Some Resources for Families and Communities:

Due to recent tragic events across the country

Physical Effects

Physical Effects can include increased hypertension, illness and risky behaviors such as substance use.

Emotional Effects

Emotional effects can include depression, anxiety, anger, irritability and aggression.

Spiritual Effects

Spiritual effects can include a decreased sense of purpose, lack of connection with the larger community, isolation from larger social groups and reduced involvement in communal activities that you enjoy.

Potential reactions to racial stress or trauma

Insecure Feelings

Feelings of shame and lack of confidence due to feeling that a situation cannot be changed.

Lack of Trust

Feeling detached or a lack of trust for others due to experiencing multiple losses or letdowns. This can make it very difficult to seek out help and to identify potential safe sources of support.

Triggers

Reminders of the event, such as particular people or situations, can also trigger strong emotional or physical responses (e.g., crying or rapid heartbeat).

Difficulty Controlling Emotions

Difficulty controlling emotional responses (going from “zero to one hundred”) can occur as the body helps you adapt to potentially unsafe situations, making you feel constantly on “alert.”

The body’s response to the experience of racism can make accessing resources to cope with the situation difficult. Race-related stress is unique in that it threatens psychological resources that are needed to cope and fulfill basic needs such as financial support, housing, access to jobs, etc.

When your body is in stress mode, it is geared up to help you and your child survive, which sometimes leads to impulsive decisions. If you live in a chronic state of stress related to racism, you can start to engage in survival coping. Survival coping can help you to deal with very hard or potentially life-threatening situations. However, if you continue to exist in this mode long-term, it can make it difficult to enjoy being in the moment with your child and can reduce your ability to feel safe and in control.

What impact can racial stress have on your parenting?

Experiencing race-related stress can also impact the quality of parenting relationships in the following ways:

Impostor syndrome

When you are exposed to racism repeatedly, you often start doubting yourself and can feel like you are an imposter in dominant culture settings or in settings where you feel as though you do not belong. Your inner thoughts might sound something like: “Am I being judged?” “Am I worthy?” “I got lucky.” “I only got this because I am Black.”

Being overly alert (hypervigilance)

Experiencing racial stress can make you more aware of potential dangers and negative experiences that can occur. This, in turn, can make the experience of parenting even more stressful. When you interact with your children, you can sometimes be reminded of negative race-related experiences that you had when you were a child. This reminder can amp up emotional responses, or hyperarousal, making it hard for you to “keep your cool” and be open to flexible problem solving.

“Helicopter parenting” (monitoring in fear)

These experiences of racism and unwarranted blame or lack of acceptance can make you want to protect your children so much, that you don’t allow them to explore in the way that they need to. You may shelter them from failures, which everyone needs to experience in order to learn how to manage everyday life. You may tend to be overly cautious or suspicious. Examples can include not allowing your children to have sleepovers or go to the park, even with your supervision.

Difficulty regulating emotions

• When your past influences your emotional state, it can affect your emotional responses to both big and minor stressors with children, such as when they misbehave. This, in turn, can lead to being overprotective or overuse of physical discipline, as a means of survival.
• For children, having parents who can keep perspective (stay cool) when children are upset, or misbehaving is very important. Likewise, it is important to stay calm when disciplining a child, otherwise discipline may go overboard. Both of these things can be hard if you are having difficulty controlling your emotions.

Avoidance

• Avoiding situations that are related to racism can be a needed strategy to survive; such as instances that may involve violence or threat to yourself or your family. Sometimes you may avoid reminders of past experiences due to the pain or discomfort they cause.
• If you find yourself avoiding strong feelings or situations with your child that bring up painful memories, it may make it hard to show affection and support for your child. It may even make it difficult to know how to provide emotional support for your child during times of stress. For instance, if your child brings up their own experience of oppression or an event in their life reminds you of something from your own childhood.

