Autism spectrum disorder (ASD) is increasingly common and affects many children and families worldwide. According to the Centers for Disease Control and Prevention (CDC), current estimates suggest that approximately 1 in 31 children in the United States is identified with autism spectrum disorder.

Additional Facts About Autism Prevalence

• Autism occurs in individuals of all racial, ethnic, and socioeconomic backgrounds.
• Boys are diagnosed more frequently than girls, although girls are often underdiagnosed or diagnosed later.
• Increased awareness, improved screening, and better access to evaluations have contributed to more children being identified earlier.
• Autism is considered a spectrum disorder, meaning individuals can present with a wide range of strengths, challenges, and support needs.

Starting therapies and evaluations can bring many emotions, including relief, worry, confusion, or hope. It is important to remember:

• A diagnosis does not define a child’s potential
• Early intervention provides opportunities for growth and skill development
• Children with autism can make meaningful progress with appropriate support
• Families do not have to navigate the process alone

Building a strong team of caregivers, therapists, teachers, and providers helps create the best support system for the child’s long-term success.

Common Therapies Recommended for Autism

Applied Behavior Analysis (ABA)

• Focuses on communication, social skills, behavior, daily living skills, play, and independence
• Uses individualized, evidence-based teaching strategies
• Can occur at home, in clinic, school, or community settings

Speech Therapy

• Helps with language development, communication, articulation, social communication, and feeding concerns
• Supports both verbal and nonverbal communication

Occupational Therapy (OT)

Works on fine motor skills, sensory processing, self-help skills, handwriting, feeding, and regulation

Physical Therapy (PT)

• May help with coordination, balance, strength, or motor delays when needed

Important Things to Know Before Starting Therapy

• Progress takes time and consistency
• Every child learns differently and develops at their own pace
• Parent involvement is very important for success and generalization of skills
• Therapy goals should be individualized and meaningful for the child and family
• It is normal for children to need time to adjust to therapists, new environments, and routines
• Collaboration between caregivers, therapists, and schools improves outcome

If a child has developmental concerns or an autism diagnosis, parents can request an evaluation through their local school district.

Areas the School May Evaluate

• Speech and language
• Cognitive and academic skills
• Social skills
• Adaptive functioning
• Occupational therapy needs
• Behavioral concerns
• Classroom functioning

Possible School Supports

• Individualized Education Program (IEP)
• Speech therapy services
• Occupational therapy
• Classroom accommodations
• Social skills support
• Behavioral supports
• Special education placement if needed

Important Parent Rights

Parents have the right to:

• Request evaluations in writing
• Participate in all school meetings
• Review evaluation reports
• Ask questions and disagree with recommendations
• Advocate for services and supports their child needs

• Keep copies of all evaluations, reports, and therapy documents
• Write down concerns and goals before meetings
• Communicate openly with therapists and teachers
• Focus on small progress and celebrate successes
• Ask questions whenever something is unclear
• Build routines and consistency at home

National Autism Organizations

• Autism Speaks
  Provides toolkits, resource guides, early signs information, and family support resources.
• Autistic Self Advocacy Network (ASAN)
  Offers resources focused on neurodiversity, advocacy, and self-advocate perspectives.
• The Autism Society
  Provides community resources, support groups, education, and advocacy information.
• CDC Autism Information Center
  Offers developmental milestone information, screening guidance, and educational materials.

New York Resources

• New York Early Intervention Program — Early intervention services for children birth to age 3 including speech, OT, PT, and developmental support.
• OPWDD (Office for People With Developmental Disabilities) — Statewide developmental disability services, family supports, respite, Medicaid waiver supports, and autism resources.
• OPWDD Get Started Guide — Step-by-step information on eligibility, assessments, and applying for services.
• Autism Speaks New York Resources — Local autism resources, support groups, service navigation, and family toolkits.
• Parent to Parent of New York State — Parent mentorship, advocacy, educational support, and disability resources.
• Family Support Services NY — Information about respite and family support services through OPWDD.

IncludeNYC OPWDD Guide — Family-friendly explanation of applying for OPWDD services and supports.

New Jersey Resources

• PerformCare NJ — Main access point for New Jersey Children’s System of Care (CSOC), developmental disability services, behavioral supports, and crisis services.
• Autism New Jersey — Autism education, advocacy, training, family support, and statewide resources.
• NJ Family Guide to Autism Services — Guide to Medicaid and autism-related services in New Jersey.
• NJ Children with Disabilities Resources — Statewide disability resources, school supports, and developmental services.
• NJ Developmental Disabilities Family Support Services — Respite care, behavioral support, and family assistance services.
• PerformCare Intellectual & Developmental Disability Services — Information on eligibility and developmental disability services for children and adolescents.
• Autism NJ Respite Services — Information about respite and caregiver support options in New Jersey.

