Statistics for

• Autism spectrum disorder (ASD) is a broad term used to describe a group of neurodevelopmental disorders.

• Children with ASD possess a complex condition that affects brain development and creates difficulty with social interaction, communication, and emotional control.

• Some children engage in repetitive behaviors, resist change, and demonstrate aggressiveness or self-harm.

• Some autistic children possess an above-average IQ and have astounding memories and academic capabilities.

• Every child with ASD is different from the next and unique.

Autism signs and symptoms typically become apparent during early childhood. Early signs of Autism include:

• Avoids eye contact

• Prefers alone time

• Difficulty understanding feelings (self or others)

• Self-absorbed, with difficulty relating to others

• Touch-avoidant

• Unresponsive to conversation, questions, or directions

• Repeats or echoes words and phrases

• Repetitive actions or behaviors

• Does not engage in “pretend” games

• Trouble adapting to change

• Sensitive to textures, smells, and sounds

• Skill regression

• Difficulty expressing needs

No one child is likely to experience all these symptoms, and some may experience others that are not listed.

• Applied Behavior Analysis (ABA) is the only clinically proven therapy for children with autism. As such, ABA is endorsed by the Autism Society of America, Autism Speaks, the American Academy of Pediatrics, and the United States Surgeon General.

• There are more than 40 years of published, peer-reviewed, controlled studies on the efficacy of ABA in treating autism. By far the method with the most impressive data, long-term follow-up, and replicated results is the “Lovaas Method” developed by the late O. Ivar Lovaas, Ph.D., at UCLA.

• His research in the 1970s-1990s demonstrated that 47% of children who received intensive (40 hours a week) ABA services between the ages of 2 and 7 were able to achieve normal intellectual, social, and adaptive behavior functioning by age 7 and participate in mainstream classrooms without support.

• Many of the children in the remaining 53% also had good outcomes. They became verbal and participated more fully in their families, communities, and schools. Some developed age-appropriate cognition and academic skills but struggled to learn in large class settings. Others learned well but demonstrate unusual social characteristics.

• A minority failed to make meaningful progress. Unfortunately, they cannot be identified at the onset of treatment, and research as to why they differ is still inconclusive.

• In 2005, a study replicating the 1987 Lovaas study results, obtained results that were extremely consistent with the original 1987 numbers - 48% of children at age 7 were succeeding in mainstream settings.