It’s common for those with autism spectrum disorder (ASD) to struggle at mealtimes. This difficulty is called “selective eating” and can cause stress and anxiety in both kids and adults. In this article, we’ll explore how you can support someone who has ASD while they manage their diet.

Why do Children With Autism Have Food Aversions

Selective eating is when a child has an aversion to certain foods or textures and often limits their diet to only a few preferred favorites. It is common in children with autism for these reasons:

Sensory Processing Disorder

Sensory processing disorder (SPD) is widespread among kids with autism, with nearly 4 out of 5 experiencing the condition.  Unfortunately, it can make the experience of eating difficult or even uncomfortable for them. Children with SPD may be more sensitive than other kids when it comes to taste, texture, smell, temperature, color, and appearance of food. 

As a result, children on the spectrum may reject or avoid certain foods that don’t appeal to their senses. These preferences can change over time, so it’s important to be patient and understanding. You might also want to watch for tummy troubles with your child.

Stomach Issues

Children with autism are more likely to experience stomach issues than other children. Common gastrointestinal (GI) issues in children with autism include acid reflux, food sensitivities, constipation, and chronic diarrhea. 

Many of these conditions cause pain or discomfort when eating certain foods, leading to a dislike for those items. These painful conditions can also cause changes in appetite and make it difficult for a child to recognize hunger cues or feel full after meals. 

As a result, children with autism might have difficulty trying new foods or expanding their diet. This can be even more difficult if your child has specific ways they like to eat their food.

Ritualistic Eating Behaviors

These rigid behaviors at mealtimes involve a child with autism having specific routines and rituals with their food. Some examples of what this looks like are:

• Having only a limited variety of foods they will eat
• Will only eat the same food over and over, even if it’s no longer preferred 
• Refusing to try new foods or trying new foods but then refusing them after one bite 
• Having strong reactions when asked to try something new, such as gagging or vomiting 
• Being very particular about how food is prepared, cut, or arranged on the plate  
• Insisting on eating in a certain order 
• Only eating foods that are a specific temperature or texture 
• Eating food with their hands instead of utensils 
• Refusing to eat in public or in front of other people

Let’s examine some ideas to help accommodate all of these special requests from your child yet still encourage flexibility in their choices.

 

Tips for Making Mealtime Smoother

It can be incredibly frustrating to deal with a picky eater, but a few simple strategies can help make dinnertime easier for the whole family.

Rule Out Medical Problems

It’s important to rule out any medical problems if your child has selective eating habits. Kids with autism may be unable to explain what is wrong, making diagnosis tricky. Speak to a doctor like your GP or pediatrician to make sure there isn’t an underlying health issue causing picky eating and, if so, how to treat it. 

Be patient while searching for possible causes, and apply some of that patience to mealtimes too.

Stay Calm

It’s essential to be patient with your child as they explore and sample new foods.  Don’t let mealtime become a family battleground; instead, get creative and find other ways to introduce different types of food positively. 

Try offering the same food multiple times, in different forms or with different flavors, textures, or colors that appeal more to them. You can also try involving them in the cooking process, which might make them more interested in trying something new. Don’t be afraid to break the whole tasting process into simpler pieces.

Take Steps Toward Tasting

Encourage your child to stretch their taste buds by introducing them to new foods. Take a few moments to size up the food together, taking in the look and color of it. Get their senses involved by letting them smell and touch the food. 

Next, suggest they give the food a little smooch, or lick it before trying a full bite. This can help them become more comfortable with sampling something unfamiliar. You could also mix some new food with one they like, making the transition easier for your kid. 

With these steps, you can help your child build confidence in exploring different flavors and textures.

Tune into Textures

If your kiddo on the spectrum is sensitive to textures, try blending or chopping food into smaller pieces. This helps reduce the texture that may bother them. You could also offer a variety of dips and sauces with their meal, as this can help introduce new foods in a less overwhelming way. 

To change it up even more, consider offering smoothies or pureed soups, as these can be fun alternatives to traditional meals. Speaking of fun, don’t underestimate the power of play at dinnertime.

Play with New Food

Exploring new foods can be a great way to build familiarity and reduce anxiety at mealtime. Here are some ideas for making food fun: 

• Get creative with pasta sauce—why not paint with it? 
• Let your imagination run wild by making funny faces from vegetables on pizza. 
• Use cookie cutters to turn sandwiches into exciting shapes. 
• Have an ice cream sundae party and let everyone make their own creations using different toppings and syrups. 
• Put together a range of finger foods like carrot sticks, cheese cubes, grapes, crackers, etc., then challenge your child to build a tower, a bridge, or even a castle.

By making mealtimes interactive, fun, and tactile, your child will start to look forward to trying new food instead of dreading it. Once you’ve introduced “fun” into the equation, involve your child in the process by giving them choices.

Offer Choices and Control

Offering choices and control over what your child on the spectrum eats is critical for helping them to feel comfortable and secure during meals. Here’s how you can do this: 

• Ask your child about their likes and dislikes before planning the meal 
• Give them a choice between two different food items at mealtimes 
• Let them help in the kitchen when preparing meals so they know what ingredients are going into their food 
• Allow plenty of time to explore new foods without pressure or expectations 

By offering choices and control at mealtimes, you can help make eating a positive experience for kids with ASD.

Be Careful with Rewards

Rewards can be an effective way of encouraging a child with autism to try new foods. However, the reward structure must be appropriate and in line with your goals. Bribes may backfire and lead to further avoidance of trying different foods. 

It’s best to use rewards that are not food-based, such as access to favorite activities or toys after they have tried the food item. This gives them something positive about testing the new food without reinforcing their dislike. 

Make sure you’re also providing plenty of praise when they do try new food—even if they don’t like it. This will help them become more confident in their ability to try new things, which is a key part of picking up the skills needed to expand their diet. 

Finally, remember that rewards are only sometimes necessary and should be used sparingly. If your child is becoming dependent on rewards or losing interest when there isn’t one present, take a step back and assess what might need to change.

Start Enjoying Mealtimes Again

Selective eating can be challenging for those with autism and their caregivers. But there is help. Reach out to your healthcare provider or nutritionist for more information on managing it. 

With the proper support, mealtimes can be enjoyable again—you just need to find the right strategies and resources for you and your family. So don’t give up hope. Fun family dinners are just a few strategies away!

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Early Communication Autism

Delayed communication in children with autism is one of the most challenging aspects of the condition. In this article, we explain different autism-related verbal and nonverbal challenges. We also list a variety of ways in which you can support the development of your child’s communication skills.