Kansas Resources

• Infant Toddler Services of Kansas — Free developmental evaluations and early intervention services for children birth to age 3.
• Kansas Early Childhood Developmental Services (KECDS) — Statewide early intervention coordination and developmental services.
• Kansas Autism Waiver (KDADS) — Autism waiver providing parent support, respite, and in-home services.
• Kansas University Autism Resources — Autism evaluations, educational resources, and family guidance.
• Kansas Early Autism Program (KU) — ABA and early autism intervention services for young children.
• Kansas Department for Children and Families — Family assistance, disability supports, Medicaid resources, and caregiver services.
• Kansas Parents as Teachers Association — Parent education, early childhood support, and developmental resources.
• Wichita Autism Resources Guide — Local Wichita-area autism providers, family supports, recreation, and therapy resources.

Every child is different and unique in their own special way. Each child’s developmental milestones may vary. Most young children with ASD may:

• Limited or inconsistent eye contact
• Not responding consistently to their name
• Delayed speech or language development
• Loss of previously acquired speech or social skills
• Limited use of gestures such as pointing, waving, or showing objects
• Difficulty expressing wants and needs
• Prefers playing alone rather than interacting with peers
• Limited interest in social interaction or difficulty engaging with others
• Repetitive behaviors such as hand flapping, rocking, spinning, or lining up toys
• Intense or unusual interests in specific objects or topics
• Difficulty with pretend or imaginative play
• Repeating words or phrases (echolalia)
• Unusual reactions to sounds, textures, lights, smells, or other sensory input
• Limited facial expressions or difficulty understanding emotions
• Difficulty sharing attention or enjoyment with others
• Challenges with turn-taking and social reciprocity
• Frequent tantrums or frustration related to communication difficulties
• Delayed imitation skills (copying actions, sounds, or gestures)
• Unusual attachment to specific objects or rituals
• Difficulty understanding social cues or personal space
• Toe walking or unusual body movements
• Mouthing or sensory-seeking behaviors beyond expected developmental age
• Limited interest in interactive games such as peek-a-boo or pat-a-cake

Early identification and intervention are important because children who receive support early often show stronger progress in communication, social interaction, learning, and adaptive functioning.

To get an autism diagnosis, the first step is to schedule a developmental evaluation with a qualified professional who specializes in autism spectrum disorder (ASD). Diagnosis is based on observing behavior, developmental history, communication, social interaction, and standardized assessments — there is no single medical test or blood test for autism.

Steps to Get an Autism Diagnosis

Talk to Your Child’s Pediatrician

• • Share any concerns about speech, social interaction, behavior, play skills, sensory issues, or development.
  • The pediatrician may complete an autism screening questionnaire and provide referrals for further evaluation.

Request a Comprehensive Autism Evaluation

Evaluations are commonly completed by:

1. • Developmental pediatricians
   • Psychologists or neuropsychologists
   • Pediatric neurologists
   • Psychiatrists
   • Autism diagnostic clinics

Complete Diagnostic Testing
The evaluation may include:

1. • Parent interviews and developmental history
   • Observation of social and communication behaviors
   • Play-based assessments
   • Cognitive and language testing
   • Adaptive behavior assessments
   • Autism-specific tools such as:
   • • • ADOS-2 (Autism Diagnostic Observation Schedule)
       • CARS-2
       • SRS-2
       • Vineland Adaptive Behavior Scales

Review Results and Recommendations
If the child meets criteria for autism spectrum disorder, the evaluator will provide:

1. • A formal diagnosis report
   • Severity/support level information
   • Recommendations for therapies and services

After Diagnosis

A diagnosis can help families access: 

• ABA therapy
• Speech therapy
• Occupational therapy
• School supports and IEP services
• Insurance-covered autism services
• Parent training and support resources

Autism spectrum disorder is a developmental disability with core deficits in the communication /language and social skills with restrictive, repetitive patterns of behavior. Children with autism mayhave difficulty developing language and communication skills. They may require help understanding others and expressing themselves to others.

Feeding and Eating problems are common in children with autism. According to the researchers’ children with autism have food selectivity. They may have difficulty with chewing, swallowing, trying new foods, touch certain types of foods. According to the research studies children with autism are
more likely to have gastrointestinal issues than their neurotypical peers.