with ASD.
• Biomarkers Consortium - The Autism Biomarkers Consortium for Clinical Trials (ABC-CT)   : This Foundation for the National Institutes of Health project seeks to establish biomarkers to improve treatments for children with ASD.

Last Reviewed:  February 2024

Unless otherwise specified, the information on our website and in our publications is in the public domain and may be reused or copied without permission. However, you may not reuse or copy images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

• Common misconceptions
• Set Your Location
• Learn the signs
• Symptoms of autism
• What causes autism?
• Asperger syndrome
• Autism statistics and facts
• Learn about screening
• Screening questionnaire
• First Concern to Action
• Autism diagnostic criteria: DSM-5
• Newly diagnosed
• Associated conditions
• Sensory issues
• Interventions
• Access services
• Caregiver Skills Training (CST)
• Information by topic
• Resource Guide
• Autism Response Team
• Our mission
• Our grantmaking
• Research programs
• Autism by the Numbers
• Fundraising & events
• Field Day For All
• Social fundraising
• Ways to give
• Memorial & tributes
• Workplace giving
• Corporate partnership
• Become a partner
• Ways to engage
• Meet our Partners
• Primeros signos de autismo
• Síntomas del autismo
• ¿Qué causa el autismo?
• Signos de autismo en adultos
• Signos de autismo en mujeres y niñas
• Detección del autismo
• Deteccion temprana
• Criterios de diagnóstico del autismo
• Niveles de autismo
• Síndrome de Asperger
• My Autism Guide
• Select Your Location

Please enter your location to help us display the correct information for your area.

Autism spectrum disorder (ASD)

What is autism.

• Autism screening
• Signs of autism
• Signs of autism in adults
• Signs of autism in women and girls
• Autism diagnosis criteria
• Autism severity levels
• Child diagnosis
• Adult diagnosis

Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated  1 in 36 children  and  1 in 45 adults  in the United States today.

We know that there is not one type of autism, but many.

Autism looks different for everyone, and each person with autism has a distinct set of strengths and challenges. Some autistic people can speak, while others are nonverbal or minimally verbal and communicate in other ways. Some have intellectual disabilities, while some do not. Some require significant support in their daily lives, while others need less support and, in some cases, live entirely independently.

On average, autism is diagnosed around  age 5 in the U.S. , with  signs appearing  by age 2 or 3. Current diagnostic guidelines in the DSM-5-TR break down the ASD diagnosis into three levels  based on the amount of support a person might need: level 1, level 2, and level 3.  See more information about each level .

Many people with autism experience other medical, behavioral or mental health issues that affect their quality of life.

Among the most common  co-occurring conditions  are:

• attention-deficit/hyperactivity disorder (ADHD)
• anxiety and depression
• gastrointestinal (GI) disorders
• seizures and sleep disorders

Anybody can be autistic, regardless of sex, age, race or ethnicity. However,  research from the CDC  says that boys get diagnosed with autism four times more often than girls. According to the DSM-5-TR, the diagnostic manual for ASD, autism may look different in girls and boys. Girls may have more subtle presentation of symptoms, fewer social and communication challenges, and fewer repetitive behaviors. Their symptoms may go unrecognized by doctors, often leading to underdiagnosis or misdiagnosis. Getting a diagnosis is also harder for autistic adults, who often learn to “mask”, or hide, their autism symptoms.

Autism is a lifelong condition, and an autistic person’s needs, strengths and challenges may change over time. As they transition through life stages, they may need different types of support and accommodations.  Early intervention  and therapies can make a big difference in a person’s skills and outcomes later in life.

There is no one type of autism, but many. - Stephen Shore

Related resources

• M-CHAT-R Screening Questionnaire :  Do you suspect your child might have autism? Take this two-minute screening questionnaire. You can use the results of the screener to discuss any concerns that you may have with your child’s health care provider.
• First Concern to Action Tool Kit :  If you have concerns about how your child is communicating, interacting or behaving, you are probably wondering what to do next. This Tool Kit offers resources to help guide you on the journey from your first concern to action.
• We also offer guides for  grandparents  and  siblings .
• 100 Day Kit for Young Children :  Knowledge is power, particularly in the days after an autism diagnosis. If your child is age 4 and under, this Tool Kit can help you make the best possible use of the 100 days following the diagnosis.
• 100 Day Kit for School Age Children :  If your child is between ages 5 and 13 and was just diagnosed with ASD, this Tool Kit can help you learn more about autism and how to access the services that your child needs.
• Adult Autism Diagnosis Tool Kit :  Are you an adult who suspects you may have autism? Have you been recently diagnosed with ASD? Developed by and for autistic adults, this guide can help you figure out what comes next .
• Find local providers and services in your area with the Autism Speaks Resource Guide .

Contact the Autism Response Team

Autism Speaks'  Autism Response Team  can help you with information, resources and opportunities.

• In English:  888-288-4762 |  [email protected]
• En Español:  888-772-9050 |  [email protected]

Haga clic aquí para ver esta página en español .

Autism Spectrum Disorder

The  National Institute of Mental Health (NIMH) , a component of the National Institutes of Health ( NIH ), is a leading federal funder of research on ASD . 

What is autism spectrum disorder? 

Autism spectrum disorder (ASD) refers to a group of complex neurodevelopment disorders caused by differences in the brain that affect communication and behavior. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5)—a guide created by the American Psychiatric Association used to diagnose health conditions involving changes in emotion, thinking, or behavior (or a combination of these)—people with ASD can experience: 

• Challenges or differences in communication and interaction with other people
• Restricted interests and repetitive behaviors
• Symptoms that may impact the person's ability to function in school, work, and other areas of life 

ASD can be diagnosed at any age but symptoms generally appear in early childhood (often within the first two years of life). Doctors diagnose ASD by looking at a person's behavior and development. The American Academy of Pediatrics recommends that all children get screened for developmental delays and behaviors often associated with ASD at their 18- and 24-month exams.  

The term “spectrum” refers to the wide range of symptoms, skills, and levels of ability in functioning that can occur in people with ASD. ASD affects every person differently; some may have only a few symptoms and signs while others have many. Some children and adults with ASD are fully able to perform all activities of daily living and may have gifted learning and cognitive abilities while others require substantial support to perform basic activities. A diagnosis of ASD includes Asperger syndrome, autistic disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified that were once diagnosed as separate disorders.  

In addition to differences or challenges with behavior and difficulty communicating and interacting with others, early signs of ASD may include, but are not limited to: 

• Avoiding direct eye contact
• Delayed speech and language skills
• Challenges with nonverbal cues such as gestures or body language
• Showing limited interest in other children or caretakers
• Experiencing stress when routines change 

Scientists believe that both genetics and environment likely play a role in ASD. ASD occurs in every racial and ethnic group, and across all socioeconomic levels. Males are significantly more likely to develop ASD than females.  

People with ASD also have an increased risk of having epilepsy. Children whose language skills regress early in life—before age 3—appear to have a risk of developing epilepsy or seizure-like brain activity. About 20 to 30 percent of children with ASD develop epilepsy by the time they reach adulthood.  

Currently, there is no cure for ASD. Symptoms of ASD can last through a person's lifetime, and some may improve with age, treatment, and services. Therapies and educational/behavioral interventions are designed to remedy specific symptoms and can substantially improve those symptoms. While currently approved medications cannot cure ASD or even treat its main symptoms, there are some that can help with related symptoms such as anxiety, depression, and obsessive-compulsive disorder. Medications are available to treat seizures, severe behavioral problems, and impulsivity and hyperactivity. 

How can I or my loved one help improve care for people with autism spectrum disorder?

Consider participating in a clinical trial so clinicians and scientists can learn more about ASD and related conditions. Clinical trials are studies that use human volunteers to look for new or better ways to diagnose, treat, or cure diseases and conditions. 

All types of volunteers are needed—people with ASD, at-risk individuals, and healthy volunteers—of all different ages, sexes, races, and ethnicities to ensure that study results apply to as many people as possible, and that treatments will be safe and effective for everyone who will use them.

For information about participating in clinical research visit NIH Clinical Research Trials and You . Learn about clinical trials currently looking for people with ASD at Clinicaltrials.gov .

Where can I find more information about autism spectrum disorder?  The following resources offer information about ASD and current research: American Academy of Pediatrics   Centers for Disease Control and Prevention (CDC) Eunice Kennedy Shriver National Institute of Child Health and Human Development   Interagency Autism Coordinating Committee (IACC) National Center for Advancing Translational Sciences   National Institute on Deafness and Other Communication Disorders   National Institute of Environmental Health Sciences   The National Task Group on Intellectual Disabilities and Dementia Practices (NTG) Additional organizations offer information, research news, and other resources about ASD for individuals and caregivers, such as support groups. These organizations include: Association for Science in Autism Treatment     Autism National Committee (AUTCOM)     Autism Network International (ANI)     Autism Research Institute (ARI)   Autism Science Foundation     Autism Society     Autism Speaks, Inc.  

• Patient Care & Health Information
• Diseases & Conditions
• Autism spectrum disorder

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

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

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

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

Products & Services

• Children’s Book: My Life Beyond Autism

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

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

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

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

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

Social communication and interaction

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

• Fails to respond to his or her name or appears not to hear you at times
• Resists cuddling and holding, and seems to prefer playing alone, retreating into his or her own world
• Has poor eye contact and lacks facial expression
• Doesn't speak or has delayed speech, or loses previous ability to say words or sentences
• Can't start a conversation or keep one going, or only starts one to make requests or label items
• Speaks with an abnormal tone or rhythm and may use a singsong voice or robot-like speech
• Repeats words or phrases verbatim, but doesn't understand how to use them
• Doesn't appear to understand simple questions or directions
• Doesn't express emotions or feelings and appears unaware of others' feelings
• Doesn't point at or bring objects to share interest
• Inappropriately approaches a social interaction by being passive, aggressive or disruptive
• Has difficulty recognizing nonverbal cues, such as interpreting other people's facial expressions, body postures or tone of voice

Patterns of behavior

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

• Performs repetitive movements, such as rocking, spinning or hand flapping
• Performs activities that could cause self-harm, such as biting or head-banging
• Develops specific routines or rituals and becomes disturbed at the slightest change
• Has problems with coordination or has odd movement patterns, such as clumsiness or walking on toes, and has odd, stiff or exaggerated body language
• Is fascinated by details of an object, such as the spinning wheels of a toy car, but doesn't understand the overall purpose or function of the object
• Is unusually sensitive to light, sound or touch, yet may be indifferent to pain or temperature
• Doesn't engage in imitative or make-believe play
• Fixates on an object or activity with abnormal intensity or focus
• Has specific food preferences, such as eating only a few foods, or refusing foods with a certain texture

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

When to see a doctor

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

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

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

• Doesn't respond with a smile or happy expression by 6 months
• Doesn't mimic sounds or facial expressions by 9 months
• Doesn't babble or coo by 12 months
• Doesn't gesture — such as point or wave — by 14 months
• Doesn't say single words by 16 months
• Doesn't play "make-believe" or pretend by 18 months
• Doesn't say two-word phrases by 24 months
• Loses language skills or social skills at any age

There is a problem with information submitted for this request. Review/update the information highlighted below and resubmit the form.

From Mayo Clinic to your inbox

Sign up for free and stay up to date on research advancements, health tips, current health topics, and expertise on managing health. Click here for an email preview.

Error Email field is required

Error Include a valid email address

To provide you with the most relevant and helpful information, and understand which information is beneficial, we may combine your email and website usage information with other information we have about you. If you are a Mayo Clinic patient, this could include protected health information. If we combine this information with your protected health information, we will treat all of that information as protected health information and will only use or disclose that information as set forth in our notice of privacy practices. You may opt-out of email communications at any time by clicking on the unsubscribe link in the e-mail.

Thank you for subscribing!

You'll soon start receiving the latest Mayo Clinic health information you requested in your inbox.

Sorry something went wrong with your subscription

Please, try again in a couple of minutes

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

• Genetics. Several different genes appear to be involved in autism spectrum disorder. For some children, autism spectrum disorder can be associated with a genetic disorder, such as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations) may increase the risk of autism spectrum disorder. Still other genes may affect brain development or the way that brain cells communicate, or they may determine the severity of symptoms. Some genetic mutations seem to be inherited, while others occur spontaneously.
• Environmental factors. Researchers are currently exploring whether factors such as viral infections, medications or complications during pregnancy, or air pollutants play a role in triggering autism spectrum disorder.

No link between vaccines and autism spectrum disorder

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

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

Risk factors

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

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

• Your child's sex. Boys are about four times more likely to develop autism spectrum disorder than girls are.
• Family history. Families who have one child with autism spectrum disorder have an increased risk of having another child with the disorder. It's also not uncommon for parents or relatives of a child with autism spectrum disorder to have minor problems with social or communication skills themselves or to engage in certain behaviors typical of the disorder.
• Other disorders. Children with certain medical conditions have a higher than normal risk of autism spectrum disorder or autism-like symptoms. Examples include fragile X syndrome, an inherited disorder that causes intellectual problems; tuberous sclerosis, a condition in which benign tumors develop in the brain; and Rett syndrome, a genetic condition occurring almost exclusively in girls, which causes slowing of head growth, intellectual disability and loss of purposeful hand use.
• Extremely preterm babies. Babies born before 26 weeks of gestation may have a greater risk of autism spectrum disorder.
• Parents' ages. There may be a connection between children born to older parents and autism spectrum disorder, but more research is necessary to establish this link.

Complications

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

• Problems in school and with successful learning
• Employment problems
• Inability to live independently
• Social isolation
• Stress within the family
• Victimization and being bullied

More Information

• Autism spectrum disorder and digestive symptoms

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

• Autism spectrum disorder (ASD). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/facts.html. Accessed April 4, 2017.
• Uno Y, et al. Early exposure to the combined measles-mumps-rubella vaccine and thimerosal-containing vaccines and risk of autism spectrum disorder. Vaccine. 2015;33:2511.
• Taylor LE, et al. Vaccines are not associated with autism: An evidence-based meta-analysis of case-control and cohort studies. Vaccine. 2014;32:3623.
• Weissman L, et al. Autism spectrum disorder in children and adolescents: Overview of management. https://www.uptodate.com/home. Accessed April 4, 2017.
• Autism spectrum disorder. In: Diagnostic and Statistical Manual of Mental Disorders DSM-5. 5th ed. Arlington, Va.: American Psychiatric Association; 2013. http://dsm.psychiatryonline.org. Accessed April 4, 2017.
• Weissman L, et al. Autism spectrum disorder in children and adolescents: Complementary and alternative therapies. https://www.uptodate.com/home. Accessed April 4, 2017.
• Augustyn M. Autism spectrum disorder: Terminology, epidemiology, and pathogenesis. https://www.uptodate.com/home. Accessed April 4, 2017.
• Bridgemohan C. Autism spectrum disorder: Surveillance and screening in primary care. https://www.uptodate.com/home. Accessed April 4, 2017.
• Levy SE, et al. Complementary and alternative medicine treatments for children with autism spectrum disorder. Child and Adolescent Psychiatric Clinics of North America. 2015;24:117.
• Brondino N, et al. Complementary and alternative therapies for autism spectrum disorder. Evidence-Based Complementary and Alternative Medicine. http://dx.doi.org/10.1155/2015/258589. Accessed April 4, 2017.
• Volkmar F, et al. Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry. 2014;53:237.
• Autism spectrum disorder (ASD). Eunice Kennedy Shriver National Institute of Child Health and Human Development. https://www.nichd.nih.gov/health/topics/autism/Pages/default.aspx. Accessed April 4, 2017.
• American Academy of Pediatrics policy statement: Sensory integration therapies for children with developmental and behavioral disorders. Pediatrics. 2012;129:1186.
• James S, et al. Chelation for autism spectrum disorder (ASD). Cochrane Database of Systematic Reviews. http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD010766.pub2/abstract;jsessionid=9467860F2028507DFC5B69615F622F78.f04t02. Accessed April 4, 2017.
• Van Schalkwyk GI, et al. Autism spectrum disorders: Challenges and opportunities for transition to adulthood. Child and Adolescent Psychiatric Clinics of North America. 2017;26:329.
• Autism. Natural Medicines. https://naturalmedicines.therapeuticresearch.com. Accessed April 4, 2017.
• Autism: Beware of potentially dangerous therapies and products. U.S. Food and Drug Administration. https://www.fda.gov/ForConsumers/ConsumerUpdates/ucm394757.htm?source=govdelivery&utm_medium=email&utm_source=govdelivery. Accessed May 19, 2017.
• Drutz JE. Autism spectrum disorder and chronic disease: No evidence for vaccines or thimerosal as a contributing factor. https://www.uptodate.com/home. Accessed May 19, 2017.
• Weissman L, et al. Autism spectrum disorder in children and adolescents: Behavioral and educational interventions. https://www.uptodate.com/home. Accessed May 19, 2017.
• Huebner AR (expert opinion). Mayo Clinic, Rochester, Minn. June 7, 2017.

Associated Procedures

• Cognitive behavioral therapy

News from Mayo Clinic

• Understanding autism: The path to diagnosis, awareness and support April 28, 2024, 11:00 a.m. CDT
• 10 significant studies from Mayo Clinic's Center for Individualized Medicine in 2023 Dec. 30, 2023, 12:00 p.m. CDT
• Mayo Clinic 'mini-brain' study reveals possible key link to autism spectrum disorder Aug. 10, 2023, 04:00 p.m. CDT
• Symptoms & causes
• Diagnosis & treatment
• Doctors & departments

Mayo Clinic does not endorse companies or products. Advertising revenue supports our not-for-profit mission.

• Opportunities

Mayo Clinic Press

Check out these best-sellers and special offers on books and newsletters from Mayo Clinic Press .

• Mayo Clinic on Incontinence - Mayo Clinic Press Mayo Clinic on Incontinence
• The Essential Diabetes Book - Mayo Clinic Press The Essential Diabetes Book
• Mayo Clinic on Hearing and Balance - Mayo Clinic Press Mayo Clinic on Hearing and Balance
• FREE Mayo Clinic Diet Assessment - Mayo Clinic Press FREE Mayo Clinic Diet Assessment
• Mayo Clinic Health Letter - FREE book - Mayo Clinic Press Mayo Clinic Health Letter - FREE book

Your gift holds great power – donate today!

Make your tax-deductible gift and be part of the cutting-edge research and care that's changing medicine.

Presentation on Autism

Autism spectrum disorders (ASD) affect over 400 children born in Jamaica each year based on international rates. Boys are four times more likely to have ASD than girls. ASD can impact many aspects of life including education, employment, healthcare and family relationships. While each person with ASD is unique, common challenges include difficulty socializing and communicating as well as engaging in repetitive behaviors. Read less

Recommended

More related content, what's hot, what's hot ( 20 ), viewers also liked, viewers also liked ( 20 ), similar to presentation on autism, similar to presentation on autism ( 20 ), more from chevance henry, more from chevance henry ( 8 ).