Communication Challenges in Children with Autism 

Most neurotypical children start talking around the age of one. Early social communication skills, such as smiling, making eye contact, babbling, and making gestures, develop even before the child learns the first words. In children on the autism spectrum, however, these skills are typically delayed. 

Verbal communication in children with autism

Children with autism exhibit a wide range of language abilities. While some children are fully articulate, especially when it comes to their preferred topics of interest, others rely on the use of sign language, gestures, visual supports, or technology to communicate.

Speech patterns in children with autism

Children with autism often have unique ways of speaking, for example: 

• Limited vocabulary
• Repetitive language
• Difficulty with articulation
• Referring to themselves in the third person
• Using language that is overly formal or technical
• Tendency to take language literally
• Difficulty understanding and using abstract language like metaphors
• Speaking in a monotone voice, with little variation in tone or inflection
• Repeating sounds or phrases (echolalia)

Echolalia

Echolalia refers to repeating other people’s words or sentences. This is one of the most common characteristics of communication in children with autism spectrum disorder. Echolalia can be immediate, when the child repeats words right after hearing them, and delayed, when words are repeated out of context at a later time.

 

Echolalia is an effective way for children with autism to develop communication and language understanding. In addition to supporting vocabulary and syntax development, echolalia provides an opportunity for children on the spectrum to interact and engage with others. 

Non-verbal communication in children with autism

Children with autism are often unable to use gestures, for example pointing to an object, to give meaning to their speech. They may also struggle with understanding and interpreting nonverbal cues, such as tone of voice and facial expressions. Without meaningful gestures and nonverbal skills like eye contact and turn taking, many children become frustrated in their attempts to communicate, which may lead to challenging behaviors.

Four Stages of Communication

The Hanen language program defines four different stages of communication in children: 

 

1. The own agenda stage
2. The requester stage
3. The early communicator stage
4. The partner stage

The stage of communication depends on the child’s ability to interact with others, in addition to their level of understanding and communication patterns.  

The own agenda stage

During this stage, children appear uninterested in others and prefer to play alone. Communication is pre-intentional, which means that children express their wants and needs mainly through their behavior.

The requester stage

At the request stage, children start to understand that their actions may have an effect on others. For example, they may communicate by pulling you towards a toy or an object they want you to see.

The early communicator stage

Interactions at this stage are longer and more intentional. The child may look at or point to objects that they want to show you, repeat your words, and slowly start to engage in a two-way interaction.

The partner stage

The child now uses speech and is capable of carrying out a simple conversation. However, communication may still be limited to familiar settings and exclude non-verbal communication methods.

With early intervention and appropriate support, parents, teachers, and therapists can help children with autism improve their communication skills. Here’s how you can best support your child.

Supporting Communication Development

Communication delays in children with autism may lead to frustration and isolation. Below, we list a number of targeted interventions that can assist your child in improving communication skills. 

Use single words 

As your child starts talking, use single words to communicate. For example, tell them the name of their favorite toy and repeat the word once they reach for it.

Use simple expansions

Gradually add more information to help your child expand his or her vocabulary. For example, if your child says “car”, you can respond by saying “green car”. 

Give the child a reason to communicate

Make sure to create many opportunities for communication and interaction in various situations throughout the day. 

Allow enough time for communication

Give your child enough time to process information and to think about what they are going to say.

Follow the child’s lead

Follow your child’s lead instead of giving instructions. The child will be more likely to pay attention to the activity and will learn how to make choices on their own. 

Be face-to-face

Being face-to-face with the child will allow them to observe the facial expressions that you use while communicating.  

Imitate your child’s words and actions

If you repeat what your child says or does, it is more likely that you will get their attention and that they will imitate you as well. This is also the perfect opportunity for you to introduce new words and gestures that your child can copy. 

Use gestures and visual supports

Use gestures and visual supports such as photos, drawings, cue cards, and schedules to help increase your child’s understanding of the spoken language.

Encourage communication through songs

Start singing a song with your child and then pause to see if they can sing the next part.  

Use role play

Role play is an effective way to model social interaction. This way, your child can explore a variety of possible scenarios and learn what would be an appropriate thing to say in different situations. 

Give rewards

Praise your child and reward any attempts to communicate in order to increase the likelihood that the behavior will occur again.  

ABA therapy

ABA therapy is an effective method for improving early communication skills in children with autism in areas such as:

• Hearing and responding to the words of others (receptive language)
• Identifying and labeling objects (descriptive language)
• Requesting a desired object (manding)
• Reading words (textual language)
• Conversational speech (intraverbal language)

Other therapies

Speech therapy can help children with autism improve their verbal, nonverbal, and social communication. The main goal of speech therapy is to help the child communicate in more functional ways, by improving the following skills:

 

• Producing clear speech sounds
• Modulating tone of voice
• Responding to questions
• Matching emotions with the correct facial expression

Alternative Augmentative Communication (AAC)

Some children diagnosed with autism find that using pictures or technology to communicate is easier and more effective than speaking. The most common alternative augmentative communication methods include:

• Sign language
• Picture exchange communication system (PECS)
• iPads or tablets
• Speech output devices (Dynavox)

A speech-language pathologist can help you identify which AAC method is right for your child and teach them how they can use it to communicate.

Conclusion

The early development of communication skills is critical for children with autism. Language delays may have a negative impact on their ability to interact with others and navigate the world around them. By identifying the main communication challenges, parents, teachers, and therapists can provide targeted interventions and support to help the child develop stronger communication skills.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Parents of children with autism are familiar with the dreaded mealtime negotiations, so much so that within neurodivergent parent circles, the standing joke is that chicken McNuggets are the universal sign of autism in children. 

All laughter aside, food sensitivity is a genuine problem for many families. Let’s explore how to get a child with autism to eat and make mealtime enjoyable for the entire family.

Common Challenges of Mealtime With a Child with Autism

When raising kids on the spectrum, you often face unique challenges regarding mealtime. These can range from sensory and behavioral issues to health conditions that affect their eating habits. Some common difficulties encountered include: 

• Unfamiliarity or dislike of different types or textures of food 
• Difficulty chewing or swallowing food
• Struggling to sit through a family dinner
• Resistance to trying new foods
• Refusal to eat previously enjoyed dishes 
• Not wanting to touch certain foods or utensils
• Sensory sensitivities make them avoid specific smells, sights, tastes, and textures 
• Behavioral issues such as distress or tantrums 

In addition to the behaviors and challenges listed above, children with autism often have health conditions that complicate the problem of food avoidance, such as: 

• Acid Reflux
• Constipation
• Eosinophilic Esophagitis
• Dysbiosis

Another disorder children with autism face that is not as widely known is Avoidant/Restrictive Food Intake Disorder, which we’ll explain next.

