About Autism

• Overview
• Resources

OVERVIEW
as adapted from the Autism Society of America
Autism is a complex developmental disability that typically appears during the first three years of life. Children and adults with autism generally exhibit difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.

You should keep in mind, however, that autism is a “spectrum” disorder, meaning it affects individuals differently and to varying degrees. For example, two children, both with the same diagnosis, can act completely differently from one another and have varying capabilities. This is why early diagnosis is so crucial. By learning the signs, you can help a child begin benefiting from one of the many specialized intervention programs available.

Prevalence
Autism is believed to affect an estimated 1 in 150 births. About 1.5 million Americans today are believed to have some form of autism. And this number is on the rise.

Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at a startling rate of 10 to 17 percent per year. At this rate, the American Society of Autism (ASA) estimates that the prevalence of autism could reach 4 million Americans in the next decade.

Autism knows no racial, ethnic, social boundaries, family income, lifestyle, or educational levels; it can affect any family and any child. Although the overall incidence of autism is consistent around the globe, it is four times more prevalent in boys than in girls.

How autism exhibits itself
You may hear different terms used to describe children with autism: autistic-like, autistic tendencies, autism spectrum, high- or low-functioning autism, more-abled or less-abled. Whatever the label or diagnosis, children with autism can learn and can show improvement with appropriate treatment and education.

Like all individuals, every person with autism has a unique personality and combination of characteristics. Some individuals mildly affected by autism may exhibit only slight delays in language and greater challenges with social interactions. They may have difficulty initiating and/or maintaining a conversation. Their communication is often described as “talking at” other people instead of to them. For example, they will “monologue” on a favorite subject despite attempts by others to interject comments.

People with autism also process and respond to information in unique ways. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may also:

• Insist on sameness; resist change
• Have difficulty expressing needs, and use gestures or point to things instead of using words
• Repeat words or phrases in place of normal, responsive language
• Laugh (and/or cry) for no apparent reason, and show distress for reasons not apparent to others
• Prefer to be alone; act aloof
• Throw tantrums
• Have difficulty socializing with others
• Not want to cuddle or be cuddled
• Have little or no eye contact
• Be unresponsive to normal teaching methods
• Sustain odd play
• Spin objects
• Attach obsessively to objects
• Be over-sensitive or under-sensitive to pain
• Have no real fears of danger
• Be physically over-active or under-active
• Have uneven gross/fine motor skills
• Be non-responsive to verbal cues; acting as if deaf, although hearing tests fall within normal range

Autism and the five senses
For most of us, the integration of our senses helps us understand what we are experiencing. For example, our sense of touch, smell and taste work together in the experience of eating a ripe peach — the feel of the peach's skin, its sweet smell, and the juices running down your face. For children with autism, however, sensory integration problems are common, which may throw their senses off and make them over- or under-active. The fuzz on the peach may actually be experienced as painful, and the smell may make the child gag.

Some children with autism are particularly sensitive to sound, finding even the most ordinary daily noises painful. Many professionals feel that some of the typical autism behaviors, like the ones listed above, are actually a result of sensory integration difficulties.

Common myths
Myths and misconceptions about autism abound. Contrary to popular belief, many autistic children do make eye contact; it just may be less often or different from a non-autistic child. Many children with autism can develop good functional language, and others can develop some type of communication skills, such as sign language or use of pictures. Children do not "outgrow" autism, but symptoms may lessen as the child develops and receives treatment.

One of the most devastating myths about autistic children is that they cannot show affection. While sensory stimulation is processed differently in some children, they can, and do, give affection. However, it may require patience on the parents' part to accept and give love on the child's terms.

RESOURCES

For a complete listing of resources, visit Sarah’s autism resources for teachers and parents.

Autism Society of America
Oldest and largest grassroots organization within the autism community.

Autism National Committee
Advocacy organization founded in 1990 to protect and advance the human rights and civil rights of all persons with autism, Pervasive Developmental Disorder, and related differences of communication and behavior.

The Arc of The United States
National organization of, and for, people with mental retardation and related developmental disabilities and their families. Devoted to promoting and improving supports and services; also fosters research and education regarding the prevention of mental retardation in infants and young children.

U.S. Center for Disease Control
Government agency that provides information on autism and updates on federal, state and CDC activities relating to the disorder and other spectrum disorders.

Other helpful organizations and Web sites

American Association on Intellectual and Developmental Disabilities
Promotes progressive policies, sound research, effective practices and universal human rights for people with intellectual and developmental disabilities.

Autism and PDD Support Network
Provides links to information about autism, conferences, forums and message boards, grants and numerous other resources listed by state.

Autism Speaks/National Alliance for Autism Research
Dedicated to funding global biomedical research into the causes, prevention, treatments and cure for autism; and to raising public awareness about autism and its effects on individuals, families and society.

Beach Center on Disability
University of Kansas’ international center for research and other scholarship, teaching and learning.

DisabilityInfo
A collaborative effort among 22 federal agencies to connect people with disabilities to the information and resources they need to actively participate in the workforce and in their communities.

Institute on Disability
Established at the University of New Hampshire in 1987 to provide a coherent university-based focus for the improvement of knowledge, policies and practices related to the lives of persons with disabilities and their families.

National Dissemination Center for Children with Disabilities
Programs and services for infants, children and youth with disabilities. Research-based information on effective practices for children with disabilities.

Pathfinders for Autism
Founded by parents of children with autism to support and develop lifespan services, raise funds for autism research, and provide information and resources for families of children with autism.

TASH
International organization concerned with human dignity, civil rights, education and independence for all individuals with disabilities. Has chapters and members in 34 different countries and territories.