Mistrusting others

• Racism can lead to distrust or mistrust of other communities. Internalized racism is when you begin to accept negative messages about your own abilities and inherent worth by the dominant group in society.
• When you use society’s norms to judge yourself, you can feel depressed, unworthy and just not good enough. You are taught in many ways to take these feelings and paint them onto another group.
• Intra and interracial violence, contention among disenfranchised communities or color, and the way the media conveys information about people of color, contribute to this.
• This kind of coping can make you more vulnerable to racism, because on some level you may believe in racial hierarchy and difference when you belittle other groups. And when you show your children that it is right to discriminate against certain other groups, you make them more vulnerable to discrimination that they face.

Minimizing racism

• Racism is overwhelming, as is the history of violence. You are sometimes taught that accepting this and minimizing racism is the only thing you can do. But when you ignore racism, and accept powerlessness, you encourage your kids to internalize racism. This can lead to increased levels of depression, anxiety and externalizing behaviors (e.g., engaging in risky behaviors, such as alcohol or substance use).
• When you believe that you should be able to handle and manage it all without a break or without asking for help, you are at increased risk for health problems and can miss important cues about your well-being and safety.

Self-blame

Experiencing chronically unfair and dangerous discriminatory practices due to race can lead to feelings of low worth. For parents, this can also lead to a questioning of your parenting choices and abilities.

Unbalanced Racial and Ethnic Socialization (RES)

Unbalanced messaging or communication about race and ethnicity occurs when you only promote messages of mistrust, preparation for bias, or only give racial pride messages to your children.

So, what can you do to mitigate racial stress?

As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.

There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.

• Build or access a support network
• Incorporate traditions at home
• Get some exercise
• Deep breathing
• Journal
• Limit your media intake
• Counseling/therapy Spirituality
• Podcast

Talking with Children About Tragic Events

What do we tell our children? How do we reassure them of their own safety?

At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.

Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.

1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.

Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.

It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.

2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.

3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.

That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.

4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.

Here are some principles to keep in mind as you talk with children:

1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.

2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.

While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.

3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.

Helping Children with Tragic Events in the News

What is Autism?

What you should know

Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.

Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links

• Definition of Autism Disorder
• Autism Symptoms
• What Autism is Not!
• What Causes Autism
• Autism Research Information
• Spectrum of Autism Disorders

Autism-Definition

Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.

Click each of these following titles learn more….

Autism Symptoms

Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.

Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.

What Autism is Not

Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.

What Causes Autism

It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.

Autism Research

There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.

Other Autism Spectrum Disorders

Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.

Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.

High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.

FAQ about Autism Special Education and IEP

This is an important list of questions and answers to help you deal with special education issues at your school.

Autism Tips for working with Teachers

This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.

Tip: Go to our Autism education discussion boards and post a question with other parents.

Early Origins of Autism

ADDITIONAL LINKS TO RESOURCES AND EXPERTISE

Ask an Expert on Autism

Health Finder

Talk to Autism Expert

National Institutes of Mental Health

Combined Health Information Database

Abstracts on Autism

Searchable Directory of Autism Resources

CLICK HERE TO VISIT THE DIRECTORY PAGE 

Or Click on the Topic area directly below

Adult Resources

Attorneys & Advocates

Behavior/Family Training

Community Living

Education

Medical Providers/Diagnosis

Non-English Resources

Respite Care Providers

Safety

Sports & Camps

Therapy Providers

Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format.  The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.

English:

• Employment
• Future Planning
• Inclusion
• Individualized Education Programs (IEPs)
• Relationships and Sexuality
• Self-Advocacy
• Social Security

Spanish:

• Empleo
• Planear el Futuro
• Inclusión
• Programas Educativos Individualizados (IEP)
• Relaciones y Sexualidad
• Autovaloración
• Seguro Social

Find the resources you need 1-885-828-847

Article Links

Follow this page link for listings of over 800 articles and resources

https://autismnow.org/resources/

Interagency Autism Coordination Committee

About Autism

Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.

People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.

ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.

With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.

This page includes resources that provide general information about autism.

Websites and Programs

• National Institute of Mental Health (NIMH)
  • Autism Spectrum Disorder NIMH supports research and clinical trials investigating the underlying basis of autism, new approaches to screening, effective interventions, and other topics related to ASD. This NIMH page describes signs of autism, underlying biology, diagnosis, and interventions.
• Autistic Self Advocacy Network
  • About Autism

The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.