Avoidant/Restrictive Food Intake Disorder (ARFID)

As if worrying about acid reflux and constipation weren’t enough, your child on the spectrum may also be susceptible to ARFID. This little-known disorder is widespread in children with ASD. 

ARFID is very similar to anorexia nervosa, which involves restricting the quantity and types of food consumed. The difference is that those affected by ARFID don’t have any issues or anxieties about their body shape or size, nor do they worry about becoming fat.

Physical Development Delays

Children with autism spectrum disorder (ASD) often have difficulty eating because the muscles used for biting, chewing, and swallowing might be weak or underdeveloped. 

This can make it hard for them to eat foods that require a lot of chewing, such as meat. If this is happening to your child, there are some signs you may notice:

• Slower than the average eating rate
• Gagging or frequently coughing while eating
• Excess drooling or letting food fall out of their mouth
• Spitting up 

If you see any of these signs when your child eats, it may be time to talk to their doctor about possible physical development delays and how they might affect their eating habits. 

Your doctor can recommend tips to help make mealtimes less stressful for you and your kiddo!

Tips to Help Your Child With Autism Eat

Remember that these tips are not a one-size-fits-all solution. Every child is unique, so if one doesn’t work for you, don’t stress; just move on to the next and find out what works for your family.

• Relax Before Dinner

Before a meal, it is crucial to help your child with autism reduce their stress and anxiety. Calming activities before dinner can help them become more comfortable in the eating environment. 

This can include gentle stretching or yoga, soothing music, deep breathing exercises, reading stories together, or walking outdoors. Having these activities as part of your routine before meals can make your child more open to sitting down and trying different foods.

• Rule Out Any Stomach Problems

Checking with your child’s doctor should always be the first line of attack when attempting to diagnose or work with food avoidance in your kiddo. This way, you can rule out any potential medical issues possibly causing discomfort or pain and prevent them from eating. For some children with autism, underlying stomach problems are the source of their food-related difficulties. 

Remember that your child’s physical conditions can change over time, so make sure to keep up-to-date with regular checkups in case any new conditions develop or old conditions worsen.

• Develop a Meal Schedule

Creating and sticking to a meal schedule is essential for children with autism spectrum disorder (ASD). An organized, predictable routine can help alleviate stress and provide structure. 

Scheduling meals help kids know what to expect, reducing anxiety around mealtimes. It also ensures that your child gets regular nutrition so they can grow and develop properly. 

• Slowly Add New Foods

When introducing new foods to a child with autism, patience is essential. No single right way or quick fix works for everyone, so don’t be discouraged if something doesn’t work the first time. 

The key is to take your time and expose them to new items gradually. A good approach is to start by adding a small amount of the unfamiliar food into something you know your child already likes eating; this can make it easier for them to try out the new item without feeling overwhelmed.

• Encourage Food Play

If your picky eater is on the spectrum, the rule of not playing with food at the table may need to be thrown out the window. Instead, encourage your child to interact with their food before they eat it. 

This could involve examining its texture and smell or molding it into fun shapes and figures. The goal is to get them as interested in the food as possible, so they are encouraged to try it.

The next tip may seem impossible since kids and vegetables often don’t mix well, but there’s a good reason for our recommendation. Keep reading and keep an open mind!

• Introduce Cruciferous Vegetables

Vegetables from the cruciferous family may be a beneficial addition to the diet of a child with autism. Sulforaphane, an antioxidant found in these vegetables, has been linked to positive changes in autistic behaviors. 

Parents must introduce such foods gradually while providing positive reinforcement and allowing their child time to adjust. Here’s a list of possible cruciferous vegetables that you can introduce into your child’s diet: 

• Broccoli 
• Cauliflower 
• Brussels sprouts 
• Kale 
• Bok choy 
• Collard greens 
• Mustard greens 
• Radishes 
• Turnips
• Arugula

Try not to get discouraged if your child doesn’t take to these vegetables right away, most adults struggle with these too, but the rewards will be worth it. Remember, it’s essential to focus on the food and not the behavior surrounding the food.

• Focus on the Foods, Not the Behaviors

Some kids may try to avoid eating by exhibiting behaviors related to mealtime. This could be anything from refusing to sit at the table or trying to get up during the meal. 

In those situations, it’s vital that you stay focused on the food and not on these behaviors – instead of punishing them or making them finish their plate, focus your energy on what they are eating and how much they’re consuming. Make sure that every bite counts and encourage even small successes.

• Manage Your Expectations 

It’s natural for parents to feel frustrated or even overwhelmed when their child with autism refuses food or has a tantrum at mealtime. It can be easy to forget that these behaviors are their way of expressing themselves. 

Remember that your expectations for what constitutes a “normal” mealtime may need to be adjusted to accommodate the needs of your child with autism. Setting realistic goals and understanding the unique challenges you face as parents will help make mealtimes easier – and more enjoyable – for everyone involved.

Next, let’s consider the importance of involving a doctor in your mealtime process.

• Talk to a Doctor Before Starting New Diets

There’s so much information from so-called internet experts that it can be easy to take advice that may not work for your child. While some parents of autistic children have had success using special diets such as gluten- or casein-free, these methods may not work for everyone and could even cause further nutritional deficiencies if done improperly. 

Before you make any changes to your child’s diet, you must talk with a doctor. Your MD can suggest dietary modifications or supplements that could benefit your child.

In addition, your doctor can help you understand if there are any underlying health issues or medical conditions that could be causing difficulties with eating, so talking with them before making drastic changes – even for something as simple as changing food brands is essential. Speaking of brands…

• Avoid Brand Dependencies

If possible (and we know this adds yet another task to your to-do list), try to avoid your child becoming overly dependent on any one brand of food. Instead of serving meals straight from the labeled box, take out the food and serve it differently. 

Also, try switching up the brands you use for each meal, so they do not become too familiar with a particular product. Hopefully (fingers crossed), this will help them stay open-minded when trying new foods and flavors. 

If it all becomes too much for you to handle, then it’s time to call in the experts for reinforcements.

• Work With Experts

Working with experts is a great way to help your child with autism eat better. These caring professionals have the skills and knowledge to understand the unique needs of children with autism and can create targeted strategies for them. 

Here’s a list of possible experts that may be able to help: 

• Nutritionist 
• Occupational therapist 
• Speech-language pathologist 
• Behavioral therapist 
• Dietician 
• Pediatric gastroenterologist 
• Pediatrician 
• Mental health professional

Last but not least, posture also plays a role in getting your little one to eat.

