ABA for Academic Tutoring?

Last week, on April 17, 2025, the CDC released new data showing that the number of children with autism in the United States has increased by 3.2% to 1 in 31 children. The study classified a child as having autism if they had previously been diagnosed during a developmental evaluation, were eligible for special education due to an autism diagnosis, or had an autism diagnosis under the 9 th or 10 th revisions of the International Classification of Diseases (ICD). The data, presented in the CDC’s Morbidity and Mortality Weekly Report, is derived from information gathered on 8-year-olds across 16 communities in 2022 via the CDC’s Autism and Developmental Disabilities Monitoring (ADDM) network. These findings indicate growth from the CDC's 2023 estimate of 1 in 36 and a significant increase from the 1 in 150 reported in the year 2000 [2]. Other Key Findings Prevalence : Overall prevalence among 4-year-olds was 29.3 per 1,000 children (approximately 1 in 34) and 32.2 per 1,000 children (approximately 1 in 31) among 8-year-olds. An additional 2.6 per 1,000 4-year-olds were classified as having suspected ASD, indicating the need for further evaluation and monitoring [2]. ASD prevalence was 3.4 times higher in boys (49.2 per 1,000) than in girls (14.3 per 1,000) [2]. Rates varied by race and ethnicity, with higher rates observed in Asian or Pacific Islander (A/PI) (38.2), American Indian or Alaska Native (AI/AN) (37.5), Black (37.2 per 1,000), Hispanic (33.4 per 1,000), and multiracial children (31.9) compared to White children (29.7 per 1,000) [2]. There was no link found between the prevalence of ASD and the median household income in neighborhoods across 11 locations; however, in the remaining 5 locations in the 16 communities cited in the study, a higher prevalence of ASD was linked to lower neighborhood income levels [2]. Co-occurring Conditions : Among the 8,613 children aged 8 years identified with ASD, 61.4% had available data on cognitive ability. Of these, 39.6% were classified as having co-occurring intellectual disability (ID) [2]. Prevalence of ID among children with ASD varied by race and ethnicity with the number highest among Black children (52.8%), followed by American Indian or Alaska Native (AI/AN) (50.0%), Asian or Pacific Islander (A/PI) (43.9%), Hispanic (38.8%), White (32.7%), and lowest among multiracial children (31.2%) [2]. Diagnosis : The report assessed three primary sources of ASD documentation: 1) an ASD diagnostic statement in a comprehensive developmental evaluation (68.4%), 2) autism special education eligibility (67.3%), or 3) medical coding (i.e., ICD-9 or ICD-10) (68.9%). Only 34.6% of children had all three forms of documentation [2]. The median age of the earliest known ASD diagnosis was 47 months (approximately 3 years and 11 months), with 72% having had a first evaluation by age 36 months (i.e., 3-years-old), and nearly 50% with median age at first evaluation of 30 months (2.5 years-old) [2]. This median age varied by location, from 36 months in California to 69.5 months in Laredo, Texas [2]. Why the increase? According to the CDC's report, the prevalence of ASD has increased largely because of various interconnected reasons. Enhanced Screening and Diagnostic Practices. The development of standardized screening procedures and enhanced training for healthcare professionals has made it easier to identify ASD earlier and more accurately [2]. Broadened Diagnostic Criteria . The expansion of diagnostic criteria with the DSM-5 in 2013 has included a broader range of autism presentations, reflecting varying levels of symptom severity [2]. Increased Public Awareness and Reduced Stigma . Through public health initiatives and advocacy, awareness of ASD has significantly increased, allowing parents, educators, and healthcare professionals to recognize symptoms more readily. This heightened awareness has contributed to a reduction in stigma and has encouraged more families to pursue evaluations and diagnoses for their children [2]. Improved Access to Services in Underserved Communities . Efforts to improve access to healthcare have led to an increase in ASD diagnoses among historically neglected populations, including Black, Hispanic, and Asian/Pacific Islander communities. This trend reflects advancements in equitable healthcare practices and the success of dedicated outreach programs [1]. Environmental and Genetic Factors . While the report does not establish causation, it acknowledges that environmental exposures and genetic predispositions may contribute to the development of ASD. Variations in environmental factors, such as exposure to pollutants or differences in parental age, could influence the prevalence of ASD in different communities. However, further research