Young Children with Autism Spectrum Disorders Fact Sheet
How are Autism Spectrum Disorders (ASD) diagnosed in young children?
 Early identification of ASD is crucial so the child can begin benefiting from an intensive
educational program.
 Extensive research has demonstrated that intensive intervention during the preschool
years results in improved long-term outcomes for children with ASD.
 ASD can be reliably diagnosed by the age of three and sometimes as early as 18 months.
Unfortunately, only about 50 percent of children receive a diagnosis before kindergarten.
 American Academy of Pediatrics recommends that all children be screened for ASD at
18 and 24 months.
 Parents are encouraged to talk to their child’s doctor about their child’s development and
discuss any concerns.
 There is no medical test (e.g., brain scan, blood test) for diagnosing ASD. The diagnosis
is based on the presence of certain behavioral characteristics.
 Often diagnosis of an ASD occurs in a two-step process:
o Developmental screening: should be completed during well-child checkups and
may involve parent report, observation by the doctor, and/or brief questionnaires
(e.g., Checklist for Autism in Toddlers)
o Comprehensive multidisciplinary evaluation: evaluation should involve a team
that includes a physician (e.g., developmental pediatrician, child psychiatrist, or
neurologist) and other specialists (e.g., psychologist, speech pathologist)
 Diagnostic evaluations should:
o Diagnose or rule out an ASD, other developmental delays or disorders (e.g.,
language delay, mental retardation), hearing impairment, and medical conditions
(e.g., seizures, lead poisoning)
o Assess the child’s interests, strengths, and needs
o Provide recommendations for educational programming, medical treatment, and
other interventions and also for follow-up assessment and progress monitoring
What are some early signs of ASD1
 Does not babble, point, or make meaningful gestures by 1 year of age
 Does not speak one word by 16 months
 Does not combine two words by 2 years
 Does not respond to name
 Loses language or social skills
 Poor eye contact
 Doesn't seem to know how to play with toys
 Excessively lines up toys or other objects
 Is attached to one particular toy or object
 Doesn't smile
 At times seems to be hearing impaired
1
National Institute of Mental Health http://www.nimh.nih.gov/health/publications/autism/completepublication.shtml
Created by START 2008
What should families do after their child is diagnosed with ASD?
 Parents of children under age three should contact their state’s early intervention program
 Parents of children age three and older should contact their local school district
 Parents should be aware of their child’s right to a free appropriate public education in the
Least Restrictive Environment under Individual with Disabilities Education Act (IDEA)
 Parents can also look into family programs (e.g., parent and sibling support groups) and
financial aid (e.g., Medicaid waiver)
What are effective practices for young children with ASD?
 Effective practices are methods that empirical studies have identified as important for
developing speech, language, play, social, self-care, and pre-academic/academic skills.
 The following are critical in educational intervention for young children with ASD.
o Identification and intervention as soon as possible (by at least age 3 ½)
o Intensive intervention at home or in a center program, with additional learning
opportunities in a variety of community settings on a year round basis for at least
25 hours a week
o Highly supportive, structured teaching methods based on behavioral principles
that incorporate a variety of strategies to facilitate skill acquisition, generalization,
and maintenance
o Positive behavioral support techniques for addressing challenging behavior
o Individualized intervention to adjust for the wide range of strengths and needs
o Curriculum content that addresses the core deficits of ASD: communication and
social interaction
o Predictability and routine provided throughout the day
o Integration with typical children in preschool and/or day care settings
o Family involvement in development and implementation of educational plans
o Transition from preschool to school is planned and supported
o Highly trained staff with low teacher to student ratio
o Monitoring and evaluation for decision making and progress measurement
Where can parents and professionals go for more information?
 Websites
o Autism Society of America http://www.autism-society.org
o Association for Science in Autism Treatment http://www.asatonline.org
o Learn the Signs. Act Early http://www.cdc.gov/ncbddd/autism/actearly
o Special Education Law and Advocacy http://www.wrightslaw.com
 Books
o Educating Children with Autism (2001) by the National Research Council
o Autism spectrum disorders: Interventions and treatments for children and youth
(2005) by Richard Simpson.
o Young children with disabilities in natural environments: Methods and
procedures (2006) by M. Noonan & L. McCormick
o Helping Your Child with Autism Spectrum Disorder: A Step-By-Step Workbook
for Families by Stephanie Lockshin, Jennifer Gillis, and Raymond Romanczyk
o More Than Words: Helping Parents Promote Communication and Social Skills in
Children with Autism Spectrum Disorder by Fern Sussman
Created by START 2008