• Support Your Child’s Posture

Some kids on the spectrum may have difficulty maintaining a comfortable and stable posture while eating. It’s important to remember that having the correct stance can help make mealtime more enjoyable for your child. 

To support your child’s posture during meals, you could provide them with a supportive chair or use cushions to help maintain their balance. Consider using an adaptive utensil such as a weighted spoon or fork, which can keep their hand steady and make it easier for them to eat on their own. 

With extra support, your child can enjoy mealtime without struggling to stay upright!

Mealtimes Don’t Have to Be a Battle

Mealtimes can be a battle for parents of children with autism, but they don’t have to be. Making minor adjustments to the environment, structure, and available food choices makes it possible to create an atmosphere encouraging them to eat. 

This blog gave you some tried-and-true strategies to help you navigate the sometimes complicated landscape of food and food avoidance on the spectrum. It’s always important to keep researching new approaches to add to your ever-growing toolkit as you parent your unique neurodivergent child. 

Acknowledge successes (no matter how small) with praise or rewards, so your kiddo learns positive behavior through reinforcement. Finally, remember that patience is key – have faith in yourself and your child’s progress! 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

According to research, about a fourth of children with autism remain undiagnosed. Although this number is slightly lower in adults, it’s still a cause for concern. This prompts the need for an effective self-diagnostic tool. And that’s where Autism Spectrum Quotient (AQ) comes in.

Read on to learn more about the Autism Spectrum Quotient.

 

What Is the Autism Spectrum Quotient?

The Autism Spectrum Quotient is a self-administered, 50-item questionnaire used to measure autistic traits in adults aged 16 years and older whose IQs are within the normal range (IQ>=80). It is important to note that the AQ test is not a diagnostic tool for autism. Rather, the test is a means to provide a quantitative measure of autistic traits in people with autism.

The AQ test is largely based on the observation that people with autism often exhibit certain behaviors that differ from those of neurotypical (non-autistic) people. These behaviors primarily emanate from how they perceive the world and interact with people around them.

To assess these unique traits effectively, the test consists of 50 questions, which are grouped into five different domains. They consist of 10 questions, each focusing on a specific autistic trait. Here’s what the test measures.

 

AQ Measures Five Symptom Clusters

The AQ test measures five symptom clusters thought to be related to autism. These symptom clusters are essential in understanding the strength-and-weakness profiles of people with autism. The symptom clusters include:

• Imagination
• Social skills
• Attention to detail
• Communication
• Attention switching

The social skills cluster assesses an individual’s ability to interact with others in a social setting. Likewise, the communication cluster evaluates the ability to communicate with others effectively, including the ability to start and carry on a conversation.

Similarly, the attention to detail cluster evaluates an individual’s ability to pay attention to small details when completing a task. Meanwhile, the attention-switching cluster assesses an individual’s ability to switch between tasks effortlessly and effectively. And the imagination cluster assesses the ability to think creatively.

By compiling the results of the five symptom clusters, the AQ test can effectively provide a quantitative measure of autistic traits in people with autism.

 

Who Invented the AQ?

The Autism Spectrum Quotient (AQ) was developed in 2001 by Simon Baron-Cohen, an autism researcher and professor of developmental psychopathology, and his colleagues at the University of Cambridge.

Initially, the researchers administered the test to adults with Asperger’s Syndrome and high-functioning autism as well as a randomly selected group of neurotypical people from the community to use as a control.

Psychometric analysis of the test subjects proved the test effective, and an initial cut-off score of 32+ was set to distinguish the autistic sample from the general population control sample. However, further developments in the test determined 29+ as the optimal cut-off score.

For added effectiveness, the test also considered other differentiators like gender, where women with autism were found to have higher test scores. They had an average score of 38.1, compared to the men’s 35.1.

 

The Test

The AQ test is designed to measure traits of autism in adults. The 50-question, self-administered questionnaire asks respondents how much each statement applies to them on a scale of 1 to 4. The choices for each statement look much like this:

• Definitely agree
• Slightly agree
• Slightly disagree
• Definitely disagree

To take the AQ test, follow these steps.

• Obtain a copy of the test. You can do this online or physically from a medical professional.
• Read the questions carefully and choose the response that best reflects how you feel or act in the situation in question.
• After completing the test, tally your results by adding a point for every “definitely agree” or “slightly agree” response.
• You can now compare your results to the scoring guidelines provided with the test. In general, scores of 32 or higher are considered an indication of autism traits.

 

When taking the test, it is important to note that it makes no difference whether you choose ‘definitely’ or ‘slightly.’ Therefore, try treating each statement as a binary choice and agree or disagree.

You should also note that the AQ test is not a diagnostic tool. And therefore, it shouldn’t be used to diagnose autism. The test is only intended to provide an indication of autism traits. So, even if you get a high score (above 32), you should consult a qualified healthcare professional for a more thorough evaluation.

 

Scoring

Being a 50-question test with a 1-mark maximum score per statement, the AQ test has a scoring range of 0 to 50, with a threshold score of 26. This means that a score of 26 or higher may be an indication of autism traits, while a lower score proves the contrary.

Most neurotypical males score an average of 17. While their female counterparts get an average of 15, with 73% of people with autism scoring 32 or higher.

It is important to note that the test is not conclusive. In addition to the test, healthcare professionals consider a myriad of other factors when evaluating an individual for autistic traits. These factors include developmental history, behavior, and cognitive abilities.

This basically means that even if you score below 32 on the test, it does not necessarily mean that you don’t have autism. It is possible that you may still exhibit some ASD traits. But they may not be severe enough to be reflected in your AQ score.

 

The Bottom Line

The autism spectrum quotient test has proven to be an effective indicator of autism traits in the general population. There are three variations of the test, each suited to a specific age group (adults, teenagers, and children).

However, despite its effectiveness, the AQ test is not a diagnostic tool and shouldn’t be used to provide a definitive diagnosis. Therefore, if you are concerned that you, or a loved one, has autistic traits, it is advisable to consult with a qualified healthcare professional for a proper evaluation.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Does your child repeat words and phrases instead of forming words on their own? This habit could signify echolalia, which points to autism spectrum disorder (ASD) in older kids and adults.

This guide thoroughly explains echolalia and its role in child development, along with a few potential echolalia treatments.

 

What is Echolalia?

Echolalia is the use of repetitive words and phrases in communication. It is a natural phase of language development in toddlers. But kids often outgrow it when they reach their third birthday.

However, children with autism often fail to outgrow this condition. Children with autism often continue to mimic the words or sounds in the same order or tone as they’ve heard them from different sources.

