Autism Archives - A Bridge to Achievement

How to Prepare for an Autism Assessment

December 13, 2024/in Autism/by A Bridge to Achievement

Pursuing an autism assessment for an autism diagnosis is a significant decision that reflects a deep commitment to understanding and supporting an individual learner. For some families, it can be an emotional journey that comes with cultural, generational, and logistical hurdles. The process can also be time-intensive and, depending on insurance coverage, financially burdensome. But the clarity and therapeutic resources an autism assessment provides often far outweigh the challenges of completing one.

We’ve covered what happens during an autism diagnostic assessment and how many hours an autism assessment takes in a previous article, so here we’ll explore when to consider having a loved one assessed for autism and how to prepare for the appointment(s).

Remember, you are not alone in this process. The autism community represents a rich tapestry that stretches across the globe and encompasses all ages, genders, ethnicities, and socio-economic groups – and you have tremendous allies right in your backyard. A Bridge to Achievement (ABtA) has three learning centers in North Carolina, two in Charlotte and one in Winston-Salem.

When to Seek an Autism Assessment

Knowing when to seek an autism assessment varies based on the learner’s age because their developmental milestones, behaviors, and social expectations differ widely. It’s never too late to be assessed for autism, however – an autism diagnosis at any age can lead to better understanding and support, empowering individuals and their families to navigate life with confidence.

Here’s a guide on what to look for in preschool-aged children, older kids, and teens/young adults:

Preschool-Aged Children (0-5 years)

Seeking a diagnosis when a learner is very young is critical for accessing early intervention services, which can significantly improve developmental outcomes.

Developmental Delays: Lack of babbling by 12 months, no single words by 16 months, or no two-word phrases by 24 months, or a regression in language; delays in nonverbal communication, such as inability to point or follow a point.
Social Interaction Challenges: Limited eye contact, lack of interest in interactive play, or failure to respond to their name.
Repetitive Behaviors: Repeated motions like hand-flapping, rocking; vocal stimming, like repeating words, phrases, or sounds; and hyperfocus on topics or activities.
Rigidity: Attachment to routines, difficulty adjusting to new people and new environments.
Sensory Sensitivities: Strong reactions to light, sound, or textures.

Older Kids (6-12 years)

Diagnosing autism at this stage can provide clarity and access to support systems, including individualized education plans (IEPs) and therapies.

Struggles in Social Settings: Difficulty making or maintaining friendships, understanding social cues, or navigating group dynamics.
Academic Challenges: Trouble with organization, following instructions, or coping with sensory sensitivities in a classroom environment.
Behavioral Signs: Meltdowns in response to changes, rigid thinking, or strong focus on specific interests.
Delayed Recognition: Sometimes signs of autism become clearer when social and academic demands increase.

Teens and Young Adults (13-21 years)

A diagnosis can help teens and young adults better understand themselves, access accommodations, and find targeted support to thrive. Tweens and children tend to have an easier time masking challenges typically seen at this developmental stage because their lives are so structured. Young teens are more susceptible to these challenges due to puberty, classes and teachers changing, and friendship dynamics becoming more nuanced. Getting a diagnosis for older teens and young adults is important as they prepare for adulthood – for college, employment, or independent living, as examples.

Social Isolation: Difficulty forming close relationships, understanding nuanced communication, or navigating romantic interactions.
Mental Health Concerns: Anxiety, depression, or frustration stemming from undiagnosed struggles with social and sensory processing.
Executive Functioning Issues: Trouble managing time, organizing tasks, or adapting to increased independence.
Late-Identified Traits: Some individuals mask their autism traits until adolescence or adulthood, making diagnosis later in life essential.

How to Prepare for Autism Assessment

Preparing for an autism assessment involves gathering information, organizing documentation, and managing expectations. What you provide, in concert with the evaluation results, helps to paint a complete picture of your learner’s strengths, challenges, and the therapeutic support that will be most beneficial. The assessments for autism your learner will complete include either all or a combination of:

Autism Diagnostic Observation Schedule – Second Edition (ADOS-2)
Autism Diagnosis Interview – Revised (ADI-R)
Childhood Autism Rating Scale (CARS)
Gilliam Autism Rating Scale – Second Edition (GARS-2)
Adaptive Behavior Assessment System (ABAS) or Vineland Adaptive Behavior Scales

Being prepared ahead of the evaluation appointment(s) ensures the experience is as positive and productive as possible and helps reduce caregiver and learner stress. Let’s take a look at what you’ll need ahead of time and consider how you can prepare your learner and yourself for success.

Gather Information & Documentation

Medical Records: Bring copies of any relevant medical records, including prenatal and birth history, as well as vaccination history and any existing therapy notes.
Developmental History:
- Ages 0-5: Notes about developmental milestones and delays (e.g., first words, walking).
- Ages 6-12: Teacher observations, Individualized Education Plans (IEPs), if applicable, examples of classroom struggles, such as difficulty following instructions or socializing.
- Ages 13-21: High school transcripts, mental health evaluations, reports from employers; review any earlier assessments or interventions for context.
Behavioral Observations: Journal of behaviors at home and at school/work, including triggers, responses, and coping strategies. Note any repetitive behaviors, emotional outbursts, communication challenges, unusual behaviors, or sensory sensitivities.

