Autism Questions

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Q: What is Autism?

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The Centers for Disease Control and Prevention explains that autism — or more specifically, autism spectrum disorder (ASD) — is a developmental disability. This categorization can refer to a number of long-term (perhaps lifelong) medical conditions. These disorders may occur due to an issue with the formation of regions of the brain that control language, learning, behavior, or physical movement. In the case of autism, people who have ASD will have challenges relating to their behavior, communication, and social skills. Physically, people who have autism bear no differences from those who don’t have the disorder, but they will learn, behave, communicate, and interact in ways that are different (sometimes subtly, sometimes overtly) than those around them. People with autism can be severely challenged by their different abilities to learn, think, and
problem-solve, or they might be incredibly gifted. Some people on the autism spectrum need a lot of assistance to live a functioning and happy life; others are more self-sufficient. Today, several other conditions that traditionally were diagnosed separately fall under the umbrella of the autism spectrum disorder diagnosis. In addition to autistic disorder, a doctor or specialist will also look for signs of Asperger syndrome and pervasive developmental disorder not otherwise specified (PDD-NOS), among others. All these conditions fall under the category of autism spectrum disorder.

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Q: What are autism spectrum disorders?

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A: Autism spectrum disorders (ASD) are a group of complex brain development disorders. This umbrella term covers conditions such as autism and Asperger syndrome. These disorders are characterized by difficulties in social interaction and communication and a restricted and repetitive repertoire of interests and activities

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Q: What are the signs of autism spectrum disorders?

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People who are on the autism spectrum often struggle with social, behavioral, communication, and emotional skills. They might be very resistant to changes in their daily activities, and they might repeat specific behaviors for hours at a time, refusing to stop and reacting negatively if interrupted. The signs of ASD can become apparent during toddlerhood, and they will continue for much of a person’s life.

If your child has been diagnosed with autism, you have probably observed some of the signs in your child. They do not show interest in objects that are pointed out to them. They do not show interest in other people and struggle to relate to other people. In some cases, children with autism will be interested in other people, but they will not know how to play, talk, or otherwise interact with them. They cannot make eye contact and will have little or no interest in socializing. They cannot articulate how they are feeling. They do not want to be held or cuddled, or they will only allow themselves to be held or cuddled when they want. They might not respond when being spoken to, and they might be completely unaware that their name is being called. They might ceaselessly repeat words or phrases said to them or repeat those words or phrases as answers to questions even when not contextually appropriate. They might repeat certain actions many times over. They might have strong negative reactions to a new routine. They might have unusual reactions to stimuli, such as odd reactions to certain sounds, tastes, smells, forms of touch, or visuals. They might lose certain skills and abilities that they once had.

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Q: How early can an autism spectrum disorder be recognized in children?

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A: Identifying an autism spectrum disorder is difficult before the age of about 12 months, but diagnosis is generally possible by the age of 2 years. Characteristic features of the onset include delay in the development or temporary regression in language and social skills and repetitive stereotyped patterns of behavior.

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Q: What can parents do to help their child with an autism spectrum disorder?

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A: Parents have an essential role in providing support to a child with an autism spectrum disorder. They can help to ensure access to health services and education, and offer stimulating environments as their child grows up. Recently, it has been shown that parents can also help deliver psycho-social and behavioral treatments to their own children. Parents can also reach out and join a local Parent group that is experienced parents of children with the support of parents, IEP support, sharing information from other parent group members, and helping you during the rough times. 

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Q: What are the current statistics for children having ASD

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A: About 1 in 59 children has been identified with autism spectrum disorder (ASD) according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network. ASD is reported to occur in all racial, ethnic, and socioeconomic groups. ASD is about 4 times more common among boys than among girls.

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Q: My child is not connecting with their therapist what should I do?

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A: Start by talking with your child about the situation. Your child’s age will dictate how this conversation should look and sound. The next step is to take these concerns to the therapist. A great therapist will do what he/she can to strengthen the relationship. If none of this works you can always request a new therapist by contacting a supervisor, however, no provider is required to provide a new therapist. Whether you get a different therapist for your family or not will depend on several factors including your child’s individual needs and the agency's staff availability.

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Q: I told my child’s pediatrician about my concerns about my child’s development and they acted like I was over-reacting and worrying too much. I have been concerned for some time and feel my concerns get discounted every time I bring them up. What should I do next?

 

A: Often primary care physicians or pediatricians do not have a lot of experience in disability/behavior/mental health issues. You may want to ask your child’s pediatrician for a referral to a children’s early childhood development health specialist at your next visit. If this does not work, you could also call your local Community Health ACCESS line to voice your concerns. The person who does your intake will ask you several question regarding your child’s behavior and development in order to see if your child may qualify for special health services. It is important to answer these questions honestly. The number for your local ACCESS can be found at the following site:

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Q: My toddler’s temper tantrums are getting out of control. How do I know the difference between the ‘terrible twos’ or possible warning signs of a developmental health issue?