There are different forms of echolalia patterns in children with autism.

 

Types of Echolalia

Immediate Echolalia

This occurs when the child echoes the exact utterances right after hearing them. For example, a teacher asks the child, “Have you finished your assignment?” The child rejoins with, “You finished your assignment.”

Delayed Echolalia

In this case, the child takes time before uttering the words or phrases they hear. For example, they may watch an episode of Paw Patrol on TV during the day. Later in the evening, the child may recite a phrase spoken on the episode.

Interactive Echolalia

The child uses memorized sounds or phrases in a verbal exchange with another person. For example, a parent may ask their child what they want for lunch. The child responds by singing a song from a pizza advert to communicate he wants pizza for lunch.

Non-interactive Echolalia

Here, the speaker repeats the words and sounds for their own purposes. For example, a child may play with their favorite toys while singing a song from a popular TV show. He may sing, “And the loud train raced through the dark tunnel,” while he’s rotating the wheels of his toy train.

People with echolalia may also use these memorized phrases to go through a process. If they’re about to cross a road, for example, they might tell themselves to “Look right. Look left. Look right again,” before they finally cross the road.

 

Mitigated Echolalia

A child with mitigated echolalia changes the original words or phrases. For example, you ask a child what their favorite toy is, and they reply using the phrase “Aah, aah, racing car,” which they picked up from a TV program.

Over time, they may abandon the “aah, aah” and respond only with the words “racing car” to communicate their toy preference.

 

Why Do Autistic Children Use Echolalia?

At first, a toddler learns and uses single words like “go,” “mom,” or “dad.” By the time they reach three years, they can combine single words to form phrases and sentences.

But that’s not the case for children or adults with autism, who continue to repeat words and phrases past their early childhood. Typically, they use complete sections like phrases and sentences to communicate with others.

Children with autism disorder cannot break down long phrases and sentences into single words and later recombine them to make meaningful conversations.

Here are some reasons why children with autism use repetitive speech patterns:

1.     Self-stimulation

Your child may experience sensory overload due to many reasons. Kids with autism may develop self-stimulation as a coping or calming mechanism against sensory overload. Echolalia is one of the common self-stimulating behaviors.

2.     Prefabrication

Your child may use repeated phrases and sentences to express irritation and anxiety during stressful moments.

3.     Self-talk

Repetitive speech may come in handy to help your child navigate a difficult process like a school exam.

Echolalia can serve various roles in communication as well.

 

Echolalia is a Way to Communicate

• Asking for Things

A child may say, “Do you want some chicken wings?” to ask for chicken, as they’ve heard the phrase from you before.

• Interactions

Your child may use repetitive speech to initiate interactions with you. For example, they may use the phrase “on your mark, get set, go,” when they want to play running games with you.

• Draw Attention

The child may bring your attention to something by using a phrase they’ve heard before, like, “It’s a bird, it’s a plane, it’s Superman!”

• To Protest

The child may use the phrase, “You don’t want to put on those shoes?” as they’ve heard their parents ask them the same question. This means the child doesn’t want to wear those particular shoes.

• Answer Yes

Your child may echo a question you pose to them as a way of answering in the affirmative. When you ask them, “Do you want to take a nap?” they may indicate that they do by repeating the question back at you.

 

How to Model Language for a Child Who is Echolalic

• Use phrases that will be less confusing when repeated by your child. For example, “Time for a nap” is more meaningful than “Do you need to nap?”
• Start with short sentences. The idea is to make it simple for your child to match the words and their meanings.
• Avoid posing questions if your child can’t respond to questions. Otherwise, everything they echo will come out as a question.
• Children with autism have difficulty understanding the “I-you” pronoun usage. For clarity, use names.
• Remember that your child may face comprehension challenges despite their ability to follow directions.
• Later, you will need to teach the child how to use pronouns and how to ask or respond to questions. In the meantime, avoid them to reduce pronoun use confusion.
• Speak about the things the child is doing while playing, eating, or having bath time. For example, when eating, make comments such as “hold the spoon,” “eat quickly,” or “food is tasty.”

 

Improving Communication

It may be difficult to have a conversation with a child who shows signs of echolalia. But the good news is there are several techniques you can use to improve verbal exchanges with them.

Limiting the “WH” Questions

WH questions are those that start with “Who,” “What,” “When,” “Where,” and “Why.”

Avoid using open “WH” questions like: “What are you doing?” or “How is your leg?” Children with autism may still understand these questions and will often echo these.

Instead, give them choice questions. For example, “Do you want milk or juice?”

Communicate Visually

When you give the child a choice question, remember to present the options visually. This will give them visual cues for comprehension and decision-making as they build their communication skills.

Follow Through Immediately on Their Answers

After the child makes their choice, comment on their selection. Echo the name of the object several times so they can understand and learn to name the objects.

You can also use tonal variation to help them identify good options like pets, toys, books, and foods. Or dangerous options like fire, medications, needles, and knives.

Conversational Modeling with Relevant Terms

Focus on using keywords to describe specific items or situations. For example, use the keywords “hungry” or “tired” instead of asking, “Are you tired?” The keywords cut the repetition of questions even as the child learns more new words.

 

Echolalia Treatment

Some of the go-to treatments for autism-related echolalia include the following:

Speech Therapy

The speech therapist works out the best way to improve how the echolalic child communicates. They may use creative tools like picture boards, games, or even songs to improve communication skills.

The specific objectives of speech therapy include the following:

• Mastering verbal and non-verbal communication
• Articulate words well
• Understanding verbal and non-verbal cues, including tone of voice, facial expressions, and body language.
• Improve conversation skills, gestures, and eye contact
• Starting communication.

ABA Therapy

Applied Behavior Analysis (ABA) is a type of therapy centered on the science of learning and behavior. With echolalia, the treatment goal would be communication and language development.

Positive reinforcement is a common technique employed in ABA therapy. It involves the use of positive rewards to foster positive behavior.

Every time a child communicates well, they get a meaningful reward. Examples of positive rewards include a compliment, a toy, or an activity like going to the playground.

The Bottom Line

While echolalia may seem alarming for many parents, you don’t need to worry too much. The repetitive phrases are an attempt by toddlers to learn the language and how to communicate.

But your child may continue to echo memorized phrases past early childhood, and this is often related to autism spectrum disorder.

The best way to help an echolalic child is to contact a speech-language therapist. The therapist can help your child drop the repetitive speech patterns and communicate spontaneously.

 

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

 

 

 

Autism Spectrum Disorder (ASD) is an unfortunately common condition that impacts many people today in verifying levels of severity. However, what many people don’t understand is there are different types of autism. Here’s what to know about the differences, similarities and treatment of each type.