Prepare Your Learner

Prioritize Comfort: Schedule assessments at a time when your learner is usually alert and calm. Bring familiar items or sensory tools to the session. If they’re nervous, offer practical steps like visiting the assessment site beforehand or role-playing the process. Learners who are medicated for anxiety or ADHD should take their medication as normal – it will not interfere with the assessment.
Foster Empowerment: Involve your learner in identifying what they hope to gain from the process, such as accommodations for school or workplace support. Be transparent about what to expect during the sessions. Answer questions honestly and reassure them there’s no “wrong” way to be themselves.
Promote Understanding: Use simple, reassuring language to prepare your learner for the appointment, such as:
- Ages 0-5: “We’re going to meet someone who can teach us how to help you do the things you love.”
- Ages 6-12: “We’re meeting someone who can help us understand why some things feel harder for you and make them easier.”
- Ages 13-21: Frame the assessment as a tool for self-awareness: “This will help us understand how your brain works so we can better support you.”

Prepare Yourself

Write Down Questions and Concerns: Prepare a list of questions about the focus area of the different assessments for autism that may be administered, how your learner’s results will be shared, and the type of support available afterward. Some people worry about the stigma of a diagnosis or fear the unknown – write these down, too. The professional your learner works with, i.e. the psychologist, psychiatrist, developmental pediatrician, neurologist, or other clinician, will make time for discussion. You can also start a running list of questions in anticipation of an autism diagnosis.
Bring Essentials
Pack a bag with snacks and drinks for you and your learner, especially if you’re traveling to ABtA from a distance. Bring your notebook – or start one with the commencement of this diagnostic journey – to take notes on feedback, observations, and any post-assessment recommendations.
Consider Bringing a Supportive Person
You’ll share a lot with the clinician and receive a lot of new information during appointment(s). A support person can help to provide insights on observed behaviors, remember details, ask pertinent questions, and offer emotional support.

Scheduling an autism assessment is a big step in advocating for a neurodivergent learner of any age. If you have any questions about the autism assessment process or how to get prepped for it that we haven’t covered, please reach out to our team. And, if you feel ready for next steps, go ahead and request services! Support starts here.

How Long Is an Autism Evaluation?

July 22, 2024/in Autism/by A Bridge to Achievement

If you’re noticing possible challenges with your child’s or teenager’s social or emotional development, you may be wondering if an autism evaluation is needed. When possible, early detection for a child with autism is ideal to ensure they and you have the right support in the years to come. However, testing can be initiated at any age. An autism evaluation is a pivotal step toward effective intervention for your learner, including Applied Behavior Analysis (ABA) therapy.

A professional may use a number of assessment tools to diagnose autism, all of which are designed to help parents and families obtain an accurate understanding of their learner’s developmental profile.

If you’ve been referred by your child’s educator, doctor, or psychologist for Autism Spectrum Disorder testing, you may have many questions about what to expect. In this article, we’ll answer key questions like:

What is done during an autism evaluation?
How long is an autism evaluation?
How can I prepare my child?
What happens after an autism diagnosis?

As you navigate this process with your learner, knowing in advance what to expect and where to find answers to your questions can reduce some of the natural stress you may be feeling.

What Is Done During an Autism Evaluation?

A comprehensive autism assessment is usually conducted by a psychologist or medical doctor; a pediatrician in the case of children. These professionals use a variety of assessment tools and methods, including observations, interviews, standardized tests, and questionnaires. This holistic approach ensures a thorough understanding of the learner’s developmental profile, strengths, and challenges.

Most commonly, autism evaluations will utilize one or more of the following:

Autism Diagnostic Observation Schedule – Second Edition (ADOS-2)
Autism Diagnosis Interview – Revised (ADI-R)
Childhood Autism Rating Scale (CARS)
Gilliam Autism Rating Scale – Second Edition (GARS-2)

In each instance, autism evaluation tools help your clinical team assess your child’s skills in key domains such as communication, daily life activities, social/peer interactions, and more.

How Long Does an Autism Evaluation Take?

To complete the necessary diagnostic steps, you may need to schedule more than one assessment appointment. Generally, each visit lasts two to three hours.

An autism evaluation will consist of an interview and observation at an interactive appointment designed to help with making a diagnosis. The process is backed by research, with the goal of producing an accurate profile of your learner.

While some evaluations may be completed in a single day, others require multiple visits over a period of several weeks to capture a comprehensive picture of your learner’s abilities and needs. Many factors – chiefly the assessment tools deployed – affect the amount of time it takes to complete an autism evaluation. Here are some examples of how unique factors influence the duration of testing and diagnosis:

Age: A younger child may need more time to engage with your clinical team and give responses.

Environments: It’s helpful for experts to observe and interact with your child in a number of settings, such as school, home, or a clinical space.

Collaboration: Engaging multiple specialists from different fields can take time to schedule but offer important insights for your learner’s journey.

Overall, families and caregivers typically should be prepared that autism evaluations are complex and simply take time to be completed for a thorough diagnosis. There are a few ways you can contribute to moving the process along efficiently and aiding the work of your clinical team:

Don’t delay
Young children starting at around 12 to 18 months may show signs of neurodiversity. Seeking an assessment at the youngest age possible positions your learner for the best support during the critical brain development period.
Take notes
Sharing with the evaluation team your family’s observations (in detail) about milestones and other behavior-related history can help strengthen the diagnostic process.
Involve your child
Talk with your learner about upcoming evaluation appointments to help them feel prepared for their experience. This can sometimes help your child lean into the process, giving evaluators more access for diagnostic purposes.

In addition, prepare – ahead of your first appointment – all relevant medical records that could help your evaluation team identify your child’s individual skills or needs.

When you schedule an autism evaluation with A Bridge to Achievement (ABtA), we’ll give you more personalized information about how long each appointment will last and what to bring with you.

What Happens After an Autism Evaluation?