• 2. Autistic Spectrum Disorders (ASD) are a group of disorders usually diagnosed in early childhood. Accurate figures are not currently available for Jamaica, but based on the US Centers for Disease Control's (CDC's) rate of one child in every 110 born with autism, we can expect over 400 children with autism to be born in Jamaica each year. Because boys are four times more likely to have autism than girls, one in 60 boys will have ASD. The CDC's rate is an almost 60 per cent increase on the 2007 figure. (Jamaica-Gleaner 2011) Autism occurs in every community, in every geographic location, race, religion, creed, color, and social status. The Statistics
• 3. The impact
• 4. Impact on family life Harder to get things done because of excess demands Strains on marriage and personal relationships Increased demands on family members Minimal respite options; burnout and or depression can result Strains and changes to employment of parent or caretaker Increased financial burdens from issues relating to employment, therapies, medical bills, etc.
• 5. Impact on family life May hurt self esteem as a result of criticism, exclusion, etc. Changes in social opportunities (perceived and actual) Change in priorities Decreased recreation and leisure activities (limited options and time) Concerns for future care giving continued … and more
• 6. Families talk “ My son has taken a stranger’s food right off his plate. What could I possibly say… to apologize? ” “ I don't know the last time I've actually seen the end of the movie because of the crowds, sounds, and lights. It just gets too difficult and we have to leave.” “ When we go to the supermarket, so many people roll their eyes and start whispering. When we have to stand in a long line, she starts making noises and grabbing stuff. So now I just avoid taking her in public.” “ Simple situations like haircuts, grocery shopping and community gatherings are not so simple at all.” “ I don’t want sympathy or pity like, ‘Oh, I’m so sorry.’ What I do need is for people to be patient, kind, and understanding.” Anonymous Quotes
• 7. Societal Impact • education • recreation • residential options • self advocacy • family relationships • healthcare / wellness • day care • employment / vocations • life planning / management Autism Spectrum Disorder affects many facets of the community
• 8. The disorder
• 9. Autism Disorder Childhood Disintegrative Disorder Asperger’s Syndrome Pervasive Developmental Disorder - Not Otherwise Specified (NOS) Rett Syndrome The autism spectrum Autism is a spectrum. Each person is different.
• 10. What is autism? • difficulty interacting with others may have reduced interest in other people, poor eye contact • difficulty communicating delayed or no speech, may echo words or expressions • restricted or repetitive behavior or interests unusual interests, rituals, hand-flapping A person with autism has challenges in 3 areas:
• 11. Understanding the Spectrum There is a wide-range of skills possible with autism Some people with autism have an excellent vocabulary and high IQ, but limited conversational and social skills, and restricted interests. Others may be nonverbal with a very low IQ. Not all people with delayed language or behavior issues have autism
• 12. Common behaviors • not respond when name is called (may seem deaf) • not share enjoyment • have repetitive, self-stimulatory or “stimming” behaviors (e.g. hand flapping, spinning, rocking, screaming, humming, etc.) • have difficulty shifting from one activity to another • get upset with a change in routine • over-react to things • act unexpectedly
• 13. Communication Challenges • have poor eye contact • have difficulty expressing him or herself or have no language (non-verbal) • use physical contact to get needs met • not use gestures such as pointing, nodding yes, shaking head no • have difficulty following directions • express themselves by crying or screaming • repeat something that was heard earlier • be unable to identify common objects
• 14. Social Challenges • may have trouble modifying activities • may prefer to isolate self rather than be around others • may not let others join play • may have difficulty waiting patiently
• 15. Social interactions • eating etiquette • community social rules • bathroom etiquette • waiting in lines • turn taking • privacy • personal boundaries • social language • dress code • regard for authority (social hierarchies) People with autism often have challenges with common social experiences Typically, people on the spectrum do not learn social rules through observation. Social behavior must be taught directly.
• 16. Facts… not fiction • Not all people with autism act the same way. Each person has unique strengths and challenges. • People with autism have feelings. Each person displays them differently. • Because of rigid thinking, they may be less likely to lie. • Due to difficulty recognizing social cues, they may not recognize when they are interrupting or monopolizing conversations or being overly blunt. • Most people with autism are not savants. While many have focused interests, skill level may not be high. • People with autism are able to learn. Methods and pace of instruction may need to be modified.
• 17. Taming the “fear” of autism If a person with autism shows signs of aggression, most often it is a result of frustration or a need for attention Behavior can be improved by replacing triggers and teaching skills. The person may not have the skills to express him or herself appropriately
• 18. Managing difficulties • Approach the customer who is having difficulties Courteously observe the situation and ask simple questions to identify any environmental causes for the challenges. Offer assistance that is helpful and comforting. • Engage in calm, undemanding social conversation Predictable conversations can help to focus and reduce anxiety (e.g. “I like your cool shoes.” “What’s your name?” “Where do you live?” “What is your favorite food?”) • If a situation or task seems to be causing the behavior, calmly and slowly redirect attention to another place or activity. • Attend to other customers who appear anxious Without passing judgment or personal comments, discreetly offer to relocate them.
• 19. • embarrassing for the individual or family • stigmatizing to the person • disrupting core business operations • tantrumming is injurious to self or others • destructing property • offensive interactions with customers and/or employees • inappropriately sexual in nature Concerns with safety and disruption A business operator should intervene when behaviors are…
• 20. Harmful Behaviors • Ask for help • If a person is injuring him/herself, another person, or damaging physical property, call security or dial 911 • Protect those who are in harm as you await help • Provide adequate space Avoid standing too close
• 22. People with autism have interests, talents, skills, and needs
• 23. Inclusion
• 24. 2.-(1) In this Act, unless the context otherwise requires "access" includes, in relation to (a)premises. freedom to enter in. approach, communicate with, make use of or manoeuvre within, any premises; (b)benefits. freedom to make use of any benefits; (c)communication, the capacity to receive and make use of information, Disabilities Act
• 25. Plan for Inclusion Help families prepare for an experience Offer back-up plans for “the unexpected” Have realistic expectations. Meet each person at his/her ability level. Help families offer positive and meaningful reinforcements for successes – No matter how small ! Work with families to use visual activity schedules for planned activities.
• 26. Plan for Inclusion Develop/use Social Stories to increase understanding and comfort level - provides information about a place, activity or situation - specifies appropriate social cues and expectations - explains the order of events or layout of a location - helps give appropriate responses to situations continued
• 27. inclusion strategies • Recognize each person’s challenges and abilities • Provide appropriate modifications • “Special” programs are appropriate but should not take the place of inclusive approaches “With appropriate resources, sensitivity, and support, community organizations can include individuals with disabilities as regular and active participants without the need to create separate and specialized programs.” Coalition for Inclusive Communities
• 28. Inclusion Strategies Inclusion does not need to cost more money Often it requires only basic adaptations and accommodations – slower pace – adjusted rules – altered lighting, sounds, movement – simplified, direct instruction, activities, handouts – use of photographs and other learning tools – understanding and flexibility – being open and prepared for the need to “escape” and/or return as needed continued
• 29. focus on the family • assume or presume • pass judgment • ask a family to participate separately Families with autism are passionate about being accepted within their community.
• 30. Encourage Participation • Value the dignity of each individual Maintain the respect of all participants. • Break tasks into small parts. Avoid multi-step directions. Be patient and allow person time to complete each task. • Offer ways to signal when a break, or help is needed. • Clearly define boundaries (circles of intimacy). • Provide signals or cues to prepare for transitions in schedules, events, and locations. • Use respectful and age-appropriate ways to modify activities.
• 31. Interacting
• 32. • Talk directly to the person, not a family member or caretaker • Listen carefully to understand the real meaning • Don’t speak too forcefully or loudly • Don’t use slang, sarcasm, or complex language • Try to keep the conversation on topic • Pause between statements to allow for processing Allow sufficient time for them to respond • Using pictures helps understanding Personal Interactions
• 33. • Limit environmental distractions – loud, unexpected, unnecessary sounds/noises – visual challenges (bright lighting, complex layouts, numerous colors, excessive wording, etc.) – sudden transitions – unnecessary interactions, movements, changes in a physical arrangement or a schedule Distractions
• 34. • gestures • sign language • sounds • objects • photographs / pictures / symbols • voice output devices • computerized and technological devices • writing • physical contact Alternative Communication Some people with autism use alternate forms of communication Here are some examples:
• 35. Approaches
• 36. Win–Win Approaches Be flexible Have a family-centered approach – discourage criticism, judgment, exclusion Ensure front-end employees are understanding and compassionate Make personal connections Offer inclusive and adapted programs and events Offer respite or childcare opportunities Build life-long relationships, creating potential vocational opportunities
• 37. Offer pre-vocational activities to teach functional, employable skills Task level may start at a basic level, gradually increasing the level of difficulty and independence Partnerships can be made with schools, therapeutic providers, and others as needed Pre-vocational Skills
• 38. • categorizing • collating • copying • data entry • folding • following a sample • handicrafts • handling • horticulture activities • laundering • machine operation • making lists • manipulation of objects • matching • money exchange • number application • packaging • preparation • printing • quality control • sequencing • sewing • simple assembly • sorting • stuffing • weighing Functional Skill Sets
• 39. Assistance
• 40. Autism Resources
• 41. Make Friendswith Autism www.makefriendswithautism.org For more information about this initiative, call 1-888-CHILDREN Extension 5343 © 2009 Children’s Specialized Hospital
• 42. References • Samms-Vaughan, Maureen. AUTISM IN JAMAICA - Boys More Affected Than Girls. Published:Wednesday | April 20, 2011. Jamaica-Gleaner. Retrieved from: http://jamaica- gleaner.com/gleaner/20110420/health/health1.html • The Disabilities Act. www.mlss.gov.jm/download/DISABILITIESACT.pdf • Chaste P, Leboyer M (2012). "Autism risk factors: genes, environment, and gene-environment interactions". Dialogues in Clinical Neuroscience 14: 281–2.PMC 3513682. PMID 23226953. • Autism Spectrum Disorder, 299.00 (F84.0). In: American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. • Jamaica Autism Support Association. http://www.jamaicaautism.org • Jamaica Council For Persons With Disabilities. Ministry of Labor and Social Security. Retrieved from: http://www.mlss.gov.jm/pub/?artid=26 •

NASET.org Home Page

Exceptional teachers teaching exceptional children.

• Overview of NASET
• NASET Leadership
• Directors' Message
• Books by the Executive Directors
• Mission Statement
• NASET Apps for iPhone and iPad
• NASET Store
• NASET Sponsors
• Marketing Opportunities
• Contact NASET
• Renew Your Membership
• Membership Benefits
• Frequently Asked Questions
• Membership Categories
• School / District Membership Information
• Gift Membership
• Membership Benefit for Professors Only
• NASET's Privacy Policy
• Forgot Your User Name or Password?
• Contact Membership Department
• Resources for Special Education Teachers
• Advocacy (Board Certification for Advocacy in Special Education) BCASE
• Board Certification in Special Education
• Inclusion - Board Certification in Inclusion in Special Education (BCISE) Program
• Paraprofessional Skills Preparation Program - PSPP
• Professional Development Program (PDP) Free to NASET Members
• Courses - Professional Development Courses (Free With Membership)
• Forms, Tables, Checklists, and Procedures for Special Education Teachers
• Video and Power Point Library
• IEP Development
• Exceptional Students and Disability Information
• Special Education and the Law
• Transition Services
• Literacy - Teaching Literacy in English to K-5 English Learners
• Facebook - Special Education Teacher Group
• NASET Sponsor's Products and Services
• ADHD Series
• Assessment in Special Education Series
• Autism Spectrum Disorders Series
• Back to School - Special Review
• Bullying of Children
• Classroom Management Series
• Diagnosis of Students with Disabilities and Disorders Series
• Treatment of Disabilities and Disorders for Students Receiving Special Education and Related Services
• Discipline of Students in Special Education Series
• Early Intervention Series
• Genetics in Special Education Series
• How To Series
• Inclusion Series
• IEP Components
• JAASEP - Research Based Journal in Special Education
• Lesser Known Disorders
• NASET NEWS ALERTS
• NASET Q & A Corner
• Parent Teacher Conference Handouts
• The Practical Teacher
• Resolving Disputes with Parents Series
• RTI Roundtable
• Severe Disabilities Series
• Special Educator e-Journal - Latest and Archived Issues
• Week in Review
• Working with Paraprofessionals in Your School
• Author Guidelines for Submission of Manuscripts & Articles to NASET
• SCHOOLS of EXCELLENCE
• Exceptional Charter School in Special Education
• Outstanding Special Education Teacher Award
• Board Certification Programs
• Employers - Job Posting Information
• Latest Job Listings
• Professional Development Program (PDP)
• Employers-Post a Job on NASET
• PDP - Professional Development Courses
• Board Certification in Special Education (BCSE)
• Board Certification in IEP Development (BCIEP)
• NASET Continuing Education/Professional Development Courses
• HONOR SOCIETY - Omega Gamma Chi
• Other Resources for Special Education Teaching Positions
• Highly Qualified Teachers
• Special Education Career Advice
• Special Education Career Fact Sheets
• FAQs for Special Education Teachers
• Special Education Teacher Salaries by State
• State Licensure for Special Education Teachers
• PowerPoint Library

Power Point Presentations

NASET Members - Login to access the  NASET POWER POINT PRESENTATIONS

The table above represents PowerPoint Presentation Topics for NASET members. Each Topic may contain several PowerPoint Presentations and to view the options click on the desired topic above. As a Member of NASET you  have access to all the presentations listed here.

To play and or download the Sample Presentation, simply left click on the link below. To access all these presentation plus all the other Member's Benefits -

Join NASET Now

  asse ssment in special education.

Title: Initial Evaluation and Reevaluation Total Number of Slides: 30 PowerPoint Description: Initial Evaluation and Reevaluation is a PowerPoint presentation that looks at the specific requirements of IDEA regarding the initial evaluation of a child suspected of having a disability and how the results are applied to determining the child's eligibility for special education and related services. The reevaluation process is also described.

Title: Calculating the Age of a Student for Assessment Purposes Total Number of Slides : 28 PowerPoint Description: Step-by-step explanation of how to calculate a child’s age for special education assessment. Slides offer model examples and practice problems.

Title: Eligibility Evaluation Total Number of Slides: 12 PowerPoint Description: This PowerPoint presentation is a 12-silde review of the eligibility procedures and process for students going through the assessment process for a suspected disability.

Title: Identification of High Risk Students Total Number of Slides: 35 PowerPoint Description: This PowerPoint presentation focuses on the differences between symptoms versus problems, characteristics of high risk students, avoidance behavior patterns associated with high risk students, and “energy drain” and its effect on learning.

Title:  Introduction to Evaluation under IDEA Total Number of Slides: 17 PowerPoint Description: This PowerPoint presentation introduces basic principles and requirements that schools must follow for evaluation, including:

• the purposes of evaluation
• parent notification and consent
• use of the student's native language during evaluation
• the tenets of sound, valid, individualized evaluation

Title: Non-Discriminatory Evaluations under IDEA Total Number of Slides: 9 PowerPoint Description: This PowerPoint presentation addresses the 6 criteria necessary for an evaluation to be considered “nondiscriminatory” under the Individuals with Disabilities Education Act. 

Title: Overview of Assessment in Special Education Total Number of Slides: 49 PowerPoint Description: This PowerPoint presentation gives a comprehensive overview of the basic points of assessment in special education.  Topics covered include: definition of assessment, multidisciplinary teams, comprehensive assessment batteries, methods of assessment, observations, portfolios, and types of tests used in assessment (norm-referenced and criterion referenced).

Title: Scoring Terminology Used in Assessment Total Number of Slides: 18 PowerPoint Description: This PowerPoint presentation describes scoring terminology common to evaluations and reports in special education.  These include such terms as: basal, ceiling, raw scores, standard scores, percentiles, stanines, age equivalents, and grade equivalents.

Title: Statistics Used in the Assessment of Children for Special Education Total Number of Slides: 18 PowerPoint Description: This PowerPoint presentation explains statistics often used in the assessment of children for a suspected disability.  Topics covered include: definition of statistics, mean, median, mode, range, standard deviation, normal curve.  Practice problems and many examples are offered.

Title:   Step-by-Step Guide to Writing a Comprehensive Report in Special Education Total Number of Slides: 66 Description: This PowerPoint presentation provides a detailed description of how to write an educational report in special education.  Each section of a report is discussed, along with model examples given.  After all sections are covered, a model report is explained in a step-by-step fashion.

Title: Wechsler Individualized Achievement Test-2 (WIAT-2): An Overview Total Number of Slides: 43 PowerPoint Description: This PowerPoint presentation explains the various components of the WIAT-2.  The WIAT-2 is one of the most frequently used academic achievement tests used in schools today.  The 43 slides cover the format of the test, key points regarding administration, and all subtests.

  AUTIS M

Title:   Autism: An Overview Total Number of Slides:   50 PowerPoint Description:  This PowerPoint presentation covers a basic overview of autism.  Categories include: definition of autism, autism, as defined under DSM-IV, causes of autism, general characteristics of children with autism, and the various types of autism (Aspergers, Childhood Disintegrative Disorder, and Retts Syndrome).

Title: Teaching Students with Autism-Step-by-Step Total Number of Slides:  124 PowerPoint Description:  This 124 slide PowerPoint presentation gives an in-depth view of the various methods, styles, and effective teaching techniques when educating children with autism.  The presentation takes a step-by-step approach to help the reader with practical tools for the classroom.

  BEHAVIOR MANAGEMENT

Title: Overview of Disruptive Behavior Problems Description: This presentation addresses a variety of disruptive behavior disorders frequently observed special education programs. The presentation also discusses the management of behavior disorders in the classroom. Number of Slides: 44

  CLASSROOM MANAGEMENT

Title:  Effective Classroom Strategies Total Number of Slides:  20 PowerPoint Description:  This PowerPoint presentation was created by the State of Utah.  It covers effective classroom management strategies for social and academic behavior.

  CURRICULUM DEVELOPMENT

Title: 9 Ways to Adapt Curriculum Description: This presentation addresses a variety of methods used to adapt curriculum for students with special needs. This presentation is suitable for Resource Room, Inclusion, Self Contained and Regular Education teachers. It will provide you with the tools to increase a student’s ability to succeed and accomplish taks in school. Number of Slides: 18

Title: Factors Effecting Curriculum Performance Description: This presentation addresses the eight factors that may interfere in a student’s ability to succeed while performing in school. It touches on the various types of stress and experiences that may reduce a student’s capacity to concentrate and perform the various areas in the curriculum. Number of Slides: 79

  EARLY CHILDHOOD

Title:  Child Find Total Number of Slides:  10 PowerPoint Description:   This PowerPoint presentation was created by the State of Utah.  It is a brief overview of childfind, what “Find” means, how we find children at risk, and educational implications.

Title: IFSP—The Individualized Family Service Plan Total Number of Slides:  43 PowerPoint Description:  This PowerPoint presentation covers the basic principles of an IFSP.  Topics covered include: How the IFSP differs from the IEP, definition of IFSP, writing effective IFSPs, intervention strategies, and components of an IFSP as required by federal law.

  EMOTIONAL AND BEHAVIORAL DISORDERS

Title: Emotional Disturbance - An Overview Total Number of Slides:  62 PowerPoint Description:  This PowerPoint presentation focuses on students with emotional and behavioral disorders.  Topics covered include: IDEA definition of ED, incidence, characteristics, academic symptoms, classroom management, and types of behavioral disorders seen in students classified as students with an emotional disturbance.

Title:  Emotional Disturbance and the Least Restrictive Environment Total Number of Slides:  14 PowerPoint Description:   This PowerPoint presentation focuses on the various types of educational placements where students with emotional and behavioral disorders are educated.  These placements include the general education classroom, resource room, self-contained classroom, separate schools/alternative schools, residential facilities, and hospitals.  Each placement is explained along with the associated prevalence rates

Title: Emotional Disturbance and Prevalence Rates Total Number of Slides:  14 PowerPoint Description:   This PowerPoint presentation addresses just how common emotional and behavioral disorders are in students throughout the United States.  It discusses why ED is considered one of the “Big 4”, as well as gender discrepancies, the differemce between internalizing and externalizing behaviors, and age discrepancies.

Title: Emotional Disturbance - Understanding the Definition under IDEA Total Number of Slides:  23 PowerPoint Description:   This PowerPoint presentation focuses exclusively on the federal law’s definition of emotional disturbance.  Under IDEA, the definition of emotional disturbance is very detailed.  It is also highly controversial.  These slides will address each part of the definition, as well as address the controversy surrounding who is a child with an emotional disturbance and who is not.

  GIFTED AND TALENTED STUDENTS

Title: Teaching Gifted and Talented Students Total Number of Slides:  31 Powerpoint Description:   This PowerPoint presentation gives a broad overview of what constitutes the gifted child.  Topics covered include:  definition of giftedness, prevalence rates of gifted students, the difference between bright children and gifted children, characteristics of gifted children, and effective teaching strategies when educating gifted children in the classroom.  

Title: Understanding the Major Principles under IDEA Total Number of Slides: 32 PowerPoint Description: This PowerPoint presentation focuses on the 7 major principles of IDEA.  These principles are covered under the following topic categories: informed consent, zero reject, free appropriate public school education, nondiscriminatory evaluation, least restrictive environment, IEP development, and due process.

