Autism Family Resource Guidebook

Family Resource Guide

Dear Parents and Caregivers, 

Maybe you were the first person to mention the word “autism” about your child. Maybe 

it was a doctor, therapist, or friend. No matter who said it, this word has now entered 

your world. Whether your child currently has a diagnosis, is pending a diagnosis, or you 

have concerns about development and question if your child may have autism, you are 

entering into a new journey. 

You may be going to go through a range of emotions, and this is completely normal. 

There is no “right” way to process your feelings. No one can tell you how to feel, or how 

long to feel this way. Anger, confusion, relief, sadness, grief, denial, and so many more 

emotions are a natural part of the process of accepting autism as part of your world. 

If your child indeed receives this diagnosis, the time to start working with your child is 

NOW. The earlier a child receives intervention, the better their long term prognosis. 

Young children are able to learn new ways of dealing with struggles and are able to 

adapt in ways that get more challenging as they get older. 

In the beginning, you will spend a lot of time and effort thinking about autism. This may 

take up more energy than you anticipate. Remember to take care of yourself through 

this process. Getting enough sleep, eating, and exercise are just a few ways to practice 

self-care. Make sure that you, as the adult, are mindful that you are an equal part of the 

family, and your needs are important as well. 

TABLE OF CONTENTS 

Part One: Does My Child Have A Delay?......................................... 5 

Is My Child Developing Appropriately?..................................................6 

What To Do If Your Child Shows Signs Of A Delay.........................12 

Questions About Getting A Diagnosis.................................................13 

Part Two: After Receiving A Diagnosis Of ASD...........................15 

Intervention Options For Your Child....................................................16 

Other Health Related Concerns.............................................................19 

Taking Care Of You......................................................................................20 

Local Agency Referral Information.......................................................22 

Useful Website..............................................................................................24 

References......................................................................................................25 

The silver lining of this journey is that you do not have to figure it out alone. This guidebook 

will introduce you to just some of the programs available to you, but remember that 

there are thousands of families each day who navigate the waters of autism. Some days 

the waters are calm; some days there are choppy seas. But every day is a new day and 

the more you learn, the more you are able to advocate for your child. 

Sincerely, 

Amy DeShazo 

Proud parent of a son with autism 

This guide has been developed to help families 

navigate the challenging and often confusing 

journey of parenting a child with autism. 

Administered by: 

of Mecklenburg County 

© Copyright 2022 Smart Start of Mecklenburg County

Is My Child Developing 

Appropriately? 

In the tables below, developmental milestones are listed for children with typical development, 

alongside behaviors that may be signs of autism spectrum disorders (ASD). Learning 

developmental milestones can help parents know what to expect from their children. 

While looking at observable behaviors, please keep in mind that development is individual and 

these are the approximate age ranges to observe the expected behaviors for all children. Every 

child is different, even among siblings. Your child’s environment, family and experiences contribute 

Thank you for investing in your child. By taking the time to read 

to their development. If you are concerned, please talk to your child’s pediatrician as soon as 

this guide, you are already taking steps that will benefit your family. 

possible. The earlier concerns are addressed, the better the long-term prognosis is for the child, 

whether the delay 

Autism 

is indeed 

is a journey, 

autism or 

and 

something 

no journey 

else. 

is completed all at once. This 

guide is designed to be a map of sorts, as you take some early 

steps. Allow yourself time to chart your course - think about your 

needs and the needs of your child. 

In Part One, you will learn about typical child development and 

what behaviors might indicate that your child has a delay. This 

section will also give you resources for help. Not all children with 

a delay have autism; but for all children with delays, including 

those with autism, the earlier they receive help, the better their 

future (and yours) will be. It is important to know Red where Flags to turn for Autism 

UNDER 12 MONTHS Typical Development 

and how to take action. This section will help you Spectrum with that. Disorder (ASD) 

Social Interaction • Babbling or coos and smiles in 

• Tends not to turn to someone 

Part Two, response families who have received a diagnosis calling of autism their name and seems not 

spectrum disorder (ASD) can learn more about intervention 

to hear or be interested; seems to 

• Turns head and pays attention 

strategies and hear environmental sounds better 

towards resources sounds that and voices are targeted or where to autism. Autism is a 

than human voices 

pervasive disorder you are looking and recognizing and pointing the signs and ACTING on it is 

• Fails to look where someone is 

the first step • Shows towards interest advocating faces for your child. While this guide 

pointing 

does not list every available resource, it provides a good basic 

• Absent facial expression, such as 

overview for families in Mecklenburg county. Working decreased with smiling or upset/scared 

programs, such as Guiding Parents to Services, will face help connect 

you with the additional information that you need to serve the 

Communication 

• Cries differently for different needs • Delayed and infrequent sounds 

needs of your 

(e.g. 

unique 

hungry 

and 

vs. tired) 

precious child. 

of speech 

• Makes eye contact and maintains for • Limited eye contact and may not 

We hope that moving you objects find this (even guide for helpful. a short time) look where another is looking 

• Responds to “no” and simple directions • Does not wave bye-bye 

(e.g. “Come here”) and says one or 

two words 

Behavior/Interests 

Introduction 

• Join to sound/rhythm by making or 

repeating sounds 

• Explores different toys and/objects 

with fingers and mouth 

• Show physical reaction when excited 

• Attending to unusual objects or 

patterns 

• Over- or under-reactions to 

stimulation 

• Repeats a movement or routine 

over and over 

It may be upseting or scary to discover 

a delay in development. 

Deep breath... you can do this. 

12-24 MONTHS Typical Development 

Social Interaction 

Communication 


Part One: 

Red Flags for Autism 

Spectrum Disorder (ASD) 

Does My Child Have A Delay? 

• Pretend play by using gestures, 

words and new actions 

• Stays active and engaged during 

activities and monitors what you are 

paying attention to 

• Talks with you about a topic he/she 

is interested in, tells about his/her 

feelings and asks questions 

• Can have short reciprocal 

conversation (back and forth) 

• Combines sounds, gestures and 

words to tell what he/she is thinking 

• Starts to imitate new simple words 

& actions 

• Uses words to name objects, pictures, 

people, animals and starts to combine 

two words to convey different 

meanings 

• Understands simple pronouns 

(me, you, my) 

• Join to sound and rhythm plays by 

making or repeating sounds 


with fingers and mouth (getting ready 

for picking a favorite toy while 

playing with others too) 


• Lack of imitation 

• Poor emotional modulation 

• Rarely/never points 

• Absent or unusual use of gestures, 

expression, or vocal quality to 

communicate 

• Delayed speech 

• Early signs of developmental regression 

• Play routines are limited to a single 

action or are imitations always 

completed in the same way 

• Does not demonstrate joint attention 

Pervasive 

Other 

• Has a regular sleep schedule 

Autism Spectrum Disorder 

Autism Appearing is a in neurodevelopmental early childhood and disorder remaining defined for the by length persistent of an deficits individual’s social 

• Eats an increasing variety of foods 

life. 

communication and social interaction, accompanied by restricted, repetitive 

6 patterns Advocate of behavior, interests, or activities. 