Keep in mind not every learner who is evaluated for autism will be diagnosed with autism. In all cases, you’ll receive a detailed report showing what kind of information was collected during the assessment process and what it means, including recommendations for an alternative diagnosis if needed.

At A Bridge to Achievement, we’ll meet with you (or discuss over the phone if you live a great distance away) to go over your child’s evaluation results and answer questions, when requested. You’ll receive detailed information about recommended therapies and treatment options – all formed with the specific goals and needs of your learner top of mind.

Often, ABA therapy is part of an individualized treatment plan. Once autism evaluation diagnostic steps are complete, you can begin discussions with your clinical team about the next steps. ABA is designed to foster your child’s development and is often one of many therapeutic options.

The Importance of an Autism Evaluation

A thorough autism evaluation is crucial in understanding a learner’s unique strengths and challenges. This understanding paves the way for targeted interventions that can significantly enhance the child’s development and quality of life. When parents view the evaluation as a positive step, this helps build the necessary support and resources for their child.

In some cases, families are discouraged by either the duration of autism testing or the long waits sometimes encountered to receive assessment appointments. At A Bridge to Achievement, we understand how important the timeline is for connecting your child with support services.

Between our dedication to serving only the autism community and our three North Carolina locations, we often see shorter wait times than those found at other clinics or centers. That said, we are at the mercy of insurance provider timelines. Typically, it takes five to six weeks between assessment to starting services, if applicable. Our intake team will inform you if this timeline changes.

Your learner’s well-being is our priority, and we are here to help you every step of the way. Call or email us with questions – we can help you navigate the testing process. Support starts here!

A Guide for Homeschooling a Child With Autism in NC

May 29, 2024/in Autism, Education/by A Bridge to Achievement

It’s not uncommon for families with an autistic learner to choose homeschooling over the traditional education route of a standard school. In this article, we’ll address the advantages and challenges of homeschooling a child with autism, consider the rules around homeschooling in North Carolina, share some valuable resources, and discuss the importance of integrating therapy into the homeschool routine.

Advantages & Challenges of Homeschooling with Autism

When planned carefully and executed with intention, homeschooling offers far more advantages than challenges to the autistic learner. For the most part, it’s the parent who negotiates the challenges. Let’s look at some of each.

Autism and Homeschooling: Advantages

Customized learning environment
Specialized resources
Flexible schedule
Reduced anxiety
One-on-one attention
Self-set pacing
Family bonding

Autism and Homeschooling: Challenges

Time and commitment
Lack of social interaction
Financial strain
Limited/coordinated access to services
Parent training
Burnout potential
Regulatory compliance

Parents who are not educators find these challenges particularly intimidating: What school is best for a child with autism? Do I have the ability to homeschool? How do you homeschool an autistic child? What is the best homeschool curriculum for autism? We’ll address choosing curriculum and share some tips on homeschooling an autistic learner below. First, let’s look at the regulations surrounding homeschooling.

Understanding North Carolina Homeschooling Laws

Figuring out how to homeschool a child with autism in North Carolina begins with an understanding of the regulations. Getting started can feel like an uphill climb but, once you’re established, subsequent years are less daunting.

In North Carolina, homeschooling is legally recognized and governed by specific requirements to ensure educational standards are met. Parents intending to homeschool must file a Notice of Intent (NOI) with the North Carolina Division of Non-Public Education (DNPE) in accordance with a few different scenarios:

Age Requirement: When the child reaches the age of 7 and will not be enrolled in public or private school.
First-Time Homeschooling: Before beginning to homeschool for the first time.
Transferring from Public or Private School: When withdrawing a child from a public/private school to start homeschooling.
Returning to Homeschooling: When resuming homeschooling after a period of enrollment in a public or private school.

Note, the North Carolina DNPE does not accept NOIs in May and June, so be sure you file your Notice in a timely manner. Once filed, the NOI does not need to be renewed annually; it remains in effect as long as the homeschooling continues.

To be in compliance, the parent or guardian who will be the homeschool administrator must, at minimum, have a high school diploma. A homeschool must operate on a regular schedule for at least nine months of the year, excluding reasonable holidays and vacations. Parents of all homeschooled children are annually required to maintain attendance and immunization records, as well as have a yearly progress assessment completed. Parents should ensure they are following all appropriate regulations and stay up to date with state requirements.

Parents of homeschooled autistic children might also need to implement individualized education plans (IEPs), utilize specialized teaching methods, and seek additional resources or therapies to effectively support their child’s learning and development.

At A Bridge to Achievement, we can administer progress assessments at all of our locations. Additionally, our BRIDGES program – which is available at our University City campus in Charlotte and at our Winston-Salem location – serves as an ideal complement to the educational components delivered at home by providing a continuation of learning through skills development and social interaction. More on BRIDGES later.

Selecting the Right Curriculum & Resources for Homeschooling for Autism

Key to choosing the best homeschool curriculum for autistic learners is flexibility and individualization – this should include the offer of different levels of difficulty so you can be adjusted according to your child’s pace and progress. It’s also beneficial to incorporate elements that allow for repetition and reinforcement of concepts, which can help solidify learning.

Multi-sensory learning materials are particularly effective for children with autism as they engage multiple senses, which makes learning more accessible and engaging, and improves information retention. Examples include the incorporation of:

Tactile materials like sandpaper letters, textured number cards, and manipulatives can help children who benefit from hands-on activities.
Visual aids such as picture schedules, colorful charts, and interactive whiteboards can enhance understanding for visual learners.
Auditory components, including songs, rhymes, and verbal instructions, cater to auditory learners.