Title: Non-Discriminatory Evaluations under IDEA Total Number of Slides: 9 PowerPoint Description: This PowerPoint presentation addresses the 6 criteria necessary for an evaluation to be considered “nondiscriminatory” under the Individuals with Disabilities Education Act.

Title: Parent Involvement under IDEA Total Number of Slides: 23 PowerPoint Description: This PowerPoint presentation was created by the State of Utah.  It addresses the following areas: definition of a “parent”, local education agency’s responsibilities to parents, notice of meetings, parental consent, signatures, and parent roles and responsibilities.

  IEPs

Title:  Components of an IEP Total Number of Slides:   7 PowerPoint Description:  This PowerPoint presentation gives a brief overview of the requirements of an IEP under IDEA.  Each slide explains one or more of the components that must be in a student's IEP under IDEA.

Title: Understanding IEPs Total Number of Slides:  34 PowerPoint Description:  This PowerPoint presentation covers PowerPoint Description: This PowerPoint presentation covers an Overview of the IEP, Required Components of the IEP, Responsibility for IEP Development, Time Frame for Development IEP, Placement Decisions and the IEP, IEP Meetings, and Parent Participation.

Title: The IEP Process Total Number of Slides:  11 PowerPoint Description:  This PowerPoint presentation was created by the State of Utah.  It is a short synopsis of the IEP process.

Title: Recognizing Measurable Objectives Total Number of Slides:  8 PowerPoint Description:  This PowerPoint presentation was created by the State of Utah.  Upon completion, the reader should be able to identify the three parts of a measurable goal and label goals that are and are not measurable.

  INCLUSION

Title:  Effective Co-Teaching Communication Skills Total Number of Slides:  39 PowerPoint Description:  This PowerPoint presentation focuses on what it takes for teachers to collaborate effectively when co-teaching in the classroom.  It addresses: (1) Characteristics of Effective Interpersonal Feedback in Inclusion Classrooms (2) Co-Teaching Communication Conflicts; and (3) Personality Styles that Create Conflict between Co-Teachers.

Title: Step-by-Step to Understanding Inclusion Total Number of Slides:  28 PowerPoint Description:  This PowerPoint presentation takes a step-by-step approach to understanding the necessary components on setting up and teaching in an inclusion classroom.  It covers practical topics, especially regarding communication among various professionals and parents in order to make inclusion work.

Title:   Highly Qualified Teachers Total Number of Slides:  23 PowerPoint Description:   Highly Qualified Teachers is a powerpoint presentation that takes an indepth look at a new element in IDEA: its definition of "highly qualified teacher." State educational agencies (SEAs), local educational agencies (LEAs), parents, and community members have many questions and concerns about the requirements for highly qualified teachers. State and local agencies must develop ways to recruit and retain teachers with those qualifications, as well as encourage existing employees meet the requirements and become highly qualified. Parents and community members want the assurance that their children are receiving instruction from appropriately trained teachers. HQT is seen as integral in helping States to meet their requirements for adequate yearly progress (AYP) under the No Child Left Behind Act and, above all, to improve results for our children with and without disabilities.

INTELLECTUAL DISABILITY

Title: Learners with INTELLECTUAL DISABILITY Total Number of Slides: 45  PowerPoint Description: This PowerPoint presentation provides a general overview of individuals with INTELLECTUAL DISABILITY.  Topic areas covered include:

• Levels of Intensities and Supports
• Degrees of ID
• Causes of ID
• Classroom Management Strategies

  LEARNING DISABILITIES

Title: Early Intervening Services and Response to Intervention Total Number of Slides: 34 PowerPoint Description: Early Intervening Services and Response to Intervention is a great way to learn about and train others on these two new elements in IDEA. Early Intervening Services (EIS) are for K-12 students with academic or behavioral difficulties who are not yet identified as having a disability. Response to Intervention (RTI) is a new approach to identifying whether a student has a specific learning disability.

Title: Eligibility for Specific Learning Disabilities Total Number of Slides:  22 PowerPoint Description: This PowerPoint presentation was created by the State of Utah.  It focuses on the proposed regulations for the definition of a learning disability

Title: Identification of Children with Specific Learning Disabilities Total Number of Slides: 33 PowerPoint Description: Identification of Children with Specific Learning Disabilities looks closely at the process by which schools identify that a children has a specific learning disability (LD).  

Title: Specific Learning Disabilities - An Overview Total Number of Slides:  61 PowerPoint Description: This PowerPoint presentation provides a comprehensive overview of students with learning disabilities.  It addresses: the definition of LD, characteristics of students with learning disabilities, and educational implications of students with learning disabilities.

Title:  Teaching Children with Learning Disa bilities Total Number of Slides:  38 PowerPoint Description:  This PowerPoint presentation presents a detailed description of learning disabilities. Topics covered include: Introduction and Definition under IDEA, Prevalence, Characteristics of Students with LD, and Teaching Strategies for Students with LD.

  LEAST RESTRICTIVE ENVIRONMENT

Title: What is the Least Restrictive Environment Total Number of Slides:  10 PowerPoint Description: This brief PowerPoint presentation explains the concept of the least restrictive environment, as defined by federal law (IDEA).  The majority of slides focus on possible LRE educational placements.  These placements include the general education classroom, resource room, self-contained classroom, separate schools/alternative schools, residential facilities, and hospitals. 

Title: Emotional Disturbance and the Least Restrictive Environment Total Number of Slides:  14 PowerPoint Description: This PowerPoint presentation focuses on the various types of educational placements where students with emotional and behavioral disorders are educated.  These placements include the general education classroom, resource room, self-contained classroom, separate schools/alternative schools, residential facilities, and hospitals.  Each placement is explained along with the associated prevalence rates

Title:  Step-by-Step to Understanding Inclusion Total Number of Slides:  28 PowerPoint Description: This PowerPoint presentation takes a step-by-step approach to understanding the necessary components on setting up and teaching in an inclusion classroom.  It covers practical topics, especially regarding communication among various professionals and parents in order to make inclusion work.

Title: Resource Rooms Total Number of Slides:  38 PowerPoint Description:  This PowerPoint presentation takes a step-by-step approach to understanding the necessary steps to setting up and understanding basic principles of teaching in a resource room.  It covers practical topics including teaching, assessment, measuring objectives, and measuring progress.

PARENTING ISSUES

Title: How to Hold Successful Parent Conferences Total Number of Slides: 18 slides Power Point Description: This presentation will take you through the 3 stages necessary for a successful parent conference. These conferences play a pivotal role in a student’s success in school and allow the teacher and parents to comfortably work together.

Title: Parent Involvement in Special Education Total Number of Slides:  23 PowerPoint Description:  This PowerPoint presentation presents an overview of related services in special education.  When children are identified for special education, various related services are available to them to help meet their needs.  These slides focus on the different types of related services and who is eligible to receive them.

  RELATED SERVICES

Title: Overview of Related Services Total Number of Slides:  23 PowerPoint Description: This PowerPoint presentation presents an overview of related services in special education.  When children are identified for special education, various related services are available to them to help meet their needs.  These slides focus on the different types of related services and who is eligible to receive them.

SPECIAL EDUCATION—AN INTRODUCTION

Title:  Definition of Special Education Total Number of Slides:   11 PowerPoint Description:  This PowerPoint presentation starts with an explanation of the definition of special education under IDEA.  Then, the categories of IDEA are listed for the reader to get an overview of students with disabilities.

Title:  History of Special Education Total Number of Slides:  20 PowerPoint Description:  This PowerPoint presentation covers the history of special education from 1948 to the present.  It starts with a look at how schools denied children with disabilities many rights to an education.  Slides take the reader from Brown v. the Board of Education, the 1960s and civil rights cases, and into the 1970s for our first federal law for children in special education, The Education for All handicapped children’s Act, P.L. 94-142 (later reauthorized in 1990 to IDEA).

Title: Prevalence of Students in Special Education Total Number of Slides:  8 PowerPoint Description: This PowerPoint presentation provides a brief synopsis of the prevalence of students in special education.  It examines the “big 4” disabilities under IDEA, as well as looks at prevalence rates of all disability categories.

Title: Top 10 Basics of Special Education Total Number of Slides:  11 PowerPoint Description:   The Top 10 Basics of Special Education is a powerpoint presentation that welcomes everyone to IDEA. With these training materials, you can learn about and give trainings that include a quick overview to the 10 major steps in special education (three of which are evaluation, eligibility, and writing the IEP).

  SPECIAL EDUCATION PROCESS

Title: Annual Review Description: This slide presentation takes you through the steps required to be fully prepared when attending and presenting at an Annual Review meeting. The presentation will provide you with a list and explanation of the various materials that you will need to bring to this meeting. Number of Slides: 22

Title: Triennial Process Description: This presentation will prepare you for your role in the triennial process. It will inform you of the materials and responsibilities required for special educators and provide you with a practical list to follow so that you will be as prepared as possible. Number of Slides: 11

Title: Eligibility Evaluation Total Number of Slides:  12 PowerPoint Description: This PowerPoint presentation is a 12-silde review of the eligibility procedures and process for students going through the assessment process for a suspected disability

Title: The IEP Process Total Number of Slides:  11 PowerPoint Description: This PowerPoint presentation was created by the State of Utah.  It is a synopsis of the IEP process.

Title: Prior Written Notice for Meetings Total Number of Slides:  13 PowerPoint Description: This PowerPoint presentation was created by the State of Utah.  It is a synopsis of the two distinct types of notice, notice of meetings and prior written notice.  The contents of each and its significance is addressed.

Title: Roles and Responsibilities of the Special Education Teacher Total Number of Slides:   11 PowerPoint Description:   This PowerPoint presentation provides nine different examples of the various roles that a special education teacher can have both in and outside of the school.

Title: Special Education Process—Part I Total Number of Slides:  11 PowerPoint Description: This PowerPoint presentation provides an overview of the first part of the special education process.  It focuses on the identification of a suspected disability, with an emphasis on child study teams and pre-referral strategies.

Title: Special Education Process—Part II Total Number of Slides:  66 PowerPoint Description:  This PowerPoint presentation provides a very detailed description of the steps involved in the special education process.  Once a child is referred for assessment for a suspected disability, there are many steps that are required to take place, as defined by federal law (IDEA).  This presentation takes the reader through the steps of evaluation, diagnosis, committee meetings, and classification of a child for special education services.

  SPECIAL EDUCATION PROGRAMS

Title: Introduction to Resources Room Description: This presentation provides you with an overview of the resource room as a special education program. The presentation covers the roles and responsibilities of the special education teacher in the resource room. Number of Slides: 38

  TRANSITION SERVICES  

Title: Transition Services:  From School to Post-School Activities Total Number of Slides:  35 PowerPoint Description: This PowerPoint was created by the State of Utah.  It describes what constitutes transition services, the different options for students when transitioning from school to post-school activities, and the different types of diplomas students in special education can receive upon being graduated from high school.

Title: Overview of Transition Services Total Number of Slides:  27 PowerPoint Description:  This PowerPoint presentation provides an overview of transition services for students upon graduating high school.  Vocational skills, legal rights, recreational options, post secondary schooling, medical issues and other issues related to transition services are addressed.

  TRAUMATIC BRAIN INJURY

Title:  Traumatic Brain Injury in the United States Total Number of Slides:   19 Description:   This PowerPoint presentation was created by the Center for Disease Control (CDC) in 2005.  Topics covered include: emergency department visits, hospitalizations, and deaths from various types of traumatic brain injuries.

Title: Understanding Traumatic Brain Injury Total Number of Slides:  25 PowerPoint Description:  This PowerPoint presentation provides an overview of Traumatic Brain Injury (TBI).  Topics covered include:  definition of TBI under IDEA, areas affected by TBI, prevalence of TBI, signs and symptoms of TBI, characteristics of students with TBI, and educational implications of TBI.

• Video Lectures

©2024 National Association of Special Education Teachers. All rights reserved

• News and Features
• Conferences
• Clinical Tools
• Special Collections

Autism in Adults: Presentation, Diagnosis, and Management

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects an individual’s social interactions and communication. 1 In recent decades, the prevalence of ASD has increased from 1 in every 150 children to 1 in every 36. 2 While most people with ASD are diagnosed during childhood, individuals with ASD who have subtle symptoms and/or are able to use compensation strategies and coping mechanisms may not receive a diagnosis until adulthood. 1 Many of the diagnostic criteria, diagnostic tests, and interventions for ASD emphasize children. Understanding how to recognize, diagnose, and manage ASD in adults is critical to being able to provide optimal care for these patients.

Autism Spectrum Disorder Diagnostic Criteria

As described in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR), the diagnostic criteria for ASD include 5 main components 1 :

• Persistent deficits in social communication and social interaction;
• Restricted, repetitive patterns of behavior, interests, or activities;
• Symptoms must be present in the early developmental period; 
• Symptoms must cause clinically significant impairment in social, occupational, or other important areas of functioning; and
• These disturbances are not better explained by intellectual disability or global developmental delay.

Social Deficits

The social deficits of ASD are categorized as difficulties with social-emotional reciprocity, nonverbal communication, and relationships. Social-emotional reciprocity impairments include having difficulty initiating conversations, being unable to carry on a typical back-and-forth conversation, and not responding in emotionally sensitive or appropriate ways. 1 Nonverbal communication deficits include trouble making eye contact or using body language, difficulty using or understanding gestures, and a lack of facial expressions. 1 Individuals with ASD may have a lack of interest in or trouble making friends and maintaining friendships. They also may have trouble adjusting their behavior to suite various social contexts. 1

Restricted, Repetitive Behaviors

Behaviors that are characteristic of ASD include the following 1 :

• Repetitive motor movements (such as hand flapping or finger flicking), use of objects (such as spinning coins), and speech (such as repeating words and phrases used by others);
• Rigid adherence to schedules and resistance to change;
• Having highly restricted, fixated interests; and 
• Exhibiting increased sensitivity to sensory stimuli.

For a patient to meet the criteria for an ASD diagnosis , these symptoms need to have been present since early development. 1 Although the ASD symptoms may not become fully evident until later in life, ASD does not first develop in adulthood. 1 The ASD diagnostic criteria in DSM-V require that deficits limit or impair a person’s everyday functioning, such as the ability to excel in school, maintain a job, or live independently. 1

Symptoms of Autism in Adults

Adults with ASD generally have similar signs and symptoms as children. These usually center around poor communication strategies and impaired social functioning. However, adults with ASD may have learned to “mask” or cover up some of those symptoms to fit in and shield themselves from social repercussions associated with ASD. Behaviors that might be used to mask ASD symptoms include the following 3,4 :

• Mimicking others’ mannerisms and styles; 
• Mimicking small talk; 
• Altering speech volume;
• Rehearsing conversation topics before interacting with others;
• Making eye contact despite discomfort doing so; and
• Not standing too close to others. 

Masking ASD traits may be more prevalent in females than in males. 4 One reason more males than females are diagnosed with ASD earlier in life may be that females have more effective masking strategies . 4 Masking can help individuals with ASD to succeed in social situations, but it can also lead to anxiety and exhaustion. 4  

Examples of potential symptoms of ASD in adults include the following 3 :

• Difficulty with expressive communication: Lack of a filter when speaking, flat affect, monotonous tone of voice, difficulty maintaining conversations, avoidance of or particularly intense eye contact, difficulty identifying thoughts/feelings;
• Difficulty interpreting communication: Trouble understanding nonverbal cues and others’ intentions, thoughts and feelings; and 
• Restricted interests and behaviors: Insistence on routine and stress when routines are disrupted, intense interest in a particular hobby, object, or area of study.

In terms of repetitive behaviors, adults with ASD often learn to hide hand flapping and other motor movements that are characteristic of younger patients, but they may adapt such behaviors by rubbing their fingers together inside a pocket, tapping their feet, or repetitively rubbing their hands on their thighs. 3 In adults, some internal symptoms might not be outwardly apparent, such as social anxiety, social phobia, or exhaustion after social activities 3 Adults with ASD also may 3 :

• Have trouble organizing, planning, or maintaining focus;
• Irregular sleep patterns; and
• Clumsy gait or poor physical coordination.

Diagnosing Autism in Adults

Challenges to accurately diagnosing ASD in an adult include the need to determine if symptoms were present during the patient’s early development period, an adult’s ability to mask or compensate for ASD symptoms, and the high rates of co-occurring psychiatric and medical disorders, with symptoms overlapping those of ASD. 5,6 Prompt diagnosis is important because even in adults, earlier diagnosis is associated with improved quality of life. 7 The optimal approach to diagnosing ASD in an adult has not yet been established. A request for evaluation for ASD may be initiated by the patient or by a family member/caregiver. The clinician may need to talk to the patient’s family members to determine if symptoms of ASD have been present since the patient’s childhood. 8 A referral to a psychiatrist or neuropsychiatrist who specializes in ASD often is necessary because those clinicians are best equipped to make the diagnosis. 3,8

The DSM-5-TR diagnostic criteria for ASD are used for both children and adults. However, additional measures may be needed to help establish an accurate diagnosis in an adult patient. Questionnaires used to help clarify an ASD diagnosis in adults include the Autism Spectrum Quotient (AQ), the abridged AQ-10, the Social Responsiveness Scale-Adult version, and the second edition of the Autism Diagnostic Observation Schedule (ADOS-2). 6

The ADOS-2 is considered a gold-standard instrument for diagnosing ASD in adults. 5 It’s a standardized test for measuring communication deficits. It consists of 4 modules that can be administered based on the patient’s age; module 4 is intended for adolescents and adults with fully developed speech. 5  

The ADOS-2 focuses on verbal and nonverbal communication deficits. The test is highly sensitive —  it does a good job of detecting ASD in adults who actually have the condition — but there are many false positives, especially if the patient has psychotic symptoms. 5  

Management of Autism in Adults

Treatment of ASD specifically for adults remains poorly studied, and services for adults with ASD lag far behind those available for children. 9 Optimized treatment strategies have not been established. 6 Autism spectrum disorder in adulthood presents heterogeneously, and treatment strategies are mostly individually based. 

Psychosocial Interventions

Behavioral-based treatments such as social skills training and applied behavior analysis have been used to effectively address the core symptoms of ASD in children, and may be appropriate for adults. 4,6 Cognitive-behavior therapy and mindfulness-based therapy approaches have been used with some success for adults with ASD. 6 These strategies have been used to improve communication as well as emotional processing to reduce anxiety and stress that arise from societal and social expectations that are not intuitive to understand. 4,6 Vocational support such as training in interview skills and supported employment may be beneficial for adults with ASD but research to support a specific vocational strategy is lacking. 6

Receiving an ASD diagnosis as an adult can be overwhelming. It is important for adults with ASD to have access to support and resources to understand their condition and feel less isolated. Support groups can be useful for the patient as well as for the family members of an adult who has been recently diagnosed with ASD. 3 Online support groups can allow patients to share their experiences without having to face the anxiety of in-person interactions. 3

Pharmacotherapy

Other than the antipsychotics aripiprazole and risperidone for treating ASD-associated irritability in children of certain ages, the US Food and Drug Administration has not approved any medications for treating ASD . 10 However, people with ASD often also have comorbid psychiatric symptoms and disorders, and receive medication to address these conditions. Specifically, an adult with ASD may benefit from being prescribed the following medications 6 : 

• Stimulants or atomoxetine for attention-deficit/hyperactivity disorder;
• Antidepressants for anxiety, depression, or obsessive-compulsive disorder;
• Mood stabilizers for bipolar disorder; or
• Antipsychotics for irritability and impulsivity. 

Hannah Actor-Engel, PhD, earned a BS in Neural Science at New York University and her PhD in Neuroscience at the University of Colorado. She is a multidisciplinary neuroscientist who is passionate about scientific communication and improving global health through biomedical research

Latest News Your top articles for Friday

Haymarket Medical Network Top Picks

Continuing Medical Education (CME/CE) Courses

Want to read more?

Please login or register first to view this content.