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A: Unfortunately, we are not able to tell you if the behavior your child is exhibiting is more than just terrible twos or not. If, in your gut, you feel that the temper tantrums may be a sign of a more serious problem then please seek help for your child. You know your child best so follow your instincts. A good place to start is on our site:

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Q: I get kind of scared when people use the words ‘family-driven’-I don’t want to do this all by myself.  What does family-driven really mean?

 

A: Family-driven doesn’t mean that you are all alone or that you must have all the answers.  It means that your part of a team that is there to support you, provide information about their areas of expertise, and help you to make decisions about your child’s care. It also means that your voice as a parent or caregiver is vital when leaders of agencies, state departments, and our government are making decisions about policies, budgets, and laws as they impact our children and youth.

 

 

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EDUCATION

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Q: How can I get my child tested for special education services?

 

A: You can talk with your child’s teacher or school principal about your concerns. In order to start the formal process of having your child evaluated you may also want to write a letter to the school expressing your concerns and requesting that your child be evaluated. Sample letters can be found here. If your child is under the age of 3, then you can contact Early Steps and make an appointment to have your child evaluated. Information on Early steps can be found under resources on our web page.

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Q: How do I get my child evaluated in Child Find?

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A: Child Find does not require a school to agree to every request for evaluation. If the school has reason to believe a child has a disability, then it must do an evaluation. For example, a teacher or parent may be concerned about a child's schoolwork and ask for an evaluation. By
law, the school must consider the request.

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Q: Why do schools implement the process of child Find?

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A: The term “Child Find” refers to the collection of processes that schools and AEAs use to locate, identify, and evaluate children who might need special education. Child Finds purpose is: To locate, identify and evaluate individuals with disabilities.

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YouTube Child find/evaluation video:

https://www.youtube.com/watch?v=gysmeXhgPKc
 

 

EARLY STEPS:

https://www.floridahealth.gov/programs-and-services/childrens-health/early-steps/index.html

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Q: What is IEP?

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A: An Individualized Education Plan (or Program) is also known as an IEP. This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services.

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An IEP is defined by a piece of special education legislation called the Individuals with Disabilities Education Act. The IEP’s purpose is to analyze the disabled student’s strengths and weaknesses and to outline specifically what services the school will provide the student to help the student progress educationally. These services vary but may include modifications and accommodations in the classroom, access to special education teachers in a setting like a resource or self-contained classroom, or related services like occupational, speech, or physical therapy. “Disability” is a narrowly and specifically defined term under IDEA, which recognizes 13 different disability categories. Many students with ADHD will qualify under the category of
 

Other Health Impairment, or OHI. It is important for parents to understand that not every child with a diagnosis of ADHD will qualify for an IEP. In order for this to happen, the evaluation must show that the ADHD is impeding the child’s progress in the school curriculum.

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https://www.washington.edu/accesscomputing/what-individualized-education-plan

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Q: What is a 504?

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A: A 504 plan is another option for parents to consider. It differs in many ways from an IEP. First, 504 plans are covered by Section 504 of the Rehabilitation Act of 1973, which is a piece of civil rights legislation. These plans serve students who have a diagnosis or impairment (which can
include ADHD) that restricts one or more life activities. 504 plans allow these students to receive accommodations that make it easier to access their school’s general education curriculum. The definition of disability is much broader under Section 504 than it is under IDEA. So if your child does not qualify for an IEP, he or she still might qualify for accommodations under a 504 plan. However, parents should be aware that 504s do not cover related services such as physical, speech, or occupational therapy. In short, while both IEPs and 504s help students with special needs to make educational progress, eligibility for each of these plans differs. The services they cover differ as well. Understanding these differences is helpful when parents begin a conversation with their child’s school about what type of plan may be best.

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Q: Who can come to IEP meetings with the parents?

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A: Anyone whom the parents wish to bring on their behalf. There are lots of parents who are very unfamiliar with IEPs and the process. These meetings can be extremely confusing and upsetting for first-time families. Bringing someone knowledgeable to the meetings with you can help relieve a lot of stress and anxiety. Someone who understands the process well and the rights of the parents. This way, it can be assured that the family and the child will be getting the needed help and services that will be specified in the IEP and everything will be completely understood
by all involved. An IEP can be a lengthy process taking several months, but as long as you stay on top of the school and the process, it can be shorter, and the child can be placed where he or she fits to have a successful education. Children can receive an IEP as early as 3 years of age. The soon a child is evaluated and an IEP or 504 plan is set in place, the sooner the child will receive services.

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*Additional Questions and Answers will be posted regularly so please be sure to check back often!*

 

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