Autism 101:An Introduction to

Understanding Autism

What is Autism?

“Autism is a disorder that affects the brain’s normal development of social and

communication skills.”

~ Autism Society of Northern Virginia

The Autism Spectrum

Severely Affected High Functioning

There are similarities found across the spectrum including:- Difficulty in communications- Deficits in social functioning- Restricted interests- Repetitive behaviors

Autism is a spectrum disorder, meaning that it can range in severity and won’t look exactly the same in any two people with autism

Basic Facts About Autismo Lifelong developmental disorder

o Genetic link, can run in families

o More common in males than females (nearly five times more common)

o Looks different at different ages

o Can co-occur with other diagnoses (this is called co-morbidity)

o Early intervention is important

o Children and adults can learn and improve

o Impact of ASD varies

o Autism is the fastest- growing serious developmental disability in the U.S.

o Autism costs a family $60,000 a year on average

Understanding the Numbers: An Increase in Prevalence

Per the Centers for Disease Control and Prevention – CDC

1990- 1 in 2,500

2000- 1 in 250

2005- 1 in 166

2010- 1 in 110

2012 – 1 in 88

2013- 1 in 50*(projected) 1990 2000 2005 2010 2012 2013

0

0.5

1

1.5

2

2.5

Percent of Population Diagnosed with Autism

What Causes Autism?

Possible Causes of Autism• Right now, not everyone agrees on what causes autism.

• Possible causes that people have suggested include genetics, unusual neural (brain) development, environmental factors, bad parenting, traumatic childhood experiences, and vaccines

• Most researchers agree that autism definitely is partly genetic, meaning that if you have autism, it’s more likely that your children or your siblings will also have autism. No one is sure exactly how strong the link is, or details about how it works.

• We encourage you to learn the facts for yourself and then form your own opinion!

• More research is definitely needed. BUT…

What we DO know for sure is that individuals with autism, their families, and their communities need:

SUPPORT RESOURCES ACCEPTANCE KNOWLEDGE UNDERSTANDING FUNDING & MEDICAL ASSISTANCE THERAPY AND BEHAVIORAL HELP THAT’S SHOWN TO WORK

This is what ASNV strives to provide. We especially think that more work should be done to find more effective, safe, inexpensive, local, and easily available therapy to support individuals in achieving their goals.

Why is Autism Becoming More Common?

Why is Autism Becoming More Common?

o Better awareness: doctors and parents think to have

children and adults evaluated

o Better diagnostic tools: We have a better understanding

of how to tell if someone has autism

o Other proposed theories:

o Awareness has caused autism to be over-diagnosed

o Environmental changes have caused an increase

The Importance of Early Detection

American Academy of Pediatrics recommends for all children

Developmental Screen - 9, 18, & 30 months

Autism Screen - 18 & 24 months

“Pediatricians could diagnose children with autism earlier by asking parents to fill out a simple, five-minute checklist when they take their babies in for their

first-year checkups.” (Journal of Pediatrics, April 27, 2011)

The earlier the diagnosis, the earlier supports can be provided! A lot of frustration, worry, social discomfort, and exclusion can be avoided.

Possible Signs of Autismo Avoids eye contact

o Stares at lights, ceiling fans, hands

o Prefers “dangly” things to toys

o Repetitive body movements, flapping

o Unusual vocalizations

o Inappropriate laughing or giggling

o Doesn’t smile back

o Spins objects or self

o Doesn’t want to be cuddled

Every individuals shows different symptoms, and having some of these symptoms doesn’t necessarily mean the person has autism. It’s very important to get an official diagnosis from a licensed professional!

Warning!

Possible Signs of Autismo No fear of dangero Doesn’t seem to feel paino Doesn’t respond to his/her name

(can appear deaf)o Sustained, unusual or repetitive playo Prefers to play aloneo Prefers objects to peopleo Meltdownso Eats only a small selection of foods

and resists new foodso Stuffs mouth with food

Every individuals shows different symptoms, and having some of these symptoms doesn’t necessarily mean the person has autism. It’s very important to get an official diagnosis from a licensed professional!