More Websites and Programs

Toolkits and Guides

• Centers for Disease Control and Prevention (CDC)’s National Center on Birth Defects and Developmental Disabilities (NCBDDD)
  • Learn the Signs. Act Early This course teaches parents about developmental milestones and what to do if they are concerned about their child’s development.
• Autism Speaks
  • 100 Day Kit for Young Children

This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.

More Toolkits and Guides

Reports

• Centers for Disease Control and Prevention (CDC)’s National Center on Birth Defects and Developmental Disabilities (NCBDDD)
  • 2020 Community Report on Autism

March 2020

This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.

• • Key Findings: CDC Releases First Estimates of the Number of Adults Living with Autism Spectrum Disorder in the United States

March 2020

The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.

More Reports

Videos

• National Institute of Mental Health
  • Podcast: Autism in Adults

April 24, 2019

NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.

• Simons Foundation/SPARK
  • Webinar: Autism Acceptance

Federal Departments and Agencies

This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.

• U.S. Department of Defense (DOD)
  • Congressionally Directed Medical Research Programs (CDMRP) The CDMRP provides funding for high impact, high risk, and high gains projects. These projects include the Autism Research Program.
  • TRICARE TRICARE is the military’s health benefits program that provides coverage for healthcare and services for service member family members, including those with disabilities. TRICARE covers a variety of services for beneficiaries with ASD, such as occupational and physical therapy. TRICARE also covers Applied Behavioral Analysis (ABA) through the TRICARE Comprehensive Autism Care Demonstration (Autism Care Demo).
• U.S. Department of Education (ED)
  • Office of Special Education and Rehabilitative Services (OSERS) OSERS supports programs that serve millions of children, youth and adults with disabilities. These programs include school-based services and pre-employment services. The IDEA website provides resources and information on the Individuals with Disabilities Education Act, which guarantees every child the right to a free appropriate public education (FAPE).
  • The Institute of Education Sciences (IES) IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Their mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public. IES supports research on education for children with disabilities.
  • The Rehabilitation Services Administration (RSA) RSA provides leadership and resources to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence, and integration into the community and the competitive labor market.
• U.S. Department of Health and Human Services (HHS)
  • Autism Information HHS’ mission is to enhance the health and well-being of all Americans by providing essential health and human services and fostering advances in science, medicine, and social services. This page provides a general overview of autism, including signs, screening and diagnosis, and more.
  • Administration for Children and Families (ACF)
    • Autism Awareness and Acceptance in Early Childhood Education ACF promotes the economic and social well-being of children, families, individuals, and communities. This page highlights the role of early care and education providers and the services that are available to children with ASD under the Individuals with Disabilities Education Act (IDEA).
    • Birth to 5: Watch Me Thrive! Birth to 5: Watch Me Thrive! is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. This page includes guides tailored towards early care and education providers, service providers, families, and more.
  • Administration for Community Living (ACL)
    • National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) The National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) at ACL strives to support people with disabilities in their chosen community by investing in research related to inclusion and accommodations.
  • Agency for Healthcare Research and Quality (AHRQ)
    • Center for Evidence and Practice Improvement (CEPI) AHRQ is charged with improving the safety and quality of America’s healthcare system through research, tools and training, and data. This center’s mission is to conduct and support research that can improve the quality of health care patients receive and ultimately help patients and clinicians make health care decisions based on evidence about what works best. They operate the National Center for Excellence in Primary Care Research.
    • Office of Extramural Research, Education, and Priority Populations (OEREP) OEREP directs the scientific review process for grants and contracts, manages Agency research training programs, evaluates the scientific contribution of proposed and ongoing research and demonstrations, and supports and conducts health services research on priority populations.
  • Centers for Disease Control and Prevention (CDC)
    • Autism Spectrum Disorder The CDC is responsible for tracking the prevalence rate of autism and strives to identify autism as early as possible. This page highlights this work and their Learn The Signs. Act Early. program, which helps parents track their child’s developmental milestones.
  • Centers for Medicare and Medicaid Services (CMS)
    • Autism Services CMS administers the Medicare program and works with state governors to administer Medicaid, the Children’s Health Insurance Program (CHIP), and health insurance policy standards. Autism services and supports are available through Medicaid.
    • Home and Community-Based Services (HCBS) HCBS waivers allow participating states to deliver services to people in their community rather than in an institutionalized setting. This page includes information about the programs that are covered by HSBS waivers.
  • Health Resources and Services Administration (HRSA)
    • Autism The Maternal and Child Health Bureau at HRSA works to improve the well-being of mothers, children, and families. They address autism through education, early detection, and intervention. Their efforts include training for professionals, improving access to services, and promoting interdisciplinary research on effective interventions.
  • Indian Health Service (IHS)
    • Autism IHS provides federal health services to American Indians and Alaska Natives (AI/AN). This page highlights their autism initiatives.
  • National Institutes of Health (NIH)
    • The National Institutes of Health (NIH) is the nation’s medical research agency — making important discoveries that improve health and save lives.
    • Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
