Autism Family Resource Guidebook

Is My Child Developing
Appropriately?
What To Do If Your Child Shows
Signs Of A Delay
In the tables below, developmental milestones are listed for children with typical development,
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:
It may be upseting or scary to discover
a Questions delay in development. About Getting
A Diagnosis
Deep breath... you can do this.
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.
Red Flags for Autism
Red Flags for Autism
UNDER 12 MONTHS Typical Development
12-24 MONTHS Typical Development
Spectrum Disorder (ASD)
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
Social Interaction • Babbling or coos and smiles in
• Tends not to turn to someone
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
calling their name and seems not
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
to hear or be interested; seems to
children). CMS’s
certain medical conditions. • Early Turns intervention
head and pays attention It is a good idea to begin the enrollment process
• Stays active and engaged during
hear environmental sounds better
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
activities and monitors what you are
than human voices
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
is interested in, tells about his/her
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
• Rarely/never points
Communication
• Cries differently for different support. needs A separate • Delayed eligibility and evaluation infrequent is required. sounds
words to tell what he/she is thinking
(e.g. hungry vs. tired)
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
• Uses words to name objects, pictures, • Delayed speech
• Responds to “no” and simple directions • Does not wave bye-bye
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
(e.g. “Come here”) and says one or
two words to convey different
• 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)
Behavior/Interests • Join to sound/rhythm by making or • Attending to unusual objects or
repeating sounds
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
making or repeating sounds
action or are imitations always
with fingers and mouth
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
playing with others too)
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
Autism Spectrum Disorder
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
6 patterns of behavior, interests, or activities.
7
12
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