A person who pleads another’s cause, or who speaks or writes in support 

of something. 

7 

4 

5


Is Appropriately? 

My Child Developing 



In alongside the tables behaviors below, developmental that may be signs milestones of autism are spectrum listed for disorders children (ASD). with Learning typical development, 

alongside developmental behaviors milestones that may can be help signs parents of autism know spectrum what to disorders expect from (ASD). their Learning children. 



While these are looking the approximate at observable age behaviors, ranges to please observe keep the in expected mind that behaviors development for all is children. individual Every and 

these child is are different, the approximate even among age siblings. ranges Your to observe child’s environment, the expected behaviors family and for experiences all children. contribute Every 

child to their is different, development. even among If you are siblings. concerned, Your child’s please environment, talk to your family child’s and pediatrician experiences as soon contribute as 

to possible. their development. The earlier concerns If you are are concerned, addressed, please the better talk to the your long-term child’s pediatrician prognosis is as for soon the as child, 

possible. whether the The delay earlier is concerns indeed autism are addressed, or something the better else. the long-term prognosis is for the child, 

whether the delay is indeed autism or something else. 


a delay in development. 




UNDER 12 MONTHS Typical Development Spectrum Red Disorder Flags for (ASD) 



12-24 MONTHS Typical Development Spectrum Red Disorder Flags for (ASD) 


• Babbling or or coos and smiles in in 



• Pretend • Pretends play to by play using by using gestures, gestures, • Lack • Lack of of imitation imitation 

response 

calling their name and seems not 

words words and and new new actions actions 

• Poor 

• Poor 

emotional 

emotional 

modulation 


modulation 

• 

Turns 

Turns 

head 

head 

and 

and 

pays 

pays 

attention 

attention 


hear environmental sounds better 


towards 

towards 

sounds 

sounds 

and 

and 

voices 

voices 

or 

or 

where 

where 




you 

you 

are 

are 

looking 

looking 

and 

and 

pointing 

pointing 




• Talks with you about a topic he/she 

• Shows interest in faces 

Shows interest in faces 

• Talks with you about a topic they 

pointing 


feelings are interested and asks in, questions tells about their 


• Can 

feelings 

have short 

and asks 

reciprocal 

questions 

decreased smiling or upset/scared face 

conversation • Can have short (back reciprocal and forth) 

face 

conversation (back and forth) 

Communication 

Cries differently for different needs 

Delayed and infrequent sounds of 

Communication • Combines sounds, gestures and 


Communication 

• Cries differently for different needs • Delayed and infrequent sounds 

(e.g. hungry vs. tired) 

speech 



of speech 

Communication 

• Combines sounds, gestures and words • Absent • Rarely/never or unusual points use of gestures, 

• Makes eye contact and maintains for • Limited eye contact and may not look 

• Starts to tell to what imitate they new are simple thinking words expression, or vocal quality to 

• • Absent or unusual use of gestures, 

moving Makes eye objects contact (even and for maintains a short time) for • where Limited another eye contact is looking and may not 

& actions 

communicate 

moving objects (even for a short time) look where another is looking 

• Starts to imitate new simple words & expression, or vocal quality to 

• Uses words to name objects, pictures, • Delayed speech 


actions 

communicate 

•(e.g. Responds “Come to here”) “no” and and simple says one directions or • Does not wave bye-bye 

people, animals and starts to combine • Early signs of developmental regression 


two words “Come here”) and says one or 


meanings 

two words 

people, animals and starts to combine 

• Early signs of developmental regression 

• Understands two words to simple convey pronouns different meanings 


Joins in with sound and rhythm activities 

Attends to unusual objects or 

(me, 

• Understands 

you, my) 

Behavior/Interests • Join to sound/rhythm by making or • Attending to unusual objects or 

simple pronouns 

by 

repeating 

making 

sounds 

or repeating sounds 

patterns 

patterns 

(me, you, my) 

Explores different toys and/objects 

Over- or under-reactions to 

Behavior/Interests • Join to sound and rhythm plays by • Play routines are limited to a single 

• Explores different toys and/objects • Over- or under-reactions to 


stimulation 




stimulation 

Behavior/Interests • Joins in with sound and rhythm activities • Play routines are limited to a single 

• Explores different toys and/objects completed the same way 

Shows physical reaction when excited 

Repeats movement or routine 

with 

by making 

fingers 

or 

and 

repeating 

mouth (getting 

sounds 

ready • Does 

action 

not 

or 

demonstrate 

are imitations 

joint 

always 

• Show physical reaction when excited • attention 

over 

Repeats 

and 

a 

over 

movement or routine 

for • Explores picking a different favorite toys while and/objects 


over and over 

playing with fingers with others and mouth too) (getting ready • Does not demonstrate joint attention 

• Show for picking physical a favorite reaction toy when while excited playing 

with others too) 

Other 

• Has • Shows a regular physical sleep reaction schedule 

when excited 



Autism is a neurodevelopmental disorder defined by persistent deficits in social 

communication and social interaction, accompanied by restricted, repetitive 

Other 


• May be unable to self-soothe or has 

6 patterns of behavior, interests, or activities. 


sleep disturbances 

7 

6 

7

24-36 MONTHS Typical Development Red Flags for ASD 

3-4 YEARS Typical Development Red Flags for ASD 


Communication 

• Plays mainly beside other children, 

but is beginning to include other 

children, such as in chase games 

• Copies others, especially adults and 

older children (words and pretend 

actions can be observed during play 

time or conversations) 

• Shows more and more independence 

in daily routine (separate easily 

from their parents) 

• Starts to have “own things” 

(Understand the concept of 

“mine” and “yours”) 

• Knows names of familiar people 

and body parts and can point to 

pictures of them 

• Says sentences with 3 to 5 words 

and carries on a conversation using 

2 to 3 sentences 

• Understands words like “in,” “on,” 

and “under”; plurals and pronouns 

• Follow instructions with 2 or 3 

steps 

• Prefers to be alone; appears aloof 

• Has difficulty interacting with other 

children and initiating conversation or 

play with others 

• Does not want physical contact 

(cuddling, touching, hugging) 

• Makes little or no eye contact 

• Has little or no speech and sometimes 

is not responsive to verbal cues 

• Unusual rhythm of vocalization (such 

as rate, intonation, pitch, stress and 

inflection) or repeats sounds, words, 

or phrases 

• May not understand instructions and/ 

or may take longer to respond 

• Has difficulty understanding and 

interpreting facial expressions, body 

language and emotions (of self and/or 

others) 

