Autism is a developmental disability that generally appears before the age of 3. Though symptoms and severity vary, all autism disorders affect a child's ability to communicate and interact with others. Autism impacts the normal development of the brain in the areas of communication, social interaction, and behavior. Individuals on the autism spectrum typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.

Because autism symptoms vary greatly, two children with the same diagnosis may act very differently and have different skills. Some children show signs of autism in early infancy. Other children may develop normally for the first few months or years of life but then suddenly become withdrawn or lose language skills that they have acquired. Though each child with autism is likely to have a unique pattern of behavior, these are some common symptoms:

Social Skills

• Fails to respond to his or her name
• Has poor eye contact
• Resists holding and cuddling
• Seems to prefer playing alone and is not interested in other children
• Appears unaware of other’s feelings
• Appears not to hear you at times
• Does not point or wave bye-bye

Language

• Starts talking later than age 2
• Loses previously acquired ability to say words or sentences
• Does not make eye contact when making requests
• Can not start a conversation or keep one going
• May repeat words or phrases, but does not understand how to use them

Behavior

• Performs repetitive movements, such as spinning, hand flapping or rocking
• Develops specific routines or rituals and becomes disturbed at the slightest change in the routines or rituals
• Moves constantly
• Shows unusual attachments to toys or objects
• Spends a lot of time lining things up or putting things in a certain order
• Throws intense violent tantrums

Doctors should do a developmental screening at every well-baby and well-child visit through the preschool years. In the screening, doctors ask questions related to normal development that allows them to measure each child’s development. These questions are more specific versions of the symptoms listed above. Children with autism usually show signs of delayed development by 18 months. If you suspect that your child may be displaying signs of autism, discuss your concerns with your doctor.

If your doctor has a "wait and see" philosophy about developmental delays, preferring to see if a child catches up on his own, or may not be familiar with milder forms of autism, such as PDD or Asperger's Syndrome, you still have other options you can follow-up on.

If you believe there is a problem, you may refer your child yourself for an evaluation at your local Early Intervention office (sometimes called Child Find for children ages 3 and older.) You can find this office by calling your local health department or school system. Or, you can check this list of state early intervention offices at http://nichcy.org/state-organization-search-by-state for information on finding the office in your community. It is better to start treatment earlier rather than later to give your child the best chance. Whether or not your child eventually will be diagnosed with an autism spectrum disorder, the Early Intervention Office can start helping him or her with developmental delays now.

According to the National Institute of Mental Health (NIMH) and the Centers for Disease Control and Prevention (CDC), some form of autism affects 1 in 110 children. ASDs are four times more common in boys than in girls, although Rett Syndrome has only been diagnosed in girls.

The causes of autism and the other disorders on the spectrum are not known. Researchers are currently studying such areas as neurological damage and chemical imbalances within the brain.

Yes, there is a lot of help available. The nation’s special education law, the Individuals with Disabilities Education Act (IDEA), requires that the child’s primary health provider is required to refer the family to an early intervention service. Children, age three and older are entitled by law to a free and appropriate public education. In some states, the law extends these services to all diagnosed children from birth to age three.

These services vary from state to state, but include special education and related services. If the child is under the age of three, the family should consult the zero-to-three service system in their community. Your local school district can provide services for a family if the child is three or older. In either case, your local school district should be able to offer you assistance.

To have a school-aged child evaluated for an ASD or to access special education services for a school-aged child, we recommend getting in touch with your local public school system. Calling the elementary school in your neighborhood is an excellent place to start.

Early diagnosis and intervention are very important for children with an ASD. As mentioned, under IDEA children with an Autism Spectrum Disorder may be eligible for early intervention services (birth to 3) and an educational program appropriate to their individual needs.

In addition to academic instruction, special education programs for students with ASDs focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning often require the assistance of a professional who is particularly knowledgeable in the autism field to develop and help implement a plan which can be carried out at home and school.

The classroom environment should be structured so that the program is consistent and predictable. Students with an ASD learn better and are less confused when information is presented visually as well as verbally. Interaction with peers is also important, for these students provide models of appropriate language, social, and behavioral skills. Consistency and continuity are very important for children with an ASD, and parents should always be involved in the development of their child’s program, so that learning activities, experiences, and approaches will be most effective and can be carried over into the home and community.

Learn about autism spectrum disorders—especially the specific disorder of your child. The more you know, the more you can help yourself and your child. Your state’s Parent Training and Information Center (PTI) can be very helpful.

Be mindful to interact with and teach your child in ways that are most likely to get a positive response. Learn what is likely to trigger melt-downs for your child, so you can try to minimize them. Learn from professionals and other parents how to meet your child’s special needs, but remember your son or daughter is first and foremost a child; life does not need to become never ending therapies.

If you were not born loving highly structured, consistent schedules and routines, ask for help from other parents and professionals on suggestions to help you. Behavior, communication, and social skills can all be areas of concern for a child with autism and maintaining a solid, loving, and structured approach in caring for your child can help greatly.

Learn about assistive technology (AT) that can help your child. This may include a simple picture communication board to help your child express needs and desires, or may be as sophisticated as an augmentative communication device.

Work with professionals in early intervention or in your child’s school to develop an IFSP (Individualized Family Service Plan) or an IEP (Individualized Education Program) that reflects your child’s needs and abilities. Be sure to include related services, supplementary aids and services, AT, and a positive behavioral support plan, if needed.

Be patient and stay optimistic. Your child, like every child, has a whole lifetime to learn and grow.