Myth: The appearance of autism is relatively new.
Truth: Autism was first described by scientist Leo Kranner in 1943, but the earliest description of a child now known to have had autism was written in 1799. Ongoing research and improvements in diagnosis have identified that the characteristics of autism exist on a continuum with varying degrees of severity, intensity, and frequency. 2014 CDC estimates suggest that 1 in 68 children in the United States have a diagnosis of Autism Spectrum Disorder (ASD).
Myth: Autism is a mental health disorder.
Truth: Autism is a neurological disorder. Studies of the people with autism have revealed abnormalities in brain structure and neurotransmitter levels. What is commonly overlooked is that individuals with developmental disabilities are twice as likely to have a co-occurring mental health disorder that also needs treatment or, at times, may render them in need of acute mental health stabilization, while also taking into consideration the developmental disability.
Myth: All individuals with autism have mental disabilities.
Truth: Individuals on the autism spectrum are unique, with a wide range of intellectual abilities. Individuals with autism can be harder to test so IQ and abilities can be under- or over-estimated, unless testing is done by an expert in IDD and autism. Tests designed to include language and interpersonal analyses may misrepresent the intelligence of people with autism, who struggle with social skills. Many individuals on the autism spectrum have earned college and graduate degrees and work in a variety of professions. Conversely, it is sometimes mistakenly assumed that an individual with autism has a higher level of understanding than they do, based on their behavior, language skills or high level of ability in a specific area.
Myth: Autism is caused by vaccines.
Truth: There is no evidence that childhood vaccination causes autism. A 1998 study linking autism with vaccines has since been retracted and numerous studies continue to confirm that there is no direct evidence that links vaccines to the development of autism.
Myth: Autism is caused by poor parenting or “refrigerator mothers.”
Truth: In the 1950s, there was an assumption that autism was caused by emotionally distant or cold parents. Though the exact cause of autism has not been determined, it is now firmly established that the development of autism has nothing to do with parenting style.
Myth: Autism is caused solely by environmental factors.
Truth: Genes have been identified as one of the causes of autism. Parents whose first child has autism are more likely than the general population to have a second child with autism. Identical twin studies have shown that if one twin has autism, the other has a 90 percent chance of having autism as well. However, environmental factors can contribute to [symptom severity]{.underline} for some individuals.
Myth: Individuals with autism are violent.
Truth: Though there have been recent news stories relating autism to violence, aggressive acts from autistic individuals usually arise from sensory overload or emotional distress, and it is unusual for individuals with autism to act violently out of malice or pose any danger to society. Many individuals actually prefer to limit their exposure and interactions with other people because social situations can feel confusing and anxiety-provoking.
Myth: All individuals with autism have savant abilities.
Truth: While there is a higher prevalence of savant abilities among those with autism, only about 10 percent of individuals with autism exhibit savant abilities. Some individuals with autism have what are called “splinter skills,” meaning skills in one or two areas that are above their overall performance abilities.
Myth: Individuals with autism do not feel love. Individuals with autism are unable or unwilling to form meaningful social relationships.
Truth: Though many individuals with autism have difficulty with social interaction, they can have close social relationships, fall in love and even raise children. Some people may express their loving feelings in less obvious ways, but it does not mean they are incapable of experiencing or expressing love.
Myth: People with autism are cold and lack empathetic feelings.
Truth: Individuals with autism feel as much, if not more, empathy as others, but they may express it in ways that are harder to recognize. Some individuals with autism may seem “cold or uncaring” if they are very anxious or if they are 3 expected to show care or empathy in a more “typical” way.
Myth: People with autism cannot stand to be touched.
Truth: This can be true for some people who have high sensory sensitivities but many individuals with autism enjoy hugs, light massage, and other forms of touch.
Myth: People with autism have no sense of humor.
Truth: This may be true for some people with autism, but it is more likely that the individual expresses or shares humor in unique or less obvious ways. Many parents report that their family member may tease, tell jokes, or mimic comedy actions or comedy lines appropriately, anticipating others will be entertained.
Myth: Autism can be cured.
Truth: There is currently no cure for autism spectrum disorders. However, early and intensive behavioral treatment can, in many cases, reduce the severity of symptoms and help individuals develop adaptive skills for daily living, emotion and behavior regulation, and social engagement.
An IEP is an Individualized Education Program. IEPs are written for students who qualify for special education services through IDEA. In order to be eligible for special education, a student must have at least 1 of the 13 disability categories and their disability must negatively impact their education. These students require a specialized and individualized instructional program to ensure they receive a free and appropriate public education. IEPs are legally binding documents that describe how the school will support the student throughout their K-12 education, and are updated annually by the case manager (typically the special education teacher) with the input of the IEP team.