• Difficulty expressing needs and may 

use negative behavior instead of words 


Communication 

• Would rather play with other children 

than by themselves and demonstrates 

social skills when interacting with 

other children (turn taking, conflict 

resolution, sharing, offer help) 

• Shows ease and comfort in their 

interactions with familiar adults 

• Expresses a range of emotions with 

their face, body, vocal sounds, and 

words and describe reasons for 

their feelings 

• Uses more than one word for the 

same object and use words for parts 

of objects 

• Makes up names for things using 

words they know (e.g., dog doctor 

for veterinarian) 

• Communicates in longer sentences and 

use more conventional grammar in 

their home language 

• Sings a song or says a poem from 

memory such as the “Itsy Bitsy Spider” 

or the “Wheels on the Bus” 

• Prefers playing alone than playing 

with others 

• Doesn’t share well with others, take 

turns or participate in pretend play 

• Difficulty being soothed or comforted 

• Doesn’t like or actively avoids physical 

contact 

• Isn’t interested or doesn’t know how 

to make friends 

• Doesn’t make facial expressions or 

makes inappropriate expressions 

• Has difficulty expressing or talking 

about their feelings or understanding 

other people’s feelings 

• Difficulty forming sentences 

• Repeats words and phrases 

• Doesn’t answer questions 

appropriately or follow directions 

• Flat vocal tone or sing song voice 


• Gets excited when with other 

children 

• Expresses affection openly/ 

spontaneously 

• May show defiant behavior 

• Enjoy working with 3-4 piece puzzles 

• Can sort objects by shape and color 

• Laughs, cries, or shows distress for 

reasons not always apparent to others 

• Lack of sharing interest or enjoyment 

• Strong restricted and persistent 

interests 

• Exhibits inappropriate attachments 

to objects 

• Repetitive or obsessive play 

• Displays self-stimulatory behaviors 

• Has tantrums or “meltdowns” 

• Has difficulty transitioning from one 

activity to another 

• Insists on sameness and is resistant 

to change 


Other 

• Enjoys doing new things, tries new 

activities and attempts new challenges 

• Talks about likes, interests, and 

has favorites 

• Expresses a sense of belonging to a 

group 

• Shows awareness that their actions 

affect others 

• Engages in activities that require 

hand-eye coordination 

• Dresses and undresses themselves 

with occasional assistance 

• Persistent, severe tantrums 

• Performs repetitive motions 

(flaps hands, rocks back and forth, 

spins) 

• Lines up toys or other objects in an 

organized fashion 

• Gets upset or frustrated by small 

changes in routine 

• Plays with toys the same way 

every time 

• Likes certain parts of objects 

(often wheels or spinning parts) 

• Has obsessive interests 

• Irregular eating 

• Irregular sleeping habits 

• Unusual safety awareness 

(Overly fearful to fearless Impulsivity) 

FACT 

Autism is not caused by how you parent, 

but progress can be made by taking an active approach. 

8 

9

5 YEARS Typical Development Red Flags for ASD 


Communication 

• Wants to please and be like friends; 

plays and interacts cooperatively 

with other children (works on projects 

together, exchange ideas) 

• Forms positive relationships with new 

teachers or caregivers over time and 

seeks out trusted teachers and 

caregivers as needed 

• Explains reasons for their feelings that 

may include thoughts and beliefs as 

well as outside events 

• Communicates understanding and 

empathy for others’ feelings 

• Uses a larger vocabulary for talking 

about different feelings (“I’m 

frustrated with that puzzle!” 

“I’m excited about our trip.”) 

• Uses language effectively to continue 

conversations with familiar adults and 

to influence their behavior (ask for 

help, ask an adult to do something) 

• Speaks clearly; makes requests clearly 

and effectively most of the time 

• Speaks and tells a simple story in full 

sentences that are grammatically 

correct most of the time (uses 

future tense) 

• Prefers playing alone than playing 

with others 

• Doesn’t share well with others, take 

turns or participate in pretend play 

• Difficulty being soothed or comforted 

• Doesn’t like or actively avoids physical 

contact 

• Isn’t interested or doesn’t know how 

to make friends 

• Doesn’t make facial expressions or 

makes inappropriate expressions 

• Has difficulty expressing or talking 

about their feelings or understanding 

other people’s feelings 

• Difficulty forming sentences 

• Repeats words and phrases 

• Doesn’t answer questions 

appropriately or follow directions 

• Flat vocal tone or sing song voice 

Developmental Chart Terms 

Emotional Modulation 

A child’s ability to respond to sensory input, and then adjust their emotions 

and behavior to the demands of their surroundings. 

Developmental Regression 

When a child loses an acquired function or fails to progress beyond a period 

of relatively normal development. 

Joint Attention 

Spontaneously shifting attention between an object of interest and another 

person using gestures to draw others’ attention to objects. 

Self-Stimulatory Behaviors 

Repetitive movements or posturing of the body providing sensory input 

as a means of communicating or to self-soothing when wary or anxious. 

Examples include hand flapping or rocking. 

Meltdown 

An intense, involuntary reaction to sensory overwhelm in which a child 

is unable to be consoled. 


• Sticks with tasks even when they 

are challenging 

• Chooses to spend more time on 

preferred activities, and expresses an 

awareness of skills they are developing 

• Expresses awareness that they are 

members of different groups 

(e.g., family, preschool class) 

• Shows awareness that their behavior 

can affect the feelings of others 

• More likely to follow social rules, 

transitions, and routines that have 

been explained 

• Persistent, severe tantrums 

• Performs repetitive motions 

(flaps hands, rocks back and forth, 

spins) 

• Lines up toys or other objects in an 

organized fashion 

• Gets upset or frustrated by small 

changes in routine 

• Plays with toys the same way 

every time 

• Likes certain parts of objects 

(often wheels or spinning parts) 

• Has obsessive interests 

FACT 

People with autism are able to learn 

and develop new skills. 

Other 

• Transitions independently from active 

to quiet activities most of the time 

• Usually is not physically active 

10 

11



What To Do If Your Child Shows 

Signs Of A Delay 


alongside Parents and behaviors professionals that may sometimes be signs want of autism to “wait-and-see” spectrum disorders when (ASD). there Learning are concerns about a 

developmental child’s development. milestones You may can not help want parents to label know your what child to and expect there from are their hopes children. that the child is a 

late bloomer and will catch up. Waiting for a child to catch up, however, wastes valuable time, 

While and we looking know that observable early intervention behaviors, is the please best keep way to in help mind your that child development learn those is individual skills they are and 

these struggling are the with; approximate it is the best age hope ranges for the to observe future of the any expected child with behaviors ASD. Early for intervention all children. Every will 

child provide is different, benefits even that among may not siblings. be gained Your if child’s a wait-and-see environment, approach family is and taken. experiences contribute 

to their development. If you are concerned, please talk to your child’s pediatrician as soon as 

possible. If your child The is earlier showing concerns any delay are in addressed, development, the better contact the the long-term following prognosis programs is for for further 

child, 

whether assessment; the delay parents is indeed may self-refer autism or with something no physician else. referral needed: 


a Questions delay in development. About Getting 

A Diagnosis 


By now you have determined that your child has a delay, and maybe you or your team have 

concerns about ASD. The next step is getting an actual diagnosis. Remember, your child is still 

the same little one that you loved before you started this journey... nothing has changed. 

