Autism Information
NJDOE Special Education Parents & Families Website:
http://www.state.nj.us/education/specialed/resources/
Thank you to Jasmine Dyoco of Educator Labs for the following links!
Contact: info@educatorlabs.org
15 Behavior Strategies for Children on the Autism Spectrum
How to Create a Backyard Sanctuary for Kids with Disabilities
For Educators: Strategies for Working With Children With Autism Spectrum Disorder
Helping Asperger’s Teens To Survive and Thrive: 15 Key Steps
Creating a Home Atmosphere of Solitude to Help Cope with Adult Autism
http://www.state.nj.us/education/specialed/resources/
Thank you to Jasmine Dyoco of Educator Labs for the following links!
Contact: info@educatorlabs.org
15 Behavior Strategies for Children on the Autism Spectrum
How to Create a Backyard Sanctuary for Kids with Disabilities
For Educators: Strategies for Working With Children With Autism Spectrum Disorder
Helping Asperger’s Teens To Survive and Thrive: 15 Key Steps
Creating a Home Atmosphere of Solitude to Help Cope with Adult Autism
Autism Biomedical Information Network
For pediatricians: Red flags for autism
Pediatricians or family medicine physicians are often the first physicians consulted by families with concerns about their children's development. Many families continue to report that the family physician often attempts to reassure them and may be dismissive of their concerns. There is now evidence that parental concerns are generally reliable and should be given more credence by physicians. The two tables below (Table III and Table IV from Filipek PA et al, see reference below), are tools that can enable physicians to recognize autism and promptly pursue further evaluation.
This is not a trivial matter. There is now evidence that early intensive behavior therapy implemented during the relatively narrow window of "brain plasticity" can have a positive impact on development and provide a better outcome.
Table III lists typical concerns brought to the family physician.
Table IV lists the kinds of questions that the family physician should ask after the concerns listed in Table III are brought to them by a family.
Table III. Parental Concerns that are RED FLAGS for Autism
Communication Concerns
Social Concerns
Behavioral Concerns
Absolute indications for immediate further evaluation
Table IV. Ask Specific Development Probes: "Does (s)he..." or "Is there..."
Socialization
...cuddle like other children?
...look at you when you are talking or playing?
...smile in response to a smile from others?
...engage in reciprocal, back-and-forth play?
...play simple imitation games, such as pat-a-cake or peek-a-boo
...show interest in other children?
Communication
...point with his finger?
...gesture? nod yes and no?
...direct your attention by holding up objects for you to see?
...anything odd about his/her speech?
...show things to people?
...lead an adult by the hand?
...give inconsistent responses to name? ...to commands?
...use rote, repetitive, or echolalic speech?
...memorize strings of words or scripts?
Behavior
...have repetitive, stereotyped, or odd motor behavior?
...have preoccupations or a narrow range of interests?
...attend more to parts of objects (e.g., wheels)?
...have limited or absent pretend play?
...imitate other people's actions?
...play with toys in the same exact way each time?
...strongly attached to a specific unusual object(s)?
From Filipek PA et al, The screening and diagnosis of autistic spectrum disorders, J Autism Developmental Disorders 1999;29(6):439-484. Copyright 1999 Plenum Publishing Corporation
For pediatricians: Red flags for autism
Pediatricians or family medicine physicians are often the first physicians consulted by families with concerns about their children's development. Many families continue to report that the family physician often attempts to reassure them and may be dismissive of their concerns. There is now evidence that parental concerns are generally reliable and should be given more credence by physicians. The two tables below (Table III and Table IV from Filipek PA et al, see reference below), are tools that can enable physicians to recognize autism and promptly pursue further evaluation.
This is not a trivial matter. There is now evidence that early intensive behavior therapy implemented during the relatively narrow window of "brain plasticity" can have a positive impact on development and provide a better outcome.
Table III lists typical concerns brought to the family physician.
Table IV lists the kinds of questions that the family physician should ask after the concerns listed in Table III are brought to them by a family.
Table III. Parental Concerns that are RED FLAGS for Autism
Communication Concerns
- Does not respond to his/her name
- Cannot tell me what (s)he wants
- Language is delayed
- Doesn't follow directions
- Appears deaf at times
- Seems to hear sometimes but not others
- Doesn't point or wave bye-bye
- Used to say a few words, but now he doesn't
Social Concerns
- Doesn't smile socially
- Seems to prefer to play alone
- Gets things for himself
- Is very independent
- Does things "early"
- Has poor eye contact
- Is in his own world
- Tunes us out
- Is not interested in other children
Behavioral Concerns
- Tantrums
- Is hyperactive/uncooperative or oppositional
- Doesn't know how to play with toys
- Gets stuck on things over and over
- Toe walks
- Has unusual attachments to toys (e.g., always is holding a certain object)
- Lines things up
- Is oversensitive to certain textures or sounds
- Has odd movement patterns
Absolute indications for immediate further evaluation
- No babbling by 12 months
- No gesturing (pointing, waving bye-bye, etc) by 12 months
- No single words by 16 months
- No 2-word spontaneous (not just echolalic) phrases by 24 months
- ANY Loss of ANY Language or Social Skills at ANY Age
Table IV. Ask Specific Development Probes: "Does (s)he..." or "Is there..."
Socialization
...cuddle like other children?
...look at you when you are talking or playing?
...smile in response to a smile from others?
...engage in reciprocal, back-and-forth play?
...play simple imitation games, such as pat-a-cake or peek-a-boo
...show interest in other children?
Communication
...point with his finger?
...gesture? nod yes and no?
...direct your attention by holding up objects for you to see?
...anything odd about his/her speech?
...show things to people?
...lead an adult by the hand?
...give inconsistent responses to name? ...to commands?
...use rote, repetitive, or echolalic speech?
...memorize strings of words or scripts?
Behavior
...have repetitive, stereotyped, or odd motor behavior?
...have preoccupations or a narrow range of interests?
...attend more to parts of objects (e.g., wheels)?
...have limited or absent pretend play?
...imitate other people's actions?
...play with toys in the same exact way each time?
...strongly attached to a specific unusual object(s)?
From Filipek PA et al, The screening and diagnosis of autistic spectrum disorders, J Autism Developmental Disorders 1999;29(6):439-484. Copyright 1999 Plenum Publishing Corporation