For students who receive special education services and do not earn a high school diploma (typically students with moderate-severe disabilities), they are eligible to attend an adult transition program in their school district until they are 22 years old. While in their transition program, they will continue to have an IEP that is updated annually.
Section 504 of the Rehabilitation Act of 1973 states that all entities receiving federal funding must ensure that people with disabilities are not discriminated against nor denied access. A 504 plan is created in K-12 schools for students who have a disability and require accommodations in order to access their educational environment. 504 plans are not updated annually, but are rather reviewed periodically (typically every 3 years). Students who do not qualify for an IEP or who do not require a specialized and individualized instructional program in order to participate in their educational setting may be eligible for a 504 plan.
IEPs are for students with disabilities who require specialized instructional programs individualized to their unique strengths and needs in order to obtain a free and appropriate public education (FAPE).
Students who require IEPs are students who need more than basic accommodations in a general education setting in order to be successful at school. These students require a variety of services and supports in order to learn, which would be included in a specialized program. These specialized programs could include a special day class where a student is in a special education classroom for the entire day or a specific percentage of the day working on functional skills, or even resource room settings where a student spends a period or so a day in an academic support classroom with special education teachers.
504 plans are for students with disabilities who require accommodations in order to successfully participate in general educational settings. Here are some examples of student profiles who would require a 504 Plan:
Students with 504 plans attend general education classes, and are able to access the curriculum with the support of their defined accommodations. The materials and curriculum do not need to be altered in a way that changes the educational outcome in order for these students to meaningfully participate.
A 504 plan contains accommodations to support the student with a disability in their current educational placement. An IEP document contains accommodations to support the student with a disability and a description of an individualized and specialized program to meet their needs. This program includes their:
Special Education Eligibility and description of how their disability impacts their education
Individual Transition Plan (for students 16 years and older) with post-secondary goals created from assessments and linked to annual goals
Present Levels of Performance in a variety of domains including:
Special Factors including behavioral supports and assistive technology
Statewide Assessment results
Annual goals that are measurable, targeting the student’s deficits described in their Present Levels of Performance, and linked to their Individual Transition Plan post-secondary goals
Offer of FAPE: Free and Appropriate Education
IEP Meeting Notes containing important information, discussions, and parent concerns
Emergency Procedures Plan (in the case of a disaster restricting school accessibility such as COVID-19)
IEPs are updated and reviewed annually at the Plan Review IEP meeting, and special education eligibility is redetermined through assessments every 3 years and discussed at the Triennial Eligibility Evaluation IEP meeting. 504 plans are not renewed annually, but are reviewed and/or updated periodically (typically every 3 years) or upon parent request.
Neither IEP documents nor 504 plans carry over into college for students with disabilities. IDEA protections end at 12th grade (with the exception of adult transition programs for students with moderate-severe disabilities who did not earn a high school diploma), which is why colleges are not required to create or implement IEPs. The Rehabilitation Act of 1973 Subpart D applies to K-12 schools while Subpart E applies to post-secondary schools. Due to this distinction, colleges have different requirements for supporting students with disabilities. They are not required to provide or implement 504 plans, though they are still held accountable for providing accommodations and supports for students who are eligible under the Americans with Disabilities Act (ADA).
While colleges are not required to implement a student’s IEP or 504 plan, they may use the document’s contents for decision-making or choose to implement particular accommodations or supports that were defined in the IEP or 504. However, just because a student had an IEP or 504 plan in high school, that does not mean they will receive accommodations while in college. In order to receive accommodations at the college-level, the institution must find the student eligible for services. Once a student has enrolled in college, they must register with their university’s disability services office to pursue accommodations. It’s important to remember that it is the responsibility of the student, once in college, to notify the institution of their disability in order to receive appropriate accommodations.
What is an IEP?
IEP stands for Individualized Education Program, which is a document that outlines a student’s present levels, goals, and services when they qualify for special education.
What is a 504 plan?
A 504 plan describes accommodations required for a student with a disability to successfully participate in their educational setting.
Who qualifies for an IEP?
Any student who meets one of the thirteen disability categories, and whose educational progress is impacted by their disability, is eligible for an IEP.
What are the 13 disability categories IDEA?
There are 13 disability categories listed in section 300.8 of IDEA that qualify a student for special education.
It’s important to note that if a student has one of these disabilities but only needs a service rather than special education, then the student is not classified as a “student with a disability” per the IDEA.
What is the IDEA?