      • Autism Spectrum Disorder NICHD researches what causes autism, how to recognize the signs, and intervention approaches. This page gives an overview of ASD.
    • National Human Genome Research Institute (NHGRI)
      • About Autism NHGRI focuses on advances in genomics research. This page describes the role of genetics in autism.
    • National Institute of Dental and Craniofacial Research (NICDR)
      • Developmental Disabilities and Oral Health NICDR strives to improve dental, oral, and craniofacial health by supporting research. This page provides an overview of challenges to oral hygiene that people with autism and other developmental disabilities may experience and provides tips for caregivers and dental professionals.
    • National Institute of Environmental Health Sciences (NIEHS)
      • Autism NIEHS studies environmental factors thought to contribute to the development of autism. This page provides an overview of these factors and describes large-scale studies.
    • National Institute of Mental Health (NIMH)
      • Autism Spectrum Disorder NIMH strives to understand the underlying basis of autism and conducts clinical trials for new screening approaches and interventions. This page describes signs and characteristics of autism, underlying causes, diagnosis, and interventions.
      • NDA The National Data Archive (NDA) is an NIMH-funded data repository that aims to accelerate progress on mental health disorder research through data sharing, data harmonization, and the reporting of research results. The NDA contains a large set of de-identified human subjects data from studies on autism, as well as other resources, that are available to qualified researchers for the purpose of advancing autism research.
    • National Institute of Neurological Disorders and Stroke (NINDS)
      • Autism Spectrum Disorder NINDS conducts research to better understand the neurological basis of autism and to improve early identification and interventions. This page provides an overview of autism.
    • National Institute on Deafness and Other Communication Disorders (NIDCD)
      • Communication Problems in Children with Autism Spectrum Disorder NIDCD conducts research on the basic science of autism and tests behavioral therapies. This page explains how ASD can affect communication and describes interventions that help improve communication skills.
    • U.S. National Library of Medicine (NLM) MedlinePlus
      • Autism Spectrum Disorder The NLM provides an overview of autism as well as resources such as health tools, statistics and research, and information on clinical trials.
  • Substance Abuse and Mental Health Services (SAMHSA)
    • About SAMHSA SAMHSA leads public health efforts to advance the behavioral health of the nation through reducing the impact of substance abuse and mental illness.
  • U.S. Food and Drug Administration (FDA)
    • About FDA The FDA is responsible for ensuring the safety, efficacy, and security of drugs, biological products, and medical devices; and for ensuring the safety of our nation’s food supply, cosmetics, and products that emit radiation.
• U.S. Department of Housing and Urban Development (HUD)
  • Office of Fair Housing/Equal Opportunity (FHEO) FHEO works to eliminate housing discrimination, promote economic opportunity, and achieve diverse, inclusive communities. FHEO enforces and develops federal fair housing policies and laws.
  • Office of Housing The Office of Housing operates the Federal Housing Administration (FHA) to provide mortgage insurance, manages HUD’s rental assistance programs for low and very low income households, and supports programs that provide housing for the elderly (Section 202) and people with disabilities (Section 811).
  • Office of Public and Indian Housing (PIH) PIH’s mission is to ensure safe, decent and affordable housing; create opportunities for residents’ self-sufficiency and economic independence; and to assure the fiscal integrity of program participants. Individuals can check out their local Public Housing Agency (PHA) to find affordable housing near them.
• U.S. Department of the Interior (DOI)
  • U.S. Environmental Protection Agency (EPA) The EPA works to ensure that Americans have clean air, land, and water; they also work to reduce environmental risks and enforce laws and policies that protect health and the environment. This page highlights how people can keep themselves and their families safe from environmental hazards.
• U.S. Department of Justice (DOJ)
  • Bureau of Justice Assistance (BJA) BJA provides grants, training and technical assistance, and policy development services to state, local, and tribal governments in order to build safer communities. BJA administers programs related to safety for people with disability.
• U.S. Department of Labor (DOL)
  • Office of Disability Employment Policy (ODEP) ODEP’s mission is to develop and influence policies and practices that increase the number and quality of employment opportunities for people with disabilities. Their Autism page includes a listing of programs that support employers, job seekers on the autism spectrum, service providers, and policy makers.
• U.S. Department of State
  • U.S. Agency for International Development (USAID)
    • Disability Programming USAID promotes the inclusion of people with disabilities across all USAID-funded work. USAID’s Disability Program Fund has supported more than 150 programs and activities in 65 countries. Program areas include democracy, human rights, and governance; economic growth and trade; and education; among others.
    • Disability Rights, Physical Rehabilitation, and Assistive Technologies USAID’s Bureau for Development, Democracy, and Innovation (DDI) supports efforts to include marginalized people, such as those with disabilities, in every aspect of society. This includes their commitment to supporting disability rights in other nations. USAID is also committed to improving access to physical rehabilitation services and assistive technology. This page describes their programs that support these efforts.
• U.S. Department of Transportation (DOT)
  • Federal Transit Administration (FTA) The FTA provides financial and technical assistance to local public transit systems, such as buses and subways. Their Office of Civil Rights works to ensure public transit providers comply with all nondiscrimination requirements. The FTA also supports the National Center for Mobility Management.
• U.S. Department of Veterans Affairs (VA)
  • Office of Research and Development (ORD) The VA supports a variety of research to enhance the well-being of Veterans and the nation. ORD invests in basic science, rehabilitation, clinical, and health services research. Past research has included the neurobiology of autism.