Additionally, it is crucial to select curricula that fosters the learner’s academic and personal growth – including the promotion of social skills and emotional regulation, as these are often areas where autistic learners may need extra support. Look for programs that feature:

Social stories
Role-playing activities
Emotion recognition exercises
Positive reinforcement strategies
Clear, simple instructions
Focus on daily living skills
Interactive technology
Parent training resources

North Carolina Homeschool Resources

In North Carolina, homeschooling families have access to a variety of supportive resources that help navigate the homeschooling journey, foster community, and ensure educational success for their children.

The North Carolina Home Educators (NCHE) is a prominent organization that offers extensive resources, including workshops, conferences, and an annual book fair to provide educational materials and support. NCHE also facilitates networking opportunities through local support groups and online forums, helping families connect, share experiences, and find encouragement.

Additionally, many local support groups across the state provide specialized resources and activities for homeschooling families, such as field trips, co-op classes, and social events. Organizations like the Autism Society of North Carolina offer workshops and training specifically for parents homeschooling autistic learners, ensuring they have the tools and knowledge needed to create an effective and supportive learning environment.

Integrating Therapies into Homeschooling Kids With Autism

Weaving therapeutic services into daily homeschooling routines offers numerous behavioral, social, and personal growth benefits for autistic learners. Let’s look at some examples of how integrating ABA (Applied Behavior Analysis), speech, and/or occupational therapy into the homeschooling day is advantageous:

Scheduling
The flexibility of homeschool affords the opportunity to schedule therapy sessions at optimal times when the learner is most receptive and alert.
Parental Involvement
Deeply involved in their child’s day-to-day learning, parents can immediately implement therapeutic strategies and techniques at home, leading to more consistent and effective interventions.
Enhanced Skill Development
Combining therapy with homeschooling supports the development of a wide range of skills, from cognitive abilities to social, communication, and daily living skills. This comprehensive approach addresses the whole child, fostering balanced development.
Progress Monitoring
Continuous integration of therapy into the homeschool routine allows for regular monitoring of the child’s progress. Parents can quickly identify areas of improvement or where additional support is needed, enabling timely adjustments to the therapeutic approach.

Implementing Daily Living Skills Training

Incorporating daily living skills into the homeschool curriculum, such as personal care, basic chores, and money management, boosts confidence, increases self-reliance, and ensures that autistic learners are equipped with the practical skills necessary for a more independent and fulfilling life. Engaging in daily tasks also helps develop motor skills, as activities like cleaning, cooking, and handling money, enhance both fine and gross motor coordination.

The structure and routine introduced by daily living skills training helps reduce anxiety and improve focus. Responsibilities like chores build a sense of accomplishment and self-esteem, while functional academic tasks, such as money management, teach essential math skills. These activities also foster problem-solving abilities and adaptability, preparing learners for real-life challenges.

Additionally, many of the activities of daily living involve social interactions, providing opportunities to practice communication skills in real-world settings. This practical application makes learning more meaningful and relevant to everyday situations.

The BRIDGES Program at A Bridge to Achievement

BRIDGES is an acronym that stands for Building Relationships, Independence, Determination, Group & Essential Skills. It’s an ABA therapy-based enrichment program that aims to increase learners’ autonomy and confidence in a fun and individualized environment that offers frequent teaching opportunities and peer interactions. Focused on daily living skills and designed for learners ages 8 and up, BRIDGES serves as a powerful supplement to homeschooling by providing:

Consistency & Routine
Integrating therapy into the daily schedule provides a consistent structure. Predictable routines help reduce anxiety and improve the child’s ability to focus and engage in learning activities.
Individualized Learning
As aforementioned, homeschooling allows for personalized learning plans – including the incorporation of therapeutic goals. This tandem approach ensures that learning is aligned with developmental and behavioral needs, enhancing overall outcomes.
Real-Life Application
Therapy can be seamlessly incorporated into everyday activities, making learning relevant and practical. For example, ABA therapy can be used during mealtime to teach and reinforce communication and social skills.
Social Opportunities
BRIDGES provides opportunities for daily social opportunities, including group hangout sessions and game times. These activities complement a homeschool curriculum by providing frequent social opportunities that may not otherwise be available to homeschooled students.

Programming features a variety of hands-on activities that are often technology-rich, grounded in principles of STEAM (science, technology, engineering, art, and math), and include leisure and recreational skills development.

BRIDGES is available 30 hours per week (six hours per day) at our University City, Charlotte and Winston-Salem locations, and can be extended to 40 hours per week as needed.

Interested in learning more about BRIDGES? Get in touch! Support starts here.

Is Humming While Eating a Sign of Autism?

April 25, 2024/in Autism/by A Bridge to Achievement

The word “spectrum” in Autism Spectrum Disorder (ASD) is key. Each learner’s experience with autism is unique, leading to a diverse spectrum of abilities and needs. Someone with autism may exhibit differences with social interaction, communication, and repetitive behaviors, and may display a wide variety of strengths and differences in sensory processing.

Once you are aware of how neurodiversity can show up for people, you may find yourself asking “odd” questions that didn’t occur to you before – case in point: Why does my kid hum when they eat? In this article, we’ll look at the process of diagnosing autism, consider an array of symptoms and behaviors associated with ASD, pose some frequently asked questions that may surprise you, and get into the underlying clues potentially embedded in their answers.

Diagnosing Autism

Let’s start with the question that brought us here: Is humming while eating a sign of autism? The short answer is: maybe.

Humming while eating could possibly be a sign of autism, but it’s not likely autism if this is the only observable concern. An autism diagnosis requires several symptoms to be present before a diagnosis can be given. And these symptoms must also be apparent in social and communication skills and present as restrictive and repetitive behaviors, or RRBs (more on RRBs later).