is needed to understand the extent of these influences. Why the variations across communities? Differences in Diagnostic Practices and Service Availability . The way communities carry out screening and diagnostic procedures can cause differences in prevalence rates. For instance, regions with extensive screening programs or better access to specialized medical professionals are likely to identify more ASD cases. In contrast, areas with limited resources or less effective screening may show lower case numbers. Such variations in healthcare capabilities and methodologies contribute to the differences in ASD prevalence among communities [1]. Socioeconomic and Cultural Factors . Communities with more financial resources often have improved access to healthcare and a better understanding of ASD, which can result in higher reported cases. Cultural influences, such as stigma or varying beliefs about developmental milestones, can also play a role in the frequency of diagnoses and reports [1]. Differences in Data Collection and Reporting . Different communities may use various methods and levels of detail in their data collection, which can influence the reported rates of prevalence. Some areas might have stronger systems for monitoring and documenting ASD cases, whereas others might not have comprehensive data collection practices. These differences can lead to either underreporting or overreporting of ASD prevalence in specific regions [1]. Implications  In conclusion, the growth in ASD diagnoses is primarily a result of advancements in detection methods, wider diagnostic guidelines, and heightened awareness among both the public and professionals, instead of a real surge in autism rates. However, it cannot be ignored that disparities in diagnosis persist and may reflect differences in access to diagnostic services, socioeconomic and cultural factors, and other systemic factors including healthcare infrastructure, data collection practices, and potential environmental and genetic influences. Therefore, the findings from the CDC’s Morbidity and Mortality Weekly Report highlight the importance of early identification and intervention for all children with ASD. The increasing prevalence underscores the need for continued surveillance and resources to support affected children and their families, particularly among historically underserved populations.​ For a comprehensive understanding, you can access the CDC’s full report here . References : Autism Speaks. (2025, April 15). Autism prevalence rises to 1 in 31 children in the U.S. Autism Speaks. https://www.autismspeaks.org/science-news/why-autism-increasing Maenner, M. J., Shaw, K. A., Bakian, A. V., Bilder, D. A., Durkin, M. S., Esler, A., Furnier, S. M., Hall-Lande, J., Hudson, A., Hughes, M. M., Kiely, B., Kurzius-Spencer, M., Lee, L.-C., Lohr, W. D., Lopez, M., Nevison, C., Salinas, A., Vehorn, A., Warren, Z., ... Dietz, P. M. (2025). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years — Autism and Developmental Disabilities Monitoring Network, 16 sites, United States, 2022. Morbidity and Mortality Weekly Report. Surveillance Summaries, 74(2), 1–28. https://www.cdc.gov/mmwr/volumes/74/ss/pdfs/ss7402a1-H.pdf

When it comes to working with children who have autism, finding an approach that respects their individuality while providing structure and support is essential. Advocates argue that Montessori, with its child-centered methodology and carefully prepared environment, offers unique benefits for children on the autism spectrum. They indicate that Montessori encourages intrinsic motivation and independence. Although the Montessori method has numerous supporters, it has also faced criticism and concerns regarding its effectiveness for children with special needs who may require more structured interventions and support than what a Montessori environment can provide. So, is Montessori really a good fit for children with autism? What is Montessori? The Montessori method, created by Dr. Maria Montessori in 1907, is an educational philosophy that focuses on fostering independence, encouraging self-directed learning, and providing hands-on experiences. The Montessori setting is both organized and adaptable, enabling children to progress at their own speed using thoughtfully crafted materials. This approach emphasizes intrinsic motivation, collaborative learning among peers, and the importance of a structured environment [3]. Pros and Cons of Montessori Pros: Individualized Learning: Each child progresses at their own pace, allowing for individualized instruction. Hands-On Engagement: Learning materials encourage exploration, sensory development, and active participation. Encourages Independence: Montessori fosters self-sufficiency through practical life activities and decision-making