 If I already have a child with ASD what are my chances of having another with Autism?
There is no known cause for ASD at present time so it is difficult to determine exact percentages of having another child with ASD if you already have one. Research generally says siblings of a child with ASD are 3-8% likely to also have Autism. Some believe this estimate may be low because some people who have a child that is diagnosed with ASD or PDD will not continue to have other children. If you are concerned, you should consult your physician and discuss this matter with a professional.

 How do I know which treatment is best for my child?
There is no cure for autism at this time, but early intervention is very important. Be particularly wary of treatments that claim to “cure” autism. There are many intervention techniques that may be effective in improving the symptoms of ASD. Some treatment techniques target behavioral aspects of the disorder while others deal with physiological elements of ASD and so on. There are different degrees of severity of symptoms in every individual so some treatments may work better for one child than another. It is important to understand your child’s issues, and research and look for treatments that address those areas of concern.


 How do I know if my child has problems with sensory integration?
Sounds or visual stimuli that are tolerated by normal children may cause pain, confusion and/or fear in some autistic children. Sensory overload sensitivity can vary from very slight to severe. There are also different forms of sensory overload sensitivity. For instance your child may have auditory or visual sensitivity. Sensory overload sensitivity may be very observable, or may mask itself as looking like a behavioral problem. It is important to correctly identify any sensory overload sensitivity and address them directly. An occupational therapist (OT) is a trained professional that can assist in areas of sensory integration.

 What sights and sounds are most likely to cause sensory overload?
Every autistic child and adult is different. A sound or sight, which is painful to one autistic child, may be attractive to another. Fluorescent lighting may be distracting to some children with autism. If this is the case, you can change the environment, impractical the lighting to create a more soothing environment. Additionally, some children with ASD may respond negatively to loud sounds such as an announcement system (PA system), fire alarms or bells indicating change of classes. If sounds are affecting your child talk to your child’s IEP team (classroom teacher, special ed teacher, SLP, OT, principal, etc) to see what can be done.

 Why does my child avoid certain foods or always want to eat the same thing?
Some children with ASD symptoms may avoid certain foods or be drawn to certain foods. This may be caused to oversensitivity to sounds among other causes. For instance sounds that make loud crunchy noises may be irritating to the child. Certain foods may be avoided due to sensory oversensitivity. Your child’s aversion or preferences for particular foods may also be habitual, as some children with ASD feel comfort eating some foods and discomfort while eating others. Food preferences may be a result of routine or habit.

 Why do some autistic children repeat back what an adult has said?
This type of verbalization is commonly known as echolalia. Echolalia is repeating or imitating sounds or words. Echolalia is a good sign that your child is processing communication and language. However, an ASD child may or may not use the language repetition in the proper context. There are several reasons a child may display echolalic speech. The following web page explains interpreting echolalia in greater detail: http://www.cesa7.k12.wi.us/sped/autism/verbal/verbal11.html

 If my child is nonverbal should we consider an alternative form of communication? Alternative modes of communication may help nonverbal children with ASD. If speech is going to emerge, research shows that using signs or other alternative forms of communication will not inhibit speech from developing. If speech therapy does not help your child acquire speech and/or improve communication, and you and your professional network may consider alternative forms of communication. The bottom line is that it is important for your child to be able to express his/her wants and needs through some means of communication. You may see a change in behavior when your child develops more abstract or sophisticated means of communication (like speech, signing, augmentative communication devices, etc). The following link may be helpful to you: http://www.cesa7.k12.wi.us/sped/autism/verbal/verbal11.html

 What is special education? What are public schools required to provide for my child?
The Individuals with Disabilities Education Act (IDEA) requires that public schools provide arrangements and education plans for children with special needs. IDEA is ever-changing and amendments are added periodically. It is also important to note that regulations may vary from state to state. It is important to be familiar with regulations relating to the state in which you reside. To see current IDEA guidelines and recent reauthorization of IDEA follow the link: http://www.ed.gov/about/offices/list/osers/osep/index.html

 What are my (parent) and my child’s rights regarding education?
The Individuals with Disabilities Education Act (IDEA) mandates that every child with a disability is entitled to a free, appropriate public education (FAPE) through the age of 21, or until his/her 22nd birthday. Individualized Family Service Plans (IFSP) and Individualized Educational Programs (IEP) (designed after an assessment) are designed to outline the special education services that will be provided for your child, specifically to meet the needs of your child. IFSP is for children birth to 3, public schools (IEPs) continue intervention from age 3 to 21. Parents and children both have rights under IDEA.
Parent’s rights under IDEA are the:
-Right to be informed about evaluation activities in which their child will participate
-Right to attend the IEP meeting and contribute to the plan outlined for your child
-Right to contest an IEP designed by a local district if the parent feels it does not adequately meet the needs of their child
-Right to a hearing and to mediation to resolve conflicts relating to services or lack of services provided for your child.
-Right to resolve differences between parent(s) and school district in a court of law
Web resource: http://www.parentsunitedtogether.com/

 Should my autistic child enter a public school or are there special schools for him/her?
Public schools are required to provide for special needs children, including those with ASD. Special education requirements vary by state. Be sure to check the regulations outlined for the state in which you live. However, there are also private schools that parents may choose to send their child to. The choice is yours. However, we urge you to research private schools thoroughly and be sure their curriculum will effectively target issues specific to your ASD child. The following link is a resource for parents interested in schools that teach from an ABA approach: http://rsaffran.tripod.com/schools.html