Independent Agencies

• National Council on Disability (NCD)
  • Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
  • Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
• National Science Foundation (NSF)
  • About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
• Social Security Administration (SSA)
  • Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
  • Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.

Transition from youth to adulthood

Websites and Programs

• U.S. Department of Education
  • National Technical Assistance Center on Transition NTACT assists education agencies and vocational rehabilitation services in implementing evidence-based practices to ensure students with disabilities are prepared for postsecondary education and employment. Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA).
• Association of University Centers on Disabilities
  • UCEDD/LEND Interdisciplinary & Interagency Transition Activities, Programs, or Projects The Association of University Centers on Disabilities (AUCD) is a membership organization that supports and promotes a national network of university-based interdisciplinary programs on disabilities. They offer some resources related to transition on their website and refer to information about transition at member organizations.

More Websites and Programs

Toolkits and Guides

• U.S. Department of Education’s Office of Special Education and Rehabilitation Services
  • A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.
• Autistic Self Advocacy Network
  • Roadmap to Transition: A Handbook for Autistic Youth Transitioning to Adulthood

ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.

More Toolkits and Guides

Reports

• National Council on Disability
  • Beyond Guardianship: Toward Alternatives That Promote Greater Self-Determination for People with Disabilities

March 22, 2018

This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).

• Drexel University
  • National Autism Indicators Report: High School Students on the Autism Spectrum

March 13, 2019

This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.

More Reports

Research Articles

• Roux AM, Rast JE, Garfield T, Anderson KA, Shattuck PT. Prevalence and Correlates of Work Experiences Among High School Students on the Autism Spectrum. Intellect Dev Disabil. 2020 Aug 1;58(4):273-287. doi: 10.1352/1934-9556-58.4.273. PMID: 32750712.
• Schall C, Sima AP, Avellone L, Wehman P, McDonough J, Brown A. The Effect of Business Internships Model and Employment on Enhancing the Independence of Young Adults With Significant Impact From Autism. Intellect Dev Disabil. 2020 Aug 1;58(4):301-313. doi: 10.1352/1934-9556-58.4.301. PMID: 32750714.