opportunities. Structured Environment: Predictable routines provide stability while allowing freedom of choice. Fosters Intrinsic Motivation: Learning is driven by curiosity and personal interest rather than external rewards. Sensory-Friendly Setting: Montessori classrooms are designed with neutral tones and minimal distractions [2]. Cons: Lack of Standardization: There is no universal Montessori curriculum, requiring teachers to adapt lessons individually, which can lead to concerns about the preparedness of students for standardized assessments and possible shortcomings in critical subject matter understanding. Limited Direct Instruction: Some children, especially those needing explicit guidance, may struggle without structured teaching methods. Few External Reinforcements: Montessori discourages external rewards, which can be challenging for children who benefit from structured reinforcement, as used in ABA. Preparation for Traditional Education Systems : Critics argue that some Montessori students may struggle to adjust if they transition to a traditional school, especially when it comes to assessments and conformity to more structured school environments. Variability in Implementation: Montessori programs differ widely in approach and quality, making consistency difficult across different schools and classrooms. Cost and Accessibility : Montessori schools often require significant financial investment, which can make them inaccessible for many families [2]. Key Montessori Benefits for Children with Autism Predictable Routines: A structured daily schedule reduces anxiety and provides stability. Hands-On Learning: Montessori materials engage children in self-directed, sensory-rich activities that build cognitive and motor skills. Encouragement of Independence: Practical life exercises, such as pouring, dressing, and cleaning, help children develop autonomy. Visual Supports: Many Montessori lessons use visuals to reinforce learning, an essential strategy for some children with autism. Grace and Courtesy Lessons: These help children develop social skills in a natural, structured way. Minimal Distractions: Montessori classrooms are designed to be calm and focused, minimizing sensory overload. Challenges and Considerations While Montessori can be highly effective for children with autism, some challenges exist: Intrinsic vs. Extrinsic Motivation : Montessori discourages external rewards, while ABA often uses reinforcers to shape behavior. Repetitive Behaviors : Montessori allows children to engage in activities for as long as they like, but children with autism may perseverate on one task without progressing. Limited Social Interaction : Montessori classrooms tend to have mixed-age groups, and while this can be beneficial, it may also limit opportunities for same-age peer interactions. Curriculum Flexibility : Since there is no standardized Montessori curriculum, teachers must adapt lessons to meet the unique needs of children with autism, which can lead to deficiencies in fundamental subject knowledge. Insufficient Structure : The open-ended format of Montessori may not deliver the necessary structure for children with autism who require clearer direction and can lead to them being overwhelmed. Montessori and ABA Blended? While ABA is effective in teaching specific skills, some critics argue that its structured nature can be too rigid for young children. Some indicate that a more naturalistic, child-led approach—such as blending ABA with Montessori—can help create a balanced learning experience that fosters both structure and independence. This emerging trend in treatment of blending Montessori principles with Applied Behavior Analysis (ABA) is gaining increasing popularity. ABA provides structured reinforcement to help children learn new skills. Montessori classrooms are highly structured, which can provide a predictable routine and clear expectations for children with autism who often thrive in environments with clear guidelines and routines. Advocates contend that by integrating key principles from both Montessori and ABA, educators and therapists can create a well-rounded approach that nurtures independence, communication, and social skills as well as sensory exploration and practical life skills. Montessori vs. ABA: Can They Really Work Together? Montessori and ABA therapy share common ground in their focus on individualized learning and skill-building, but they also have differences: Child-Centered Learning: Montessori encourages intrinsic motivation and allows children to choose activities based on their interests. ABA uses structured reinforcement to shape behaviors and skills. Environment: Montessori classrooms are designed to be sensory-friendly, with neutral tones and minimal distractions. ABA therapy