Receiving a diagnosis allows you to work toward getting the help your child needs; it is a way 

to obtain more knowledge and support. 

What are the differences between a screening, 

an eligibility assessment and a formal diagnosis? 

FOR CHILDREN BIRTH TO THREE YEARS 

FOR CHILDREN THREE+ YEARS 

Screenings usually occur in a doctor’s office and are the first step. They provide a quick and 

simple way to monitor a child’s healthy development. Monitoring includes clinical observations 

and the charting of developmental milestones. 

Mecklenburg County 

Charlotte-Mecklenburg Schools (CMS) 

If concerns about your child are raised by a developmental screening, further screenings for 

Children’s Developmental Services Agency 

hearing loss or lead poisoning, or the M-CHAT (a screening for ASD) may be completed. If 

(CDSA) 

Exceptional Children’s Program: 980-343-2720 

screening results suggest that your child has signs of ASD, the next steps are to seek services 

704-336-7130 or fax 704-336-7112 

Bright Beginnings and NC Pre-K: 980-343-5950 

and/or a diagnosis. 






Eligibility assessments are conducted by the CDSA and CMS for Spectrum the purpose Disorder of establishing (ASD) 

CDSA is part of the statewide North Carolina The Exceptional Children’s Program serves children 

Infant-Toddler Program. CDSA provides services at least three years old who may be developmentally 

eligibility for specialized services and are based on federal legislation, The Individuals with 



to families with children birth to three years of delayed. An evaluation, provided at no cost, must be 

Social Disabilities Interaction Education Improvement • Pretend play by Act using (IDEIA). gestures, Part C of the • IDEIA Lack of targets imitation infants and toddlers, 

response 


words and new actions 

age who may have delays in development or have completed to determine eligibility and programing. 

and Part B targets school-aged children (which may include 3- • and Poor 4-year emotional old modulation 


children). CMS’s 

certain medical conditions. • Early Turns intervention 

head and pays attention It is a good idea to begin the enrollment process 



evaluation team will consider whether your child’s symptoms adversely affects their educational 

professionals work with caregivers towards to sounds build their and voices before where their third birthday when possible. For 



performance and whether paying specialized attention educational to 

services are appropriate. A child may be 

capacity to enhance their child’s you are development. 

looking and pointing children enrolled with CDSA, your service coordinator 

Evaluations and service coordination eligible for services through • Talks the with CDSA you about or CMS a topic without he/she having a diagnosis of autism. 

• Shows interest 

are provided 

in faces 

will help with the • transition Fails to look process. where someone is 

at no charge to families. Other services are 

pointing 


feelings and asks questions 

provided on a sliding scale fee. Medicaid and 

Bright Beginnings • Absent and NC facial Pre-K expression, programs serve such as 

Formal diagnoses of ASD are most often made through assessments conducted in the private 

private insurance are billed with family permission. children who will be • Can have short reciprocal 

decreased four years smiling old on or or upset/scared 

before 

sector by a psychologist, conversation psychiatrist, (back neurologist and forth) or physician using specific criteria. While CDSA 

August 31. These programs face may include special 

does have staff qualified to make a diagnosis, the public school system cannot make a formal 

education students receiving various levels of 

Communication 

diagnosis of ASD. • Combines sounds, gestures and 


Communication 

• Cries differently for different support. needs A separate • Delayed eligibility and evaluation infrequent is required. sounds 



of speech 

• Absent or unusual use of gestures, 

CMS does not diagnose ASD, but your child may 

• Starts to imitate new simple words expression, or vocal quality to 

• Makes eye contact and maintains qualify for for free services • Limited through eye contact the school and may system, not 

Why would I seek & actions a diagnosis for my child? 

communicate 

moving objects (even for a 

even 

short 

if 

time) 

they do not 

look 

attend 

where 

a CMS 

another 

school. 

is looking 



There are some good reasons people, for animals getting and a starts diagnosis. to combine A thorough • Early and signs detailed of developmental diagnosis... regression 



• will provide important meanings 

two words 

information and answers to your questions about your child’s 

behavior and development. • Understands simple pronouns 

(me, you, my) 



patterns 

• will create a road map for treatment by identifying your child’s specific strengths and 

Behavior/Interests • Join to sound and rhythm plays by • Play routines are limited to a single 

• Explores different toys and/objects • Over- or under-reactions to 

challenges and providing useful information about which needs and skills should be 




stimulation 

targeted for effective intervention. 

• Explores different toys and/objects completed in the same way 

• Show physical reaction when excited • Repeats a movement or routine 

with fingers and mouth (getting ready • Does not demonstrate joint attention 

• may be required for insurance for picking coverage a favorite of toy certain while services. 

over and over 


It can be frightening to • think Show about physical “labeling” reaction when your excited child, but remember that a label does not limit. 

It does not determine outcomes. It does not change who your child is. However, a label can help 

Other your child receive services • Has and a regular accommodations sleep schedule 


that are appropriate for the unique pattern of 

Early Intervention 

Autism is a neurodevelopmental disorder defined by persistent deficits social 

their development. • Eats an increasing variety of foods 

A statewide interagency system that provides services designed to intervene at 

communication the early stages of and an social infant interaction, or toddler’s accompanied disability. by restricted, repetitive 


7 

12 

13

How do I get a diagnosis for my child in 

Mecklenburg County? 

As discussed on page 13, your primary pediatrician will conduct a screening with your child. If 

your child shows signs that warrant further evaluation, there are several options to explore. 

Your family may be referred to a developmental pediatrician, who is trained in diagnostics and 

management of developmental and behavioral issues in children and adolescents. Other options 

include: 

FOR CHILDREN BIRTH TO THREE YEARS 

FOR CHILDREN THREE+ YEARS 

CDSA (see page 12) offers subsequent 

evaluations beyond basic eligibility to address 

questions specific to autism and to provide you 

with information, a diagnosis (if appropriate) and 

options for services to support your family’s 

individualized plan. Your service coordinator will 

aid in scheduling this with the staff psychologists. 

A formal diagnosis is available (for a fee) from a 

developmental pediatrician, TEACCH (see page 23) 

or by professionals experienced in administering 

evaluations such as the Autism Diagnostic 

Observation Schedule (ADOS) or the Autism 

Diagnostic Interview (ADI). 

Does my child need a diagnosis 

to receive intervention? 

