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Resources | Start A Chapter | Autism FAQ | Autism Symptoms | Myths | How do I start a Local Chapter in my Area? Starting a new chapter will require at least 10 members.
Send the following information to:
An electronic packet will be emailed to you with all the pertinent information. What is Autism? Autism is a complex
developmental disability that typically appears during the first three years
of life. The result of a neurological disorder that affects the functioning
of the brain, autism and its associated behaviors have been estimated to
occur in as many as 2 to 6 in 1,000 individuals (Centers for Disease Control
and Prevention 2001). Autism is four times more prevalent in boys than girls
and knows no racial, ethnic, or social boundaries. Family income, lifestyle,
and educational levels do not affect the chance of autism's occurrence. Autism impacts the normal
development of the brain in the areas of social interaction and communication
skills. Children and adults with autism typically have difficulties in verbal
and non-verbal communication, social interactions, and leisure or play
activities. The disorder makes it hard for them to communicate with others
and relate to the outside world. In some cases, aggressive and/or
self-injurious behavior may be present. Persons with autism may exhibit
repeated body movements (hand flapping, rocking), unusual responses to people
or attachments to objects and resistance to changes in routines. Individuals
may also experience sensitivities in the five senses of sight, hearing,
touch, smell, and taste. It is estimated that some
500,000 to 1,500,000 people in the Is
There More Than One Type of Autism? Several related disorders are
grouped under the broad heading "Pervasive Developmental Disorder"
or PDD-a general category of disorders which are characterized by severe and
pervasive impairment in several areas of development (American Psychiatric
Association 1994). A standard reference is the Diagnostic and Statistical Manual (DSM), a diagnostic handbook now in its
fourth edition. The DSM-IV
lists criteria to be met for a specific diagnosis under the category of
Pervasive Developmental Disorder. Diagnosis is made when a specified number
of characteristics listed in the DSM-IV
are present. Diagnostic evaluations are based on the presence of specific
behaviors indicated by observation and through parent consultation, and
should be made by an experienced, highly trained team. Thus, when
professionals or parents are referring to different types of autism, often
they are distinguishing autism from one of the other pervasive developmental
disorders. Individuals who fall under the
Pervasive Developmental Disorder category in the DSM-IV exhibit commonalties in communication and social
deficits, but differ in terms of severity. We have outlined some major points
that help distinguish the differences between the specific diagnoses used: Autistic Disorder Asperger's Disorder Pervasive
Developmental Disorder- Not Otherwise Specified Rett's Disorder Childhood
Disintegrative Disorder Autism is a spectrum disorder. In other words, the
symptoms and characteristics of autism can present themselves in a wide
variety of combinations, from mild to severe. Although autism is defined by a
certain set of behaviors, children and adults can exhibit any combination of the behaviors in any degree of severity. Two children,
both with the same diagnosis, can act very differently from one another and
have varying skills. Therefore, there is no
standard "type" or "typical" person with autism. Parents
may hear different terms used to describe children within this spectrum, such
as: autistic-like, autistic tendencies, autism spectrum, high-functioning
or low-functioning autism, more-abled or less-abled. More important to understand is, whatever the
diagnosis, children can learn and function productively and show gains from
appropriate education and treatment. The Autism Society of America provides
information to serve the needs of all individuals within the spectrum. Diagnostic categories have
changed over the years as research progresses and as new editions of the DSM have been issued. For that reason,
we will use the term "autism" to refer to the above disorders. Researchers from all over the
world are devoting considerable time and energy into finding the answer to
this critical question. Medical researchers are exploring different
explanations for the various forms of autism. Although a single specific
cause of autism is not known, current research links autism to biological or
neurological differences in the brain. In many families there appears to be a
pattern of autism or related disabilities - which suggests there is a genetic
basis to the disorder - although at this time no gene has been directly
linked to autism. The genetic basis is believed by researchers to be highly
complex, probably involving several genes in combination. Several outdated theories
about the cause of autism have been proven to be false. Autism is not a mental illness. Children with
autism are not unruly
kids who choose not to behave. Autism is not caused by bad parenting. Furthermore, no known
psychological factors in the development of the child have been shown to
cause autism. There are no medical tests for diagnosing autism.
An accurate diagnosis must be based on observation of the individual's
communication, behavior, and developmental levels. However, because many of
the behaviors associated with autism are shared by other disorders, various
medical tests may be ordered to rule out or identify other possible causes of
the symptoms being exhibited. Since the characteristics of
the disorder vary so much, ideally a child should be evaluated by a
multidisciplinary team which may include a neurologist, psychologist,
developmental pediatrician, speech/language therapist, learning consultant,
or another professional knowledgeable about autism. Diagnosis is difficult
for a practitioner with limited training or exposure to autism. Sometimes,
autism has been misdiagnosed by well-meaning professionals. Difficulties in
the recognition and acknowledgment of autism often lead to a lack of services
to meet the complex needs of individuals with autism. A brief observation in a single
setting cannot present a true picture of an individual's abilities and
behaviors. Parental (and other caregivers') input and developmental history
are very important components of making an accurate diagnosis. At first
glance, some persons with autism may appear to have mental retardation, a
behavior disorder, problems with hearing, or even odd and eccentric behavior.