As is well documented, early diagnosis and intervention is tremendously beneficial for learners with autism. Not so well documented, though, is that beginning the diagnostic process is easy. You can request services from a practice you identify through research, or you can ask your doctor for suggestions – most assessments do not require a referral.

The diagnostic process involves a series of prescribed assessments performed by a psychologist or developmental pediatrician. An autism diagnosis requires interviews, surveys, and deliberate observation – there’s nothing invasive, painful, or difficult about it. The hardest part is waiting for the appointment.

Between deciding to request an assessment and waiting for it, keep a journal of your own observations of yourself or your loved one – taking note of those “odd” questions that come to mind.

Understanding Autism Signs & Behaviors

It’s important to keep in mind that there are multiple symptoms and behaviors that may be associated with ASD that can also be present in individuals who are not autistic. Humming while eating could simply be enjoyable by someone. This behavior is referred to as sensory stimulation, stereotypy, or “stimming” – a repetitive event that activates the senses and makes us feel better. Stimming is a behavior almost everyone engages in, including people with autism.

Other symptoms associated with autism include:

Challenges with verbal and nonverbal communication
Hyperfocus on specific topics or activities
Difficulty with changes in schedules or environment
Hyper or hypo sensitivity to sensory stimuli

Many autistic learners have some, but not all of these symptoms, and they may look different between individuals. Just as neurotypical people vary greatly in their personality and behavior, so do autistic people – or any individuals in the neurodiverse community. Autism is far from a “one size fits all” diagnosis.

For example, stimming for one autistic person may include repetitive vocalizations. For another, it may be flapping their hands. While another may occasionally pace or walk in circles when excited. All of these behaviors meet the same need for sensory input, but the intensity of the behavior and the way the behavior presents, may differ greatly across individuals.

These are examples of RRBs – restricted and repetitive behaviors. RRBs encompass a wide range of repetitive actions, interests, and behaviors and can include repetitive movements, insistence on sameness or routines, highly focused interests, and sensory-seeking behaviors. These behaviors are one of the core diagnostic criteria for autism and can vary widely in severity and presentation among individuals.

Enlightening, right? Knowing the signs and symptoms of autism can be enormously beneficial when talking with your doctor or beginning the diagnostic process. Certainly, these signs and behaviors will be observed by a psychologist or developmental pediatrician during the formal assessment, but it’s helpful to have some shared language when entering new territory.

Behaviors That May Indicate Autism

Let’s dig into some other observations that have the potential to reveal RRBs and other signs of autism. As we’ve mentioned, you can observe indicative behaviors in people who are not autistic – be sure to seek out a professional diagnosis if you think you or your loved one may have autism.

Is ripping paper a sign of autism?

Repetitive behaviors can serve as a way to self-regulate or cope with overwhelming sensory input, providing comfort or a sense of control in otherwise unpredictable environments. In this case, the tactile sensation of tearing paper could provide sensory stimulation or feedback that alleviates discomfort or anxiety.

Is mimicking accents a sign of autism?

Echolalia involves repeating phrases, words, or sounds heard from others – sometimes including mimicking accents or intonations – and it’s a common communication trait in learners with autism. Accent mimicry within echolalia could stem from a combination of sensory processing differences, a need for communication practice, and a desire for social connection, i.e. attempting to fit in or establish rapport with others by adopting speech patterns perceived as socially appropriate or desirable

Is thumb sucking a sign of autism?

Considered a self-soothing behavior, thumb sucking serves as a way to provide sensory stimulation, regulate sensory input, and assist in coping with sensory overload or anxiety. Of course, not all autistic individuals suck their thumbs, and self-soothing behaviors can vary widely based on unique sensory profiles and coping strategies. What’s more, self-soothing is a coping mechanism we all have; it’s not unique to autism.

Is fixation a sign of autism?

Intense interests, or fixations, are common among learners with ASD, often manifesting as an acute focus on specific topics, objects, or activities. They can serve as a source of comfort and stability in a world that can otherwise feel chaotic or overwhelming due to sensory sensitivities and social challenges. Fixations can also provide a sense of purpose, pride, and a means of connecting with those with similar passions.

Is hard blinking a sign of autism?

Frequent or hard blinking can be a manifestation of sensory input regulation and motor stereotypies, particularly in response to overwhelming visual stimuli. Additionally, hard blinking can serve as a repetitive motor behavior, providing comfort or a means of self-stimulation. Staring, particularly at mirrors or lights, is also a form of visual stimming.

Is walking backwards a sign of autism?

Walking backwards can be observed as a motor behavior, potentially serving as a coping mechanism to regulate sensory input or manage anxiety in certain environments.

Is bedwetting a sign of autism?

Difficulty recognizing and responding to bodily sensations (sensory processing) as well as challenges in expressing toileting needs (communication), can contribute to bedwetting. Additionally, heightened stress or anxiety commonly experienced by learners with autism can further impact bladder control.

If these questions and answers have led to an “aha” moment, or you’re interested in having your loved one assessed for autism – reach out to our team or go ahead and request services. At A Bridge to Achievement, we conduct private autism assessments and, depending on your proximity to our offices and your insurance coverage, we can typically begin the assessment process within two or three months of your request. We are here to support you.

Why Is Early Intervention for Autism Important?

December 15, 2023/in Autism, Education/by A Bridge to Achievement

It’s unclear if autism rates are universally rising, if greater awareness and standardized assessment have revealed the global prevalence of autism, or both. Regardless of which scenario is correct, we do know that autism diagnoses are higher than ever: 1 in 36 children have autism according to 2020 statistics published by the CDC (Centers for Disease Control & Prevention).