Part Two: 

After Receiving A Diagnosis Of ASD 

In Mecklenburg County, it is not necessary to have a formal diagnosis in order to receive early 

intervention through the CDSA or specialized educational services through CMS. Please refer 

back to page 12 for further details. 

However, a medical diagnosis of autism is required to access Medicaid funded interventions under 

Early Periodic Screening Diagnosis and Treatment (EPSDT). This includes receiving Applied 

Behavioral Analysis (ABA) therapy (see page 17). Access to other intervention services and 

therapies will depend on the funding source’s requirements for a formal diagnosis. 

FACT 

A child may be very social and able to look at 

your face or eyes and still have autism. 

14 

15




Intervention Options For Your Child 


these Early intervention are the approximate and special age ranges education to observe services the are expected critical for behaviors addressing for all the children. needs of Every a child 

child on the is different, autism spectrum. even among In addition, siblings. Your many child’s children environment, with ASD family benefit and from experiences the therapies contribute listed 

to in their this section. development. Therapeutic If you are services concerned, fall into please two categories: talk to your Evidence-Based child’s pediatrician and as Anecdotal. 

soon as 

possible. The earlier concerns are addressed, the better the long-term prognosis is for the child, 

whether the delay is indeed autism or something else. 

Evidence-Based Therapies 

An evidence-based practice (EBP) “is an instructional/intervention procedure or set of procedures 

for which researchers have provided an acceptable level of research that shows the practice 

produces positive outcomes for children, youth, and/or adults with ASD” (NPDC, 2019). 

As of this printing, there are 28 EBPs that may be used individually or in conjunction with 

each other in working with children with ASD. This is a list of the Red most Flags 


common for Autism EBPs. 




Speech-Language response Therapy (ST) Occupational calling their Therapy name and seems (OT) not 


One of the main challenges • Turns of ASD head is and a delay pays attention The American Occupational Therapy 


in communication skills. Speech-language 

towards sounds and voices or Association where estimates than human that voices 80 percent of 

you are looking and pointing 

therapy will target any problem areas, teach children with ASD have sensory processing 


missing skills, and provide • opportunities Shows interest to in faces problems, which pointing can interfere with their 

practice and generalize recently acquired 

daily life. Occupational therapists use their 


abilities. A speech-language pathologist will expertise to identify decreased sensory smiling issues or upset/scared and 

evaluate your child’s communication profile provide interventions face to improve selfand 

identify problem areas. It is important to regulation (wake-sleep cycles, level of 

Communication 

know if your child understands • Cries words differently as well for different alertness, needs self-quieting), • Delayed and sensory infrequent processing, 

sounds 


of speech 

as they say them and whether your child’s 

motor development and adaptive behavior. 

problems are associated with • Makes differences eye contact in and maintains for • Limited eye contact and may not 

moving objects (even for a short time) look where another is looking 

his desire to communicate, deficits in language In addition to providing interventions that 

abilities, or with the demands • Responds of conversation. 

to “no” and simple directions help improve • Does sensory not integration wave bye-byeissues 


influencing behaviors in the home, occupational 

two words 

therapy practitioners also make suggestions 

for changes to the classroom environment in 



order to assist patterns children with participating and 

• Explores different toys and/objects progressing • at Over- school, or under-reactions playing, making to friends 

with fingers and mouth and focusing in stimulation order to learn. Fine motor skills 

• Show physical reaction when are excited also addressed • Repeats by a OTs. movement or routine 

over and over 

Physical Therapy (PT) 

Applied Behavior Analysis 

(ABA) Therapy 

Physical therapists are trained to work 

with people to build or rebuild strength, 

Applied Behavior Analysis focuses on 

and increase mobility in the large muscle 

principles of learning that include the idea 

groups in the body. Physical therapists may 

that people Red are Flags more likely for Autism 


to repeat 

work with very young children on basic 

behaviors that 

Spectrum 

are rewarded 

Disorder 

than 

(ASD) 

behaviors 

motor skills such as sitting, rolling, standing 

that are not recognized or are ignored. ABA 

Social and playing. Interaction They may • also Pretend work play with by using gestures, 

• Lack of imitation 

can help children with autism by teaching 

parents to teach them some 

words 

techniques 

and new actions 

for 

• Poor emotional modulation 

them to develop a number of skill sets at 

helping their child build 

• Stays 

muscle 

active 

strength, 

and engaged during 

activities and monitors what you the are same time as it works to reduce the 

coordination and skills. paying attention to 

likelihood of their engaging in problematic 

• Talks with you about a topic he/she behaviors. 

Children with ASD may is have interested low muscle in, tells about his/her 

tone, or have a tough time 

feelings 

with 

and 

coordination 

asks questions 

Treatment begins with an assessment to 

and sports. These issues 

• Can 

can 

have 

interfere 

short reciprocal 

with 

conversation (back and forth) determine the child’s existing skills and the 

basic day-to-day functioning and are almost 

development of an individualized program 

Communication 

certain to interfere with • Combines social and sounds, physical gestures and to increase • Rarely/never skills. A trained points therapist works 

development. Children with words autism to tell what would he/she is thinking 

one-on-one • Absent with a or child unusual (hours use vary, of gestures, but 

rarely be termed physically • Starts disabled to imitate but new simple words expression, or vocal quality to 

& actions 

many receive 

communicate 

20 to 40 hours a week) or in 

may have physical limitations. 

• Uses words to name objects, pictures, 

conjunction 

• Delayed 

with other 

speech 

therapists (such as 

people, animals and starts to combine speech or 

• 

occupational 

Early signs of developmental 

therapists) for 

regression 

a 

two words to convey different “modified” approach for 10 to 15 hours 

meanings 

a week. 

• Understands simple pronouns 

(me, you, my) 


• Join to sound and rhythm plays by 



with fingers and mouth (getting ready 

for picking a favorite toy while 



• Play routines are limited to a single 



• Does not demonstrate joint attention 

Other 


Sensory Autism Spectrum Processing Disorder Problems 

Autism is a neurodevelopmental disorder defined by persistent deficits in social 


A neurophysiological condition where the brain and nervous system have 

trouble communication processing and or social integrating interaction, stimulus. accompanied by restricted, repetitive 


7 

Fine Motor Skills 

Referring to the coordination between small muscles, like those of the hands 

and fingers. 

16 

17

Anecdotal Therapy 

Anecdotal interventions provide families additional methods that, while not scientifically proven, 

have had some positive outcomes. Many anecdotal therapies are not covered by insurance, 

however grants may be available to subsidize the cost. Before using any anecdotal therapy, 

please consult your physician for guidance. 

Music Therapy 

Many families have found the fun of music 

therapy to support communication, social 

and behavioral goals. Music therapy is a 

well-established professional health discipline 

that uses music as a therapeutic stimulus to 

achieve non-musical treatment goals. 