Login Register

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Autism Awareness

Subject: Whole school

Age range: 11-14

Resource type: Assembly

Last updated

12 April 2022

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

This is a short presentation on autism. You may also be interested in:

Autism Awareness Presentation

This resource contains an editable, 120 slide PowerPoint presentation on autism and Autism Awareness Day (2nd April) and Autism Awareness Week. I had the privilege of teaching and working with many amazing young people on the autistic spectrum for twenty years. People with autism are often misunderstood. Hopefully, this presentation will help others, both staff and pupils, to be more informed about, and more understanding of, autism.

The presentation includes sections on:

What is autism? Signs of autism Social Communication Difficulties Social Interaction Difficulties Rigid Thought Processes Sensory Issues Repetitions and Rituals Obsessions Gifts and Talents Famous people With Autism / Asperger’s

The predentation contains hyperlinks to:

A video which shows what it is like to experience sensory overload. A short video on autism. A short video about Schools’ Awareness Week by the National Autistic Society. A video produced by a young person with autism who talks about five things he thinks it is important that people know about autism and five ways we can help him.

You may also be interested in:

Autism Awareness - Set of 25 Posters

Autism Awareness: Activity Pack

The pack contains six activities.

Sensory Sensitivity / Overload

This activity begins with watching a short clip about sensory overload. There are two tasks that follow designed for pupils to experience sensory overload when attempting to complete tasks; one is more challenging than the other.

Autism Discussion Cards

These contain 4 statements about autism designed to provoke discussion and to get the pupils to think about and develop their awareness of autism. They are not true or false statements and there are no right or wrong answers.

Communication Difficulties Exercise

This is a task designed to simulate the difficulties that many people with autism encounter when trying to communicate.

What is autism? How Can I Help?

Pupils watch a video about autism in which a young man explains 5 things he thinks people need to know about autism and 5 things people can do to help people with autism. Pupils discuss the five things that the person felt people needed to know about autism and five ways that people can help. Pupils complete a worksheet.

Autism Acrostic

Pupils complete an acrostic piece of writing using the word autism as a stimulus.

Save money and buy all three resources in a bundle at a discounted price:

Autism Awareness Bundle

Creative Commons "NoDerivatives"

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

gemma_adams

use of functioning labels, person first language please educate yourself about puzzle pieces has this been created by an autistic person?

Thank you Gemma for your feedback. I apologise if I have caused you any offence. I will amend the resource to address the issues you have drawn attention to.

I have now amended the resource to address the issues. However, I do believe that there is some debate/controversy around the use of person-first language.

Empty reply does not make any sense for the end user

Neat and clear presentation.

Thank you for taking the time to leave feedback and a rating. It is greatly appreciated.

Thank you for taking the time to leave a rating. It is greatly appreciated.

primarylessons

thanks for sharing this important resource.

Thank you for taking the time and trouble to leave a review and rating. it is much appreciated.

EnglishGCSEcouk

Really informative and useful - thanks for sharing

Thank you for taking the time and trouble to leave a review and rating - it is greatly appreciated.

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

• Upload Ppt Presentation
• Upload Pdf Presentation
• Upload Infographics
• User Presentation
• Related Presentations

An Introduction to Autism

By: meli91 Views: 2273

Common Operations and Physiotherapy

By: drdwayn Views: 1088

Instabilitate Cervicala

By: Iachim Views: 477

Dilemmas in PHYSIOTHERAPY

By: drdwayn Views: 1271

PHYSIOTHERAPY - History and Importance

By: JenniferDwayne Views: 2154

Neuro Physiotherapy

By: drdwayn Views: 2412

• Occupation :
• Specialty :

HEALTH A TO Z

• Eye Disease
• Heart Attack
• Medications

Autism Spectrum Disorder Clinical Presentation

• Author: James Robert Brasic, MD, MPH, MS, MA; Chief Editor: Caroly Pataki, MD  more...
• Sections Autism Spectrum Disorder
• Practice Essentials
• Pathophysiology
• Epidemiology
• Patient Education
• Physical Examination
• Approach Considerations
• Genetic Testing
• Neuroimaging
• Electroencephalography
• Special Education
• Speech, Behavioral, Occupational, and Physical Therapies
• Pharmacologic Treatment
• Experimental Approaches
• Specialist Resources
• Consultations
• Medication Summary
• Second-Generation Antipsychotics
• SSRI Antidepressants
• Alpha-2-adrenergic agonists
• Questions & Answers
• Media Gallery

Behavioral and developmental features that suggest ASD [ 1 ]  include the following:

Developmental regression

Absence of protodeclarative pointing

Abnormal reactions to environmental stimuli

Abnormal social interactions

Absence of symbolic play

Repetitive and stereotyped behavior

Between 13% and 48% of people with ASD have apparently normal development until age 15-30 months, when they lose verbal and nonverbal communication skills. These individuals may have an innate vulnerability to develop ASD. Although regression may be precipitated by an environmental event (eg, immune or toxic exposures), it may result from a combinatiion of epigenetic vulnerabilities and environmental events.

Protodeclarative pointing

Protodeclarative pointing is the use of the index finger to indicate an item of interest to another person. Toddlers typically learn to use protodeclarative pointing to communicate their concern for an object to others. The absence of this behavior is predictive of a later diagnosis of ASD. [ 123 , 124 ]

The presence of protodeclarative pointing can be assessed by interview of the parent or caregiver. Screening questions include "Does your child ever use his or her index finger to point, to indicate interest in something?" A negative response to this question suggests the need for a specialized assessment for possible ASD.

Environmental stimuli

In contrast to toddlers with delayed or normal development, toddlers with ASD are much more interested in geometric patterns. Toddlers who prefer dynamic geometric patterns to participating in physical activities such as dance merit referral for evaluation for possible ASD.

Parents of children with ASD report unusual responses to environmental stimuli, including excessive reaction or an unexpected lack of reaction to sensory input. Certain sounds (eg, vacuum cleaners or motorcycles) may elicit incessant screaming. Playing a radio, stereo, or television at a loud level may appear to produce hyperacusis, a condition in which ordinary sounds produce excessive auditory stimulation of a painful magnitude. Sometimes parents must rearrange the family routine so that the child is absent during noisy housekeeping activities.

Children with ASD may also display exaggerated responses or rage to everyday sensory stimuli, such as bright lights or touching.

Social interactions

Individuals with ASD may display a lack of appropriate interaction with family members. [ 125 ] Moreover, difficulties in social interactions are common. Children may have problems making friends and understanding the social intentions of other children and may instead show attachments to objects not normally considered child oriented. Although children with ASD may want to have friendships with other children, their actions may actually drive away these potential companions. They may also exhibit inappropriate friendliness and lack of awareness of personal space.

Isolation likely increases in adolescence and young adulthood. Interviews with a representative sample of 725 youths with ASD (mean age 19.2 y) determined that the majority had not in the preceding year gotten together with friends or even spoken with a friend on the telephone. [ 126 ]

High pain threshold

An absence of typical responses to pain and physical injury may also be noted. Rather than crying and running to a parent when cut or bruised, the child may display no change in behavior. Sometimes, parents do not realize that a child with autism sepctrum disorder is hurt until they observe the lesion. Parents often report that they need to ask the child if something is wrong when the child's mood changes, and may need to examine the child's body to detect injury.

Speech abnormalities are common. They take the form of language delays and deviations. Pronominal reversals are common, including saying "you" instead of "I." Some speech habits, such as repeating words and sentences after someone else says them, using language only the child understands, or saying things whose meaning is not clear, may occur not only in ASD but in other disorders as well.

Baron-Cohen and colleagues demonstrated that the absence of symbolic play in infants and toddlers is highly predictive of a later diagnosis of ASD. [ 123 , 124 , 1 ] Therefore, screening for the presence of symbolic play is a key component of the routine assessment of well babies. The absence of normal pretend play indicates the need for referral for specialized developmental assessment for autism spectrum disorder and other developmental disabilities.

Odd play may take the form of interest in parts of objects instead of functional uses of the whole object. For example, a child with ASD may enjoy repeatedly spinning a wheel of a car instead of moving the entire car on the ground in a functional manner. [ 125 ]

Observation of the signs of ASD in young children [ 127 ] is an indication for referral for specialized diagnostic and therapeutic interventions.

Children with ASD may enjoy repeatedly lining up objects or dropping objects from a particular height. They may also be fascinated with items that are not typical toys, such as pieces of string, and may enjoy hoarding rubber bands, paper clips, and pieces of paper. In addition, children with ASD may spend hours watching traffic lights, fans, and running water. Some parents report that they must lock the bathroom door to prevent the child from flushing the toilet all day long.

Response to febrile illnesses

Children with ASD may be particularly vulnerable to develop infections and febrile illnesses due to immunologic problems. By seeking pediatric intervention promptly at the onset of infections and febrile illnesses, parents may be able to abort sequelae of chronic infections.

During a febrile illness, children with ASD may show a decrease in behavioral abnormalities that plague the parents when the child is well (eg, self-injurious behaviors, aggression toward others, property destruction, temper tantrums, hyperactivity).

This inhibition of negative behaviors may occur with various febrile illnesses, including ear infections, upper respiratory tract infections, and childhood illnesses. (A parent may say, "When he is suddenly an angel, I know that he has an ear infection.") The recovery of the child from the febrile illness may be accompanied by an abrupt return of the child's usual problematic behaviors.

Autism Screening Checklist

Having parents fill out the Autism Screening Checklist can identify children who merit further assessment for possible ASD. See the image below for a printable version of the checklist.

The significance of answers to individual Autism Screening Checklist items is as follows:

Item 1- A "yes" occurs in healthy children and children with some pervasive developmental disorders; a "no" occurs in children with ASD and other developmental disorders

Item 2 - A "yes" occurs in healthy children, not children with ASD

Item 3 - A "yes" occurs in healthy children and children with Asperger syndrome (ie, high-functioning ASD); children with ASD may elicit a “yes” or a "no"; some children with ASD never speak; some children with ASD may develop speech normally and then experience a regression with the loss of speech

Item 4 - A "yes" occurs in healthy children and children with Asperger syndrome (ie, high-functioning ASD); a "no" occurs in children with developmental disorders; children with ASD may elicit a "yes" or a "no"

Items 5-10 - Scores of "yes" occur in some children with ASD.

Item 11 – A "yes" occurs in healthy children; a "no" occurs in some children with ASD.

Items 12, 13 - Scores of "yes" occur in some children with ASD.

Items 14-19 - Scores of "yes" occur in children with schizophrenia and other disorders, not in children with ASD.

The higher the total score for items 5-10, 12, and 13 on the Autism screening checklist, the more likely that an ASD is present.

Screening well babies for signs predictive of autism spectrum disorder is important. [ 1 ] Baron-Cohen and colleagues observed that abnormalities in pretend play, gaze monitoring, and protodeclarative pointing noted in toddlers during well-child visits in the United Kingdom were useful in predicting the later diagnosis of ASD. [ 123 , 124 ]

Baron-Cohen and colleagues developed a set of valid and reliable tools to screen for ASD over the lifespan, [ 128 ] including the Checklist for Autism in Toddlers (CHAT) and its revisions, the Modified CHAT (MCHAT) and the Quantitative CHAT (QCHAT), for newborns and toddlers, [ 123 , 124 , 129 ] as well as the Autism-Spectrum Quotient (AQ), for children, [ 130 ] adolescents, [ 131 ] and adults. [ 132 ] The possible cultural limitations of these tools in different ethnic groups in various geographic regions remain to be demonstrated.

Pretend play

In screening for the presence of symbolic play, other make-believe play may be substituted based on cultural relevance. The child should respond appropriately to a pretend activity compared with most other children of the same culture.

Gaze monitoring

The assessment of normal gaze monitoring, suggested by Baron-Cohen and colleagues, consists of the following steps: (1) the clinician calls the child's name, points to a toy on the other side of the room, and says, "Oh look! There's a [name a toy]!"; [ 123 , 124 ] (2) if the child looks across the room to see the item indicated by the clinician, then a joint attention is established, indicating normal gaze monitoring.

Baron-Cohen and colleagues established the following protocol to assess for the presence of protodeclarative pointing:

Say to the child, “Where's the light?” or “Show me the light”

A normal response is for the child to point with his or her index finger at the light while looking up at the clinician's face [ 123 , 124 ]

If the child does not respond appropriately, the procedure may be repeated with a teddy bear or any other unreachable object

Executive function

Deficits in executive function have been generally observed in people with ASD. [ 133 ]

Body movement

Clumsiness, awkward walk, and abnormal motor movements are characteristic features of ASD. Manifestations of attention deficit hyperactivity disorder that are very often associated with ASD include hyperkinesis and stereotypies.

Common abnormal motor movements in children with ASD include hand flapping, in which the upper extremity is rapidly raised and lowered with a flaccid wrist so that the hand flaps like a flag in the wind. Hand flapping typically occurs when the child is happy or excited. It may occur in combination with movement of the entire body, such as bouncing (ie, jumping up and down) and rotating (ie, constantly spinning around a vertical axis in the midline of the body).

Children with ASD also often display motor tics and are unable to remain still. Because children with ASD are often intellectually impaired and nonverbal, expressing subjective experiences associated with the movement is often impossible for them. Thus, the diagnosis of akathisia cannot be applied in these cases, because this diagnosis requires the verbalization of a sensation of inner restlessness and an urge to move.

Head and hand features

Aberrant palmar creases and other dermatoglyphic anomalies are more common in children with ASD.

Although the head circumference of children with ASD may be small at birth, many children with autism spectrum disorder experience a rapid increase in the rate of growth from age 6 months to 2 years. [ 4 ] The head circumference is increased in a subgroup of approximately one fifth of the population of children with ASD without known comorbid conditions. [ 134 ] Increased head circumference is more common in boys and is associated with poor adaptive behavior. The head circumference may return to normal in adolescence. [ 5 ]

Movement assessment

Patients with ASD merit a careful assessment of movements. The caregiver and clinicians may be asked whether the patient shows any unusual motions in the mouth, face, hands, or feet and, if so, may be asked to describe them and how they bother the patient.

The patient may be asked to sit on the chair with legs slightly apart, feet flat on the floor, and hands hanging supported between the legs or hanging over the knees. The patient may be asked to open his or her mouth and then twice to stick out the tongue.

If the subject does not perform the requested action, the examiner then repeatedly performs the actions in the direct view of the subject to demonstrate the desired actions.

The patient may be asked to sit, stand, and lie on a sheet on the floor for 2 minutes in each position and to remain motionless while in each posture. In each position, the patient is asked, "Do you have a sensation of inner restlessness?" and "Do you have the urge to move?" These questions require an appropriate developmental level for a useful response. Therefore, most children with ASD cannot respond appropriately.

In the absence of a clear verbal response, the subjective items are not rated. Nevertheless, the objective behavior of the child can be observed and rated.

Assessing stereotypies

Movements observed in individuals with ASD are frequently classified as stereotypies (eg, purposeless, repetitive, patterned motions, postures, and sounds). Stereotypies are divided into the following 3 topologic classes:

Orofacial - Eg, tongue, mouth, and facial movements; smelling; and sniffing and other sounds

Extremity - Eg, hand, finger, toe, and leg

Head and trunk - Eg, rolling, tilting, or banging of the head, and rocking of the body

Stereotypies occur in infants with ASD and in children with intellectual disability. Regular assessment of stereotypies is a valuable practice because stereotypies may bother other people and interfere with performance at school, work, and home. Routine assessment of stereotypies before, during, and after treatment is valuable in determining the effects of interventions.

Stereotypies are assessed for clinical purposes through regular use of the Timed Stereotypies Rating Scale. For this procedure, the occurrence of stereotypies is noted during 30-second intervals over a 10-minute period. For additional information about the rating of stereotypies, please see Tardive Dyskinesia .

Self-injurious behaviors

A particularly serious form of stereotypy is self-injurious behavior. Self-injury may take any of the following forms:

Picking at the skin

Self-biting

Head punching and slapping

Head-to-object and body-to-object banging

Body punching and slapping

Poking the eye, the anus, and other body parts

Lip chewing

Removal of hair and nails

Teeth banging

Self-injury can result in morbidity and mortality. For example, eye poking and head banging may cause retinal detachments resulting in blindness. Although only a minority of the population of children with ASD manifest self-injury, they constitute some of the most challenging patients in developmental pediatrics.

Physical abuse

Children with ASD and related conditions may persist incessantly with repetitive behaviors that annoy others, despite instructions to cease. Children with ASD typically do not respond to spanking and other forms of traditional discipline. Parents, teachers, and others may eventually lose control and inflict physical injury on the child.

For this reason, children with ASD are at high risk for physical abuse; in addition, when physical abuse occurs, these children may not report it. Therefore, pediatricians and other healthcare providers must maintain a high level of suspicion for the possibility of physical abuse when assessing children with ASD and must conduct regular, careful physical examinations.

Sexual abuse

Unlike many other children with intellectual disability, children with ASD are typically physically normal in appearance, without dysmorphic features. They may be beautiful children and, thus, may attract the interest of those who are sexually aroused by children. Children with ASD may lack ability to communicate inappropriate sexual contact to responsible authorities.

Thus, parents, teachers, health-care providers, and others must maintain a high level of suspicion for the possibility of sexual abuse when assessing children with ASD. On physical examination, external examination of genitalia is appropriate. If bruises and other evidence of trauma are present, then pelvic and rectal examinations may be indicated.

Examination of siblings

Siblings of children with ASD are at risk for developing traits of autism spectrum disorder and even a full-blown diagnosis of ASD. A tenth of the siblings of children with ASD meet the diagnostic criteria for ASD. An additional fifth of siblings of children with ASD have delayed development of language. [ 59 ] Screening should be performed not only for autism-related symptoms but also for language delays, learning difficulties, social problems, and anxiety or depressive symptoms. [ 3 ]  The American College of Medical Genetics and Genomics identified the risks of a siblings developing ASD as 4% if the proband is male, 7% if the proband is female, and greater than or equal to 30% if there are two or more affected children. [ 135 ]

[Guideline] Landa R. Bringing the early signs of autism spectrum disorder into focus. Youtube. Available at https://www.youtube.com/watch?v=YtvP5A5OHpU . 2013; Accessed: January 5, 2020.

Lord C, Elsabbagh M, Baird G, Veenstra-Vanderweele J. Autism spectrum disorder. Lancet . 2018 Aug 11. 392 (10146):508-520. [QxMD MEDLINE Link] .

[Guideline] Filipek PA, et al. Practice parameter: screening and diagnosis of autism: report of the Quality Standards Subcommittee of the American Academy of Neurology and the Child Neurology Society. Neurology 2000 Aug;55(4):468-79. Reaffirmed July 2010. [Full Text] .

Courchesne E, Carper R, Akshoomoff N. Evidence of brain overgrowth in the first year of life in autism. JAMA . 2003 Jul 16. 290(3):337-44. [QxMD MEDLINE Link] .

Aylward EH, Minshew NJ, Field K, Sparks BF, Singh N. Effects of age on brain volume and head circumference in autism. Neurology . 2002 Jul 23. 59(2):175-83. [QxMD MEDLINE Link] .

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-V) . 5th Edition. Washington, DC: American Psychiatric Association; 2013:

Johnson CP, Myers SM, American Academy of Pediatrics Council on Children With Disabilities. Identification and evaluation of children with autism spectrum disorders. Pediatrics . 2007 Nov. 120 (5):1183-215. [QxMD MEDLINE Link] .

Antshel KM, Polacek C, McMahon M, Dygert K, Spenceley L, Dygert L, et al. Comorbid ADHD and anxiety affect social skills group intervention treatment efficacy in children with autism spectrum disorders. J Dev Behav Pediatr . 2011 Jul-Aug. 32(6):439-46. [QxMD MEDLINE Link] .

Gates JA, Kang E, Lerner MD. Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clin Psychol Rev . 2017 Mar. 52:164-181. [QxMD MEDLINE Link] .

Marshall BL, Napolitano DA, McAdam DB, Dunleavy III JJ, Tessing JL, Varrell J. Venlafaxine and increased aggression in a female with autism. J Am Acad Child Adolesc Psychiatry . 2003 Apr. 42(4):383-4. [QxMD MEDLINE Link] .

Sharma SR, Gonda X, Tarazi FI. Autism Spectrum Disorder: Classification, diagnosis and therapy. Pharmacol Ther . 2018 Oct. 190:91-104. [QxMD MEDLINE Link] .