What Are the Types of Autism?

Autism diagnosis has become more common and accepted in our world today. While the word “autism” is typically used as a catchall for Autism Spectrum Disorder, there are actually five major types of this condition to know about.

Here are the five primary types of autism that are recognized today.

• Asperger’s Syndrome
• Rett Syndrome
• Childhood Disintegrative Disorder
• Kanner’s Syndrome
• Pervasive Developmental Disorder

While all of these disorders have some major similarities and are therefore all under the “autism” umbrella, they also have some key differences as well. Learning about these differences and understanding what each type of autism is and what the characteristics of each of these conditions are.

 

Asperger’s Syndrome or Level 1 Autism

While many people still use the phrase “Asperger’s Syndrome” this term is actually no longer used by medical professionals, it is now called Level 1 Autism. If you hear someone refer to an individual as having Asperger’s Syndrome, it is safe to assume they are talking about Level 1 Autism.

Symptoms of Level 1 Autism

These are the most common symptoms associated with Level 1 Autism:

• Lack of flexibility in thought and behavior
• Struggling to transition or switch between activities
• Problems with executive functioning
• Flat or monotone speech
• Inability to express feelings in speech
• Struggling to change pitch to fit the immediate environment
• Difficulty interacting with their peers

Rett Syndrome

Rett Syndrome is actually a rare neurodevelopmental disorder. It’s typically diagnosed in infancy and while it’s referred to as a “type” of autism, it actually has a number of significant differences when compared to other forms of autism, such as Level 1 Autism.

Symptoms of Rett Syndrome

These are the symptoms associated with Rett Syndrome:

• Challenges with communication and speech
• Loss of standard movement and coordination
• Potential breathing issues and difficulties

 

Childhood Disintegrative Disorder (CDD)

Childhood Disintegrative Disorder (CDD) is also known as Heller’s syndrome or disintegrative psychosis. This condition is a neurodevelopmental disorder that includes the sudden onset of developmental issues when it comes to a social function, language, and motor skills.

With this condition, a child experiences normal development in these areas only to hit an issue between the ages of three and 10 years old

Symptoms of Childhood Disintegrative Disorder

When a child has CDD, they may lose any of the following skills and abilities:

• Toileting abilities after the child has already learned how to use the bathroom
• Acquired language or vocabulary after they’ve learned certain words
• Social skills and adaptive behaviors after they’ve been established
• Certain motor skills that the child has already mastered

Kanner Syndrome

Kanner syndrome, also known as infantile autism, appears early on in childhood. Children with this condition will appear alert and intelligent to the average individual, but it comes with underlying characteristics. While ASD is most commonly diagnosed in toddlers and older children, this syndrome 

 

Symptoms of Kanner Syndrome

Kanner syndrome can be difficult to notice at first, but here are some of the symptoms of this disorder upon further inspection:

• Lack of emotional attachment with others
• Challenges with communication and interacting with others
• Uncontrolled speech
• Obsession with handling objects
• A high degree of memory and visuospatial skills with major learning difficulties in other areas

Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS)

Pervasive Developmental Disorder or PDD is a mild type of autism. It is sometimes also referred to as Not Otherwise Specified or NOS autism. It is typically considered one of the mildest types of autism.

Symptoms of PDD or NOS

These are the common symptoms of PDD or NOS autism:

• Challenges in social development
• Language development issues
• Delays in certain motor skills
• Potential delays in walking at a young age

ABA Therapy for the Different Types of Autism

While all of these forms of autism have their unique differences, there is one treatment that can work for all of these disorders. This is known as ABA therapy, which stands for Applied Behavior Analysis. While there isn’t a cure for any of these types of autism, ABA therapy is a treatment that can give individuals with these disorders the tools they need to learn how to manage their autism.

 

ABA therapy is based on the science of learning and behavior and is known for helping individuals with autism and other developmental disorders. The cornerstone of this type of therapy is that it focuses on teaching individuals the necessary skills they need to prevent harmless self-stimulatory behaviors, also known as stims.

 

ABA therapy is administered by a trained therapist and is designed to help individuals on the autism spectrum improve their lives in a meaningful way. It is not intended to help someone appear neurotypical.

 

These therapists work to improve skills such as:

• Communication strategies
• Language abilities
• Social skills and abilities
• Self-care and hygiene routines
• Leisure skills
• Learning to play with peers
• Fine motor abilities

 

There are many evidence-based treatments based on ABA principles and several different types of behavioral interventions that fall under ABA therapy and they can vary depending on the age of the individual and what specific challenges they are facing.

 

With the right support, ABA therapy, and an understanding of the different forms of autism, individuals diagnosed with this disorder can get the tools they need to live their best life possible.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey, or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Research data from the Centers for Disease Control and Prevention estimates that 1 in 44 children in the US live with Autism Spectrum Disorder (ASD). One way to increase ASD awareness is to don the colors and symbols associated with it.

Read on to learn about some of these autism colors and symbols and what they represent.

 

What are the Colors for Autism?

No single color can represent autism in its entirety. That’s because each child with autism is unique, and their color preferences may differ.

The following are some of the colors often associated with autism.

 

Light Blue

The “Light It Up Blue” campaign championed by Autism Speaks has popularized the link between the color blue and autism.

 The campaign occurs every April 2nd, which is set out as World Autism Awareness Day. On this day, the autism advocacy group calls on people from all walks of life to embrace the color light blue.

Activities include donning blue outfits. You can also add blue frames to your social media pages or use the hashtag #LightItUpBlue to raise autism awareness.

Blue gives off vibes of serenity, understanding, and acceptance, and it best depicts what children with autism are looking for.

 

Rainbow

The colors on the rainbow symbolize the diversity of children on the autism spectrum. The rainbow spectrum highlights the different autism symptoms and the abilities and obstacles faced by children with autism.

It often accompanies various symbols. These include the puzzle piece, the infinity symbol, or the ribbon.

 

Gold

People affected by autism want more than public awareness. Society may be aware of autism, but in many cases, this awareness does not result in inclusivity and acceptance in social circles. And this misses the mark a little.

 This means that society has to drop the stigma surrounding the condition and accept people with autism in schools, workplaces, churches, and other social places.

Gold is something that people strive for because of its significant value. The gold color symbolizes the feeling of acceptance, which is what most people with autism look for.

 

Autism Symbols

There are several symbols out there related to autism. Here’s a low-down of some of the important symbols you can use.

 

Puzzle Piece

The puzzle piece was the original symbol denoting autism. It was designed by Gerald Gasson, a board member of the UK’s National Autistic Society in 1963.