often takes place in highly structured settings but can be adapted to incorporate Montessori elements. Independence and Practical Skills: Montessori emphasizes life skills through hands-on activities, fostering autonomy. ABA uses structured teaching techniques to help children acquire and generalize these skills. Observation and Peer Learning: In Montessori, children learn by observing peers. ABA also incorporates observational learning but often in a more direct, therapist-led way. In what situations does the Montessori approach work well for children on the autism spectrum? When evaluating the appropriateness of a Montessori program for a child with autism, it's important to consider your parenting style and priorities. Some parents may prefer not to push their child to engage in activities they haven't selected themselves, opting instead for a supportive and inviting atmosphere. If this is the case, Montessori could be a fantastic choice [1]. Additionally, the Montessori method may be particularly advantageous for a high-functioning child whose primary area for development is social-emotional skills. If a child learns best in a natural setting, feels overwhelmed in larger classrooms, exhibits flexibility, but appears socially disconnected, being in a mixed-age environment with diverse play opportunities can foster valuable social interactions [1]. When might the Montessori approach not be the best fit for a child with autism? As a parent, you have the best understanding of your child. When considering the areas where you want to see growth and development, think about whether the Montessori method will challenge or support him or her. While some children on the autism spectrum may thrive in a Montessori setting, there are aspects of this method that could potentially be detrimental. For example, the Montessori approach enables children to select from various activities; however, it’s possible that none of the options will resonate with your child if she or he has restricted interests. This could also lead to perseveration [1]. A significant challenge for many children with autism is their difficulty in learning from the environment. Thus, simply being around peers of different ages and having the freedom to choose activities may not benefit them. These children often need a structured learning program tailored to their specific needs and motivations, along with one-on-one support and a consistent daily routine [1]. Another indication that a Montessori program may not be suitable for your child is if they exhibit rigidity. The Montessori approach accommodates certain rigidities, but it may not provide enough opportunities for children to work through them. Children on the spectrum who are rigid typically need practice and intentional guidance to develop flexibility. There will be moments in their lives when these rigid behaviors are not acceptable, and without the chance to practice coping with unavailable preferences, they may struggle to adapt [1]. If your child tends to get easily overstimulated, Montessori might not be the ideal choice. The expansive and unstructured environment typical of Montessori classrooms can complicate learning and emotional regulation for sensitive children. Those who struggle with large spaces, crowds, or busy settings generally thrive better in smaller classrooms with fewer peers. This type of environment allows them to focus on their learning and gradually adapt to larger, more stimulating social interactions as they improve their self-regulation [1]. Conclusion When combined thoughtfully with ABA strategies, Montessori can create a holistic, individualized learning experience that supports both academic and life skills development. For example, some schools, like the former Lane Montessori School for Autism in Toronto, have successfully blended ABA techniques with Montessori education. Similarly, schools in Indianapolis and Texas have integrated ABA principles into Montessori environments, demonstrating the potential for a hybrid approach. Despite differences, Montessori and ABA can complement each other, but it isn’t for every child. Whether Montessori is a good fit for your child should be based upon his or her individual needs and personality. References : Barbanel, D. Is a Montessori Early Education Program a Good Option for Children with Autism? Retrieved March 17, 2025 from https://manhattanpsychologygroup.com/MPG-blog/is-a-montessori-early-education-program-a-good-option-for-children-with-autism/ Hookway, J. (2015). Is Montessori Education Effective for Children With Autism. Special Needs Education. Retrieved from https://brainwave.watch/is-montessori-education-effective-for-children-with-autism/ . Lillard, P. L. (1972). Montessori: A modern approach. New York : Schocken Books.