Warning!

Possible Signs of Autism

o Stops using speech or sign language (regressive autism)

o May be non-verbal or hyper-verbalo Echoes words or phrases (echolalia)o Thinks literally, uses literal languageo May not understand joking or sarcasmo Strong responses to pain, sound, light,

smell temperature or toucho Insists on routine, samenesso Great difficulty with transitionso Restricted interests

Every individuals shows different symptoms, and having some of these symptoms doesn’t necessarily mean the person has autism. It’s very important to get an official diagnosis from a licensed professional!

Warning!

Possible Signs of Autism

o Extreme giftedness

o Socially awkward

o Does not pick up on social cues

o Anxious, agitated, withdrawn,

depressed

o Obsessive/Compulsive

o Sleep problems

o Aggressiveness/rages

o Self injury

Every individuals shows different symptoms, and having some of these symptoms doesn’t necessarily mean the person has autism. It’s very important to get an official diagnosis from a licensed professional!

Warning!

How Are We Doing in Virginia?

o In 2012, Virginia ranked 17th in cases of ASD (HeadStartVA.org)o VA ranks 47th on disability inclusion, which includes everything from

spending to community involvement (United Cerebral Palsy, 2011 data)o VA ranks 12th in state spending on special education (Census Bureau, 2011)o Per-pupil spending shows a different story: VA spends less than $12,000 per

pupil, ranking 27th among the states (for comparison, DC spends over $29,000, Census Bureau, 2011)

o So does spending as a percentage of income – VA spends less than $40 on special education per $1,000 of personal income, ranking 46th

o 43rd in per pupil spending if adjusted for regional cost differences (Ed Week, 2014 Quality Counts, 2010-11 data)

10 Completely Ridiculous Myths about People with Autism

All people with autism1. Are savants (Rainman stereotype)2. Don’t have feelings, have no empathy3. Don’t build relationships, can’t get married or

have families4. Are violent and a danger to society5. Have no language skills6. Can’t have jobs7. Can’t go to school or be in standard classrooms8. Are entirely dependent on a caretaker9. Are miserable and suffering10. Need help and want a cure for autism

The truth? Every person with autism is a unique individual. Everyone has different needs, wants, abilities, strengths, lifestyles, and goals.

Famous People with Autism

Dan Akroyd John Elder Robison Daryl Hannah

Famous People with Autism

An author, inventor, and speaker, Dr. Grandin is probably the most well-known person with autism on the planet. She routinely speaks at autism conferences and has written several books both about her autism and about animals, which she loves.

Dr. Grandin is a professor at CSU, has written many books, and had an HBO movie made about her life.

How to Support an Individual with Autism

Build RapportOne of the best ways to build a connection? No mystery here – just like

in any other relationship that’s important to you,

it helps to show a genuine interest in the

other person’s activities or fascinations!

Consider the Environment

Sensory issueso Ordero Noiseo Smellso Temperatureo Safetyo Fearso Avoid possible meltdown triggers

Many individuals with autism process sensory input differently. For example, they may be especially sensitive to it and easily overwhelmed, or could focus exclusively on one strong sense and be unaware of the rest.

Approach with TLCo Use a soft voiceo Gently say hello and call them by

nameo Be calmo Give them spaceo Do not touch or hug without

permissiono Allow time for a responseo You may not get a responseo Do not expect eye contacto Help the person learn that he is safe

with youo Be patient; it may take a long time to

feel that you are making a connection

o Accept the person’s quirks

o If the person is having a hard time, ask how you can help

o Ask the parents for some tips

Whether you’re talking to a child or adult, don’t be offended or upset if the other person doesn’t respond. He or she could be processing differently than you. An example? That background noise that you tuned out could be intensely distracting to him or her.

Remember!