Teitelbaum P, Teitelbaum O, Nye J, Fryman J, Maurer RG. Movement analysis in infancy may be useful for early diagnosis of autism. Proc Natl Acad Sci U S A . 1998 Nov 10. 95(23):13982-7. [QxMD MEDLINE Link] . [Full Text] .

Brasic JR, Holland JA. Reliable classification of case-control studies of autistic disorder and obstetric complications. Journal of Developmental and Physical Disabilities . 2006;18:355-381:

Brasic JR, Holland JA. A qualitative and quantitative review of obstetric complications and autistic disorder. Journal of Developmental and Physical Disabilities . 2007;19:337-364:

Brasic JR, Holland JA, Alexander M. The increased likelihood of obstetric complications in autistic disorder [abstract]. Southern Medical Journal . 2003;96 (10 supplement):S34:

Fatemi SH, Earle J, Kanodia R, Kist D, Emamian ES, Patterson PH, et al. Prenatal viral infection leads to pyramidal cell atrophy and macrocephaly in adulthood: implications for genesis of autism and schizophrenia. Cell Mol Neurobiol . 2002 Feb. 22(1):25-33. [QxMD MEDLINE Link] .

Tick B, Bolton P, Happé F, Rutter M, Rijsdijk F. Heritability of autism spectrum disorders: a meta-analysis of twin studies. J Child Psychol Psychiatry . 2016 May. 57 (5):585-95. [QxMD MEDLINE Link] .

Ronemus M, Iossifov I, Levy D, Wigler M. The role of de novo mutations in the genetics of autism spectrum disorders. Nat Rev Genet . 2014 Feb. 15 (2):133-41. [QxMD MEDLINE Link] .

Lyall K, Croen L, Daniels J, Fallin MD, Ladd-Acosta C, Lee BK, et al. The Changing Epidemiology of Autism Spectrum Disorders. Annu Rev Public Health . 2017 Mar 20. 38:81-102. [QxMD MEDLINE Link] .

Zerbo O, Yoshida C, Gunderson EP, Dorward K, Croen LA. Interpregnancy Interval and Risk of Autism Spectrum Disorders. Pediatrics . 2015 Oct. 136 (4):651-7. [QxMD MEDLINE Link] .

Gutierrez GC, Smalley SL, Tanguay PE. Autism in tuberous sclerosis complex. J Autism Dev Disord . 1998 Apr. 28(2):97-103. [QxMD MEDLINE Link] .

Court finds no Vaccines-autism link. Hum Vaccin . 2010 May 14. 6(5): [QxMD MEDLINE Link] .

Brauser D. No Evidence Multiple Vaccines Raise Autism Risk, CDC Says. Medscape Medical News. Available at http://www.medscape.com/viewarticle/781670 . Accessed: April 3, 2013.

DeStefano F, Price CS, Weintraub ES. Increasing Exposure to Antibody-Stimulating Proteins and Polysaccharides in Vaccines Is Not Associated with Risk of Autism. J Peds . March 2013.

Hammer LD, Curry ES, Harlor AD, Laughlin JJ, Leeds AJ, Lessin HR, et al. Increasing immunization coverage. Pediatrics . 2010 Jun. 125(6):1295-304. [QxMD MEDLINE Link] .

Filipek PA, Accardo PJ, Ashwal S, Baranek GT, Cook EH Jr, Dawson G, et al. Practice parameter: screening and diagnosis of autism: report of the Quality Standards Subcommittee of the American Academy of Neurology and the Child Neurology Society. Neurology . 2000 Aug 22. 55(4):468-79. [QxMD MEDLINE Link] .

Courchesne E, Mouton PR, Calhoun ME, Semendeferi K, Ahrens-Barbeau C, Hallet MJ, et al. Neuron number and size in prefrontal cortex of children with autism. JAMA . 2011 Nov 9. 306(18):2001-10. [QxMD MEDLINE Link] .

Davenport L. Measuring thoughts' accurately detects autism. Medscape Medical News . December 3, 2014. [Full Text] .

Just MA, Cherkassky VL, Buchweitz A, Keller TA, Mitchell TM. Identifying autism from neural representations of social interactions: neurocognitive markers of autism. PLoS One . 2014. 9(12):e113879. [QxMD MEDLINE Link] . [Full Text] .

Hughes JR. Autism: the first firm finding = underconnectivity?. Epilepsy Behav . 2007 Aug. 11(1):20-4. [QxMD MEDLINE Link] .

Ecker C, Suckling J, Deoni SC, Lombardo MV, Bullmore ET, Baron-Cohen S, et al. Brain anatomy and its relationship to behavior in adults with autism spectrum disorder: a multicenter magnetic resonance imaging study. Arch Gen Psychiatry . 2012 Feb. 69(2):195-209. [QxMD MEDLINE Link] .

Brasic JR, Mohamed M. Human brain imaging of autism spectrum disorders. In: Seeman P, Madras B, Eds. Imaging of the Human Brain in Health and Disease. Neuroscience-Net, LLC, 2012. [Full Text] .

NIH press release. Disorganized cortical patches suggest prenatal origin of autism. Available at http://www.nih.gov/news/health/mar2014/nimh-27.htm . Accessed: April 1, 2014.

Stoner R, Chow ML, Boyle MP, Sunkin SM, Mouton PR, Roy S, et al. Patches of disorganization in the neocortex of children with autism. N Engl J Med . 2014 Mar 27. 370(13):1209-19. [QxMD MEDLINE Link] .

Carmody DP, Lewis M. Regional white matter development in children with autism spectrum disorders. Dev Psychobiol . 2010 Dec. 52(8):755-63. [QxMD MEDLINE Link] .

Cauda F, Geda E, Sacco K, D'Agata F, Duca S, Geminiani G, et al. Grey matter abnormality in autism spectrum disorder: an activation likelihood estimation meta-analysis study. J Neurol Neurosurg Psychiatry . 2011 Dec. 82(12):1304-13. [QxMD MEDLINE Link] .

Hwang BJ, Mohamed MA, Brašić JR. Molecular imaging of autism spectrum disorder. Int Rev Psychiatry . 2017 Dec. 29 (6):530-554. [QxMD MEDLINE Link] .

Puts NAJ, Wodka EL, Harris AD, Crocetti D, Tommerdahl M, Mostofsky SH, et al. Reduced GABA and altered somatosensory function in children with autism spectrum disorder. Autism Res . 2017 Apr. 10 (4):608-619. [QxMD MEDLINE Link] .

Robertson CE, Ratai EM, Kanwisher N. Reduced GABAergic Action in the Autistic Brain. Curr Biol . 2016 Jan 11. 26 (1):80-5. [QxMD MEDLINE Link] .

Brix MK, Ersland L, Hugdahl K, Grüner R, Posserud MB, Hammar Å, et al. "Brain MR spectroscopy in autism spectrum disorder-the GABA excitatory/inhibitory imbalance theory revisited". Front Hum Neurosci . 2015. 9:365. [QxMD MEDLINE Link] .

Ehlers S, Gillberg C, Wing L. A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. J Autism Dev Disord . 1999 Apr. 29 (2):129-41. [QxMD MEDLINE Link] .

Oblak AL, Gibbs TT, Blatt GJ. Decreased GABA(B) receptors in the cingulate cortex and fusiform gyrus in autism. J Neurochem . 2010 Sep 1. 114(5):1414-23. [QxMD MEDLINE Link] . [Full Text] .

Endres D, Tebartz van Elst L, Meyer SA, Feige B, Nickel K, Bubl A, et al. Glutathione metabolism in the prefrontal brain of adults with high-functioning autism spectrum disorder: an MRS study. Mol Autism . 2017. 8:10. [QxMD MEDLINE Link] .

Aoki Y, Kasai K, Yamasue H. Age-related change in brain metabolite abnormalities in autism: a meta-analysis of proton magnetic resonance spectroscopy studies. Transl Psychiatry . 2012 Jan 17. 2:e69. [QxMD MEDLINE Link] .

Corrigan NM, Shaw DW, Estes AM, Richards TL, Munson J, Friedman SD, et al. Atypical developmental patterns of brain chemistry in children with autism spectrum disorder. JAMA Psychiatry . 2013 Sep. 70 (9):964-74. [QxMD MEDLINE Link] .

Hardan AY, Fung LK, Frazier T, Berquist SW, Minshew NJ, Keshavan MS, et al. A proton spectroscopy study of white matter in children with autism. Prog Neuropsychopharmacol Biol Psychiatry . 2016 Apr 3. 66:48-53. [QxMD MEDLINE Link] .

Chugani DC. Neuroimaging and neurochemistry of autism. Pediatr Clin North Am . 2012 Feb. 59(1):63-73, x. [QxMD MEDLINE Link] .

Pennesi CM, Klein LC. Effectiveness of the gluten-free, casein-free diet for children diagnosed with autism spectrum disorder: based on parental report. Nutr Neurosci . 2012 Mar. 15(2):85-91. [QxMD MEDLINE Link] .

Alberti A, Pirrone P, Elia M, Waring RH, Romano C. Sulphation deficit in "low-functioning" autistic children: a pilot study. Biol Psychiatry . 1999 Aug 1. 46(3):420-4. [QxMD MEDLINE Link] .

James SJ, Melnyk S, Jernigan S, Cleves MA, Halsted CH, Wong DH, et al. Metabolic endophenotype and related genotypes are associated with oxidative stress in children with autism. Am J Med Genet B Neuropsychiatr Genet . 2006 Dec 5. 141B(8):947-56. [QxMD MEDLINE Link] . [Full Text] .

Oliveira G, Diogo L, Grazina M, Garcia P, Ataíde A, Marques C, et al. Mitochondrial dysfunction in autism spectrum disorders: a population-based study. Dev Med Child Neurol . 2005 Mar. 47(3):185-9. [QxMD MEDLINE Link] .

Filipek PA, Juranek J, Nguyen MT, Cummings C, Gargus JJ. Relative carnitine deficiency in autism. J Autism Dev Disord . 2004 Dec. 34(6):615-23. [QxMD MEDLINE Link] .

Giulivi C, Zhang YF, Omanska-Klusek A, Ross-Inta C, Wong S, Hertz-Picciotto I, et al. Mitochondrial dysfunction in autism. JAMA . 2010 Dec 1. 304 (21):2389-96. [QxMD MEDLINE Link] .

Celestino-Soper PB, Violante S, Crawford EL, Luo R, Lionel AC, et al. A common X-linked inborn error of carnitine biosynthesis may be a risk factor for nondysmorphic autism. Proc Natl Acad Sci U S A . 2012 May 22. 109 (21):7974-81. [QxMD MEDLINE Link] .

Saghazadeh A, Ataeinia B, Keynejad K, Abdolalizadeh A, Hirbod-Mobarakeh A, Rezaei N. Anti-inflammatory cytokines in autism spectrum disorders: A systematic review and meta-analysis. Cytokine . 2019 Nov. 123:154740. [QxMD MEDLINE Link] .

Dipasquale V, Cutrupi MC, Colavita L, Manti S, Cuppari C, Salpietro C. Neuroinflammation in Autism Spectrum Disorders: Role of High Mobility Group Box 1 Protein. IJMCM . Summer 2017. 6:148-155. [Full Text] .

Larsson HJ, Eaton WW, Madsen KM, Vestergaard M, Olesen AV, Agerbo E, et al. Risk factors for autism: perinatal factors, parental psychiatric history, and socioeconomic status. Am J Epidemiol . 2005 May 15. 161(10):916-25; discussion 926-8. [QxMD MEDLINE Link] .

Lawler CP, Croen LA, Grether JK, Van de Water J. Identifying environmental contributions to autism: provocative clues and false leads. Ment Retard Dev Disabil Res Rev . 2004. 10(4):292-302. [QxMD MEDLINE Link] .

Constantino JN, Zhang Y, Frazier T, Abbacchi AM, Law P. Sibling recurrence and the genetic epidemiology of autism. Am J Psychiatry . 2010 Nov. 167(11):1349-56. [QxMD MEDLINE Link] . [Full Text] .

Wang C, Geng H, Liu W, Zhang G. Prenatal, perinatal, and postnatal factors associated with autism: A meta-analysis. Medicine (Baltimore) . 2017 May. 96 (18):e6696. [QxMD MEDLINE Link] .

Glasson EJ, Bower C, Petterson B, de Klerk N, Chaney G, Hallmayer JF. Perinatal factors and the development of autism: a population study. Arch Gen Psychiatry . 2004 Jun. 61(6):618-27. [QxMD MEDLINE Link] .

Hughes S. Prenatal Valproate Exposure Linked to Autism. Medscape Medical News. Available at http://www.medscape.com/viewarticle/803034 . Accessed: May 2, 2013.

Christensen J, Grønborg TK, Sørensen MJ, Schendel D, Parner ET, Pedersen LH, et al. Prenatal valproate exposure and risk of autism spectrum disorders and childhood autism. JAMA . 2013 Apr 24. 309(16):1696-703. [QxMD MEDLINE Link] .

Croen LA, Grether JK, Yoshida CK, Odouli R, Hendrick V. Antidepressant use during pregnancy and childhood autism spectrum disorders. Arch Gen Psychiatry . 2011 Nov. 68(11):1104-12. [QxMD MEDLINE Link] .

Andrade C. Antidepressant Exposure During Pregnancy and Risk of Autism in the Offspring, 1: Meta-Review of Meta-Analyses. J Clin Psychiatry . 2017 Sep/Oct. 78 (8):e1047-e1051. [QxMD MEDLINE Link] .

Brooks M. Autism Risk Linked to Maternal Thyroid Dysfunction. Available at http://www.medscape.com/viewarticle/809718 . Accessed: August 27, 2013.

Román GC, Ghassabian A, Bongers-Schokking JJ, Jaddoe VW, Hofman A, de Rijke YB, et al. Association of gestational maternal hypothyroxinemia and increased autism risk. Ann Neurol . 2013 Aug 13. [QxMD MEDLINE Link] .

Ozonoff S, Young GS, Carter A, Messinger D, Yirmiya N, Zwaigenbaum L, et al. Recurrence risk for autism spectrum disorders: a Baby Siblings Research Consortium study. Pediatrics . 2011 Sep. 128(3):e488-95. [QxMD MEDLINE Link] . [Full Text] .

Abrahams BS, Geschwind DH. Connecting genes to brain in the autism spectrum disorders. Arch Neurol . 2010 Apr. 67(4):395-9. [QxMD MEDLINE Link] .

Abrahams BS, Geschwind DH. Advances in autism genetics: on the threshold of a new neurobiology. Nat Rev Genet . 2008 May. 9(5):341-55. [QxMD MEDLINE Link] . [Full Text] .

Hallmayer J, Cleveland S, Torres A, Phillips J, Cohen B, Torigoe T, et al. Genetic heritability and shared environmental factors among twin pairs with autism. Arch Gen Psychiatry . 2011 Nov. 68(11):1095-102. [QxMD MEDLINE Link] .

Gillberg C, Cederlund M. Asperger syndrome: familial and pre- and perinatal factors. J Autism Dev Disord . 2005 Apr. 35(2):159-66. [QxMD MEDLINE Link] .

Merritt JL 2nd, Jalal SM, Barbaresi WJ, Babovic-Vuksanovic D. 14q32.3 deletion syndrome with autism. Am J Med Genet A . 2005 Feb 15. 133A(1):99-100. [QxMD MEDLINE Link] .

Liu XQ, Georgiades S, Duku E, Thompson A, Devlin B, Cook EH, et al. Identification of genetic loci underlying the phenotypic constructs of autism spectrum disorders. J Am Acad Child Adolesc Psychiatry . 2011 Jul. 50(7):687-696.e13. [QxMD MEDLINE Link] .

Jorde LB, Hasstedt SJ, Ritvo ER, Mason-Brothers A, Freeman BJ, Pingree C, et al. Complex segregation analysis of autism. Am J Hum Genet . 1991 Nov. 49(5):932-8. [QxMD MEDLINE Link] . [Full Text] .

Schaefer GB, Lutz RE. Diagnostic yield in the clinical genetic evaluation of autism spectrum disorders. Genet Med . 2006 Sep. 8(9):549-56. [QxMD MEDLINE Link] .

Durand CM, Betancur C, Boeckers TM, Bockmann J, Chaste P, Fauchereau F, et al. Mutations in the gene encoding the synaptic scaffolding protein SHANK3 are associated with autism spectrum disorders. Nat Genet . 2007 Jan. 39(1):25-7. [QxMD MEDLINE Link] . [Full Text] .

Monteiro P, Feng G. SHANK proteins: roles at the synapse and in autism spectrum disorder. Nat Rev Neurosci . 2017 Mar. 18 (3):147-157. [QxMD MEDLINE Link] .

Garber KB, Visootsak J, Warren ST. Fragile X syndrome. Eur J Hum Genet . 2008 Jun. 16(6):666-72. [QxMD MEDLINE Link] .

Nakamoto M, Nalavadi V, Epstein MP, Narayanan U, Bassell GJ, Warren ST. Fragile X mental retardation protein deficiency leads to excessive mGluR5-dependent internalization of AMPA receptors. Proc Natl Acad Sci U S A . 2007 Sep 25. 104(39):15537-42. [QxMD MEDLINE Link] . [Full Text] .

Curatolo P, Porfirio MC, Benedetti S, Giana G, Manzi B. [Autismo.]. Minerva Pediatr . 2008/10;60(5):846-848:

Curatolo P, Bombardieri R, Jozwiak S. Tuberous sclerosis. Lancet . 2008 Aug 23. 372(9639):657-68. [QxMD MEDLINE Link] .

Roberts EM, English PB, Grether JK, Windham GC, Somberg L, Wolff C. Maternal residence near agricultural pesticide applications and autism spectrum disorders among children in the California Central Valley. Environ Health Perspect . 2007 Oct. 115(10):1482-9. [QxMD MEDLINE Link] . [Full Text] .

Samson K. CDC-backed study suggests possible link between autistic disorders, maternal perticide exposure in California. Neurology Today . September 2007;7:7:

Hackethal V. More Evidence Links Autism to Air Pollution. Medscape Medical News. Available at http://www.medscape.com/viewarticle/833653 . Accessed: October 24, 2014.

Evelyn Talbott, Lynne Marshall, Judith Rager, Vincent Arena, Ravi Sharma. The Association of National Air Toxics Assessment Exposures and the Risk of Childhood Autism Spectrum Disorder: A Case Control Study. American Association for Aerosol Research. Available at http://aaarabstracts.com/2014/viewabstract.php?pid=599 . Accessed: October 24, 2014.

Modabbernia A, Velthorst E, Reichenberg A. Environmental risk factors for autism: an evidence-based review of systematic reviews and meta-analyses. Mol Autism . 2017. 8:13. [QxMD MEDLINE Link] .

Sandin S, Hultman CM, Kolevzon A, Gross R, MacCabe JH, Reichenberg A. Advancing maternal age is associated with increasing risk for autism: a review and meta-analysis. J Am Acad Child Adolesc Psychiatry . 2012 May. 51(5):477-486.e1. [QxMD MEDLINE Link] .

Hultman CM, Sandin S, Levine SZ, Lichtenstein P, Reichenberg A. Advancing paternal age and risk of autism: new evidence from a population-based study and a meta-analysis of epidemiological studies. Mol Psychiatry . 2011 Dec. 16(12):1203-12. [QxMD MEDLINE Link] .

Rapin I, Tuchman RF. What is new in autism?. Curr Opin Neurol . 2008 Apr. 21(2):143-9. [QxMD MEDLINE Link] .

Honda H, Shimizu Y, Rutter M. No effect of MMR withdrawal on the incidence of autism: a total population study. J Child Psychol Psychiatry . 2005 Jun. 46(6):572-9. [QxMD MEDLINE Link] .

Taylor B, Miller E, Farrington CP, Petropoulos MC, Favot-Mayaud I, Li J, et al. Autism and measles, mumps, and rubella vaccine: no epidemiological evidence for a causal association. Lancet . 1999 Jun 12. 353(9169):2026-9. [QxMD MEDLINE Link] .

