question

1 classmate Lin Dana

Autism Spectrum Disorder Fact Sheet

 

Definition: is a neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts, along with restricted, repetitive patterns of behavior, interests, or activities (American Psychiatric Association, 2022).

Description: is a developmental disability that affects how someone communicates, engages socially, learns, and behaves.

How does ASD affect young children?: ASD may affect young children in various ways: 

· May show signs of stimming for example, flapping)

· Child often prefers to play alone rather than with peers.

· Child may have difficulty responding to their name and make limited eye contact

· Child may be delayed in speech and language and struggle to communicate

· Child may have specific interests and fixations (organizing toys based on color or shape and lining them up in order)

· Child often prefers to play alone rather than with peers. 

· Child demonstrates difficulty reading social cues and body language 

· May have sensory sensitivities for example, loud noises or bright lights may trigger the child 

· May have sensory sensitivities for example, loud noises or bright lights may trigger the child 

· Oftentimes it impacts the way the child communicates, interacts socially, and takes in the world around them.  

How is ASD diagnosed? 

· (ADOS-2) and the Autism Diagnostic Interview-Revised (ADI-R). 

· Parent input about the child’s history and developmental behaviors.

· Speech, language, cognitive, and adaptive behavior evaluations to determine the child's strengths and support needs.

· Developmental screenings to identify early signs of autism.  

· Direct assessment of the child's communication, play, and socialization

             The Spectrum of ASD:

ASD is called a "spectrum" because it affects people in different ways and at various levels

No two people with ASD are alike.

Some may have mild symptoms and need less everyday support, while others may need support with everyday tasks.

People with ASD may vary in:

· Communication skills

· Interpersonal social skills

· Learning styles

· Sensory processing sensitivities

· Behavioral patterns

· Some children may have high verbal language. On the other hand, others may demonstrate limited or no spoken language.

· Some individuals may stand out in areas such as memory, math, music, or visual thinking.

· Sensory experiences differ; children may be overly sensitive or under-responsive to sounds, lights, textures, tastes, or smells.

        ASD Statistics & Facts:

· Approximately 1 in 31 children (3.2%) in the United States are identified as having Autism Spectrum Disorder.

· Boys are diagnosed more than 3 times as often as girls. 

· Children are being diagnosed at younger ages than in the past, allowing earlier intervention and support. 

· Current scientific evidence does not support a link between vaccines and autism.

· Large studies estimate that 60% to 90% of autism likelihood is related to genetic factors.

· If one child has autism, the recurrence risk for a younger sibling is approximately 20%.

· Autism can often be identified reliably by age 2. 

 

Questions for Discussion:

· What types of early intervention strategies are most effective for young children with ASD?

· How can teachers create inclusive classroom environments for students with ASD?

· What role do families play in supporting communication and social skills development?

 

 

For more information visit: 

NICHD Autism Information Resource:  https://www.nichd.nih.gov/health/topics/autismLinks to an external site.

 

2 Classmate

Antonia Bastien

 

Module 4-3-Part A-Assessment

Fact Sheet: Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) – Definition and Description

Autism Spectrum Disorder (ASD) is a developmental disability under IDEA that affects how a child communicates, interacts socially, and responds to the environment around them. Based on my understanding from DSM-5 criteria and OSEP fact sheets, autism is called a “spectrum” because children present in different ways and at different levels of support needs (OSEP, 2026).

According to IDEA and DSM-5 guidelines, ASD is identified in schools when a child shows persistent differences in social communication and interaction, along with restricted or repetitive patterns of behavior.

How ASD Affects Young Children

Based on my understanding and what I found in the readings, autism usually shows up early in childhood. It can often be noticed during preschool years when children are developing communication and social skills.

Some common areas affected include:

• Communication delays or differences, including limited speech or nonverbal communication

• Social interaction challenges, such as difficulty engaging with peers or responding to social cues

• Repetitive behaviors or strong interest in specific objects or routines

• Sensory differences, like being very sensitive to sound, touch, or movement

Based on DSM-5 guidelines, these behaviors are not just one sign, but a pattern that is observed over time in different settings.

I also find that in real life, children with ASD do not all look the same. For example, some children may avoid eye contact, while others may focus intensely on objects or patterns. From my experience and understanding, some children may not speak but still recognize familiar people and show connection in their own way.

Diagnosis and Assessment

Based on my understanding from DSM-5 and OSEP information, ASD is diagnosed through a combination of developmental screening, teacher and parent observations, and formal clinical evaluations.

These evaluations may include:

• Developmental screenings in early childhood

• Observation of behavior across settings

• Structured diagnostic tools such as ADOS

• Multidisciplinary team assessments

According to Cook et al. (2020), early identification is very important because early intervention can support communication, behavior, and learning development. I find that teachers are often the first ones to notice patterns and bring concerns forward for evaluation.

As stated in Chapter 4 and 5 of Cook et al. (2020), early childhood disabilities such as Autism Spectrum Disorder are better understood through ongoing developmental observation and classroom performance over time, rather than relying only on clinical labels or diagnosis.

 Impact on Learning in the Classroom

While working in District 75, I have seen how children with Autism Spectrum Disorder can function and even excel in classrooms that are structured and consistent. In classrooms where teachers maintain clear routines and use visual cues, children are often more successful with transitions and daily activities.

Based on what I observed, visual supports such as pictures or schedules help children who are nonverbal or have limited speech point to what they need. This allows them to communicate without feeling frustrated, and it also helps adults respond more clearly and quickly. I have seen that when this kind of support is in place, it reduces frustration for the child and creates a calmer learning environment overall.

I believe structure, predictability, and visual communication tools are key supports for children with ASD because they help bridge communication gaps and promote independence in the classroom.

 Where to Find More Information

Based on what I found, helpful sources include:

• OSEP IDEA fact sheets (U.S. Department of Education)

• DSM-5 diagnostic criteria summaries

• Cook, Klein, & Chen (2020) textbook

• NAEYC inclusive early childhood

Questions:

1. Based on OSEP and DSM-5 guidelines, what are some early signs of Autism Spectrum Disorder that educators might notice beyond eye contact or repetitive behaviors?

2. In your view, what combination of behaviors or developmental patterns should teachers look for before considering a possible ASD concern?

3. How should educators approach conversations with families when they have early concerns about ASD in a way that is respectful and supportive?

4. What are some ways teachers and families can work together early on to support a child who may show signs of Autism Spectrum Disorder?

resources

 

REFERENCES 

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson.

U.S. Department of Education, Office of Special Education Programs. (2026). OSEP fact sheet: Children identified with autism.

https://data.ed.gov