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General Information About ASDs
What are autism spectrum disorders
(ASDs)?
ASDs are
developmental disabilities that cause substantial impairments in
social interaction and communication and the presence of unusual
behaviors and interests. Many people with ASDs also have unusual
ways of learning, paying attention, or reacting to different
sensations. The thinking and learning abilities of people with ASDs
can vary—from gifted to severely challenged. An ASD begins before
the age of 3 and lasts throughout a person's life.
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What are some of the signs of ASDs?
As the name "autism spectrum disorders" suggests, ASDs cover a wide
range of behaviors and abilities. People with ASDs, like all people,
are different in how they act and what they can do. No two people
with ASDs have the same symptoms.
People with ASDs have serious
impairments with social, emotional, and communication skills. They
might repeat certain behaviors over and over again or have trouble
changing their daily routine. Following is a list of characteristics
that are common among people with ASDs. It is important to note that
some people without ASDs might also have some of these symptoms. But
for people with ASDs, the impairment is bad enough to make life very
challenging.
People with ASDs might:
-
Not play "pretend" games (pretend to "feed" a
doll)
-
Not point at objects to show interest (point at
an airplane flying over)
-
Not look at objects when another person points
at them
-
Have trouble relating to others or not have an
interest in other people at all
-
Avoid eye contact and want to be alone
-
Have trouble understanding other people's
feelings or talking about their own feelings
-
Prefer not to be held or cuddled or might cuddle
only when they want to
-
Appear to be unaware when other people talk to
them but respond to other sounds
-
Be very interested in people, but not know how
to talk to, play with, or relate to them
-
Repeat words or phrases said to them, or repeat
words or phrases in place of normal language
(echolalia)
-
Have trouble expressing their needs using
typical words or motions
-
Repeat actions over and over again
-
Have trouble adapting to changes in routine
-
Have unusual reactions to the way things smell,
taste, look, feel, or sound
-
Lose skills they once had (for instance, stop
saying words they were once using)
Talk to your child’s doctor or nurse if your child
loses skills at any age. |
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What conditions are included in
ASDs?
ASDs include
autistic disorder,
pervasive
developmental disorder - not otherwise specified (PDD-NOS,
including atypical autism), and
Asperger
syndrome. These conditions all have some of the same symptoms,
but they differ in terms of when the symptoms start, how severe they
are, and the exact nature of the symptoms. The three conditions,
along with Rett
syndrome and
childhood
disintegrative disorder, make up the broad diagnosis category of
pervasive developmental disorders.
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How are ASDs diagnosed?
There is no medical test for ASDs. Doctors look at behavioral
symptoms to make a diagnosis. Typically, a diagnosis is made after a
thorough evaluation. Such an evaluation may include clinical
observations, parent interviews, developmental histories,
psychological testing, speech and language assessments, and possibly
the use of one or more of a variety of autism diagnostic scales.
Because ASDs are complex disorders, a comprehensive evaluation may
also include physical, neurological, and
genetic testing.
Many tools have been designed to
assess ASDs in young children, but no single tool should be used as
the only basis for diagnosing autism. Diagnostic tools usually rely
on two main sources of information—parents’ or caregivers’
descriptions of their child’s development and health care
professional’s direct observation of behavior.
- Examples of autism diagnostic tools include:
- Autism Diagnosis Interview–Revised (ADI–R)
- Autism Diagnostic Observation Schedule – Generic
(ADOS–G)
- Childhood Autism Rating Scale (CARS)
- The Gilliam Autism Rating Scale (GARS)
For more information about
screening and diagnosis, click here:
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I think my child may have an ASD,
but my pediatrician says he or she will catch up. Where else can I
go?
Specialists who can diagnose autism include neurologists,
developmental pediatricians, psychologists, and psychiatrists. For
children under 3, many early intervention programs have qualified
professionals on staff who can also evaluate your child. Children 3
and older can be evaluated through their local public school system.
Even if your child has not been diagnosed with
autism, he or she may be eligible for early intervention services.
The Individuals with Disabilities
Education Act (IDEA) (link to glossary) says that children under
the age of 3 who are at risk of having substantial developmental
delays may be eligible for services. These services are provided
through an early intervention system in your state. Through this
system, you can request an evaluation. For more information about
early intervention, click here
National Dissemination Center for Children with Disabilities.
For tips on how to share your concerns with your
pediatrician, visit the
First
Signs website.
We know that many children with developmental
delays are not being identified early. CDC reports that
17% of children have a developmental or behavioral
disability such as autism, yet less than half of the
children are identified before entering school. This
delay causes children to miss important intervention
opportunities. |
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What is the best
treatment for children with ASDs?
There is no cure for ASDs. But, recognizing the signs of
developmental delay as early as possible and getting intervention
services right away can improve outcomes and help a child reach his
or her full potential. Learn more about developmental milestones at
Learn the
Signs. Act Early.
According to the American Academy of Pediatrics, educational
interventions thought to help children with ASDs are those that
provide structure, direction, and organization for the child.