To complicate matters further, these conditions can co-occur with autism.
However, it is important to distinguish autism from other conditions, since
an accurate diagnosis and early identification can provide the basis for
building an appropriate and effective educational and treatment program.
Sometimes professionals who are not knowledgeable about the needs and
opportunities for early intervention in autism do not offer an autism
diagnosis even if it is appropriate. This hesitation may be due to a
misguided wish to spare the family. Unfortunately, this too can lead to
failure to obtain appropriate services for the child. What
are common symptoms of Autism? Children within the pervasive
developmental disorder spectrum often appear relatively normal in their
development until the age of 24-30 months, when parents may notice delays in language,
play or social interaction. Any of the following delays, by themselves, would
not result in a diagnosis of a pervasive developmental disorder. Autism is a
combination of several developmental challenges. The following areas are among
those that may be affected by autism: Communication: Social Interaction: Sensory Impairment: Play: Behaviors: Some individuals with autism
may also have other disorders which affect the functioning of the brain such
as: Epilepsy, Mental Retardation, Down Syndrome, or genetic disorders such
as: Fragile X Syndrome, Landau-Kleffner Syndrome,
William's Syndrome or Tourette's Syndrome. Many of
those diagnosed with autism will test in the range of mental retardation.
Approximately 25-30 percent may develop a seizure pattern at some period
during life. Every person with autism is an
individual, and like all individuals, has a unique personality and
combination of characteristics. There are great differences among people with
autism. Some individuals mildly affected may exhibit only slight delays in
language and greater challenges with social interactions. The person may have
difficulty initiating and/or maintaining a conversation, or keeping a
conversation going. Communication is often described as talking at others
(for example, monologue on a favorite subject that continues despite attempts
of others to interject comments). People with autism process and respond to
information in unique ways. Educators and other service providers must consider
the unique pattern of learning strengths and difficulties in the individual
with autism when assessing learning and behavior to ensure effective
intervention. Individuals with autism can learn when information about their
unique styles of receiving and expressing information is addressed and
implemented in their programs. The abilities of an individual with autism may
fluctuate from day to day due to difficulties in concentration, processing,
or anxiety. The child may show evidence of learning one day, but not the
next. Changes in external stimuli and anxiety can affect learning. They may
have average or above average verbal, memory or spatial skills but find it
difficult to be imaginative or join in activities with others. Individuals
with more severe challenges may require intensive support to manage the basic
tasks and needs of living day to day. Contrary to popular
understanding, many children and adults with autism may make eye contact,
show affection, smile and laugh, and demonstrate a variety of other emotions,
although in varying degrees. Like other children, they respond to their
environment in both positive and negative ways. Autism may affect their range
of responses and make it more difficult to control how their bodies and minds
react. Sometimes visual, motor, and/or processing problems make it difficult
to maintain eye contact with others. Some individuals with autism use
peripheral vision rather than looking directly at others. Sometimes the touch
or closeness of others may be painful to a person with autism, resulting in
withdrawal even from family members. Anxiety, fear and confusion may result
from being unable to "make sense" of the world in a routine way.
With appropriate treatment, some behaviors associated with autism may change
or diminish over time. The communication and social deficits continue in some
form throughout life, but difficulties in other areas may fade or change with
age, education, or level of stress. Often, the person begins to use skills in
natural situations and to participate in a broader range of interests and
activities. Many individuals with autism enjoy their lives and contribute to
their community in a meaningful way. People with autism can learn to
compensate for and cope with their disability, often quite well. While no one can predict the
future, it is known that some adults with autism live and work independently
in the community (drive a car, earn a college degree, get married); some may
be fairly independent in the community and only need some support for daily
pressures; while others depend on much support from family and professionals.