Mr. Gasson believed children with autism grappled with a “puzzling” condition. So he designed a logo of the puzzle piece with a crying child. It gave the impression that autism is a condition that kids suffer from.

Several variants of the puzzle piece logo have since emerged from the initial design. But the weeping child iconography is missing from most of them after public backlash.

Today, you’ll find solid blue or rainbow-colored puzzle pieces. These multi-colored pieces symbolize the hope and diversity of children with autism. But they also depict the mystery and complexity of autism.

 

The Butterfly

The problem with the puzzle piece is that it reinforces the idea of isolation and stigma against individuals with autism. This has seen the introduction of the butterfly puzzle symbol as a replacement for the puzzle piece.

The butterfly represents diversity and the beauty of development. It looks beautiful after going through the different stages of its metamorphosis- the egg, larva, pupa, and adult stages.

The butterfly concept also mirrors the continued development of the person with autism. That’s because they learn new skills and abilities along the way, which makes them better in the long run.

 

Infinity Symbol

Judy Singer, a parent of a child with autism, created the rainbow infinity symbol in the 1990s. The infinity symbol often appears laced with the colors of the rainbow. It is arguably the most popular symbol among persons with autism.

That’s because it inspires a sense of inclusivity, which means that everyone on the autism spectrum can feel accepted in social circles.

 

The A.L.S. Association

Formed in 1985, the A.L.S. Association is a national non-profit organization dedicated to research for the cure for amyotrophic lateral sclerosis or ALS. An incurable ailment, it is also called Lou Gehrig’s disease, after a popular baseball player who suffered from it.

ALS impairs nerve cells that control voluntary movement in the brain and spinal cord. It starts with muscle weakness in the limbs or slurred speech. Over time, it impairs the muscles that control movement, speech, and breathing.

The A.L.S. organization carries out several initiatives toward the treatment and cure of ALS:

• Research: The organization has spent over $120 million on global research projects to find a cure for ALS. This financial commitment has led to some novel ALS research breakthroughs to date, including the discovery of the C9orf72 gene.
• Public Policy: The organization’s public policy efforts have raised awareness about ALS. This has led to significant accomplishments. For example, the 24-month Medicare waiver, veteran benefits, and the National ALS registry.
• Centers of Excellence: The association has a countrywide network of certified centers of excellence. These locations provide up-to-date, multi-disciplinary ALS care and treatment to diagnosed patients.

May is the official ALS awareness month. The ALS organization sheds light on this fatal disease through different activities, such as volunteerism, donations, community events, and advocacy work.

 

The Bottom Line

There’s so much you can do to bring the spotlight on autism spectrum disorder. Wearing autism colors and symbols on World Autism Day on April 2 is a good starting point.

 The different autism colors and symbols reflect the diversity of experiences faced by autism patients. It also helps you figure out the different autism symptoms. More importantly, these foster inclusion and integration in social circles.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Learning disabilities are common among children with autism. Although autism itself is not a learning disability, it can significantly affect a child’s ability to process and retain information. And as a result, hinders their academic and social progress.

Below, we’ll discuss the relationship between autism and learning disabilities. We will also offer insights into what you can do to help children with autism deal with a learning disability.

What Is a Learning Disability?

A learning disability is a lifelong disorder generally characterized by difficulty learning and processing information. It is estimated that around 4 in 10 people with autism also have a learning disability.

This condition affects people in different ways. Some of its most common challenges include the following:

• Interacting with others
• Controlling behavior
• Adapting behaviors to different situations

Types of Learning Disabilities

Learning disabilities can make it hard for affected people to learn and process information. Here are some of the most common types of learning disabilities.

Dyslexia

Dyslexia is a language-processing disorder. It mostly affects a person’s reading ability due to difficulties associating speech sounds with letters and words. People with dyslexia also often have trouble with writing and reading comprehension.  

Dyscalculia

Dyscalculia is a learning disability that affects an individual’s ability to understand and perform mathematical calculations. People with dyscalculia struggle with numbers, math concepts, and reasoning.

Affected individuals may also have difficulty counting money, reading clocks to tell time, and identifying patterns.

Dysgraphia

Dysgraphia is a learning disability that affects a person’s ability to write. It is mostly characterized by poor handwriting and difficulty translating thoughts into writing.

 

People with the condition may also struggle with letter spacing, spatial awareness, motor planning, and trouble thinking and writing simultaneously.

Aside from the types of learning disabilities, it’s also useful to learn about the common symptoms of learning disabilities in autism.

Common Symptoms of Learning Disability in Autism

There are many signs and symptoms that can indicate a learning disability in people with autism. One of the most common indicators is having an IQ below 70. It affects 1 in every 100 people.

People with such low IQs are said to have impaired intelligence. It can present itself in various ways. Some of the most common include a reduced ability to function independently and adjust to the expectations of a typical social setting.

Children with autism who also have a learning disability also exhibit a few other common behaviors and conditions. These include the following:

• Self-injury
• Epilepsy
• Stereotypical behaviors such as body rocking

How Do the Symptoms of ASD and LD Overlap?

Despite being two unique conditions, the symptoms of ASD and learning disabilities often overlap. For example, both can affect a person’s ability to communicate, learn, and interact with others.

Certain learning disabilities like dyslexia also display similar symptoms to autism. For instance, people with dyslexia can experience visual and auditory difficulties. This is similar to the hypo and hyper activities in people with autism.

Here are a few other ways the symptoms overlap.

Both Are Lifelong Conditions

Autism and learning disabilities are lifelong conditions often diagnosed in childhood. That means affected persons don’t typically show any signs of change. They also don’t develop throughout their lives.

Neither Has a Cure

There is no cure or one-size-fits-all solution for autism disorder and learning disabilities. However, various treatments can improve your child’s ability to function and cope with their disabilities. This gives them a chance for a semblance of normal life in the future.

Both Can Significantly Affect a Person’s Life

Autism and learning disabilities can affect a person’s life in various ways. They can hinder the ability to communicate, learn, and interact with others. The conditions can also cause ongoing challenges with processing and interpreting sensory information.

Ultimately, this causes many other issues, including difficulty with social interactions. However, it is important to note that every person is unique and may experience different challenges.

Early Detection Is Important in Both Cases

Early detection of autism and learning disabilities can be beneficial for several reasons. For starters, it allows for early intervention. This typically involves a range of treatments and therapies, including speech therapy, occupational therapy, and behavioral therapy. The interventions can help a person with autism or learning disabilities learn new skills and cope with challenges.