Educational interventions must be tailored to the child’s needs,
strengths, and overall developmental status. To learn more about
these treatments and interventions, including specific strategies
used by physicians to treat ASDs, read the
American Academy of Pediatrics’ report on diagnosing and managing
ASDs.
For information on specific types of treatment,
including the most common research-based treatment for
ASDs—intensive structured teaching of skills, often called
behavioral intervention—click here.
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Are there other
problems or disabilities associated with ASDs?
Children with ASDs may also have other
developmental disabilities
such as mental retardation (also called intellectual
impairment), epilepsy,
fragile
X syndrome or tuberous sclerosis. Some
children may also have psychiatric
disorders such as depression and anxiety. Some children may have
attention deficits, sensory issues,
sleep problems, and gastrointestinal disorders.
More on additional
disabilities and conditions
It is important to remember that children with ASDs can get sick or
injured just like other children. Regular medical and dental exams
should be part of a child’s intervention plan. Often it is hard to
tell if a child’s behavior
is related to the ASD or caused by separate health condition. In
those cases, a thorough physical exam is needed.
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What resources are
available in schools and clinics for children with ASDs?
Resources for children with ASDs and their families vary greatly
from one city or state to another. If you are concerned about your
child, or think that your child may have an ASD, talk to your
child’s health care professional and/or teacher. Your child’s health
care professional may refer your child to a specialist like a
developmental pediatrician or psychologist for a full evaluation.
His or her teacher may ask the special education department of your
local school district to do a psycho-educational evaluation of your
child.
The Individuals with
Disabilities Education Act (IDEA) is a law that ensures all
children with disabilities, from birth through age 21, can get a
free, appropriate public education. It emphasizes special education
and related services that meet the children’s unique needs and
prepare them for employment and independent living. Children ages
3–21 years receive assessment and programs through public schools.
Infants and toddlers receive assessments and programs through public
health departments or other agencies.
Each child receiving services through IDEA should
have an IFSP (Individualized Family
Service Plan), for children under 3, or an
IEP (Individualized Education Program)
for children 3 and older. The IFSP and IEP provide a detailed plan
for meeting the unique and specific educational needs of each child.
Services provided can include direct teaching by a special education
teacher, consultation by a special education teacher, and related
services such as speech/language therapy, occupational/physical
therapy, and supportive counseling. To learn more about IDEA and the
services it provides, read
Questions
Often Asked by Parents About Special Education Services from the
National Dissemination Center for Children with Disabilities.
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Can medication help my child’s
ASD?
No medication can cure ASDs or to specifically treat the core
symptoms that make up the disorder—that is, communication and social
problems and repetitive or unusual behaviors. But medications can
help with some of the symptoms of autism in some people. For
instance, medication might help with a person’s high energy levels,
inability to focus, depression, or seizures. Also, the U.S. Food and
Drug Administration has approved the use of risperidone (an
antipsychotic drug) to treat 5- to 16-year-old children with ASDs
who have severe tantrums, aggression, and self-injurious behavior.
Medications may not affect a person with an ASD in the same way
they would affect other people. So, it is important to work with a
health care professional who has experience treating people with
ASDs. Also, parents must watch their child’s progress and reactions
while he or she is taking a medication to be sure that the side
effects of the treatment do not outweigh the benefits.
A list of commonly prescribed medications can be found on the
National
Institute of Mental Health’s autism website.
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If I have a child with an
ASD, what is my chance of having another child who is also affected?
Parents who have a child with an ASD have a 2%–8% chance of having a
second child who is also affected.
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What is CDC doing to ensure that all children
with ASDs are identified early?
CDC and national partners are conducting a campaign called “Learn
the Signs. Act Early.”
The
key objectives of the campaign are to:
-
Teach parents about developmental milestones.
-
Make health care professionals and childcare
providers more aware of the importance of early intervention in
diagnosing and treating developmental disorders.
-
Encourage parents and providers to talk about
developmental milestones and disorders.
-
Increase early action when a delay is suspected.
Teaching the public about childhood development is no small task.
CDC needs organizations, professionals, parents, and others around
the country to help spread the word and bring the “Learn the Signs.
Act Early.” campaign to parents everywhere.
Learn how you can get
involved.
CDC has also sponsored education and outreach
projects at each of the Autism and
Developmental Disabilities Monitoring (ADDM) Network sites.
Presentations to state organizations of teachers, school
psychologists, pediatricians, special education administrators, and
nurses have helped to increase awareness about ASDs among parents,
service providers, and the public, and to encourage early referral
and intervention.
Disclaimer: We have provided a link to
these sites because they have information that may be of interest to you. CDC does not necessarily endorse the views or information presented on
these sites. Furthermore, CDC does not endorse any commercial products or information that may be presented or advertised on these sites.
Return to Frequently
Asked Questions
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Date:
February 08, 2007
Content source: National Center on Birth Defects and Developmental
Disabilities
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