Research supports connections between 

speech and singing, rhythm and motor behavior, 

and memory for song and academic material. 

Preferred music can improve mood, attention, 

and behavior in order to optimize the student’s 

ability to learn and interact. 

Equine Therapy 

Equine therapy is an alternative multimodal 

intervention that utilizes a horse to enhance 

core impairments in ASD. Information 

suggests that equine therapy has beneficial 

effects on behavioral skills and to some 

extent on social communication in ASD. 

Biomedical Interventions 

Biomedical interventions focus on the 

physical needs of the person by addressing 

deficits or system weaknesses in the body 

(digestive, respiratory, muscular, etc.) 

through medical or chemical means. Examples 

of biomedical interventions include the 

gluten-casein-free diets (GFCF), addressing 

food sensitivities, use of supplements, gut 

treatments and immune system regulation. 

FACT 

Although people 

with autism grow 

and change, 

they never “outgrow” 

their autism. 


Other Health Related Concerns 



While the following differences are not defining characteristics of autism, many children may 


experience these other challenges at some point throughout their lives. These co-morbid 

conditions 

While looking 

typically 

at observable 

need to also 

behaviors, 

be addressed, 

please 

to 

keep 

allow 

in 

the 

mind 

child 

that 

to 

development 

regulate and 

is 

learn 

individual 

more 

and 

effectively. 

these are the approximate age ranges to observe the expected behaviors for all children. Every 

child is different, even among siblings. Your child’s environment, family and experiences contribute 

This 

to their 

list includes 

development. 

some of 

If 

the 

you 

most 

are concerned, 

common conditions 

please talk 

present 

to your 

in 

child’s 

young 

pediatrician 

children with 

as 

ASD, 

soon as 

however 

possible. 

additional 

The earlier 

conditions 

concerns 

may 

are addressed, 

develop as a 

the 

child 

better 

gets 

the 

older. 

long-term 

It is important 

prognosis 

to have 

is for 

regular 

the child, 

visits 

whether 

with 

the 

your 

delay 

doctor 

is indeed 

and intervention 

autism or something 

team to discuss 

else. 

any changes in your child as they 

happen. Please talk to your pediatrician if your child is having any of these difficulties. 

Disrupted Sleep 

Sleep difficulties typically fall into two 

general categories: difficulty falling asleep 

and difficulty staying asleep. Children may 

exhibit signs of one or both categories. Lack 

of sleep can intensify other issues that a 

child is already experiencing. 


Gastrointestinal Issues 

Attention Deficit 

Hyperactivity Disorder 

(ADHD) 

ADHD typically is known as an inability 

or difficulty in focusing. While it can be 

difficult to separate focus issues from other 

signs of ASD, some children have this 


additional challenge. Spectrum Disorder (ASD) 

Developmental Coordination 

Many Social children Interaction experience some • Babbling type or of coos and smiles in 


bowel distress off and on through response their 


Delay to hear or be interested; seems to 

lifetime. Most commonly, children • Turns head may and have pays attention 

constipation or diarrhea. In some children, 

In addition to other hear environmental delays, some sounds children better 

towards sounds and voices or where 


you are looking and pointing 

the experience of pain may result in feeding experience a delay in the development of 

difficulties, which may have a sensory 

motor skills. These • Fails can to look include where but someone are not is 

• Shows interest in faces 

pointing 

component as well. 

limited to delays in walking or showing an 

unusual posture • Absent or walking facial expression, pattern, lowered such as 

decreased smiling or upset/scared 

muscle tone or balance issues. Smaller muscle 

face 

groups may also be impacted, effecting 

Communication 

• Cries differently for different hand-eye needs coordination • Delayed and infrequent handwriting. sounds 


of speech 


• Makes eye contact and maintains for 

moving objects (even for a short time) 

• Responds to “no” and simple directions 


two words 

• Join to sound/rhythm by making or 





• Limited eye contact and may not 

look where another is looking 

• Does not wave bye-bye 

• Attending to unusual objects or 

patterns 

• Over- or under-reactions to 

stimulation 

• Repeats a movement or routine 

over and over 

6 

Autism Co-morbid Spectrum Disorder 

Autism Presence is a of neurodevelopmental one or more additional disorder conditions defined co-occurring by persistent with deficits the in social 

communication primary one. and social interaction, accompanied by restricted, repetitive 

patterns of behavior, interests, or activities. 

18 19

Taking Care Of You 

If you are reading this booklet, you may have a child with a delay; you may even have a child with 

autism. This time is turbulent while you are figuring out what is going on and what to do next. 

But thinking back to the safety speech when you are on an airplane… you must secure your own 

oxygen mask before assisting others. Taking care of yourself, the caregiver, is crucial. 

You are about to embark on a journey that may take you in new directions and making sure that 

you set a solid foundation for yourself is key. No one feels fully prepared for all the things that 

parenting is going to require. Even though you know that there will be sleepless nights, thousands 

of decisions, worrying and more, these may be increased when you have a child that needs extra 

support. 

It is OK to Not Be OK 

Wrapping your head around what is going on is a process, and it is unlikely that you will instantly 

accept this information. Some families experience a wave of guilt as they think they caused their 

child’s challenges. This process may even mimic the stages of grief, as described by Dr. Elizabeth 

Kubler-Ross: Denial, Anger, Bargaining, Depression, Acceptance. No one can tell you how you 

should feel, or how quickly you should process information or make decisions. Take the time to 

honor your feelings. 

It is OK to not be OK right now!! Just remember: 

You CAN do this... take it one thing at a time... just keep going! 

As your journey continues, you will become more confident in yourself and your ability to parent 

your child. Part of gaining that confidence is taking care of yourself and keeping your mind, body, 

and soul nourished. 

What is Self-Care? 

The dictionary defines self-care as the practice of taking an active role in protecting one’s health, 

well-being and happiness, in particular during periods of stress. Self-care comes in many forms; it 

is about making yourself feel happier and calmer. Self-care does not have to cost a lot of money, 

and may be as simple as taking a daily walk or enjoying a favorite movie. At it’s root, it is making 

sure that you maintain a balance between taking care of your physical and mental health that 

allows you to function at your best. 

Care of the Mind 

You are not alone in this journey. 

Your brain is an amazing organ, capable of processing millions of ideas. But like a computer with 

too many tabs open, it too will slow down when you are overwhelmed. Your mental health is just 

as important as your physical health. Reaching out for help and support is a sign of strength; no 

one gets through life without the support of others. 

Families may distance themselves from others while they are focused on the needs of their child, 

leading to increased anxiety or depression. Contacting someone who can help you process information 

and lend a kind, supportive ear can alleviate stress and help you organize all the thoughts 

you are having. Talking with other parents who have walked this path or participating in parent 

support groups offer a connection to others who have experienced or are currently experiencing 

similar circumstances. Some parents look to a trained counselor for an objective viewpoint and 

coping tools. 