Thompson WW, Price C, Goodson B, Shay DK, Benson P, Hinrichsen VL, et al. Early thimerosal exposure and neuropsychological outcomes at 7 to 10 years. N Engl J Med . 2007 Sep 27. 357(13):1281-92. [QxMD MEDLINE Link] .

Retraction--Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. Lancet . 2010 Feb 6. 375(9713):445. [QxMD MEDLINE Link] .

Dobbs M. What the autism studies show isn't reflected in what the candidates say. The Washington Post . April 22, 2008;A: A8:

Blaxill MF. What's going on? The question of time trends in autism. Public Health Rep . 2004 Nov-Dec. 119(6):536-51. [QxMD MEDLINE Link] . [Full Text] .

Newschaffer CJ, Falb MD, Gurney JG. National autism prevalence trends from United States special education data. Pediatrics . 2005 Mar. 115(3):e277-82. [QxMD MEDLINE Link] .

Maenner MJ, Shaw KA, Bakian AV, et al. Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2018. MMWR Surveill Summ . 2021 Dec 3. 70 (11):1-16. [QxMD MEDLINE Link] .

Baio J, Wiggins L, Christensen DL, et al. Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. MMWR Surveill Summ . 2018 Apr 27. 67 (6):1-23. [QxMD MEDLINE Link] .

Kogan M, Vladutiu C, Schieve L, et al. The Prevalence of Parent-Reported Autism Spectrum Disorder Among US Children. Pediatrics . Nov 2018.

Blumberg SJ, Bramlett MD, Kogan MD, Schieve LA, Jones JR, Lu MC. Changes in prevalence of parent-reported autism spectrum disorder in school-aged U.S. children: 2007 to 2011-2012. Natl Health Stat Report . 2013 Mar 20. 1-11, 1 p following 11. [QxMD MEDLINE Link] .

Baxter AJ, Brugha TS, Erskine HE, Scheurer RW, Vos T, Scott JG. The epidemiology and global burden of autism spectrum disorders. Psychol Med . 2015 Feb. 45 (3):601-13. [QxMD MEDLINE Link] .

Kim YS, Leventhal BL, Koh YJ, Fombonne E, Laska E, Lim EC, et al. Prevalence of autism spectrum disorders in a total population sample. Am J Psychiatry . 2011 Sep. 168(9):904-12. [QxMD MEDLINE Link] .

Kurita H. [Current status of autism studies]. Seishin Shinkeigaku Zasshi . 2001. 103(1):64-75. [QxMD MEDLINE Link] .

Bailey A, Bolton P, Butler L, Le Couteur A, Murphy M, Scott S, et al. Prevalence of the fragile X anomaly amongst autistic twins and singletons. J Child Psychol Psychiatry . 1993 Jul. 34(5):673-88. [QxMD MEDLINE Link] .

Chudley AE, Hagerman RJ. Fragile X syndrome. J Pediatr . 1987 Jun. 110(6):821-31. [QxMD MEDLINE Link] .

Cohen IL, Sudhalter V, Pfadt A, Jenkins EC, Brown WT, Vietze PM. Why are autism and the fragile-X syndrome associated? Conceptual and methodological issues. Am J Hum Genet . 1991 Feb. 48(2):195-202. [QxMD MEDLINE Link] . [Full Text] .

Einfeld SL. Autism and the fragile X syndrome. Am J Med Genet . 1988 May-Jun. 30(1-2):237-8. [QxMD MEDLINE Link] .

Fisch GS, Cohen IL, Jenkins EC, Brown WT. Screening developmentally disabled male populations for fragile X: the effect of sample size. Am J Med Genet . 1988 May-Jun. 30(1-2):655-63. [QxMD MEDLINE Link] .

Reiss AL, Freund L. Fragile X syndrome, DSM-III-R, and autism. J Am Acad Child Adolesc Psychiatry . 1990 Nov. 29(6):885-91. [QxMD MEDLINE Link] .

Wang LW, Tancredi DJ, Thomas DW. The prevalence of gastrointestinal problems in children across the United States with autism spectrum disorders from families with multiple affected members. J Dev Behav Pediatr . 2011 Jun. 32(5):351-60. [QxMD MEDLINE Link] .

Crawley JN, Heyer WD, LaSalle JM. Autism and Cancer Share Risk Genes, Pathways, and Drug Targets. Trends Genet . 2016 Mar. 32 (3):139-146. [QxMD MEDLINE Link] .

Craig F, Savino R, Trabacca A. A systematic review of comorbidity between cerebral palsy, autism spectrum disorders and Attention Deficit Hyperactivity Disorder. Eur J Paediatr Neurol . 2019 Jan. 23 (1):31-42. [QxMD MEDLINE Link] .

Miano S, Ferri R. Epidemiology and management of insomnia in children with autistic spectrum disorders. Paediatr Drugs . 2010 Apr 1. 12 (2):75-84. [QxMD MEDLINE Link] .

Lukmanji S, Manji SA, Kadhim S, Sauro KM, Wirrell EC, Kwon CS, et al. The co-occurrence of epilepsy and autism: A systematic review. Epilepsy Behav . 2019 Sep. 98 (Pt A):238-248. [QxMD MEDLINE Link] .

Larson FV, Wagner AP, Jones PB, Tantam D, Lai MC, Baron-Cohen S, et al. Psychosis in autism: comparison of the features of both conditions in a dually affected cohort. Br J Psychiatry . 2017 Apr. 210 (4):269-275. [QxMD MEDLINE Link] .

Magnuson KM, Constantino JN. Characterization of depression in children with autism spectrum disorders. J Dev Behav Pediatr . 2011 May. 32 (4):332-40. [QxMD MEDLINE Link] .

Vasa RA, Mazurek MO, Mahajan R, Bennett AE, Bernal MP, Nozzolillo AA, et al. Assessment and Treatment of Anxiety in Youth With Autism Spectrum Disorders. Pediatrics . 2016 Feb. 137 Suppl 2:S115-23. [QxMD MEDLINE Link] .

Vasa RA, Mazurek MO. An update on anxiety in youth with autism spectrum disorders. Curr Opin Psychiatry . 2015 Mar. 28 (2):83-90. [QxMD MEDLINE Link] .

Vasa RA, Carroll LM, Nozzolillo AA, Mahajan R, Mazurek MO, Bennett AE, et al. A systematic review of treatments for anxiety in youth with autism spectrum disorders. J Autism Dev Disord . 2014 Dec. 44 (12):3215-29. [QxMD MEDLINE Link] .

Mahoney A, Poling A. Sexual Abuse Prevention for People with Severe Developmental Disabilities. J of Developmental and Physical Disabilities . May 2011;23(4):369-76:

Anderson C, Law JK, Daniels A, Rice C, Mandell DS, Hagopian L, et al. Occurrence and family impact of elopement in children with autism spectrum disorders. Pediatrics . 2012 Nov. 130(5):870-7. [QxMD MEDLINE Link] .

Baron-Cohen S, Allen J, Gillberg C. Can autism be detected at 18 months? The needle, the haystack, and the CHAT. Br J Psychiatry . Dec 1992;161:839-43: [QxMD MEDLINE Link] .

Baron-Cohen S, Cox A, Baird G, Swettenham J, Nightingale N, Morgan K, et al. Psychological markers in the detection of autism in infancy in a large population. Br J Psychiatry . 1996 Feb. 168(2):158-63. [QxMD MEDLINE Link] .

Lord C, Rutter M, Le Couteur A. Autism Diagnostic Interview-Revised: a revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. J Autism Dev Disord . 1994 Oct. 24(5):659-85. [QxMD MEDLINE Link] .

Liptak GS, Kennedy JA, Dosa NP. Social Participation in a Nationally Representative Sample of Older Youth and Young Adults With Autism. J Dev Behav Pediatr . 2011 Apr 15. [QxMD MEDLINE Link] .

[Guideline] Landa R. Early signs of autism spectrum disorder. YouTube. Available at https://www.youtube.com/watch?v=YtvP5A5OHpU . 2013; Accessed: December 14, 2019.

Allison C, Auyeung B, Baron-Cohen S. Toward brief "Red Flags" for autism screening: The Short Autism Spectrum Quotient and the Short Quantitative Checklist for Autism in toddlers in 1,000 cases and 3,000 controls [corrected]. J Am Acad Child Adolesc Psychiatry . 2012 Feb. 51(2):202-212.e7. [QxMD MEDLINE Link] .

Allison C, Baron-Cohen S, Wheelwright S, Charman T, Richler J, Pasco G, et al. The Q-CHAT (Quantitative CHecklist for Autism in Toddlers): a normally distributed quantitative measure of autistic traits at 18-24 months of age: preliminary report. J Autism Dev Disord . 2008 Sep. 38(8):1414-25. [QxMD MEDLINE Link] .

Auyeung B, Baron-Cohen S, Wheelwright S, Allison C. The Autism Spectrum Quotient: Children's Version (AQ-Child). J Autism Dev Disord . 2008 Aug. 38(7):1230-40. [QxMD MEDLINE Link] .

Baron-Cohen S, Hoekstra RA, Knickmeyer R, Wheelwright S. The Autism-Spectrum Quotient (AQ)--adolescent version. J Autism Dev Disord . 2006 Apr. 36(3):343-50. [QxMD MEDLINE Link] .

Baron-Cohen S, Wheelwright S, Skinner R, Martin J, Clubley E. The autism-spectrum quotient (AQ): evidence from Asperger syndrome/high-functioning autism, males and females, scientists and mathematicians. J Autism Dev Disord . 2001 Feb. 31(1):5-17. [QxMD MEDLINE Link] .

Demetriou EA, Lampit A, Quintana DS, Naismith SL, Song YJC, Pye JE, et al. Autism spectrum disorders: a meta-analysis of executive function. Mol Psychiatry . 2018 May. 23 (5):1198-1204. [QxMD MEDLINE Link] .

Fombonne E, Rogé B, Claverie J, Courty S, Frémolle J. Microcephaly and macrocephaly in autism. J Autism Dev Disord . 1999 Apr. 29(2):113-9. [QxMD MEDLINE Link] .

Schaefer GB, Mendelsohn NJ, Professional Practice and Guidelines Committee. Clinical genetics evaluation in identifying the etiology of autism spectrum disorders: 2013 guideline revisions. Genet Med . 2013 May. 15 (5):399-407. [QxMD MEDLINE Link] .

[Guideline] World Health Organization. International Statistical Classification of Diseases and Related Health Problems 10th Revision . 10. Geneva, Switzerland: World Heatlh Organization; 2016. [Full Text] .

Canal-Bedia R, García-Primo P, Martín-Cilleros MV, Santos-Borbujo J, Guisuraga-Fernández Z, Herráez-García L, et al. Modified checklist for autism in toddlers: cross-cultural adaptation and validation in Spain. J Autism Dev Disord . 2011 Oct. 41(10):1342-51. [QxMD MEDLINE Link] .

[Guideline] Cincinnati Children's Hospital Medical Center. Best evidence statement (BESt). Use of motor and self-care assessment tools for children with autism spectrum disorder (ASD). 2009 Jul. [Full Text] .

Cincinnati Children's Hospital Medical Center. Best evidence statement (BESt). Use of sensory assessment tools with children diagnosed with autism spectrum disorder (ASD). 2009 Mar. [Full Text] .

[Guideline] New York State Department of Health, Division of Family Health, Bureau of Early Intervention. Clinical Practice Guideline: Quick Reference Guide. Autism/Pervasive Developmental Disorders, Assessment and Intervention for Young Children (Age 0-3 Years). Reprinted 2009. [Full Text] .

Lord C, Petkova E, Hus V, Gan W, Lu F, Martin DM, et al. A multisite study of the clinical diagnosis of different autism spectrum disorders. Arch Gen Psychiatry . 2012 Mar. 69(3):306-13. [QxMD MEDLINE Link] .

Sahota PK, Miles JH, Wang CH. Sleep disorders in children with autism. Neurology . 1997;48 (3):A258:

Hashimoto T, Tayama M, Miyazaki M, Murakawa K, Shimakawa S, Yoneda Y, et al. Brainstem involvement in high functioning autistic children. Acta Neurol Scand . 1993 Aug. 88(2):123-8. [QxMD MEDLINE Link] .

Hashimoto T, Tayama M, Murakawa K, Yoshimoto T, Miyazaki M, Harada M, et al. Development of the brainstem and cerebellum in autistic patients. J Autism Dev Disord . 1995 Feb. 25(1):1-18. [QxMD MEDLINE Link] .

Filipek PA. Quantitative magnetic resonance imaging in autism: the cerebellar vermis. Curr Opin Neurol . 1995 Apr. 8(2):134-8. [QxMD MEDLINE Link] .

Via E, Radua J, Cardoner N, Happé F, Mataix-Cols D. Meta-analysis of gray matter abnormalities in autism spectrum disorder: should Asperger disorder be subsumed under a broader umbrella of autistic spectrum disorder?. Arch Gen Psychiatry . 2011 Apr. 68(4):409-18. [QxMD MEDLINE Link] .

Eyler LT, Pierce K, Courchesne E. A failure of left temporal cortex to specialize for language is an early emerging and fundamental property of autism. Brain . 2012 Mar. 135:949-60. [QxMD MEDLINE Link] . [Full Text] .

Sundaram SK, Kumar A, Makki MI, Behen ME, Chugani HT, Chugani DC. Diffusion tensor imaging of frontal lobe in autism spectrum disorder. Cereb Cortex . 2008 Nov. 18(11):2659-65. [QxMD MEDLINE Link] . [Full Text] .

Barnea-Goraly N, Lotspeich LJ, Reiss AL. Similar white matter aberrations in children with autism and their unaffected siblings: a diffusion tensor imaging study using tract-based spatial statistics. Arch Gen Psychiatry . 2010 Oct. 67(10):1052-60. [QxMD MEDLINE Link] .

Jou RJ, Mateljevic N, Kaiser MD, Sugrue DR, Volkmar FR, Pelphrey KA. Structural neural phenotype of autism: preliminary evidence from a diffusion tensor imaging study using tract-based spatial statistics. AJNR Am J Neuroradiol . 2011 Oct. 32(9):1607-13. [QxMD MEDLINE Link] .

Zürcher NR, Bhanot A, McDougle CJ, Hooker JM. A systematic review of molecular imaging (PET and SPECT) in autism spectrum disorder: current state and future research opportunities. Neurosci Biobehav Rev . 2015 May. 52:56-73. [QxMD MEDLINE Link] .

Heh CW, Smith R, Wu J, Hazlett E, Russell A, Asarnow R, et al. Positron emission tomography of the cerebellum in autism. Am J Psychiatry . 1989 Feb. 146(2):242-5. [QxMD MEDLINE Link] .

Syed AB, Brasic JR. Nuclear neurotransmitter molecular imaging of autism spectrum disorder. AIMS Molecular Science . 2019. 6:87-106. [Full Text] .

Fatemi SH, Wong DF, Brašić JR, Kuwabara H, Mathur A, Folsom TD, et al. Metabotropic glutamate receptor 5 tracer [ 18 F]-FPEB displays increased binding potential in postcentral gyrus and cerebellum of male individuals with autism: a pilot PET study. Cerebellum Ataxias . 2018. 5:3. [QxMD MEDLINE Link] .

Chiron C, Leboyer M, Leon F, Jambaqué I, Nuttin C, Syrota A. SPECT of the brain in childhood autism: evidence for a lack of normal hemispheric asymmetry. Dev Med Child Neurol . 1995 Oct. 37(10):849-60. [QxMD MEDLINE Link] .

Malow BA. Sleep deprivation and epilepsy. Epilepsy Curr . 2004 Sep-Oct. 4(5):193-5. [QxMD MEDLINE Link] . [Full Text] .

[Guideline] Hyman SL, Levy SE, Myers SM, et al. Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. Pediatrics . 2019. e20193447. [Full Text] .

French L, Kennedy EMM. Annual Research Review: Early intervention for infants and young children with, or at-risk of, autism spectrum disorder: a systematic review. J Child Psychol Psychiatry . 2018 Apr. 59 (4):444-456. [QxMD MEDLINE Link] .

Zwaigenbaum L, Penner M. Autism spectrum disorder: advances in diagnosis and evaluation. BMJ . 2018 May 21. 361:k1674. [QxMD MEDLINE Link] .

McGuire K, Erickson C, Gabriels RL, Kaplan D, Mazefsky C, McGonigle J, et al. Psychiatric Hospitalization of Children With Autism or Intellectual Disability: Consensus Statements on Best Practices. J Am Acad Child Adolesc Psychiatry . 2015 Dec. 54 (12):969-71. [QxMD MEDLINE Link] .

[Guideline] Luiselli JK, Bass JD, Whitcomb SA. Teaching applied behavior analysis knowledge competencies to direct-care service providers: outcome assessment and social validation of a training program. Behav Modif . 2010 Sep. 34(5):403-14. [QxMD MEDLINE Link] .

[Guideline] Carr JE, Fox EJ. Using video technology to disseminate behavioral procedures: a review of Functional Analysis: a Guide for Understanding Challenging Behavior (DVD). J Appl Behav Anal . 2009 Winter. 42(4):919-23. [QxMD MEDLINE Link] . [Full Text] .

Ganz JB, Davis JL, Lund EM, Goodwyn FD, Simpson RL. Meta-analysis of PECS with individuals with ASD: investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Res Dev Disabil . 2012 Mar-Apr. 33(2):406-18. [QxMD MEDLINE Link] .

Dawson G, Rogers S, Munson J, Smith M, Winter J, Greenson J, et al. Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics . 2010 Jan. 125(1):e17-23. [QxMD MEDLINE Link] .

Rogers SJ, Estes A, Lord C, Vismara L, Winter J, Fitzpatrick A, et al. Effects of a Brief Early Start Denver Model (ESDM)-Based Parent Intervention on Toddlers at Risk for Autism Spectrum Disorders: A Randomized Controlled Trial. J Am Acad Child Adolesc Psychiatry . 2012 Oct. 51(10):1052-65. [QxMD MEDLINE Link] . [Full Text] .

Spain, D., Sin, J., Harwood, L., et al. Cognitive behaviour therapy for social anxiety in autism spectrum disorder: a systematic review. Advances in Autism . Jan 3 2017. 3(1):34-46.

Spain D, Sin J, Paliokosta E, Furuta M, Prunty JE, Chalder T, et al. Family therapy for autism spectrum disorders. Cochrane Database Syst Rev . 2017 May 16. 5:CD011894. [QxMD MEDLINE Link] .

Rodrigues JM, Mestre M, Fredes LI. Qigong in the treatment of children with autism spectrum disorder: A systematic review. J Integr Med . 2019 Jul. 17 (4):250-260. [QxMD MEDLINE Link] .

Rodrigues JMSM, Mestre MICP, Matos LC, Machado JP. Effects of taijiquan and qigong practice over behavioural disorders in school-age children: A pilot study. J Bodyw Mov Ther . 2019 Jan. 23 (1):11-15. [QxMD MEDLINE Link] .

Brooks M. GI Troubles Common, Linked to Negative Behaviors in Autism. Medscape Medical News. Available at http://www.medscape.com/viewarticle/814364. . Accessed: November 26, 2013.

Chaidez V, Hansen RL, Hertz-Picciotto I. Gastrointestinal Problems in Children with Autism, Developmental Delays or Typical Development. J Autism Dev Disord . 2013 Nov 6. [QxMD MEDLINE Link] .

Mousain-Bosc M, Roche M, Polge A, Pradal-Prat D, Rapin J, Bali JP. Improvement of neurobehavioral disorders in children supplemented with magnesium-vitamin B6. II. Pervasive developmental disorder-autism. Magnes Res . 2006 Mar. 19(1):53-62. [QxMD MEDLINE Link] .

Adams JB, Audhya T, McDonough-Means S, Rubin RA, Quig D, Geis E, et al. Effect of a vitamin/mineral supplement on children and adults with autism. BMC Pediatr . 2011 Dec 12. 11:111. [QxMD MEDLINE Link] . [Full Text] .

Serra D, Almeida LM, Dinis TCP. Polyphenols as food bioactive compounds in the context of Autism Spectrum Disorders: A critical mini-review. Neurosci Biobehav Rev . 2019 Jul. 102:290-298. [QxMD MEDLINE Link] .

