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Information about Autism Spectrum Disorders

 

Facts & Statisitcs about Autism

 

 

  • 1 to 1.5 million Americans live with an autism spectrum disorder

  • Fastest-growing developmental disability; 1,148% growth rate.

  • Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention

  • The cost of autism over the lifespan is 3.2 million dollars per person.

  • Only 56% of students with autism finish high school

                     (Autism Society)

 

  • Autism now affects 1 in 68 children and 1 in 42 boys

  • Autism prevalence figures are growing

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

  • Boys are nearly five times more likely than girls to have autism

  • There is no medical detection or cure for autism

                       (Autism Speaks)

 

  • ASD is reported to occur in all racial, ethnic, and socioeconomic groups

                   (Center for Disease control and prevention)

 

 

  • Autism is a bio-neurological developmental disability that generally appears before the age of 3

 

  • Autism impacts the normal development of the brain in the areas of social interaction, communication skills, and cognitive function. Individuals with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities

 

  • Individuals with autism often suffer from numerous co-morbid medical conditions which may include: allergies, asthma, epilepsy, digestive disorders, persistent viral infections, feeding disorders, sensory integration dysfunction, sleeping disorders, and more

 

  • Autism is diagnosed four times more often in boys than girls. Its prevalence is not affected by race, region, or socio-economic status. Since autism was first diagnosed in the U.S. the incidence has climbed to an alarming one in 68 children in the U.S.

 

  • Autism itself does not affect life expectancy, however research has shown that the mortality risk among individuals with autism is twice as high as the general population, in large part due to drowning and other accidents.

 

  • Currently there is no cure for autism, though with early intervention and treatment, the diverse symptoms related to autism can be greatly improved and in some cases completely overcome.

 

      (National Autism Association) 

Prevalence in School-aged Children

 

1 percent of the population of children within the United States ages 3-17 have an autism spectrum disorder. About 1 in 68 births will result in a child with an autism spectrum disorder.

 

Autism statistics from the U.S. Centers for Disease Control and Prevention (CDC) identify around 1 in 68 American children as on the autism spectrum–a ten-fold increase in prevalence in 40 years. Careful research shows that this increase is only partly explained by improved diagnosis and awareness. Studies also show that autism is four to five times more common among boys than girls. An estimated 1 out of 42 boys and 1 in 189 girls are diagnosed with autism in the United States.

 

ASD affects over 2 million individuals in the U.S. and tens of millions worldwide. Moreover, government autism statistics suggest that prevalence rates have increased 10 to 17 percent annually in recent years. There is no established explanation for this continuing increase, although improved diagnosis and environmental influences are two reasons often considered. 

(Autism Speaks)

Characteristics of Students with Autism Spectrum Disorders

 

Communication:

  • Language is significantly delayed

  • Some do not develop spoken language

  • Experience difficulty with both expressive and receptive language

  • Difficulty initiating or sustaining conversations

  • Robotic, formal speech

  • Repetitive use of language

  • Difficulty with the pragmatic use of language

 

Socialization:

  • Difficulty developing peer relationships

  • Difficulty with give and take of social interactions

  • Lack of spontaneous sharing of enjoyment

  • Impairments in use and understanding of body language to regulate social interaction

  • May not be motivated by social reciprocity or shared give-and-take

 

Restrictive/Repetitive Behavior:

  • Preoccupations atypical in intensity or focus

  • Inflexibility related to routines and rituals

  • Stereotyped movements

  • Preoccupations with parts of objects

  • Impairments in symbolic play

 

      (AFT)

 

 

More information on characteristics click here.   

 

 

Warning signs/Things to watch for:

 

  • No big smiles or other warm, joyful expressions by six months or thereafter

  • No back-and-forth sharing of sounds, smiles or other facial expressions by nine months

  • No babbling by 12 months

  • No back-and-forth gestures such as pointing, showing, reaching or waving by 12 months

  • No words by 16 months

  • No meaningful, two-word phrases (not including imitating or repeating) by 24 months

  • Any loss of speech, babbling or social skills at any age

 

        (Autism Speaks) 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Autism is a neurodevelopmental disorder characterized by social impairments, cognitive impairments, communication difficulties, and repetitive behaviors. It can range from very mild to very severe and occur in all ethnic, socioeconomic and age groups. Males are four times more likely to have autism than females. Some children with autism appear normal before age 1 or 2 and then suddenly “regress” and lose language or social skills they had previously gained. This is called the regressive type of autism.

 

 

Signs of Autism:

 

  • No big smiles or other warm, joyful expressions by six months or thereafter

  • No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter

  • No babbling by 12 months

  • No Gesturing (pointing, waving bye-bye) by 12 months

  • No words by 16 months

  • No two-word meaningful phrases (without imitating or repeating) by 24 months

  • Any loss of speech or babbling or social skills at any age

 

Early Signs of Autism:

 

  • Doesn’t make eye contact (e.g. look at you when being fed).

  • Doesn’t smile when smiled at.

  • Doesn’t respond to his or her name or to the sound of a familiar voice.