We also know that early diagnosis and intervention play a vital role in paving the way for optimal development and improved outcomes for autistic learners. By engaging in targeted support and specialized therapies during the critical early years, children with autism can better navigate challenges and unlock their full potential.

Let’s take a closer look at the importance of and success rate of early intervention with autism, consider some treatment options for autistic learners, and explore the Building Bridges program at A Bridge to Achievement.

When Is Autism Diagnosed?

Autism can be diagnosed at any age, but most frequently a parent, caregiver, teacher or pediatrician will observe potential developmental delays when autistic learners are children. Some children express tell-tale signs as early as 12 to 18 months or earlier, but most are a bit older. Others are a lot older – even adults can be diagnosed with autism. Autism Spectrum Disorder (ASD) manifests differently in every individual.

Some of the most common signs of autism seen in children include:

Lack of eye contact
Not responding to their name
Not using and/or interpreting gestures, such as pointing, waving
Repeating words, phrases, or sounds
Delays in speech
Lining up items
Engaging in repetitive movements, such as spinning, rocking, flapping
Resistance to change in routine or the environment
Sensory sensitivities, such as bright lights, loud noises, textures
Lack of interest in reciprocal or social play

How Is Autism Diagnosed?

If you suspect that your child may have autism, you can self-refer to your practice of interest by directly requesting services, or get a referral to a clinical practice from a healthcare provider. A psychologist or developmental pediatrician will conduct a holistic series of assessments using a variety of diagnostic tools, including:

Autism Diagnostic Observation Schedule – Second Edition (ADOS-2), Autism Diagnosis Interview – Revised (ADI-R), Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale – Second Edition (GARS-2)
Additional assessment tools, as needed, to determine cognitive or adaptive skills
Parent and/or caregiver interview
Direct observation

With research demonstrating that early diagnosis and intervention have major long-term, positive benefits for children, the sooner these assessments can be administered the better.

What Is The Importance of Early Intervention with Autism?

Our youngest years are a critical period for brain development. An early autism diagnosis enables intervention at a time when neural connections are rapidly being formed. Rather than latent skills development or regression of skills, early intervention promotes the practice and progression of such skills as:

Language acquisition
Gross and fine motor skills
Social skills
Behavior regulation
Coping skills
Sensory processing
Cognitive function
Attention and memory
Problem-solving skills
Academic abilities
Daily living skills

Evidence indicates that children who receive early intervention services, i.e. during the preschool years, demonstrate better long-term outcomes compared to those who receive interventions at later stages.

Early intervention has been shown to increase school readiness, bolster confidence and independence, enhance overall quality of life, and, later, may promote attendance of mainstream education classes, lead to higher rates of employment, and reduce the need for long-term support.

Less frequently highlighted, but exceedingly important, is heavy emphasis on toilet training as part of an early intervention plan. Learners who need less support in the bathroom have less chance of abuse across all settings in their life.

Which Intervention for Autism Is Considered Most Effective?

Early intervention programs employ various evidence-based practices tailored to the specific needs of each child. The most popular, and considered the most successful, treatment for autism is Applied Behavior Analysis (ABA) therapy. ABA therapy breaks tasks down into small, manageable steps in order to teach new skills and reinforce desired behavior. Oftentimes, a multidisciplinary approach is taken, meaning other treatments, such as Speech Therapy (ST) and Occupational Therapy (OT), are used in concert with ABA.

The Building Bridges Program

The Building Bridges Program at A Bridge to Achievement’s learning centers is a fun, preschool alternative and Kindergarten readiness program for autistic learners between ages three to six. Learners attend Monday through Friday for an average of 30 intervention hours weekly.

Every student works 1:1 with a Registered Behavior Technician (RBT) across the day, addressing a variety of goals established by their Board Certified Behavior Analyst (BCBA) and family, and receiving individualized ABA therapy in a group setting. We use an assent-based, trauma-informed approach in a highly structured environment with predictable routines, helping early learners progress toward skills development and thrive in their success.

Some common goals among our early learners include:

Manding (Requests): Asking for help, requesting materials, manding to peers
Listener Responding: Following directions, responding to name
Tolerance: Sitting in an assigned place, waiting for preferred items
Social Skills: Taking turns, greetings, peer interactions
Daily Living Skills: Hand washing, brushing teeth, toilet training
Discrete Trial Training (DTT) Skills: Matching, Sorting, Labeling,Imitation

Learn more about the Building Bridges program and if it’s right for your early learner by connecting with us! We have three locations – one near Pineville and one in the University Area in Charlotte, and a third in Winston-Salem. Support starts here.

Daily Living Skills: Transforming Education for Autistic Learners

December 13, 2023/in Autism, Education/by A Bridge to Achievement

Autism Spectrum Disorder (ASD) affects communication, social interaction, and behavior to varying degrees, so it’s not surprising that autistic learners have diverse learning styles and sensory sensitivities. Some learners are able to thrive in a traditional classroom setting with accommodations; others need educational support not covered by standard school curriculum. In fact, for many autistic learners, daily living skills hold equal or greater importance to academic skills. But what are daily living skills? Why are life skills important for autistic students? And how do you teach daily living skills for autism?

In this article, we will answer all of these questions and more, as well as tell about the BRIDGES program at A Bridge to Achievement that is specifically designed to help autistic learners foster these skills.

What Are The Activities of Daily Living?

Activities of Daily Living (ADL), also known as daily living skills, adaptive skills or basic life skills, are fundamental abilities that enable autistic learners to independently navigate their daily lives. These skills vary by age and encompass a wide range of tasks.