In the past few years, microschools have become a popular alternative to traditional educational systems. These intimate, community-focused schools deliver a personalized, flexible, and student-focused learning experience. As parents and teachers look for innovative educational solutions, microschools are emerging as an attractive option. But just what are microschools, and what is driving their growing appeal? What Are Microschools? There are few official government definitions of microschools, as they organize differently in various states. Their most known as small educational communities that, according to the National Microschooling Center, typically enrolls a median average of 16 students, with some having up to 100 students [3]. These schools often implement mixed-age classrooms and personalized instruction, resulting in a learning space that adapts to the specific needs of each child. Unlike traditional educational systems, microschools may not conform to a standardized curriculum, focusing instead on individualized educational models such as Montessori, project-based learning, or self-directed learning. They have attracted interest for their ability to provide effective support to neurodiverse learners, including those with autism, ADHD, and dyslexia. Research and Trends: School Focus & Structure Survey research of 400 microschool founders across 41 states conducted by the National Microschooling Center (2024) highlights several common commitments, priorities, and objectives that create a cohesive effect within this burgeoning movement. A notable example is that 63% of microschools serve children with neurodiversity and 53% accommodate other special needs. Additionally, 53% of students enter these schools 2 or more grades behind their expected educational level, and 45% have experienced emotional trauma [1]. The American Microschools Sector Analysis report indicates that microschools' identified educational approaches include: project-based learning (60%), self-directed learning (60%), social-emotional learning foundations (52%), Montessori (28%), religious or faith-based instruction (27%), and classical education (16%), with many schools employing a mixture these approaches [2]. More than half, 55%, of microschools offer full-time weekly schedules, defined as at least 4 days per week and 4 hours per day, while 28% offer part-time/hybrid schedules [1]. Currently, 55% of microschools operate under the homeschooling guidelines established by their states. Additionally, 37% are licensed private schools, which may be either accredited or unaccredited, while 6% are designated as public charter schools. Furthermore, 3% are categorized as microschools or learning pods specifically in Georgia and West Virginia [2]. The majority of microschools, accounting for 40%, are typically located in commercial buildings, frequently occupying former retail or light industrial/warehouse spaces. Following this, churches represent the second most prevalent setting at 24%, regardless of whether the microschool has a formal affiliation with the ministry or is just utilizing the available space. Additionally, 20% of microschools are located in private residences [2]. The Students In 2022, researchers Paul DiPerna and Michael McShane estimated that approximately 1.1 to 2.1 million children were enrolled in microschools as their primary educational institution. This sector is predominantly oriented towards younger learners, as evidenced by 85% of schools serving children aged 5 to 11, 66% catering to ages 12 to 14, and 36% focusing on students aged 15 to 18. According to reports from microschool founders, 12% of the children they serve come from families with household incomes above the regional average. In contrast, 48% represent the average income level, 2% are slightly below average, and 12% come from families with significantly lower incomes [2]. Forty percent of students previously attended traditional, district-operated public schools. Homeschooling was the second most common setting, accounting for 33%. Additionally, 10% of students previously attended private schools, while 4% came from public charter schools. The category labeled as "Uncertain" comprised 13% of the responses [2]. The Staff The majority founders of active microschools identify themselves as professional educators. Specifically, 38% possess current teaching licenses, while 33% hold educator licenses that are inactive. Of this group, 65% identify as white. In contrast, 17% of founders are black or African-American. Additionally, 6% are Asian, while 7% of founders identify as Hispanic, Latino, or of Spanish origin [2]. Benefits of Microschools There are various benefits associated with microschools that resonate with both parents and educators: Personalized Learning: With smaller class sizes, microschools allow educators to provide instruction tailored to each student's unique needs and learning styles. This individualized approach can be especially beneficial for neurodiverse students who may struggle in larger, more traditional classroom settings. Flexible Learning Environments: Microschools often offer adaptable schedules and curricula, enabling them to accommodate the specific requirements of neurodiverse learners. This allows students to learn at their own pace, utilizing curricula and materials that align with