  • Doesn’t follow objects visually.

  • Doesn’t point or wave goodbye or use other gestures to communicate.

  • Doesn’t follow the gesture when you point things out.

  • Doesn’t make noises to get your attention.

  • Doesn’t initiate or respond to cuddling.

  • Doesn’t imitate your movements and facial expressions.

  • Doesn’t reach out to be picked up.

  • Doesn’t play with other people or share interest and enjoyment.

  • Doesn’t ask for help or make other basic requests

                     (National Autism Association)

 

 

For more information on signs of autism click here.

Legislation in regards to the education of students with autism spectrum disorders

 

 

Individuals with Disabilities Education Act (IDEA) – originally  1975, revised 2004

Under this act, special education services are provided for children with disabilities, including autism. The law, which was revised in 2004 to the Individuals with Disabilities Education Improvement Act “specifies that children with various disabilities, including autism, are entitled to early intervention services and special education.”1 The state must provide an appropriate educational program for a child, regardless of their developmental level. According to Autism Society2, the six principle rights mandated in IDEA are as follows:

  • Free and Appropriate Public Education (FAPE)

  • Appropriate Education

  • Individualized Education Program (IEP)

  • Least Restrictive Environment (LRE)

  • Parent and Student Participation in Decision Making

  • Procedural Safeguards

 

IDEA allows parents to fulfill an important role to plan and provide for their child’s future. Parents are encouraged to be an “active participant in planning and monitoring [their] child’s unique program and legal rights.”1 Parents and the school district should equally decide on an education program that adheres to a child’s specialized needs.

Under IDEA, the persons conducting the evaluation to determine the educational needs of the child must assess “all areas of suspected disability.”3 This includes, but is not limited to, health, vision, hearing, communication abilities, motor skills, and social and/or emotional status.4 Parents may opt to provide consent for the school to conduct only some of the evaluations. For example, the parents may decide to have their child’s psychological evaluation performed by their personal psychologist while providing consent for the school to conduct the necessary school evaluations. Under IDEA, children with disabilities “have available to them a free appropriate public education that emphasizes special education and related services to meet their unique needs and prepare them for further education, employment, and independent living.”5 IEPs are designed specifically to meet the child’s unique needs. Free and appropriate education (FAPE)and related services must be provided for any child with a qualifying disability by the school district at no cost to the parents.6

                                     

(National Autism Network)

 

 

Section 504 and the Family Educational Rights and Privacy Act (FERPA)

Both monumental laws are designed to protect those with disabilities. Section 504 is “a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED).”10 Basically, 504 states that the civil rights of people with disabilities are to remain intact and no agencies receiving federal funding are able to discriminate based upon a disability.

 

In general, the Family Education Rights and Privacy Act states “schools must have written permission from the parent or eligible student in order to release any information from a student's education record.”11 The law applies to the records of all individuals and not just those with disabilities.

 

(National Autism Network)

 

 

Elementary and Secondary Education Act (ESEA)

The ESEA was originally enacted in 1965. The ESEA “emphasizes equal access to education and establishes high standards and accountability. The law authorizes federally funded education programs that are administered by the states. In 2002, Congress amended ESEA and reauthorized it as the No Child Left Behind Act (NCLB).”12 The law is designed to help schools maintain a certain level of academic achievement.

 

(NationalAutismNetwork)

 

 

Children’s Health Act – 2000

This act established the National Center on Birth Defects and Developmental Disabilities at the Centers for Disease Control and Prevention (CDC). Also, it authorized the establishment of Centers of Excellence at both CDC and the National Institutes of Health (NIH) to promote research and monitoring efforts related to the causes, diagnosis, early detection, preventions, and treatment of autism.

 

 

Combating Autism Act of 2006

This act was enacted and provides almost $1 billion over five years for autism spectrum disorder and developmental disabilities research, screening, treatment and education. The act established a federal advisory committee, the Interagency Autism Coordinating Committee (IACC) to develop and annullay update a strategic plan for the conduct of, and support for, autism spectrum disorder research.

 

 

Combatiing Autism Reauthorization Act (Public Law 112-32) in 2011

This law authorizes $693 million in continued federal investment in autism research, treatment and services through fiscal year 2014.  (Autism) 

 

 

The Interagency Autism Coordinating Committee (IACC) has been established in accordance with the Combating Autism Act of 2006 (Public Law 109-416) (PDF – 49 KB) and was reauthorized by the Combating Autism Reauthorization Act of 2011 (Public Law 112-32) (PDF – 119 KB). See below for links to the Web pages of the Federal agencies represented on the Committee.

 

  • Department of Health and Human Services (HHS):

  • Administration for Community Living (ACL)

  • Agency for Healthcare Resources and Quality (AHRQ)

  • Centers for Medicare and Medicaid Services (CMS)

  • Centers for Disease Control and Prevention (CDC)

  • Food and Drug Administration (FDA)

  • Health Resources and Services Administration (HRSA)

  • National Institutes of Health (NIH)

  • Department of Defense (DoD)

  • Department of Education (ED)

 

(U.S. Department of Health & Human Services)  

 

 

 

Autism Speaks Model Autism Insurance Legislation - updated February 2014

Click here

 

 

Historical Research Articles

 

Kanner, L. L. (1943). Autistic disturbances of affective contact. Nervous Child, 2217-250.