Oswald DP, Sonenklar NA. Medication use among children with autism spectrum disorders. J Child Adolesc Psychopharmacol . 2007 Jun. 17(3):348-55. [QxMD MEDLINE Link] .

Spencer D, Marshall J, Post B, Kulakodlu M, Newschaffer C, Dennen T, et al. Psychotropic medication use and polypharmacy in children with autism spectrum disorders. Pediatrics . 2013 Nov. 132(5):833-40. [QxMD MEDLINE Link] .

Brauser D. Psychotropics Still Commonly Prescribed for Autism. Medscape [serial online]. Available at http://www.medscape.com/viewarticle/812982 . Accessed: November 2, 2013.

McPheeters ML, Warren Z, Sathe N, Bruzek JL, Krishnaswami S, Jerome RN, et al. A systematic review of medical treatments for children with autism spectrum disorders. Pediatrics . 2011 May. 127(5):e1312-21. [QxMD MEDLINE Link] .

McDougle CJ, Kem DL, Posey DJ. Case series: use of ziprasidone for maladaptive symptoms in youths with autism. J Am Acad Child Adolesc Psychiatry . 2002 Aug. 41(8):921-7. [QxMD MEDLINE Link] .

Hollander E, Phillips A, Chaplin W, Zagursky K, Novotny S, Wasserman S, et al. A placebo controlled crossover trial of liquid fluoxetine on repetitive behaviors in childhood and adolescent autism. Neuropsychopharmacology . 2005 Mar. 30(3):582-9. [QxMD MEDLINE Link] .

Owley T, Walton L, Salt J, Guter SJ Jr, Winnega M, Leventhal BL, et al. An open-label trial of escitalopram in pervasive developmental disorders. J Am Acad Child Adolesc Psychiatry . 2005 Apr. 44(4):343-8. [QxMD MEDLINE Link] .

Namerow LB, Thomas P, Bostic JQ, Prince J, Monuteaux MC. Use of citalopram in pervasive developmental disorders. J Dev Behav Pediatr . 2003 Apr. 24(2):104-8. [QxMD MEDLINE Link] .

Couturier JL, Nicolson R. A retrospective assessment of citalopram in children and adolescents with pervasive developmental disorders. J Child Adolesc Psychopharmacol . 2002 Fall. 12(3):243-8. [QxMD MEDLINE Link] .

King BH, Hollander E, Sikich L, McCracken JT, Scahill L, Bregman JD, et al. Lack of efficacy of citalopram in children with autism spectrum disorders and high levels of repetitive behavior: citalopram ineffective in children with autism. Arch Gen Psychiatry . 2009 Jun. 66(6):583-90. [QxMD MEDLINE Link] .

Brasic JR, Zagzag D, Kowalik S, Prichep L, John ER, Barnett JY, et al. Clinical manifestations of progressive catatonia. Ger J Psychiatr . 2000. 3 (2):13-24. [Full Text] .

Brasic JR, Zagzag D, Kowalik S, Prichep L, John ER, Liang HG, et al. Progressive catatonia. Psychol Rep . 1999. 84 (1):239-46.

Kem DL, Posey DJ, McDougle CJ. Priapism associated with trazodone in an adolescent with autism. J Am Acad Child Adolesc Psychiatry . 2002 Jul. 41(7):758. [QxMD MEDLINE Link] .

[Guideline] American Academy of Pediatrics. Management of Children With Autism Spectrum Disorder. Pediatrics. 2007 Nov;120(5):1183-1215. Available at http://pediatrics.aappublications.org/content/120/5/1162.full .

Barahona-Corrêa JB, Velosa A, Chainho A, Lopes R, Oliveira-Maia AJ. Repetitive Transcranial Magnetic Stimulation for Treatment of Autism Spectrum Disorder: A Systematic Review and Meta-Analysis. Front Integr Neurosci . 2018. 12:27. [QxMD MEDLINE Link] .

Rossignol DA. Hyperbaric oxygen therapy might improve certain pathophysiological findings in autism. Med Hypotheses . 2007. 68(6):1208-27. [QxMD MEDLINE Link] .

Rossignol DA, Rossignol LW. Hyperbaric oxygen therapy may improve symptoms in autistic children. Med Hypotheses . 2006. 67(2):216-28. [QxMD MEDLINE Link] .

Rossignol DA, Rossignol LW, James SJ, Melnyk S, Mumper E. The effects of hyperbaric oxygen therapy on oxidative stress, inflammation, and symptoms in children with autism: an open-label pilot study. BMC Pediatr . 2007 Nov 16. 7:36. [QxMD MEDLINE Link] . [Full Text] .

Krishnaswami S, McPheeters ML, Veenstra-Vanderweele J. A systematic review of secretin for children with autism spectrum disorders. Pediatrics . 2011 May. 127(5):e1322-5. [QxMD MEDLINE Link] . [Full Text] .

Williams K, Wray JA, Wheeler DM. Intravenous secretin for autism spectrum disorders (ASD). Cochrane Database Syst Rev . 2012 Apr 18. 4:CD003495. [QxMD MEDLINE Link] .

Cassels C. Oxytocin 'Normalizes' Social Deficits in Kids With Autism. Medscape Medical News. Available at http://www.medscape.com/viewarticle/817552 . Accessed: December 16, 2013.

Gordon I, Vander Wyk BC, Bennett RH, Cordeaux C, Lucas MV, Eilbott JA, et al. Oxytocin enhances brain function in children with autism. Proc Natl Acad Sci U S A . 2013 Dec 2. [QxMD MEDLINE Link] .

Brauser D. New Practice Guidelines for Autism. Medscape Medical News. Available at http://www.medscape.com/viewarticle/819935 . Accessed: February 4, 2014.

Volkmar F, Siegel M, Woodbury-Smith M, King B, McCracken J, State M. Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. J Am Acad Child Adolesc Psychiatry . 2014 Feb. 53(2):237-57. [QxMD MEDLINE Link] .

Wink LK, Pedapati EV, Horn PS, McDougle CJ, Erickson CA. Multiple Antipsychotic Medication Use in Autism Spectrum Disorder. J Child Adolesc Psychopharmacol . 2017 Feb. 27 (1):91-94. [QxMD MEDLINE Link] .

Barbaresi WJ, Katusic SK, Colligan RC, Weaver AL, Jacobsen SJ. The incidence of autism in Olmsted County, Minnesota, 1976-1997: results from a population-based study. Arch Pediatr Adolesc Med . 2005 Jan. 159(1):37-44. [QxMD MEDLINE Link] .

Rutter M. Aetiology of autism: findings and questions. J Intellect Disabil Res . 2005 Apr. 49:231-8. [QxMD MEDLINE Link] .

Rutter M. Incidence of autism spectrum disorders: changes over time and their meaning. Acta Paediatr . 2005 Jan. 94(1):2-15. [QxMD MEDLINE Link] .

Lee MS, Kim JI, Ernst E. Massage therapy for children with autism spectrum disorders: a systematic review. J Clin Psychiatry . 2011 Mar. 72(3):406-11. [QxMD MEDLINE Link] .

Dawson G, Jones EJ, Merkle K, Venema K, Lowy R, Faja S, et al. Early behavioral intervention is associated with normalized brain activity in young children with autism. J Am Acad Child Adolesc Psychiatry . 2012 Nov. 51(11):1150-9. [QxMD MEDLINE Link] .

Celexa (citalopram hydrobromide) [package insert]. St. Louis, Missouri: Forest Pharmaceuticals, Inc; August, 2011. [Full Text] .

US Food and Drug Administration. Celexa (citalopram hydrobromide): Drug safety communication – abnormal heart rhythms associated with high doses. Available at http://www.fda.gov/Safety/MedWatch/SafetyInformation/SafetyAlertsforHumanMedicalProducts/ucm269481.htm . Accessed: October 24, 2012.

A Message From APA President Dilip Jeste, M.D., on DSM-5. Available at http://www.psychnews.org/files/DSM-message.pdf . Accessed: December 1, 2012.

American Psychiatric Association. DSM-5 Development, Autism Spectrum Disorder. Proposed Revision. Available at http://www.dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=94 . Accessed: December 22, 2011.

APA. Autism Spectrum Disorder. Available at http://www.dsm5.org/Documents/Autism%20Spectrum%20Disorder%20Fact%20Sheet.pdf. . Accessed: July 1, 2013.

Brauser D. Abnormal Placentas May Signal Autism Risk. Medscape Medical News. Available at http://www.medscape.com/viewarticle/803331 . Accessed: May 14, 2013.

Brauser D. Developmental Delays Detectable in High-risk 1-Year-Olds. Medscape Medical News. Available at http://www.medscape.com/viewarticle/821851 . Accessed: March 17, 2014.

Brauser D. Routine Ultrasound Scans May Detect Autism in Utero. Medscape Medical News. Available at http://www.medscape.com/viewarticle/827333 . Accessed: July 2, 2014.

Brauser D. Some kids 'age out' of autism. Medscape Medical News. January 23, 2013. Available at http://www.medscape.com/viewarticle/778061 . Accessed: January 29, 2013.

Corrigan NM, Shaw DW, Estes AM, Richards TL, Munson J, Friedman SD, et al. Atypical Developmental Patterns of Brain Chemistry in Children With Autism Spectrum Disorder. JAMA Psychiatry . 2013 Jul 31. [QxMD MEDLINE Link] .

Fein D, Barton M, Eigsti IM, Kelley E, Naigles L et al. Optimal outcome in individuals with a history of autism. J Child Psychol Psychiatry . 2013 Feb. 54(2):195-205. [QxMD MEDLINE Link] . [Full Text] .

Frazier TW, Youngstrom EA, Speer L, Embacher R, Law P, Constantino J, et al. Validation of proposed DSM-5 criteria for autism spectrum disorder. J Am Acad Child Adolesc Psychiatry . 2012 Jan. 51(1):28-40.e3. [QxMD MEDLINE Link] . [Full Text] .

Harrison P. Novel Drug Modifies Core Autism Symptoms in Adults. Medscape Medical News . May 27 2014. [Full Text] .

Huerta M, Bishop SL, Duncan A, Hus V, Lord C. Application of DSM-5 Criteria for Autism Spectrum Disorder to Three Samples of Children With DSM-IV Diagnoses of Pervasive Developmental Disorders. . Am J Psychiatry 2012;169:1056-1064 . [Full Text] .

Mandy WP, Charman T, Skuse DH. Testing the construct validity of proposed criteria for DSM-5 autism spectrum disorder. J Am Acad Child Adolesc Psychiatry . 2012 Jan. 51(1):41-50. [QxMD MEDLINE Link] .

Marcus RN, Owen R, Kamen L, Manos G, McQuade RD, Carson WH, et al. A placebo-controlled, fixed-dose study of aripiprazole in children and adolescents with irritability associated with autistic disorder. J Am Acad Child Adolesc Psychiatry . 2009 Nov. 48(11):1110-9. [QxMD MEDLINE Link] .

McCracken JT, McGough J, Shah B, Cronin P, Hong D, Aman MG, et al. Risperidone in children with autism and serious behavioral problems. N Engl J Med . 2002 Aug 1. 347(5):314-21. [QxMD MEDLINE Link] .

Owen R, Sikich L, Marcus RN, Corey-Lisle P, Manos G, McQuade RD, et al. Aripiprazole in the treatment of irritability in children and adolescents with autistic disorder. Pediatrics . 2009 Dec. 124(6):1533-40. [QxMD MEDLINE Link] .

Ozonoff S, Young GS, Belding A, et al. The Broader Autism Phenotype in Infancy: When Does It Emerge?. J American Academy Child Adolesc Psychiatry . 2014 Jan 23. [Epub ahead of print].

Stetka B, Correll, C. A Guide to DSM-5: Autism Spectrum Disorders. Medscape Medical News. Available at http://www.medscape.com/viewarticle/803884_4 . Accessed: July 1, 2013.

Walker CK, Anderson KW, Milano KM, Ye S, Tancredi DJ, Pessah IN, et al. Trophoblast Inclusions Are Significantly Increased in the Placentas of Children in Families at Risk for Autism. Biol Psychiatry . 2013 Apr 22. [QxMD MEDLINE Link] .

[Guideline] Brasic JR. Treatment of movement disorders in autism spectrum disorders. Hollander E. Autism Spectrum Disorders . 1. New York: Marcel Dekker; 2003. 273-346.

• The significance of answers to individual Autism Screening Checklist items is as follows: Item 1- A "yes" occurs in healthy children and children with some pervasive developmental disorders; a "no" occurs in children with autism, Rett syndrome, and other developmental disorders. Item 2 - A "yes" occurs in healthy children, not children with autism. Item 3 - A "yes" occurs in healthy children and children with Asperger syndrome (ie, high-functioning autism); a "no" occurs in children with Rett syndrome; children with autism may elicit a "yes" or a "no"; some children with autism never speak; some children with autism may develop speech normally and then experience a regression with the loss of speech. Item 4 - A "yes" occurs in healthy children and children with Asperger syndrome and some other pervasive developmental disorders; a "no" occurs in children with developmental disorders; children with autism may elicit a "yes" or a "no." Items 5-10 - Scores of "yes" occur in some children with autism and in children with other disorders. Item 11 – A "yes" occurs in healthy children; a "no" occurs in some children with autism and in children with other disorders. Items 12, 13 - Scores of "yes" occur in some children with autism and in children with other disorders. Items 14-19 - Scores of "yes" occur in children with schizophrenia and other disorders, not in children with autism, Asperger syndrome, or other autism spectrum disorders. The higher the total score for items 5-10, 12, and 13 on the Autism Screening Checklist, the more likely the presence of an autism spectrum disorder.
• Serotonin syndrome checklist.

Contributor Information and Disclosures

James Robert Brasic, MD, MPH, MS, MA Assistant Professor, Russell H Morgan Department of Radiology and Radiological Science and Neurology, Division of Nuclear Medicine and Molecular Imaging, Assistant Professor, Department of Neurology, Johns Hopkins University School of Medicine James Robert Brasic, MD, MPH, MS, MA is a member of the following medical societies: American Academy of Child and Adolescent Psychiatry , American Academy of Neurology , International Parkinson and Movement Disorder Society , Society for Neuroscience , Society of Nuclear Medicine and Molecular Imaging Disclosure: Serve(d) as a director, officer, partner, employee, advisor, consultant or trustee for: Johns Hopkins University School of Medicine; New York City Health and Hospitals/Bellevue, New York University Langone Health<br/>Serve(d) as a speaker or a member of a speakers bureau for: Society of Nuclear Medicine and Molecular Imaging, Maryland Regional Council of Child and Adolescent Psychiatry<br/>Received research grant from: National Institutes of Health, Johns Hopkins University School of Medicine, Intellectual & Developmental Disabilities Research Center (U54 HD079123) at the Kennedy Krieger Institute<br/>Received income in an amount equal to or greater than $250 from: Gerson Lehrman Group; Guidepost<br/>Received royalty from Medscape for other.

Ashley B Durbin, BS, BA Disclosure: Nothing to disclose.

Francisco Talavera, PharmD, PhD Adjunct Assistant Professor, University of Nebraska Medical Center College of Pharmacy; Editor-in-Chief, Medscape Drug Reference Disclosure: Received salary from Medscape for employment. for: Medscape.

Caroly Pataki, MD Health Sciences Clinical Professor of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, David Geffen School of Medicine Caroly Pataki, MD is a member of the following medical societies: American Academy of Child and Adolescent Psychiatry , New York Academy of Sciences , Physicians for Social Responsibility Disclosure: Nothing to disclose.

Farzaneh Farhadi, MD Postdoctoral Research Fellow, Johns Hopkins Hospital Disclosure: Nothing to disclose.

Tarek Elshourbagy, MBBCh Intern, Kasr Alainy Medical School, Cairo University, Egypt; Research Physician, Department of Radiology, Johns Hopkins University School of Medicine Disclosure: Nothing to disclose.

Mary L Windle, PharmD Adjunct Associate Professor, University of Nebraska Medical Center College of Pharmacy; Editor-in-Chief, Medscape Drug Reference

Disclosure: Nothing to disclose.

Acknowledgments

This publication was made possible by the Johns Hopkins Institute for Clinical and Translational Research (ICTR) which is funded in part by Grant Number UL1 TR003098 from the National Center for Advancing Translational Sciences (NCATS), a component of the National Institutes of Health (NIH), and NIH Roadmap for Medical Research. Its contents are solely the responsibility of the authors and do not necessarily represent the official view of the Johns Hopkins ICTR, NCATS or NIH. This research is also supported by the Radiology Bridge Funding Initiative to Stimulate and Advance Research (RAD BriteStar Bridge) Award of the Johns Hopkins University School of Medicine and  the Intellectual and Developmental Disabilities Research Center (U54 HD079123) at the Kennedy Krieger Institute of Johns Hopkins Medical Institutions in Baltimore, Maryland.

What would you like to print?

• Print this section
• Print the entire contents of
• Print the entire contents of article

• Genetics of Autism Spectrum Disorders
• PET Scanning in Autism Spectrum Disorder
• Autism Spectrum Disorder
• Fast Five Quiz: Autism Spectrum Disorder
• Pervasive Developmental Disorder
• A 20-Year-Old Man Who Stopped Speaking
• Asperger Syndrome
• Positive Results for Intranasal Oxytocin in Adults With Autism
• Infertility Linked With Slightly Higher Autism Risk in Children
• Spanish App Targets Inclusive Communication for People With Autism

• Drug Interaction Checker
• Pill Identifier
• Calculators

• Current Issue
• Back Issues
• Article Topics
• ASN Events Calendar
• 2024 Leadership Awards Reception
• Editorial Calendar
• Submit an Article
• Sign Up For E-Newsletter

Presentation of Autism Spectrum Disorder in Females: Diagnostic Complexities and Implications for Clinicians

• By: Jessica Scher Lisa, PsyD Harry Voulgarakis, PhD, BCBA St. Joseph’s College
• April 1st, 2020
• assessment , behaviors , diagnosis , females , research , Spring 2020 Issue
• 10172    1

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by pervasive deficits in social communication and patterns of restricted, repetitive, stereotyped behaviors and interests (American Psychiatric Association, 2013). Beyond the […]

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by pervasive deficits in social communication and patterns of restricted, repetitive, stereotyped behaviors and interests (American Psychiatric Association, 2013). Beyond the main diagnostic criteria, however, there is considerable heterogeneity in the symptom presentations that is demonstrated by people with ASD, including severity, language, cognitive skills, and related deficits (Evans et al, 2018). Regarding sex differences, it has been well established that ASD is diagnosed more often in males than in females, with recent estimates suggesting a 3:3:1 ratio (Hull & Mandy, 2017). Despite the fact that this is well known, there is considerable uncertainty about the nature of this sex discrepancy and how it relates to the ASD diagnostic assessment practice (Evans et al, 2018). Additionally, it has been widely accepted that males and females with ASD present differently, which has implications for the sex discrepancy in diagnostic practices, thus females are generally under-identified (Evans et al, 2018).

The fact that females with ASD are under-identified and often overlooked can be due to a number of factors. First, they often don’t fit the “classic” presentation that is most often associated with the ASD diagnosis; specifically, there is a distinct ASD female phenotype that looks dissimilar to the typical ASD male presentation. Females with ASD tend to present with less restricted interests and repetitive behaviors (RRBs) (Supekar and Menon, 2015), thus standing out less both in society, as well as on screening and diagnostic measures. Fewer RRBs makes ASD appear in a different way, often more subtle, than what is considered to be the norm. It is also important to note that evidence suggests that even when females with ASD are identified, they receive their diagnosis (and related support) later than equivalent males with ASD (Giarelli et al, 2010). The implications for under- or late-identification are enormous and deserve empirical attention in an effort to improve diagnostic methods for ASD in females.