The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment and independent living.
Who qualifies for a 504 plan?
Any student with a disability who requires accommodations in their educational setting.
How does a 504 plan affect college?
Colleges are not required to provide or implement 504 plans, however they are required to provide necessary accommodations and supports for students with disabilities who are eligible under the Americans with Disabilities Act (ADA).
Which is better, a 504 plan or an IEP?
A 504 plan is better for students who can successfully participate in the general education setting with appropriate accommodations. An IEP document is better for students who require an individualized, specialized program in order to learn.
Many autistic people have meltdowns. The public often finds it hard to tell autism meltdowns and temper tantrums apart, but they are very different things. If your family member or the person you support has meltdowns, find out how to anticipate them, identify their causes and minimize their frequency.
A meltdown is an intense response to an overwhelming situation. It happens when someone becomes completely overwhelmed by their current situation and temporarily loses control of their behavior. This loss of control can be expressed verbally (ex. shouting, screaming, crying), physically (ex. kicking, lashing out, biting) or in both ways.
A meltdown is not the same as a temper tantrum. It is not bad or naughty behavior. When a person is completely overwhelmed, and their condition means it is difficult to express that in another way, it is understandable that the result is a meltdown.
Meltdowns are not the only way an autistic person may express feeling overwhelmed. They may also refuse to interact, withdrawing from situations they find challenging or avoiding them altogether.
If someone is having a meltdown, or not responding to you, do not judge them. It can make a world of difference to an autistic person.
Give them some time - it can take a while to recover from information or sensory overload.
Calmly ask them (or their parent or friend) if they are OK, but bear in mind they’ll need more time to respond than you might expect.
Make space - try to create a quiet, safe space as best you can. Ask people to move along and not to stare, turn off loud music and turn down bright lights — whatever you can think of to reduce the information overload, try it.
Many autistic people will show signs of distress before having a meltdown, which is sometimes referred to as the “rumble stage”. They may start to exhibit signs of anxiety such as pacing, seek reassurance through repetitive questioning or physical signs such as rocking or becoming very still. At this stage, there may still be a chance to prevent a meltdown. Strategies to consider include distraction, diversion, helping the person use calming strategies such as fiddle toys or listening to music, removing any potential triggers, and staying calm yourself.
A meltdown is a reaction to an overwhelming experience. If your family member or the person you support has meltdowns, identify what is overwhelming for them. Complete a diary over a period of time. Record what happened before, during and after each meltdown. Patterns may emerge. You may find that meltdowns occur at particular times, in particular places, or when something particular has happened.
Once you have a clearer idea what may be triggering meltdowns, think about ways you might minimize that trigger. Every autistic person is different, but sensory differences, changes in routine, anxiety, and communication difficulties are common triggers.
Many autistic people have sensory differences. They may be over-sensitive to some senses, under-sensitive to others and often a combination of both.
For example, for someone who is over-sensitive to touch and sound, people brushing past them and a loud announcement at a train station could cause pain and sensory overload, leading to a meltdown. In this to block out loud noises and to wait until everyone has got off the train before approaching the platform to avoid crowds of people. situation, it could be helpful to listen to calming music on headphones
In other situations, consider creating a low arousal environment (ex. remove bright lights) or use sensory equipment (ex. glasses with dark or colored lenses, ear defenders, a weighted blanket).
Consistent, predictable routines and structure are very important for autistic people and a change to routine can be very distressing.
For example, having to go a different route to school due to roadworks could cause feelings of anxiety, that may trigger a meltdown. In this example, a clear visual support explaining the change, reassurance that the rest of the routine remains the same and adding extra support such as a calming/comforting activity to do in the car could help.
For an unexpected change, there can be a particular plan in place, such as:
the use of a picture symbol to explain the change
reinforcement of the rest of the day being the same (if that’s the case)
a chance to express any frustration appropriately (such as hitting a pillow, ripping paper) followed by an activity that is known to calm the person such as taking deep breaths, listening to calming music, going for a walk, or squeezing a stress ball.
It may help to increase structure around ordinary transitions, helping the person to navigate the change from one activity to another throughout the day. Using a clear timetable explaining when the transitions will be, using timers to count down to transitions, using a favorite toy or character to be part of the transition, can all help.
With its unwritten rules and unpredictable nature, the world can be an extremely challenging environment for autistic people and many experience anxiety. Without tools and strategies to help manage their feelings of anxiety, they may experience a meltdown.
Develop strategies to manage anxiety.
Have a plan beforehand of what to do if the person feels anxious, such as a calming playlist to listen to at the shops or a stress ball in their pocket.