Adults with autism can benefit from vocational training to provide them with
the skills needed for obtaining jobs, in addition to social and recreational
programs. Adults with autism may live in a variety of residential settings,
ranging from an independent home or apartment to group homes, supervised
apartment settings, living with other family members or more structured
residential care. An increasing number of support groups for adults with
autism are emerging around the country. Many self-advocates
are forming networks to share information, support each other, and speak for
themselves in the public arena. More frequently, people with autism are
attending and/or speaking at conferences and workshops on autism. Individuals
with autism are providing valuable insight into the challenges of this
disability by publishing articles and books and appearing in television
specials about themselves and their disabilities. What
are the Most Effective Approaches? Evidence shows that early
intervention results in dramatically positive outcomes for young children
with autism. While various pre-school models emphasize different program
components, all share an emphasis on early, appropriate, and intensive
educational interventions for young children. Other common factors may be:
some degree of inclusion, mostly behaviorally-based interventions, programs
which build on the interests of the child, extensive use of visuals to
accompany instruction, highly structured schedule of activities, parent and
staff training, transition planning and follow-up. Because of the spectrum
nature of autism and the many behavior combinations which can occur, no one
approach is effective in alleviating symptoms of autism in all cases. Various
types of therapies are available, including (but not limited to) applied
behavior analysis, auditory integration training, dietary interventions,
discrete trial teaching, medications, music therapy, occupational therapy,
PECS, physical therapy, sensory integration, speech/language therapy, TEACH,
and vision therapy. Studies show that individuals
with autism respond well to a highly structured, specialized education
program, tailored to their individual needs. A well designed intervention
approach may include some elements of communication therapy, social skill
development, sensory integration therapy and applied behavior analysis,
delivered by trained professionals in a consistent, comprehensive and
coordinated manner. The more severe challenges of some children with autism
may be best addressed by a structured education and behavior program which
contains a one-on-one teacher to student ratio or small group environment.
However, many other children with autism may be successful in a fully
inclusive general education environment with appropriate support. In addition to appropriate
educational supports in the area of academics, students with autism should
have training in functional living skills at the earliest possible age.
Learning to cross a street safely, to make a simple purchase or to ask
assistance when needed are critical skills, and may be difficult, even for
those with average intelligence levels. Tasks that enhance the person's
independence and give more opportunity for personal choice and freedom in the
community are important. To be effective, any approach
should be flexible in nature, rely on positive reinforcement, be re-evaluated
on a regular basis and provide a smooth transition from home to school to
community environments. A good program will also incorporate training and
support systems for parents and caregivers, with generalization of skills to
all settings. Rarely can a family, classroom teacher or other caregiver
provide effective habilitation for a person with autism unless offered
consultation or in-service training by an experienced specialist who is
knowledgeable about the disability. A generation ago, the vast
majority of the people with autism were eventually placed in institutions.
Professionals were much less educated about autism than they are today;
autism specific supports and services were largely non-existent. Today the
picture is brighter. With appropriate services, training, and information,
most families are able to support their son or daughter at home. Group homes,
assisted apartment living arrangements, or residential facilities offer more
options for out of home support. Autism-specific programs and services
provide the opportunity for individuals to be taught skills which allow them
to reach their fullest potential. Families of people with autism
can experience high levels of stress. As a result of the challenging
behaviors of their children, relationships with service providers, attempting
to secure appropriate services, resulting financial hardships, or very busy
schedules, families often have difficulty participating in typical community
activities. This results in isolation and difficulty in developing needed
community supports. Members of the ASA represent
all walks of life from rural to metropolitan communities. Embracing the diversity of our group, the ASA seeks
to provide an open forum for the exchange of ideas. At the very core of the
ASA philosophy is the belief that no single program or treatment will benefit
all individuals with autism. Furthermore, the recommendation of what is
"best" or "most effective" for a person with autism
should be determined by those people directly involved with the individual
with autism, to the extent possible, and the parents or family members. The ASA provides information
to assist parents, educators, and others in the decision-making process.
Providing information on available intervention options, rather than
advocating for any particular theory or philosophy, is the focus at the ASA. Is There a Cure? Understanding of autism has
grown tremendously since it was first described by Dr. Leo Kanner in 1943. Some of the earlier searches for
"cures" now seem unrealistic in terms of today's understanding of
brain-based disorders. To cure means "to restore to health, soundness,
or normality." In the medical sense, there is no cure for the
differences in the brain which result in autism. However, better
understanding of the disorder has led to the development of better coping
mechanisms and strategies for the various manifestations of the disability.
Some of these symptoms may lessen as the child ages; others may disappear
altogether. With appropriate intervention, many of the associated behaviors
can be positively changed, even to the point in some cases, that the child or
adult may appear to the untrained person to no longer have autism. The
majority of children and adults will, however, continue to exhibit some
manifestations of autism to some degree throughout their entire lives. What
is the Autism Society of America? Founded in
1965 by a small group of parents, the Autism Society of America (ASA)
continues to be the leading source of information and referral on autism and
the largest collective voice representing the autism community for more than
33 years. Today, more than 24,000 members are connected through a volunteer
network of over 200 chapters across the The mission of
the Autism Society of America is to promote lifelong access and opportunities
for persons within the autism spectrum and their families, to be fully
included, participating members of their communities through advocacy, public
awareness, education, and research related to autism. In addition to
its volunteer Board of Directors, composed primarily of parents of
individuals with autism, the ASA has a Panel of Professional Advisors,
comprised of nationally known and respected professionals who provide
expertise and guidance to the Society on a volunteer basis. The
ASA is dedicated to increasing public awareness about autism and the
day-to-day issues faced by individuals with autism, their families, and the
professionals with whom they interact. The Society and its chapters share
common goals of providing information and education, supporting research, and
advocating for programs and services for the autism community.
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Autism Society of
800-700-0037
info@autism-society-ca.org
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