Harry Voulgarakis, PhD, BCBA

Jessica Scher Lisa, PsyD

While no consistent, reliable differences have been found between sex and core ASD symptoms (e.g. Bolte et al, 2011; Holzmann et al, 2007; Mandy et al, 2012), it has been well documented that compared to males, females with ASD that are undiagnosed or are diagnosed at a later age generally present with less severe ASD symptoms and more intact language and cognitive skills (Begeer et al, 2013; Giarelli et al, 2010; Rutherford et al, 2016). Research has also noted that females with ASD may be better able to compensate for symptoms despite having core deficits associated with ASD (Livingston & Happe, 2017; Hull et al, 2017). There has been some suggestion that females must exhibit more severe symptoms, impairment, or co-occurring problems in order to receive diagnoses of ASD (Evans et al, 2018). This finding is due to an analysis of previous research that demonstrates the following: females with ASD perform better on measures of nonverbal communication (which may mask other symptoms), females with ASD face more social, friendship, and language demands than males with ASD, and that females with ASD can exhibit patters of restricted interests and repetitive behaviors, as well as social and communicative problems that are deemed more socially acceptable as compared to the patterns seen in males with ASD (Lai et al, 2015; Rynkiewicz et al, 2016; Dean et al, 2014). This theory also accounts for the findings that females with ASD in general present with more severe behavioral, emotional, and cognitive problems compared to males (Frazier, et al, 2014; Holtmann et al, 2007; Horiuchi et al, 2014; Stacy et al, 2014). Further, Hiller and colleagues (2014) found that females were more likely to show an ability to integrate non-verbal and verbal behaviors, and initiate friendships, and exhibited less restricted interests. Teachers reported fewer concerns for females with ASD than for males, including concerns about behaviors and social skills. These data support the idea that that females with ASD may “look” different from the considerable “classic” presentation of ASD and may also present as less impaired in an academic setting.

The vast differences associated with gender presentation in ASD require that clinicians involved in diagnostic work become more cognizant of these broader phenotypes and adjust their assessment practices accordingly to better detect females presenting with atypical symptoms that still fall on the autism spectrum. Notably, many common diagnostic tools lack sensitivity to such a presentation. To that end, it is important to recognize that generally speaking, the evidence base, and hence the diagnostic criteria for ASD in itself comes from research among male-predominant samples (e.g. Edwards et al, 2012; Watkins et al, 2014). Therefore, while the efforts to study this area further are prominent, it is important to be mindful of the fact that existing assessment tools and diagnostic criteria likely contain sex/gender bias (Evans et al, 2018). Without addressing the neurological and diagnostic challenges pertaining to these sex/gender issues, any research in this area will be influenced by the underlying problem of not knowing how ASD should be defined and diagnosed in males as compared to females (Lai et al, 2015).

Currently, the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) is arguably the most commonly relied upon diagnostic instrument for ASD. The ADOS-2 is a semi-structured observational assessment designed to evaluate aspects of communication, social interaction, and stereotyped behaviors and restricted interests (Lord et al, 2000; 2012). In contrast to what has been documented with regard to the strong differences in the prevalence of ASD, differences between the sexes in the phenotypic presentation of ASD have been found to be much smaller in size, with inconsistencies in the findings with regard to severity level of the core symptoms, as well as age and general level of functioning. For example, some studies have found no significant differences between sexes with regard to the behavioral presentation of ASD on the ADOS (e.g. Lord et al., 2000; Lord et al., 2012, Ratto et al, 2017), while others have reported some differences (e.g. Lai et al., 2015).

In order to examine these inconclusive findings further, Tillman et al (2018) looked at data containing 2684 individuals with ASD from over 100 different sites across 37 countries. Children and adults were administered one of four ADOS modules (modules are determined by expressive language level). The Autism Diagnostic Interview, Revised (ADI-R) was also administered as well as a general intellectual ability instrument, such as the Wechsler Intelligence Scale for Children, or a different measure depending on age and verbal capabilities. Effects of sex were determined after excluding non-verbal IQ as a predictor. No main effect of sex was found for ADOS symptom severity, or on the specific ADOS subscales. Females showed lower scores on the RRB scale with increasing age. This result is similar to previous meta-analytic research on small-scale studies as well as large-scale studies (Van Wijngaarden-Cremers et al, 2014; Mandy et al, 2012, Supekar & Menon, 2015; Wilson et al, 2016; Charman et al., 2017). The researchers concluded that this adds to the current body of literature that supports the notion that females with ASD show lower levels of RRBs than males, but exhibit a more similar autistic phenotype to boys in relation to social communication deficits across ages (Tillman et al, 2018). Thus, it is possible to surmise that females with ASD are being under-identified as a result of exhibiting fewer RRBs. Notably, research has found that clinicians are hesitant to diagnose ASD without the presence of RRB (Mandy et al, 2012), as the diagnosis of ASD in the DSM-5 requires at least two types of RRBs. Lai et al. (2015) made the case that females with ASD may simply be exhibiting different RRBs rather than fewer, and it is possible that these less common forms of RRBs are being missed during diagnostic assessments.

Understanding the phenotypic differences in the presentation of autism is critical for diagnosticians for several reasons. It is crucial to understand that aspects of the diagnostic criteria for ASD may present on other ways in females though not be elevated on standard measure scales. As a result, those who do not receive an appropriate diagnosis will subsequently not receive an appropriate intervention. Beyond the obvious concern associated with females on the autism spectrum not receiving intervention associated with their autism symptomatology, there are a range of other mental health concerns that may dually go unaddressed. Higher functioning adolescents with ASD, which is often the presentation consistent with females that get “missed” in the diagnostic process, are at greater risk for developing depression (Greenlee et al, 2016) and anxiety (Steensel, Bogels, & Dirksen, 2012). Adults with high-functioning ASD are also at increased risk for suicidality (Hedley et al, 2017). More recent, emerging research suggests that while those with ASD may be able to mask their symptoms the majority of the day and thus not reach the diagnostic threshold in scandalized measures, doing so causes them significant distress and puts them at increased risks for such co-occurring mental health concerns.

The under-diagnosis of ASD in females with ASD lends itself to a population of women who end up wondering “what is wrong” with them. Females who do not have the opportunity to understand themselves in the context of neurodiversity tend to waste time and efforts on imitating and trying to fit-in (Bargiela et al, 2016). They are at far greater risk of bullying, as well as being taken advantage of socially, with subtle difficulties in perceiving and responding appropriately to social cues rendering them inept in certain situations that require a degree of social assimilation. These females have missed out on the benefits of early intervention, most often in the social realm, and can be plagued with identity issues later in life as they try to play catch-up in light of a new diagnosis. The timely identification of ASD can mitigate some of these risks and problems by improving the quality of life, increasing access to services, reducing self-criticism, and helping to foster a positive sense of identity. As such, diagnostic experts have a responsibility to continue to stay abreast of research developing in this area and adjusting their assessment practices accordingly.

Drs. Scher Lisa and Voulgarakis are Assistant Professors in the Department of Child Study at Saint Joseph’s College, New York. They are both also clinicians in private practice. You can find more information about their respective practices at www.drjessicascherlisa.com and www.drharryv.com .

Bölte, S., Duketis, E., Poustka, F., & Holtmann, M. (2011). Sex differences in cognitive domains and their clinical correlates in higher-functioning autism spectrum disorders. Autism, 15(4), 497–511. doi: 10.1177/1362361310391116

Charman, T., Loth, E., Tillman, J., Crawley, D., Wooldridge, C., Goyard, D. et al (2017). The EU-AIMS Longitudinal European Autism Project (LEAP): Clinical characterization. Molecular Autism, 8(1), 27.

Evans, S. C., Boan, A. D., Bradley, C., & Carpenter, L. A. (2018). Sex/Gender Differences in Screening for Autism Spectrum Disorder: Implications for Evidence-Based Assessment. Journal of Clinical Child & Adolescent Psychology, 48(6), 840–854. doi: 10.1080/15374416.2018.1437734

Giarelli, E., Wiggins, L.D., Rice, C. E., Levy, S. E., Kirby, R. S., Pinto-Martin, J., et al. (2010). Sex differences in the evaluation and diagnosis of autism spectrum disorders among children. Disability and Health Journal , 3 (2), 107-116. doi:10.1016/jdhjo.2009.07.001.

Hiller, R. M., Young, R. L., & Weber, N. (2014). Sex Differences in Autism Spectrum Disorder based on DSM-5 Criteria: Evidence from Clinician and Teacher Reporting. Journal of Abnormal Child Psychology, 42(8), 1381–1393. doi: 10.1007/s10802-014-9881-x

Holtmann, M., Bolte, S., & Poustka, F. (2007). Autism spectrum disorders: Sex differences in autistic behavior domains and coexisting psychopathology. Developmental Medicine & Child Neurology, 49, 361-366. doi: 10.1111/dmcn.2007.49.issue-5

Horiuchi, F., Oka, Y., Uno, H., Kawabe, K., Okada, F., Saito, I., Ueno, S. I. (2014). Age-and sex-related emotional and behavioral problems in children with autism spectrum disorders: Comparison with control children. Psychiatry and Clinical Neurosciences, 68, 542-550. doi:10.1111/psc.12164

Hull, L., Petrides, K.V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M.C., & Mandy, W. (2017). “Putting on my best normal”: Social camouflaging in adults with autism spectrum conditions. Journal of Autism and Developmental Disorders, 47, 2519-2534. doi:10.1007/s10803-017-3166-5

Lai, M.C., Lombardo, M., Auyeung, B., Chakrabarti, B., & Baron-Cohen, S. (2015). Sex/gender differences and autism: Setting the scene for future research. Journal of the American Academy of Child and Adolescent Psychiatry, 54, 11-24.

Livingston, L.A., & Happe, F. (2017). Conceptualizing compensation in neurodevelopmental disorders: Reflections from autism spectrum disorder. Neuroscience & Behavioral Reviews, 80, 729-742. doi: 10.1016/j. neubiorev.2017.06.005

Lord, C., Risi, S., Lambrecht, L., Cook, E.H., Leventhal, B.L., DiLavore, P.C. et al (2000). The autism diagnostic observation schedule – generic: A standard measure of social communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205-223.

Lord, C., Rutter, M., DiLavore, P.C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule, Second edition (ADOS-2) Manual (Part I): Modules 1-4. Torrance: CA: western Psychological Services.

Mandy, W. P., Chilvers, R., Chowdhury, U., Salter, G., Seigal, A., & Skuse, D. (2012). Sex differences in autism spectrum disorder: Evidence from a large sample of children and adolescents. Journal of Autism and Developmental Disorders, 42, 1304-1313. doi: 1007/s10803-011-1356-0

Ratto, A.B., Kenworthy, L. Yerys, B.E., Bascom, J., Wieckowski, A.T., White, S., et al (2017). What about the girls? Sex-based differences in autistic traits and adaptive skills. Journal of Autism and Developmental Disorders, 48, 1698-1711.

Rutherford, M., McKenzie, K., Johnson, T., Catchpole, C., O’Hare, A., McClure, I., Murray, A. (2016). Gender ratio in a clinical population sample, age of diagnosis and duration of assessment in children and adults with autism spectrum disorder. Autism, 20, 628-634. doi10.1177/1362361315617879

Supekar, K., Menon, V. (2015). Sex differences in structural organization of motor systems and their dissociable links with repetitive/restricted behaviors in children with autism. Super and Menon Molecular Autism, 6, 50 doi: 10.1186/s13229-015-0042-z.

Tillman, J., Ashwood, K., Absoud, M., olte, S., Bonnet-Brilhalut, F., Buitelaar, J.K. et al (2018). Evaluation sex and age differences in ADI-R and ADOS scores in a large European Multi-site sample of individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(7), 2490-2505.

Van Wijngaarden-Cremers, P.J., van Eeten, E., Groen, W.B., Van Deurzen, P.A., Oosterling, I.J., & Van der Gaag, R.J. (2014). Gender and age differences in the core triad of impariments in autism spectrum disorders: A systematic review and meta-analysis. Journal of Autism and Developmental Disorders, 44(3), 627-635.

Wilson, C.E., Murphy, C.M., McAlonan, G., Robertson, D.M., Spain, D., Haywayrd, H. et al (2016) Does sex influence the diagnostic evaluation of autism spectrum disorder in adults? autism, 20(7), 808-819.

Related Articles

Genetics, diagnosis, and the male-female gender gap in autism.

I hesitated to write this article. What business does a psychologist like me have writing about genetics and the gender gap in autism? I am not a geneticist. At most, […]

Your Child Has Just Been Diagnosed with Autism – Now What?

Every family has their own personal journey towards an autism diagnosis for their child. Whether it brings the confirmation of what may have been suspected or the news of something […]

Beyond the Autism Diagnosis: Understanding the Multifaceted Needs of Parents

As the number of children diagnosed with autism spectrum disorder (ASD) increases, so does the number of parents trying to navigate the complexities that accompany an autism diagnosis. Raising an […]

Bridging the Gap: Empowering Families Awaiting an Autism Diagnosis

The prevalence of autism spectrum disorder (ASD) continues to rise. According to the CDC, 1 in 36 children are diagnosed with autism by the age 81 and as a result, […]

A Mother’s Journey Advocating for Her Child’s Autism Diagnosis and What Fellow Educators Can Learn

As a registered occupational therapist (OTR) and Director of Portfolio Management and Delivery at Pearson Clinical Assessment, I have extensive experience working with students who have been diagnosed with a […]

Have a Question?

One response.

[…] this condition, impacting their ability to receive necessary support and understanding. The nuanced presentation of autism in girls often slips through the diagnostic cracks due to prevailing stereotypes and […]

Have a Comment?

You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Individuals, Families, and Service Providers

View our extensive library of over 1,500 articles for vital autism education, information, support, advocacy, and quality resources

Reach an Engaged Autism Readership Over the past year, the ASN website has had 550,000 pageviews and 400,000 unique readers. ASN has over 55,000 social media followers

View the Current Issue

ASN Spring 2024 Issue "Navigating the Healthcare System"

• MyManchester
• Faculty StaffNet
• Autism@Manchester

Guidelines for presenting to an autistic audience.

Written in collaboration with the Autism@Manchester Expert by Experience Group.

While we are aware that most researchers will already be experienced professional presenters in their own right, not everyone may be experienced in addressing an audience drawn directly from the autistic community. We are also aware that there is quite a range of conflicting perspectives on general good practice. We have now been running the Autism@Mancesther Expert by Experience group since 2017, four times a year, and our own understanding of best practice when presenting to an autistic audience continues to develop and adapt.

Below are a few suggestions drawn from our own experience and those of previous guests which we hope you will find helpful in adapting your usual style to gain best advantage when speaking to an autistic audience. We hope you will find them useful.

Please do try to:

• Use analogies to illustrate complicated/technical points.
• Include a content warning at the beginning of your presentation if it may include any content or imagery which may concern, alarm or otherwise have a negative impact on an audience member.
• Expect to have your preconceptions about autism challenged, but don’t feel threatened by it – the group is there to help educate you, not to undermine you.
• Consider that some topics may be particularly sensitive. For example, research suggests that gender variance is more common in autistic individuals and that gender diverse individuals have higher rates of autism (see George and Stokes, 2017, Autism). However, there is a variance in belief on gender identity. Therefore, it may be more appropriate to collect both biological sex and an optional component of gender in research studies to allow participants to identify with their preferred identity, and also to capture contextual data relating to both aspects that could be directly relevant for the current or future analysis.

Please try to avoid :

• Deficit model terms in your presentation (e.g. disorder, abnormal, deficit, impairment) - some researchers have made the mistake of assuming that any difference between non-autistic participants and autistic participants represents a deficiency rather than variation (see Mottron, 2011, Nature). Please consider this when writing and making your presentation, as you are likely to be challenged on this by the audience. It is quite a contentious issue in the community. Researchers should avoid viewing the whole of the autistic person as disabled, but understand that many autistic people do recognize that some of their traits are disabling and would like them researched more.
• “Person first” language - research shows that most autistic people tend to prefer being referred to as “autistic people” rather than “people with autism” (see Kenny et al 2015 Autism).
• Large amount of information presented on screen while talking – this can be distracting.
• Technical terms, jargon, acronyms, circumlocution, or any other “forms of speech” that do not say exactly what they mean and mean exactly what they say - where specific technical terms must be used, please italicise where used and give a clear, precise, concise explanation on first use.
• Acronyms if the viewer has forgotten what the acronym stood for it makes for very confusing listening later on.
• Large blocks of text - larger font with double spacing are easier to read and it is best to use bullet point notes
• Multiple fonts, font sizes, and formatting (e.g. for headers, including variability in underlining, italics, bold). Sans serif fonts (e.g. Arial) are generally considered most easily read.
• Cluttered slide layouts.
• Lots of moving graphics.
• Bright, contrasting colours e.g. pure black text on pure white background (dark/navy blue/indigo helps on a white background; the background being a pale pastel colour also helps, even with black fonts).
• Extraneous/excessive clip art etc. - images that are not specifically relevant to / necessitated by the text can be distracting, as autistic people may focus on trying to understand why those particular images have been selected rather than the content/message of the presentation.
• Flashing lights and/or sudden loud noises may upset and or alarm some autistic people and render the presentation use.
• Featured projects

Got any suggestions?

We want to hear from you! Send us a message and help improve Slidesgo

Top searches

Trending searches

meet the teacher

30 templates

education technology

246 templates

28 templates

48 templates

412 templates

change management

6 templates

World Autism Awareness Day

It seems that you like this template, world autism awareness day presentation, free google slides theme, powerpoint template, and canva presentation template.

April 2 is World Autism Awareness Day, which aims to promote understanding and support for people with autism. A multitude of activities are held throughout the month, so if you have already prepared your own, use this template to present them. It has a white background with abstract shapes in pastel colors and includes all the necessary resources to explain the symptoms, diagnosis and the events that will take place.

Features of this template

• 100% editable and easy to modify
• 35 different slides to impress your audience
• Contains easy-to-edit graphics such as graphs, maps, tables, timelines and mockups
• Includes 500+ icons and Flaticon’s extension for customizing your slides
• Designed to be used in Google Slides, Canva, and Microsoft PowerPoint
• 16:9 widescreen format suitable for all types of screens
• Includes information about fonts, colors, and credits of the free resources used

How can I use the template?

Am I free to use the templates?

How to attribute?

Attribution required If you are a free user, you must attribute Slidesgo by keeping the slide where the credits appear. How to attribute?

Related posts on our blog.

How to Add, Duplicate, Move, Delete or Hide Slides in Google Slides

How to Change Layouts in PowerPoint

How to Change the Slide Size in Google Slides

Related presentations.

Premium template

Unlock this template and gain unlimited access

Register for free and start editing online

Duke team wins START Network Partner Award in Children's Services

The Duke Multi-Modal Evaluation (MME) clinic team was awarded the Systemic, Therapeutic, Assessment, Resources and Treatment (START) Network Partner Award in Children’s Services. The award was presented at the 2024 START National Training Institute (SNTI) conference in Philadelphia in May 2024.

This award recognizes a START partner for their significant contribution, in collaboration with a START team, to improving the system of support for children who experience intellectual and developmental disability (IDD) and mental health needs. The recipient, which can be an individual or organization, embodies START’s core value of enhancing the capacity of the system.

The Duke MME team includes Duke Center for Autism and Brain Development staff and faculty members Alex Bey, MD, PhD ; Richard Chung, MD ; Tyler Higgs, PhD ; Mary Beth Hooks, LCSW ; Shital Patel, MD ; and Saritha Vermeer, PhD

“The Duke MME started at one of those most challenging times in our recent history, right before the initial COVID lockdowns. They have been an amazing resource for NC START to have access to these past few years.” – Maggie Robbins and Suzy Mayberry, nominators

NC START is North Carolina’s statewide START program, focused on community crisis prevention and intervention programs for individuals age six and older with IDD and co-occurring complex behavioral and/or mental health needs. The Duke team partners with NC START to provide recommendations and contribute their expertise and time supporting some of the most vulnerable individuals in the NC START system.

Nominators Maggie Robbins and Suzy Mayberry of NC START shared in their nomination letter, “Through perseverance, hope, kindness and social intelligence the Duke MME providers work with NC START teams to offer supportive and insightful recommendations that enhance whole person, holistic supports, and care.”

The strength spotting that occurs [during MME sessions] has a lasting impact on the families and persons enrolled. I observed a mother’s face receive positive remarks from the providers and her body relax, giving that breath of oxygen. – Maggie Robbins and Suzy Mayberry