Build relaxation time into the routine. The person will generally feel calmer and therefore better able to manage when something that could trigger a meltdown, occurs. What that means will vary from person to person, and may consist of quiet activities, ex. taking a walk, listening to music, playing a computer game, reading, doing puzzles, using fiddle toys, or more strenuous activities, ex. jumping on a trampoline or going to the gym.
In the case of more strenuous activities, observe whether the activity really does calm the person down. If it does not, but is just an activity they really enjoy, still build in time for that activity but also try and find one that does genuinely calm them down and make time for that as well.
Autistic people can find it difficult to express their wants and needs, from a non-verbal child struggling to express their need for a drink to a teenager finding it hard to express their emotions. This can result in overwhelming feelings, such as anger and frustration, leading to a meltdown.
Support the person to find ways to understand and express their emotions appropriately before they get overwhelmed, and find ways to make your own communication more easily understandable. Some autistic people may find verbal communication difficult due to misunderstanding body language, tone of voice, irony and sarcasm.
Things you can try include:
visual supports
social stories
Picture Exchange Communication Systems (PECS) — See Glossary
written information
modifying your verbal communication ex. by speaking in short, clear sentences
using technology such as tablets and voice software, instant messaging etc
increasing understanding of emotions and social skills.
Many people think that tantrums and meltdowns are the same thing and that only kids have them. These behaviors can look similar when they are happening. But a meltdown is very different from a tantrum. And some people have outbursts even as teens or adults.
Tantrums are common in young kids. Many toddlers and preschoolers do not yet have the language to express themselves or the self-control to keep emotions in check. They may yell, cry, or stomp their feet when they are frustrated or are trying to get something they want or need.
As kids develop, they usually have fewer tantrums. But some kids keep having these strong emotional reactions as they get older. As teens or adults, they may be quick to get upset when something does not go the way they hoped it would.
Still, people usually have some control over their behavior. Imagine a child who briefly stops mid-tantrum to make sure someone is looking at them. Tantrums usually end once the person gets what they want or do not see a benefit to continuing. But sometimes, a tantrum spirals out of control and turns into a meltdown.
A meltdown is a reaction to feeling overwhelmed. It is usually not something people can control.
Lots of situations can trigger meltdowns, depending on the person. For example, pain, fear, or unexpected changes to routines or life situations like a divorce or job loss.
For many kids and adults, meltdowns happen when they get too much information from their senses. The brain is too stimulated by certain sounds, sights, tastes, or textures. It gets overwhelmed trying to process it all. This is called sensory overload.
Some experts think overload sparks a fight-or-flight response. Intense feelings come out in the form of yelling, crying, lashing out, fleeing, or even shutting down.
Meltdowns tend to end in one of two ways:
By changing or reducing the amount of sensory input.
By just getting worn out. Some people may fall asleep. Others retreat inward and are unresponsive to the people around them as the nervous system resets.
Teaching your child to use the toilet correctly can be a difficult task, whether they are on the autism spectrum or not. But if your child is autistic, the process of developing a toilet routine can take longer and involve its own particular challenges. This guide provides some useful steps that will hopefully make your toilet training a success.
Choose a time when you have few engagements and are feeling relatively stress free. Some indicators of a good time to start are:
Remember that independent toileting is the ultimate aim and may take many months but there will be many small steps and successes along the way. As well as physical factors associated with toilet training, there are social factors to consider. It is rare for an autistic child to have the social motivation to want to be like mommy/daddy/friend and use the toilet. After using diapers for a number of years, your child might not see the point in starting to use the toilet. It’s important to remember that all children are different, and they will not all respond to the same teaching techniques.
Children on the autism spectrum often like routine. You can build upon this desire for predictability to develop a successful toilet training routine.
When deciding whether to teach a boy to sit or stand to urinate, ask yourself the following questions:
If the answer to any of the above is ‘yes’, then they are probably able to be taught to stand to urinate. To start teaching them to aim, it can be useful to put a piece of cereal (preferably one they don’t eat as this could lead to confusion) down the toilet, so they have something to aim for and concentrate on. You can also purchase a variety of fun toilet target stickers online.
Bowel control is usually learnt after bladder control. Some children can find bowel movements very frightening and not understand what is happening. It can help to get a book with pictures to explain the digestion process.
Some children are toilet trained through habit. Habit training is effective for children who may: lack awareness, not understand the significance or meaning related to physical sensations, be limited by decreased or absent physical sensations, or have unsuccessfully tried toilet training before.
Once your child is mostly dry during the day you will be able to start night-time toilet training.