 

“The case histories of 11 children are presented to illustrate an apparently new form of emotional disorder. Although these children present the combination of extreme autism, obsessiveness, stereotypy, and echolalia, they differ from schizophrenia in that the condition is present from birth, and they are able to maintain a purposeful and intelligent relation to objects that do not threaten their aloneness. It is concluded that these are ‘pure-culture examples of inborn autistic disturbances of affective contact,’ and that they possess an innate inability to form the usual affective contact.” (PsycINFO Database Record (c) 2012 APA, all rights reserved)

 

 

Kanner, L. L. (1944). Early infantile autism. The Journal Of Pediatrics, 25211-217. 

 

This article reports the study of 20 cases of children who showed autistic tendencies from infancy. None of these children used language as a means of communication. All showed signs of cognitive intelligence and handled objects intelligently. The few students who did use language in any way often used repetition of what was heard with little regard to the meaning. All showed a desire of absolute sameness of routine and were upset by any kind of change to the routine. This was another  very early look at autism.

 

 

Clancy, H., & Rendle-Short, J. (1968). Infantile autism: A problem of communication. Australian Occupational Therapy Journal, 15(3), 7-20. 

 

This article tells about the 7 yr. treatment of 11 children in hopes of early intervention . Simple conditioning techniques were used for feeding, toilet training, and social peer and adult interaction programs. This case study concluded that early treatment in the first three years of life forestalls the secondary level of symptoms and greatly modifies the disabilities of autism. 

 

 

Current Research Articles

 

deStefano, F. F., & Chen, R. T. (2001). Autism and Measles-Mumps-Rubella Vaccination: Controversy Laid to Rest?. CNS Drugs, 15(11), 831-837.

 

Many accusations have been made linking vaccinations, especially with measles-mumps-rubella (MMR) vaccine, to the development of autism. Although the prevalence of autism and similar disorders appears to have increased recently, it is not clear if this is an actual increase or the result of increased recognition and changes in diagnostic criteria. The current research does not support a causal association between MMR vaccine, or any other vaccine or vaccine constituent, and autism.

 

 

Miller, L., & Reynolds, J. (2009). Autism and Vaccination—The Current Evidence. Journal For Specialists In Pediatric Nursing, 14(3), 166-172. 

 

This article reviews the relevant literacture information regarding evidence linking thimerosal-containing vaccine and the measles, mumps, and rubella vaccine to autism. Rigorous scientific studies have not identified links between autism and either thimerosal-containing vaccine or the measles, mumps, and rubella vaccine. This is meant to provide families with current and credible evidence about this topic in order to make decisions for their children.

 

 

Sunita, & Bilszta, J. (2013). Early identification of autism: A comparison of the Checklist for Autism in Toddlers and the Modified Checklist for Autism in Toddlers. Journal Of Paediatrics & Child Health, 49(6), 438-444. 

 

This article compares the checklist for autism in toddlers and the modified checklist for autism in toddlers. The available evidence suggests that characteristic behaviors in autism should be evident in simple forms before the age of 18 months, while screening at 24 months should be conducted to identify those who regress. The use of a screening tool during 18- to 24-month well-child visit improves early identification of autism. In result, the M-CHAT has slightly better sensitivity and specificity compared to CHAT, and is preferable to use as a developmental screening tool.

 

 

 

Why Are Autism Spectrum Disorders Increasing?. (2012, April 16). Centers for Disease Control and Prevention. Retrieved July 19, 2014, from http://www.cdc.gov/features/autismprevalence/index.html 

 

This article looks are the increasing number of children diagnosed with autism and poses the question why? It concludes that the increase of identified prevalence of autism spectrum disorders is not understood completely. It discusses that an increase in awareness by doctors, teachers, and parents has led to higher number of identified and diagnosed cases. The article also states that further research will take place.

 

 

 

 

Changes in Prevalence of Parent-reported Autism Spectrum Disorder in School-aged U.S. Children: 2007 to 2011–2012

 

 

 

 

 

 

 

 

This study shows that the differential survey measurement error over time was not a major contributor to observed changes in the prevalence of parent-reported autism spectrum disorders. Rather, much of the prevalence increase from 2007 to 2012 for school-aged children was the result of diagnoses of children with previously unrecognized autism spectrum disorders. Between the years of 2007 and 2012, the prevalence estimate for parent-reported autism spectrum diagnoses among U.S. children aged 6-17 increase significantly, from 1.16% to 2.00%. These increases were observed in all age groups, and among boys ages 6-17. (Blumberg at el, 2012)

 

 

Last updated July 20, 2014

 

The graphic to the right illustrates and example of where one individual on the autism spectrum would fall within these categories. Since autism is a spectrum disorder, there can be a very wide range in characteristics from minor to severe.

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