Practice Conscious Communication

o Is the individual verbal? Non-verbal?

o Can the individual make his/her

needs known?

o What has worked best in the past?

o What hasn’t worked so well?

o Try to find the meaning behind

behaviors

Try considering these questions:

Consistency is Important

o Routines & picture schedules

o Prepare the child for any changes in routine

o Try to create a highly-structured environment even if this doesn’t

come naturally for you

Often for children, a consistent environment is a safe environment. They can know what’s going to happen, when, and what’s expected of them.

Behavior

Tantrumo A power playo Child is aware and in control, but

doesn’t want you to know thato Looks to see if people are noticingo May make sure they are safe or

move from dangero If they get what they want the

tantrum ends abruptly

Meltdowno Total loss of behavioral control o Not a manipulative ployo Doesn’t look to see who’s watchingo Does not consider her own safetyo After a certain point, nothing can

appease: it’s not that the child won’t stop, it’s that he or she can’t stop.

o Punishments and ultimatums aren’t effective – you have to wait it out.

Children with autism can sometimes have what’s called a ‘meltdown’. But for people who don’t know a lot about autism, it can look a lot like your run-of-the-mill temper tantrum. What’s the difference?

What if a Meltdown Happens?o Top priority is to avoid injuryo Stay calmo Give the child spaceo Redirect the child when you cano Rule out medical concerns, such

as migraineso If it’s not your child: Be

understanding and not judgemental. Remind yourself that this isn’t the parent’s fault – or the child’s. If appropriate, offer to help, for example by picking up anything the child dropped or threw.

“Person First” vs. “Identity First” Language

o Focus on the PERSON FIRST

o The person HAS a disability

o It’s just part of who he is

o She’s not “autistic”; she HAS autism

o He’s not “normal”; he’s typically developing

o The person’s condition is “normal” for

them; they are not abnormal

Practicing Verbal Respect

Not everyone agrees with this! If you’re not sure, it’s okay to ask what language the person prefers. And then use what language they feel comfortable with, not the language you prefer.

REMEMBER!

Avoid Dehumanizing Words

o R-word (“Spread the Word to End the Word” www.r-word.org)

o Suffers from, victim, burdened with

o Avoid stereotypes and generalizations, even if you think they’re

positive, such as “they are all so loving” or “they are all so

difficult”

o Focus on the individual’s attributes and don’t make assumptions

Practicing Verbal Respect

Don’t Forget…o Relax, don’t be afraid and certainly don’t ignore him or hero Speak in a normal tone of voice – you’re not talking to an infant! Don’t talk

down to the other persono Speak to the person, not about the persono If it’s something that a non-autistic (sometimes called ‘neurotypical’) adult

would find rude in conversation, don’t do it in this conversation!o Be patient and allow time for responseo Refer to their disability only when pertinento Be supportive and considerateo Individuals with ASD have made meaningful, lasting contributions to societyo Embrace diversity & Inclusion is a basic human right

The Autism Society of Virginia is here for YOU!We advocate, inform and…share the journey

Contact usinfo@asnv.org703-495-8444www.asnv.org

Our Mission

To Improve the Lives of All Affected by Autism

History & Vision

The Autism Society of Northern Virginia was founded in 1970 by parents fighting for the right for their children to attend public schools.

ALL individuals affected by autism deserve ready access to the services and

supports needed to:

o Be safe,

o educated,

o healthy,

o productive and

o have happy and fulfilling lives

What do we do?

SUPPORT

CONNECT CHANGE

Provide all affected by autism with knowledge, resources, & acceptanceLunch Bunch ● Lunch & Learn ● Autism 101 ● Online support group ●

Resource directory ● Mini-grant program

Provide social and educational opportunities for individuals with autism and their familiesThe Autism Partnership (TAP) Program ● Social nights at fun local places ● Sensory-friendly movies ● Acceptance Walk

Build a welcoming, inclusive, & supportive region Autism 101 ● Workplace presentations ● Arts for Autism gallery ● Provide advocacy tools & opportunities for self-advocates and supporters