School-aged learners typically focus on such skills as personal hygiene, household chores, and nutrition. Older learners may practice more advanced skills that are essential for independent living, like managing money, identifying community signs and symbols, and cooking skills.

Specific skills development will vary depending on an individual learner’s needs and abilities, as well as the priorities of their family. Examples of daily activities for autism include:

Personal Hygiene
Brushing teeth, flossing, using mouthwash, bathing, grooming, getting dressed
Toileting
Using the toilet independently, managing personal hygiene in the restroom, identifying which bathroom to use across a variety of community environments
Eating & Drinking
Preparing meals or snacks, using and sorting utensils, drinking independently, pouring and measuring, kitchen safety skills, utilizing appliances independently, identifying expiration dates
Household Chores
Cleaning, tidying up, doing laundry, taking care of pets or plants, organizing, wiping down surface areas, emptying trash
Communication
Expressing needs and preferences, engaging in effective verbal and nonverbal communication

Why Are Life Skills Important for Autistic Students?

The acquisition and mastery of daily living skills have a profound impact on the quality of life and long-term well being of autistic individuals of all ages. Moreover, daily living skills equip learners with autism with the practical tools for successful transition into adulthood, improving their chances of finding meaningful employment, establishing relationships, leading more fulfilling and self-determined lives, and living as independently as possible.

Practicing daily living skills is crucial for autistic learners to:

Become more self-reliant
Develop functional independence
Identify and communicate emotional states
Self advocate
Bolster confidence and a sense of empowerment
Increase personal agency and autonomy
Foster a sense of belonging
Cultivate meaningful connections with others
Actively participate in their community
Unlock their highest potential

Limitations of Traditional Schooling

The traditional classroom environment is designed with neurotypical learners in mind and often has limited resources and staffing available to provide individualized support. For many reasons unique to each child, traditional classrooms can be challenging and counterproductive. Large class sizes, limited resources, and classroom layouts can be overwhelming for learners with autism.

Structure & Pace
The structure and pace of instruction in a traditional classroom often follows a standardized format, which may not accommodate for processing time, sensory needs and individual styles of learning such as visual versus auditory.
Sensory Inputs
Autistic learners with sensory sensitivities can find such inputs as bright lighting, loud noises, or crowded spaces dysregulating and distracting.
Social Expectations
People with autism often have difficulties with social interaction and understanding social cues, making it challenging to navigate the complex social dynamics in a classroom setting. Classrooms can be loud and teachers often have limited time to break down and teach social skills systematically.
Frequent Change
While changes in routines or unexpected transitions can be challenging, traditional classrooms leave little time to plan for and implement strategies to teach autistic learners coping strategies. WIth limited time and resources, teachers often struggle to utilize aids such as visuals to prepare learners for changes like a fire drill or substitute teacher.

The inclusion of sensory-friendly elements, incorporating visual aids and clear communication strategies, and individualized supports can greatly help in creating a more inclusive classroom environment for autistic learners. These accommodations are more easily achieved by some schools than others. Let’s consider the student-to-teacher ratio in traditional vs. alternative schools.

Nationwide, the average student-to-teacher ratio across K-12 public schools is 15:1. This average rings true for Forsyth County Schools, but the average in Charlotte-Mecklenburg Schools is 16:1 and in Union County Schools almost 17:1. Traditional classrooms in our local school systems are not necessarily equipped to support autistic learners in the most effective and individualized way possible.

Classrooms in alternative schools are set up with students’ Individual Education Plans (IEP) in mind. Class sizes typically range from three to 10 students with one or more teachers and/or specialists directly engaging with individuals or small groups at all times.

When a school is ill-equipped to make and maintain accommodations, or a student would benefit from more customized learning approaches or more individual attention, exploring alternatives to traditional school is in the student’s best interest.

Alternative Educational Approaches

Not only do alternative school options for autism exist, but they provide an environment that’s equal parts educational, empowering, and fun. The most popular choices are inclusive settings and customized learning programs.

Inclusive settings feature both neurodiverse and neurotypical learners. They offer a holistic approach to education by integrating daily living skills into a developmentally-appropriate curriculum. Inclusive education programs address the whole child while fostering socialization and peer learning and reinforcing the connection between classroom learning and real-life application.

Customized learning programs employ an individualized educational approach designed to meet the unique needs, abilities, strengths, challenges, and learning styles of each enrolled student. These programs tailor instructional methods and materials to support personalized goals, are flexible and responsive, and regularly assess and adjust strategies to ensure optimal learning outcomes.

The BRIDGES Program

The BRIDGES (Building Relationships, Independence, Determination, Group & Essential Skills) Program at A Bridge to Achievement is specifically designed for autistic learners ages 8 and up. Our goals through this fun, customized learning program are for learners to increase their autonomy, self-advocacy skills, confidence and communication through individualized teaching and frequent peer interactions.

Each day, between 8:30 am and 3:30 pm, students engage in a series of 1:1 learning opportunities with their therapist (even during whole group time). BRIDGES takes place Monday through Friday and is best suited for learners who can attend full day or as close to a full day as possible.

Daily Living Skills
Daily living skills are at the heart of BRIDGES. Targets are individualized and rotated to meet the needs of the learner and priorities identified by their family, with the ultimate goals being independence and generalization to the home setting.
Group Time
Twice daily whole group circle times teach communication skills, including labeling emotions, identifying the weather, calendar, and recalling information about the day. Group circle time focuses heavily on building confidence and increasing social skills through contrived and natural opportunities such as asking peers which song they would like to listen to.
Structured Game Time
Fun group games bring learners together to work on social skills, turn taking, communication, and following directions. Group games range from board and card games such as Candy Land and Uno, to more physical games such as freeze tag in the gym.
Crafts & Cooking
Craft activities focus on increasing independence with common tools such as scissors, tape, and glue. Pre-cooking skills such as pouring, measuring, mixing, sorting silverware, and identifying kitchen safety rules are worked on in the BRIDGES classroom, then generalized to the kitchen. Hands-on cooking time utilizes recipes with follow-along visuals.