Early detection can also allow for the implementation of accommodations and support. Examples include extra time on tests or the use of assistive technology. These help persons with autism and learning disabilities succeed in school and other areas of life.

People with autism and learning disorders also have a few other common challenges. These include emotional dysregulation, sensory processing issues, and trouble with social skills.

What Can You Do About Learning Disabilities?

You can do several things to help people with autism deal with learning disabilities. For example, people dealing with both conditions benefit from early detection. Therefore, if you notice that your child, who is also diagnosed with autism, has difficulty learning and processing information, you should see your doctor to get a diagnosis.

You can also help people with autism and learning disabilities by:

Offering Accommodations

Accommodations like extra time on tests or the use of assistive technology can help people dealing with autism and learning disabilities. Examples include keeping up with their peers and managing their lives. It also gives them a chance to succeed in life.

Providing Educational Support

Educational support, such as tutoring or a special education program, can help people with autism and learning disabilities develop the skills necessary to live normally and even succeed.

Providing a Supportive Environment

Providing a supportive environment like a welcoming and inclusive classroom or workplace can help a person with a learning disability feel more comfortable. It can also help them participate better in social situations.

Joining the Intellectual Disability Register

Joining an intellectual disability register can benefit people with learning disabilities in several ways. For example, it gives them access to specialized services tailored to meet their specific needs.

Being on an intellectual disability register can also help improve the coordination of care for people with learning disabilities. For instance, it lets healthcare professionals know when they need to adopt suitable support and care for such individuals in medical situations.

Besides that, it can also provide a way for individuals to advocate for their rights and needs. They could also get an opportunity to connect with others with similar experiences.

The Bottom Line

Despite being two distinct conditions, autism and learning disabilities display similar symptoms that affect people differently. In both cases, early detection paves the way for beneficial interventions. These include speech, occupational, and behavioral therapy, which can help individuals learn new skills and cope with challenges.

If you are concerned about autism or a learning disability in someone you know, it is important to speak with a healthcare professional. They’ll give you a proper evaluation and provide appropriate support and accommodations.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

 

Autism is characterized by different communication, social, and behavioral challenges. However, recent studies suggest that individuals on the spectrum are also unique in the way they look. This article explains the research on facial features in children with autism and its importance for gaining a better understanding of the condition. 

Distinct Facial Features in Autism

Research on facial features in autism done by Kristina Aldridge and her team at the University of Missouri in 2011 found significant differences in the facial characteristics of children with autism and their neurotypical peers. The study confirmed that children on the autism spectrum are more likely to have dysmorphology, or unusual physical features of the head and skull. 

How was the study done?

Aldridge investigated the ways in which facial morphology in boys with autism differs from that of typically developing boys. The study was done on 64 boys with autism and 41 neurotypical boys between 8 and 12 years old. 

The method used

Earlier analyses of facial morphology in children with autism have mostly relied on simple observation or tools such as calipers to identify specific facial features. On the contrary, Aldridge’s study was done using 3D digital stereophotogrammetry, a camera system that captures a three-dimensional image of the head. Researchers mapped 17 points on the children’s faces, such as the corner of the eye and the divot in the upper lip. 

What the study found

When Aldridge and her team compared the overall face shape in the two groups of children, they noticed several significant differences. The group consisting of boys with autism showed the following facial characteristics:

• A broader upper face, including wider eyes
• A shorter middle region of the face, including the cheeks and nose
• A broader or wider mouth and the area below the nose and above the top lip (philtrum).

Most of the differences found are invisible to the naked eye and are, therefore, likely to go unnoticed by parents.

Another important finding of the same study was that facial morphologies seemed to correspond to different behavioral traits and the severity of the condition. The group of boys with autism was divided into two subgroups: 

• The first subgroup consisted of children with severe autism symptoms, such as language impairment, seizures, and intellectual disability. Their facial features included a wide mouth and a short distance between the top of the mouth and the bottom of the eyes.
• The second subgroup consisted of children with fewer language and social impairments who were more likely to be diagnosed with milder forms of autism (such as Asperger’s syndrome). Unlike the first subgroup, these boys tended to have a broad upper face and a short distance between the base of the nose and the border of the upper lip.

Why are these findings important?

Aldridge’s study was based on the assumption that brain development occurs simultaneously with and influences the development of facial tissue. It is not yet fully clear why some children develop autism, and the facial differences that reflect underlying neurodevelopmental processes may help scientists better understand the genetic causes of the condition.

 

Furthermore, identifying the subgroups with different facial characteristics can potentially lead to a better understanding of variations in autism symptoms. In the long run, scientists hope to be able to further explore the possibility of using 3D facial images as a complementary diagnostic tool in the early identification of autism.

 

In the section below, we explain how another study found other crucial facial features in children on the autism spectrum.

More Masculine Features in Autism?

In 2017, researchers from the University of Western Australia led by Diana Weiting Tan discovered a link between masculine facial features and autism. The study was based on the assumption that elevated prenatal exposure to testosterone may be associated with facial masculinity typical in children with autism spectrum disorder.

How was the study done?

The objective of the study was to examine whether pre-pubescent boys and girls with autism displayed more masculine features compared to their neurotypical peers. A total of 113  typically developing girls and 102 boys, as well as 20 girls and 54 boys with autism, were involved in the study. Tan and her team analyzed the ways in which facial features, including nose breadth and height, the width of the mouth, and the distance between the outer corners of the eyes, differed in the two groups.

 

The method used

This study used a computer algorithm designed by researchers at the University of Western Australia to generate a sample of 3D facial images. Three-hundred-sixty-degree images were produced using random infrared light projection on the children’s faces and combining multiple images captured by stereo cameras. This technique allowed the scientists to measure the facial shape with sub-millimeter accuracy.

 

Gender scores were based on an analysis of 11 facial features, and ranged from very masculine to very feminine. 

What the study found

Increased facial masculinity was observed in both girls and boys with autism spectrum disorder as compared to the control group. The study confirmed that children with autism had more masculine facial features in comparison to their typically developing peers. Further analysis revealed that children with autism who had higher levels of facial masculinity also had greater social communication difficulties.

Why are these findings important?

Because facial features are highly heritable, these types of studies may provide essential information about the biological pathways associated with the condition. Researchers are also working on measurements of the facial morphology of one-year-old children which will be used to determine how early facial masculinity becomes apparent.

 

Furthermore, the current findings about masculine features in children on the spectrum highlight a possible connection between prenatal testosterone and the development of autism. Analyzing facial masculinity will potentially allow researchers to better understand whether the trait is heritable or reflects children’s testosterone exposure in the womb.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.