their individual strengths and interests. Inclusive Community: The tight-knit community promotes deeper connections among students, teachers, and their families, fostering a sense of belonging and acceptance. For neurodiverse students, this supportive environment can enhance students’ social and emotional well-being, helping them build confidence and develop essential interpersonal skills. Innovative Teaching Methods: Many microschools often employ alternative education methods such as Montessori, inquiry-based, tech-driven, and project-based learning, which encourage critical thinking and problem-solving. These approaches can be particularly engaging for neurodiverse students, allowing them to explore topics deeply in ways that resonate with their cognitive preferences. Challenges and Considerations Although microschools provide numerous advantages, they are not without their challenges: Cost and Accessibility: Because microschools are typically privately funded ventures, the associated tuition can be a barrier for some families. The most common annual tuition/fees for microschool respondents is between $5,000 and $10,000 (43%), followed by under $5,000 (30%), between $10,000-15,000 (17%), between $15,000-$20,000 (15%), and 3% charge over $20,000 [2]. However, many states have implemented education savings accounts or vouchers to help offset these costs. Accreditation and Regulation: The legal landscape surrounding accreditation and teacher certification for microschools can vary significantly based on the specific state or country. Finding the Right Fit: Because each microschool operates differently, parents need to research and visit schools to ensure alignment with their educational philosophy and child's needs. The Future of Microschools The microschool movement is gaining momentum, driven by a growing discontent with conventional educational systems and a desire for more customized learning experiences. As an increasing number of families and educators adopt this model, increased policy support and innovative developments within the education sector may be witnessed. Microschools have the potential to lead the way to a more adaptable and efficient future in education. Conclusion Microschools are transforming the educational landscape by emphasizing small, student-centered settings that promote tailored and interactive learning experiences. Despite certain challenges, the advantages they offer present a persuasive alternative to conventional schooling. For parents and educators alike, delving into the realm of microschools may unveil promising new possibilities for the future of education. Their growth illustrates a wider shift in educational approaches that focus on flexibility, tailored learning experiences, and inclusivity, with the goal of accommodating the diverse requirements of all learners. Are you considering a microschool for your child? If so, we may be the option you’re looking for. Inquire now . References : 1. McShane, M. Q. & DiPerna, P. (September 12, 2022). Just How Many Kids Attend Microschools. EdChoice. Retrieved from https://www.edchoice.org/engage/just-how-many-kids-attend-microschools 2. Soifer, D. & Soifer, A. (April 2024). American Microschools: A Sector Analysis. Retrieved from https://www.the74million.org/wp-content/uploads/2024/04/2024-American-MIcroschools-Sector-Analysis.pdf 3. Soifer, D. & Soifer, A. (Oct 24, 2024). Microschools' Capacity Allows (Some) Room to Grow. National Microschooling Center. Retrieved from https://microschoolingcenter.org/news-blog/capacity

Joint attention is an important developmental milestone for children. This fundamental ability typically develops early in life and serves as the basis for many other skills. If a baby seldom participates in this kind of behavior, if she doesn't have the motivation to transform personal experiences into shared ones, she will miss important opportunities that connect her to the cultural environment and that lay the foundation for her ongoing social, cognitive, and emotional development [4]. What is Joint Attention? Joint attention is when two people concentrate on the same object or event together as a unit [3]. It requires awareness by both individuals of the object of focus and active engagement in the interaction [1]. Joint attention can be experienced in two ways: 1) through initiating joint attention, and 2) through responding to joint attention. Initiating joint attention occurs when the child establishes the shared attention activity by pointing to or looking at an object. Responding to joint attention occurs when the caregiver initiates joint attention, and the child responds by either looking at the object or in a specified direction, or by coming to an indicated location. Many children on the autism spectrum tend to respond more readily to shared attention than they do when it comes to initiating it [2]. Joint attention emerges when infants learn to combine two previously separate behaviors – engaging socially with others and focusing on objects or events. This ability develops as they acquire foundational skills, such as recognizing where someone is looking, or following one’s gaze. Children who are learning social and communication skills in a typical way normally begin to show joint attention by the time they reach 12 months of age [6]. As babies reach the 9- to 