Care of the Body 

Setting the example of a healthy body shows your family 

that you value yourself. 

Remembering to eat, sleep, and recharge our own battery is part of self-care. Beyond this, 

keeping up with doctor and dentist visits for yourself, exercising, and allowing your body to have 

“down time” keeps you in the best health possible. 

It is easy to push these needs aside when you are pressed for time or money. Physical symptoms 

such as headache, stomach distress, sleep problems or muscular pain may be signs that you have 

not been taking good enough care of yourself. Your child needs you to be at your best, so don’t 

ignore yourself completely. 

FACT 

Those with autism are 

able to build relationships. 

Care of the Soul 

You are an equal member of your family and prioritizing yourself is not selfish; 

it is the glue that keeps your family together. 

What nourishes you in your core? How do you find peace from within? For some people it may 

be a religious or spiritual connection. For others it may be helping your community. Possibly 

meditation or quiet time, or maybe 5-minutes of reading or dancing helps center and ground you. 

Finding an inner calm is something we do for ourselves, yet the feelings that are invoked from this 

type of care can do as much for us as any other self-care act. Parents are busy, but we all have a 

few minutes a day to take care of our soul. 

Please see community resources on page 23 for more specific information on family support. 

20 

21

Local Agency Referral Information 

Please note that this is not an exhaustive list of resources in Mecklenburg County. 

However, service providers at each agency can help families connect to additional services as appropriate. 

Developmental Pediatricians Non-Profit Programs For Parents and Caregivers 

Atrium Developmental/Behavioral Pediatrics 

704-403-2626 

Novant Health Developmental/Behavioral 

Pediatrics 

704-384-0567 

Developmental pediatricians are experts on 

child development. In addition to conducting 

evaluations, they are more experienced with the 

needs of a child with delays, including behavioral 

health. Both practices offer 2 locations and accept 

Medicaid and Private Insurance for evaluations. 

A referral from your primary pediatrician is 

required. 

FACT 

Children with autism 

can be emotional 

and affectionate. 

Guiding Parents to Services (GPS) 

GPS@smartstartofmeck.org 

704-943-9416 

Our program is dedicated to helping you start 

your journey. GPS is a free program offered by 

Smart Start of Mecklenburg County designed 

to help parents with children birth to five begin 

the process of understanding autism spectrum 

disorders and get help for themselves and their 

child. The GPS Coordinator provides emotional 

support as well as helps you understand the process 

for finding appropriate services. Educational 

workshops and parent support groups are offered, 

allowing parents a way to connect to other parents 

while gaining knowledge. GPS is a place where you 

can regain your balance, expand your capabilities, 

and be in a better position to support your child. 

Autism Society of North Carolina (ASNC) 

704-894-9678 

Among the services provided by ASNC, Autism 

Resource Specialists are available from the moment 

a family hears the diagnosis, with a focus on school 

age through adulthood. Autism Resource Specialists 

are often the first people parents talk to after their 

child is diagnosed. They help families connect with 

resources, keep their children safe, find services, 

and resolve school issues. They also provide 

guidance on lifelong issues including employment, 

residential options, and planning for children’s 

needs beyond parents’ lives. Since Autism Resource 

Specialists are all parents of children with autism 

themselves, they can provide the support of an 

experienced parent because of their first-hand 

knowledge of what it is like to hear the word 

autism and raise a child with autism. 

Care Management for At-Risk Children 

(CMARC) 

980-314-9340 

CMARC is a care management program for young 

children ages birth to five that provides care 

coordination and support for children and families. 

One of their target populations are Children with 

Special Health Care Needs (CSHCN) who need 

physical, developmental, behavioral and/or 

emotional support, including autism. They 

recognize the parent/caregiver as the expert 

on the child and want to support them in 

being their child’s best advocate. Services are 

provided free of charge. 

Charlotte Speech and Hearing Center 

(CSHC) 

704-523-8027 (ext. 225) 

CSHC is a non-profit organization offering 

speech-language services beginning at infancy 

and stretching throughout the lifespan of the 

individual. Complete community referral services 

including speech-language evaluations and 

follow-up therapy are available. Families can 

self-refer for services; CSHC accepts many 

insurances, including Medicaid, but also has 

an assistance fund for individuals who are 

uninsured/underinsured (must meet eligibility 

requirements). 

Exceptional Children’s Assistance Center 

(ECAC) 

800-962-6817 

ECAC will provide support and information 

regarding your child’s access to an appropriate 

education or to available services. ECAC offers 

resources, workshops, and materials created to 

teach parents how to advocate for their child with 

a disability in order to access services and attain an 

effective individualized education program (IEP). 

Services are provided at no cost to North Carolina 

residents and helps parents with children birth to 26. 

TEACCH Charlotte 

919-445-2365 

The University of North Carolina (UNC) TEACCH 

Autism Program (Charlotte Center) is part of a 

regional university-based system of community 

centers offering a set of core services along with 

demonstration programs meeting the clinical, 

training and research needs of individuals with 

ASD, their families and professionals across the 

state of NC. 

A history form asking for information about your 

child can either be mailed to you or you can access 

the form online. When it is completed and returned, 

an initial consultation meeting at TEACCH will be 

scheduled. Children older than three are eligible to 

receive diagnostic evaluations (if they have not yet 

received an ASD diagnosis from another provider). 

Parents and caregivers need to take care of 

themselves. Reaching out to friends and family, 

religious organizations, and other organizations 

that you are involved in, help expand your support 

network. 

In person or internet parent support groups and 

other organizations that focus on family support 

are excellent resources to meet other families. 

Parents are an incredible resource of knowledge, 

support, and understand what you are going through. 

Medical centers and mental health providers offer 

another level of support. Please check with your 

insurance company regarding coverage for these 

types of services. 

Behavior Health Center (BHC) - Atrium Health 

704-358-2700 

BHC offers a comprehensive, integrated system 

of inpatient, outpatient, school-based, crisis 

and residential treatment programs for adults, 

teenagers and children. 

Crossroads Counseling Center 

828-327-6633 

Crossroads offers access to clinicians specially 

trained to provide services to people of all ages – 

from early childhood through adolescence and 

adulthood. We work with people to help identify 

their strengths and resolve difficulties they are 

struggling with, including Autism Spectrum and 

Early Childhood Issues. 

HopeWay 

1-844-HOPEWAY 

HopeWay is an accredited non-profit mental 

health treatment center that provides best practice 

mental health care and education for adults and 

their families. 

Mecklenburg County Public Health Dept. 

704-336-4700 

Wellness, testing, and education programs to 

improve your health and that of our community. 

Novant Health Michael Jordan Family 

Medical Clinic 

980-302-9405 

This clinic provides medical and mental health care 

for low-cost or no cost to patients of all ages. 