Interested in learning more about the BRIDGES program and A Bridge to Achievement? Get in touch! We work with families in Davidson, Davie, Forsyth, and Guilford in the Triad, and Cabarrus, Mecklenburg, Union, and Gaston counties in the southern part of the state. Support starts here.

My Child May Have Autism, What Do I Do?

December 1, 2023/in Autism, Awareness, Education/by A Bridge to Achievement

Most frequently, people are diagnosed with autism as children. Sometimes, a parent or caregiver will advocate for an autism assessment for their toddler or young child based on suspected developmental differences that they notice or as a suggestion from a pediatrician, close friend, or family member. Others may seek assessment for other neurodiverse conditions, such as ADHD or dyslexia, before coming to the realization: my child may have autism.

This revelation is often accompanied by a number of questions, like: How do I test if my child is on the spectrum? Can autistic kids go to a normal school? Can a child with mild autism live a normal life? Don’t feel guilty for asking yourself these and other questions – it is natural for a parent or caregiver to jump ahead before getting definitive answers. At A Bridge to Achievement (ABtA), we can help you address all of your questions and concerns, and provide you with the tools and support you and your young learner need to thrive.

In this article, we will discuss how to go about getting an autism assessment, learn about the next steps after autism diagnostics, and how to help a child with autism unlock their highest potential.

The Facts

First, let’s look at autism in America. If there’s potential that your child may be on the autism spectrum, it’s important for you to know that you are by no means alone. According to 2020 statistics issued by the CDC (Centers for Disease Control & Prevention), about 1 in 36 children have autism. It is more commonly diagnosed in boys than in girls, but is indiscriminate when it comes to socioeconomics, ethnicity, and racial identity.

The prevalence of autism has led to the development of standardized autism assessment tools, an increase in clinicians who specialize in therapeutic services for autism, and a greater level of awareness and dialogue about autism at the state and federal levels. There is a lot of information at your fingertips, and there are a number of opportunities for your child and family to grow and progress together with an autism diagnosis.

To begin the diagnostic process, you simply request services from a particular practice. Your pediatrician or others in your network may suggest some practices for you to consider, or you can choose a specific practice based on your own research. Most diagnostic assessments do not require a referral.

Autism Assessment

An autism diagnosis is determined by a psychologist or developmental pediatrician after holistically considering the results of a series of evaluative tools. This will include:

Completion of an autism tool or tools such as: Autism Diagnostic Observation Schedule – Second Edition (ADOS-2), Autism Diagnosis Interview – Revised (ADI-R), Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale – Second Edition (GARS-2)
Additional assessment tools, as needed, to determine cognitive or adaptive skills
Parent and/or caregiver interview
Direct observation

At A Bridge to Achievement, we conduct private autism assessments at our offices. Our sole focus is on engaging the autism community, so we don’t have the extensive wait times of clinics with a broader scope. Depending on your proximity to Charlotte or Winston-Salem and your insurance coverage, we are typically able to begin the assessment process within two or three months of receiving your request through our website or a provider referral.

Partnering With Your Provider

Once you have an autism diagnosis, your next step is to find a provider who meets your criteria as a member of your care team and who is dedicated to creating an individualized therapy plan for your child. Every learner is different; therapy services are not one-size fits all. Know that a specific care plan is a necessity for your learner, not a nice-to-have.

Therapy planning at ABtA begins with a comprehensive skills assessment, including:

Review of relevant records
Parent/caregiver interview
Language development evaluation
Motor, imitative, and adaptive skills screenings

The successful implementation of an evidence-based program requires a learner’s whole community to be on board, from parents, grandparents, and siblings, or teachers and other service providers. We believe caregiver collaboration and guidance are essential to a learner’s progression, which is why we:

Seek family input and approval on programming decisions
Make program changes based on the needs of the learner and their family
Deliver regular feedback via progress reports and team meetings
Provide personalized ABA (Applied Behavior Analysis) support training
Providing ongoing support and guidance

School Options

As is well known, autism exists on a spectrum. An autism diagnosis may have significant implications for one school-aged child and may not for another. Many autistic kids go to school with neurotypical kids, and families who seek them out are often eligible for school-based services. Other families choose not to identify their learner as being neurodiverse and may seek services outside of school, and still others choose to explore alternative schools for autism.

As required by law, Charlotte-Mecklenburg Schools, Union County Schools, and Forsyth County Schools offer extensive resources for children on the autism spectrum. Independent and/or private schools are available in these areas for those families who do not feel in-school services are sufficient or who prefer a specialized alternative.

Get Started

If you believe your child may be on the autism spectrum, begin your research now. While it is never too late to determine eligibility for therapeutic services, research shows that early intervention is most beneficial.

At A Bridge to Achievement, we serve two distinct age groups. Our Building Bridges program helps our youngest learners prepare for Kindergarten, and BRIDGES (Building Relationships, Independence, Determination, Group & Essential Skills) engages learners ages 8 and up. Learners can remain in the BRIDGES program into adulthood as long as their insurance permits it; they demonstrate that they are in need of skills at the level provided; and they have no challenging behaviors that prevent skill building in the clinic setting.

Have questions about our assessments, programs, and services? Connect with us! Support starts here.