Patient and family education is important to us. Here you can learn more about autism spectrum disorders in children, and view trusted insights from KidsHealth.org, the No. 1 most viewed health site for children, created by the experts at Nemours. We've also provided information from the most respected nonprofit organizations.
About Autism in Children
Autism — whether mild or severe — is a lifelong condition and your child may need medication, therapy or support throughout his or her life. Thankfully today, unlike only a few decades ago, autism specialists can offer many interventions and therapies that can remarkably increase your child’s skills and abilities. The next few decades (and even the next few years) show great promise of more to come.
Autism is a neurodevelopmental disorder, which means it’s a condition related to the improper development of the neurons in the brain.
Children with an autism spectrum disorder develop “unevenly” and have difficulties in communication and social interactions and exhibit repetitive or restrictive behaviors. Very often, these children have exceptional strengths in other areas, such as math, visual processing and musical and artistic abilities (to name a few). Autism spectrum disorder is an active area of research — every day we’re uncovering important information about the disorder.
Traditional Types of Autism
Autism has had many names, including:
- autistic disorder (or autism) — refers to the more severe cases in which children have difficulty communicating and interacting with others (or they may be unable to communicate), and also exhibit unique repetitive/restrictive behaviors such as hand flapping, spinning or rocking.
- Asperger syndrome (AS, also called Asperger’s) — a milder form of autism in which children have average or above-average intelligence, impaired language skills only in some areas (like language pragmatics, or understanding the meaning of words in certain situations), impaired social skills (problems with reciprocity, or the natural “give and take” that occurs in a conversation) and repetitive/restrictive behaviors, sometimes related to a special interest.
- pervasive developmental disorder-not otherwise specified (PDD-NOS) — Because there are many variations within the autism spectrum — with no two children experiencing the same symptoms or patterns of behavior — today we refer to all types of autism as “autism spectrum disorder” regardless of how mild or severe symptoms may be.
The Centers for Disease Control (CDC) estimates that 1 in 88 children has an autism spectrum disorder. And while there are many theories about the causes of autism spectrum disorder in children, large research studies show vaccinations do not increase the risk for the disorder. Other studies show that genes may play a role, and possibly prenatal illness or infections, but it is not caused by anything a mother did, or did not do, during pregnancy. What’s more, autism is not a result of a child’s upbringing, amount of nurturing or environment at home. The cause of autism development disorder continues to be a very active area of study.
Children with an autism spectrum disorder exhibit behavioral symptoms in specific areas, with different degrees of severity, and at different ages or life stages. Some symptoms include:
- delayed babbling or speaking
- does not speak, or is “nonverbal” (but may be able to communicate using pictures or assistive technologies)
- problems understanding the meaning of words
- difficulty starting and sustaining (continuing) conversation
- can only talk about a special interest (no “small talk”)
- does not understand tone, body language or facial expressions
- interprets words literally (may not understand statements like “it’s raining cats and dogs”)
- may speak in a different tone (monotone or high-pitched)
Impaired Social Interaction
- does not engage in interactions or imitation (smiling back or responding to name)
- reduced interest in people
- lack of eye contact
- difficulty making and keeping friends
- difficulty playing games or working in groups (has own rules or way of playing)
- responds to things differently (laughs when it’s serious or cries when it’s not)
- hard time understanding how people think or feel (difficulty with or lack of empathy)
- difficulty seeing other people’s perspective
- difficulty regulating emotions (tantrums when overloaded)
- repeats words over and over
- upset when a routine is disrupted or changed
- hand-flapping, rocking or spinning
- uses toys differently (repeatedly lines items up, spins wheels on vehicles, opens and shuts/turns things on and off)
- intense fixation with details, particularly related to a special interest
Sensory Processing Difficulties
Some children may be easily overloaded by too much — or too little — sensory input. For example, children with an autism spectrum disorder may:
- react adversely to itchy clothing (tags or seams)
- dislike loud noises (vacuum cleaner, school bell, etc.)
- avoid bright lights (particularly flickering of fluorescent lighting)
- avoid being touched or hugged (or conversely, need more touch)
From Nemours' KidsHealth
- Camps for Kids With Special Needs
- Speech-Language Therapy
- Sleep Problems in Teens
- Sending Your Child With Special Needs to Camp
- Disciplining Your Child With Special Needs
- Does My Toddler Have a Language Delay?
- Relaxation Techniques for Children With Serious Illness
- Auditory Processing Disorder
- Occupational Therapy
- Delayed Speech or Language Development
- Individualized Education Programs (IEPs)
- What Is ADHD?
- Anxiety, Fears, and Phobias
- Asperger Syndrome
- A to Z: Autism
- Raising a Child With Autism: Paige and Iain's Story
- Autism Special Needs Factsheet
- Is There a Connection Between Vaccines and Autism?
- Giving Teens a Voice in Health Care Decisions
- Brain and Nervous System
- Obsessive-Compulsive Disorder
Trusted External Resources
- The Power of Positive Parenting: A Wonderful Way to Raise Children, by Dr. Glenn I. Latham
- Educate Toward Recovery: Turning the Tables on Autism, by MA BCBA Robert Schramm
- Autism’s False Prophets: Bad Science, Risky Medicine, and the Search For A Cure, by Paul A. Offit, MD
Autism Special Needs Factsheet
What Teachers Should Know
Autism is one of the most common developmental disabilities. People with autism, also called autism spectrum disorder (ASD), have differences in the way their brains develop and process information. As a result, they face significant communication, social, and behavior challenges.
Symptoms can be severe and interfere with everyday tasks, or they can be mild and cause only a few problems. Experts call this range of symptoms a "spectrum." Asperger syndrome and pervasive developmental disorders (PDD) are conditions that fall within the autism spectrum.
Signs of autism may include:
- trouble interacting, playing with, or relating to others
- little or brief eye contact with others
- unusual or repetitive movements, such as hand flapping, spinning, or tapping
- delays in developmental milestones or loss of already-achieved milestones
- difficulties learning in school
- playing with toys in ways that seem odd or repetitive
- low muscle tone, clumsiness, and poor spacial awareness
Although there's no cure for autism, early intervention and therapy can help kids develop skills and achieve their potential. Therapy is tailored to each child's individual needs and may include behavioral, educational, speech, and occupational therapies.
Students with autism may:
- get easily frustrated and act out in certain situations
- need to go to the school nurse for medications
- miss class time for doctor's appointments and therapies
- have trouble speaking or not speak at all
- seem insensitive or unemotional
- need extra time for class assignments and homework
- need to take tests in a separate area away from distractions
Because bullies often target students who seem "different," certain health conditions, including autism, can put kids and teens at higher risk of being bullied.
What Teachers Can Do
Many students with autism can thrive in a structured environment, so establish a routine and keep it as consistent as possible. Adhering to daily schedules and allowing ample time for transitions can help with many students' behavioral issues and frustrations.
Instructional support is often needed within the classroom setting. Students with autism learn better with pictures and demonstrations. Limit long verbal instructions and provide visual cues and written instructions, when possible. Also limit distractions and use positive rewards for positive behaviors.
Many people with autism have strong passions and deep interests. Getting to know your students' likes and dislikes can help you understand what motivates them. Students with autism can participate in most activities that other kids and teens do, so provide encouragement to participate when appropriate.
Reviewed by: Mary L. Gavin, MD
Date reviewed: September 26, 2016