12-month mark, they become more adept at following their caregiver's gaze and start to initiate new interactions by pointing and making sounds to draw attention to objects. By 18 months, joint attention becomes a well-established behavior. During this time, babies can look at an object and then at a caregiver, signaling their wish to share focus on that object [1]. Joint attention for children with autism differs from their peers. Children with autism might not respond to a caregiver's gaze or pointing as typically expected. They may also be less likely to initiate joint attention compared to their peers. Additionally, their focus may lean more towards objects rather than social interactions with people. Why is Joint Attention important? Joint attention is an important skill for communication and language development. Its significance lies in the fact that engaging with others non-verbally—through eye contact, smiles, and gestures—goes hand in hand with the ability to communicate. Parents often become concerned early in their child's development when they notice significant differences in joint attention or a lack of it altogether. They might observe that their child appears content playing alone, doesn’t respond when called by name, and doesn’t bring toys over to share with them [3]. Studies also show that early joint attention skills have a pivotal role in defining early manifestations of autism with the inability to initiate joint attention at 8 months and respond to it at 12 months being associated with an increased risk of developing autism by the time a child reaches 18 months. [5]. Babies who are later identified as having autism tend to smile less and engage with others infrequently, showing little effort to capture someone else's attention. Research into early development has also pointed out the absence of joint attention and shared positive emotions between these children and their family members. While the inability to speak often becomes a significant worry that prompts parents to seek assistance, the deeper issues of lacking reciprocal interaction and joint attention are some of the most harmful aspects of the condition [3]. Research indicates that acquiring joint attention in early childhood can greatly improve language development for children. If joint attention skills take longer to develop, this can cause a delay in the acquisition of language skills. However, it is documented that enhanced language abilities contribute to better social interactions with adults and peers, as well as improved academic performance and greater success in adult life and independence. Children on the autism spectrum who develop spoken language skills by age 5 often experience greater success in their education and social interactions than those who don’t achieve these communication milestones in the preschool years [6]. How to build Joint Attention? Studies on typically developing children and children with autism reveal that those who engage their caregivers in shared communications, such as pointing out interesting toys or events, showing their toys, and looking back and forth between people and activities, tend to pick up language skills at a faster rate [3]. These joint attention activities often happen during fun interactions with caregivers, such as reading a story, constructing a tower, searching for hidden items together, or sharing a meal. See the graphic below for additional ideas.

Findings from a survey conducted by the Center Medicare & Medicaid Services found that almost two-thirds (61%) of autism centers had waitlists of more than 4 months, and 15% had wait times in excess of 1 year, or were so impacted that they were no longer accepting referrals. In part because of this, even though autism can be reliably diagnosed at 18 months, the average age of diagnosis in the United States is above 4 years. These delays in evaluation and diagnosis means that many children miss the critical early neurodevelopmental window where early intervention therapies have the greatest impact [3]. 

Does the word “No” send your child into a tantrum? Although it’s fundamental to equip children with the ability to handle “no”, parents often avoid telling their children “No” for fear of triggering tantrums. However, such avoidance only cultivates a fantasy world where a child gets everything they want.  If “no” is related to your child not getting his or her way or denial of access to desired items, they need to be taught how to cope with delay, denial, and disappointment. Learning to accept “no” teaches children how to accept boundaries as well as how to deal with disappointment, a life skill that all humans need. At the most basic level, accepting “no” can keep your child safe. So, what’s a parent to do? Try these 6 steps.

Food selectivity, more commonly called “picky eating”, is a common problem in children with autism spectrum disorder (ASD). It is estimated that 46% to 89% of children with ASD have some form of feeding problems including unusual eating patterns, rituals, and food selectivity [2]. Although often frustrating to parents, this should not be too surprising because one of the criteria for ASD includes restricted, repetitive patterns of behavior, interests, or activities. Therefore, eating the same foods meets the criteria of restrictive or repetitive behavior [3].