22 

23

Useful Websites 

These websites offer a wealth of information; while it can be overwhelming to look at these sites, 

taking the time to learn more about ASD will better prepare you for what is ahead. 

Local Sites 

Smart Start of Mecklenburg County: www.smartstartofmeck.org 

Autism Society of NC: www.autismsociety-nc.org 

CDSA: www.beearly.nc.gov 

CMS: www.cms.k12.nc.us 

Exceptional Children’s Assistance Center: www.ecac/parentcenter.org 

TEACCH: www.teacch.com 

National Sites 

Autism Navigator: www.autismnavigator.com/resources-and-tools 

Autism Society: www.autism-society.org 

Autism Speaks: www.autismspeaks.org 

Center for Disease Control (CDC): www.cdc.gov/actearly; www.cdc.gov/ncbddd/autism 

First Signs: www.firstsigns.org 

The National Information Center for Children and Youth with Disabilities: 

www.nichcy.org 

National Institute of Child Health and Human Development, Autism Site: 

www.nichd.nih.gov 

Positive Beginnings: Supporting Young Children with Challenging Behavior: 

pbs.fsu.edu/PBS.html 

Spanish Resources (Recursos de autism) 

Autismo Diario: www.autismodiario.org 

Autism Society: www.autism-society.org/enespanol/ 

Zero to Three: National Center for Infants, Toddlers and Families: 

www.zerotothree.org 

References 

16 Early Signs of Autism. (n.d.). Retrieved July 21, 2020, from www.autismnavigator.com 

Barbaro, J., & Dissanayake, C. (2009). Autism spectrum disorders in infancy and toddlerhood: 

a review of the evidence on early signs, early identification tools, and early diagnosis. 

Journal of Developmental & Behavioral Pediatrics, 30(5), 447-459. 

Centers for Disease Control and Prevention. (2013). Learn the signs. Act early. Program 

www. cdc. gov/ActEarly. 

Cox Media Group. “Mecklenburg County Mental Health Resources.” WSOC, 6 Jan. 2020, 

www.wsoctv.com/station/mecklenburg-county-mental-health-resources/951073407. 

Developmental Delays - Developmental Disabilities - Autism - Screening - Diagnosis - Early Intervention - 

First Signs. (n.d.). Retrieved July 21, 2020, from www.firstsigns.org 

Evidence-Based Practices. (n.d.). Retrieved from www.autismpdc.fpg.unc.edu 

Johnson, C. P. (2008). Recognition of Autism Before Age 2 Years. Pediatrics in Review, 

29(3), 86-96. doi:10.1542/pir.29-3-86 

McIntyre, PhD, Laura Lee. “Promoting Well-Being in Families with Children with Intellectual 

and Developmental Disabilities.” American Psychological Association, Sept. 2016, 

www.apa.org/pi/disability/resources/publications/newsletter/2016/09/family-developmentaldisabilities. 

Muratori, F., & Maestro, S. (2018). Early signs of autism in the first year of life. Signs of Autism in Infants, 46-62. 

doi:10.4324/9780429480249-3 

Ozonoff, S., Iosif, A., Baguio, F., Cook, I. C., Hill, M. M., Hutman, T.. Young, G. S. (2010). 

A Prospective Study of the Emergence of Early Behavioral Signs of Autism. Journal of the American 

Academy of Child & Adolescent Psychiatry, 49(3). 

doi:10.1016/j.jaac.2009.11.009 

Peacock, G. (2009). Learning the Signs of Autism. Autism Advocate. 

Srinivasan, S. M., Cavagnino, D. T., & Bhat, A. N. (2018). Effects of Equine Therapy on Individuals 

with Autism Spectrum Disorder: A Systematic Review. Review Journal of Autism and 

Developmental Disorders, 5(2), 156-175. doi:10.1007/s40489-018-0130-z 

Stone, W. L., & DiGeronimo, T. F. (2006). Does my child have autism?: A parent’s guide to early detection 

and intervention in autism spectrum disorders. San Francisco, CA: Jossey-Bass. 

Warren, Z. (2008, October). Early assessment and diagnosis of autism spectrum disorders. 

Lecture presented at First International Autism Summit in OH, Cleveland. 

24 

25

Notes 

The Charlotte-Mecklenburg area 


Collaborative 

In an effort to raise awareness of autism spectrum disorder (ASD) and the importance of 

acting early, the Charlotte-Mecklenburg area Autism Spectrum Disorder Collaborative 

was created. This group of local organizations has worked together to educate, inform, 

support, and encourage everyone affected by autism. 

These organizations have provided targeted outreach to healthcare and child care 

professionals on the value of early intervention. Through trainings, workshops, and 

educational materials, the professional community has embraced this idea and 

continues to assist families in getting the support they need. 

The Collaborative also extended its work to educate families and better prepare them 

for the journey ahead. Autism-related books were provided to the Spangler Library, 

located at ImaginOn, to help families understand autism and assist them in learning 

more about becoming an advocate for both their child’s and their family’s needs. 

This resource guide was developed to help explain the signs of autism and how to get 

further assistance in Mecklenburg County. Information contained in this guidebook is 

accurate as of this printing, however programs are ever-evolving. Some terms may be 

new to you; please see footnotes for the definition of bolded terms. 

This guidebook has been made possible through the hard work and dedication of the 

following agencies: 

26 

Alliance Center for Education 

Autism Charlotte 

Autism Society of North Carolina 

Care Management for At-Risk Children 

Charlotte-Mecklenburg Schools 

Charlotte Speech and Hearing 

Children’s Developmental Services Agency – 

Mecklenburg County 

Easterseals UCP 

Smart Start of Mecklenburg County – 

Guiding Parents to Services 

Trusted Parents 

University of North Carolina – 

TEACCH 

University of North Carolina – 

Greensboro 

27

In 1993, North Carolina Governor Jim Hunt signed legislation 

creating Smart Start, a public-private initiative that funds 

local non-profit organizations that “ensure that young children 

enter school healthy and ready to succeed” (NCPC, 2008). 

Today, 75 partnerships representing all 100 NC counties 

support this mission. 

Guiding Parents to Services (GPS), a funded program of Smart 

Start of Mecklenburg County, began in 2012 as a result of an 

autism needs assessment conducted in 2010. Research of the 

Charlotte-Mecklenberg area showed that while families had 

a difficult time finding resources, even among professionals 

there was a disconnect. Having a way for professionals, social 

service agencies, and families to connect to each other for the 

greater good was critical. 

Early work from GPS included working with medical staff to 

encourage early screening and intervention, leading to earlier 

diagnosis, along with providing families quality resources and 

support. Today, GPS remains a primary resource for families 

who are new to the world of autism, giving them a healthy 

start on their new journey with their child. 

Administered by: 

of Mecklenburg County 

© Copyright 2022 Smart Start of Mecklenburg County

Autism Family Resource Guidebook

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