More Research Articles

Videos

• Office of National Autism Coordination and the National Autism Coordinator
  • Expanding Career Pathways for Youth and Young Adults on the Autism Spectrum: Employment as a Social Determinant of Health

March 23, 2020

This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.

• Got Transition
  • Webinar on Family Toolkit: Pediatric-to-Adult Health Care Transition

Employment

National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.

Websites and Programs

• U.S. Department of Labor’s Office of Disability Employment Policy
  • Job Accommodation Network (JAN) The Job Accommodation Network provides free, expert, and confidential guidance on workplace accommodations and employment issues. This resource includes information for employers, individuals seeking employment, and others.
• The Arc
  • Arc@Work

This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.

More Websites and Programs

Toolkits and Guides

• U.S. Department of Education’s Office of Special Education and Rehabilitation Services
  • A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide is part of OSERS’s efforts to ensure that all students and youth with disabilities are able to succeed in the workforce. This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.

• Autistic Self Advocacy Network
  • Real Work For Real Pay: A Self-Advocate’s Guide to Employment Policy

This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.

More Toolkits and Guides

Reports

• National Council on Disability
  • Students with Disabilities: Additional Information from Education Could Help States Provide Pre-Employment Transition Services

October 9, 2018

Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.

• Drexel University
  • Vocational Rehabilitation Service Utilization and Employment Outcomes Among Secondary Students on the Autism Spectrum

May 12, 2020

Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.

More Reports

Research Articles

• Anderson C, Butt C, Sarsony C. Young Adults on the Autism Spectrum and Early Employment-Related Experiences: Aspirations and Obstacles. J Autism Dev Disord. 2020 Apr 30. doi: 10.1007/s10803-020-04513-4. Online ahead of print. PMID: 32356082
• Rast JE, Roux AM, Shattuck PT. Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum. J Autism Dev Disord. 2020 Jun;50(6):2164-2173. doi: 10.1007/s10803-019-03972-8. PMID: 30848406

More Research Articles

Videos

• National Autism Coordinator, Office of National Autism Coordination
  • Expanding Career Pathways for Youth and Young Adults on the Autism Spectrum: Employment as a Social Determinant of Health

March 23, 2020

In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.

• Organization for Autism Research
  • Autism and the Skilled Trades

Housing

Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.

Websites and Programs

• Medicaid.Gov
  • Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
• The Arc
  • Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.

More Websites and Programs

Toolkits and Guides

• U.S. Department of Housing and Urban Development (HUD)
  • Guidance on Treatment of ABLE Accounts in HUD-Assisted Programs This document provides guidance on how housing providers should treat ABLE accounts.

• Autistic Self Advocacy Network (ASAN)
  • Accessing Home and Community-Based Services: A Guide for Self-Advocates

This handbook is designed to help people with disabilities find and use resources that promote independent living. It includes information on support services and waivers, housing, employment, and community resources. This handbook was created in partnership with Autism NOW Center.

More Toolkits and Guides

Reports

• National Council on Disability (NCD)
  • Preserving Our Freedom: Ending Institutionalization of People with Disabilities During and After Disasters

May 24, 2019

This report that examines occurrences of institutionalization of people with disabilities, as well as thwarted threats of institutionalization, during hurricanes and the California wildfires in 2017 and 2018. The NCD found that people with disabilities are frequently institutionalized during and after disasters due to conflicting federal guidance; a lack of equal access to emergency and disaster-related programs and services; and a lack of compliance with federal law.

• University of Minnesota, Residential Information Systems Project
  • In-Home and Residential Long-Term Supports and Services for Persons with Intellectual or Developmental Disabilities: Status and Trends Through 2016

June 2018

The Residential Information Systems Project (RISP) studies trends in residential service settings, funding, and expenditures for people with intellectual and developmental disabilities in the United States. The most recent report uses data through Fiscal Year 2016.

More Reports

Research Articles

• Crompton CJ, Michael C, Dawson M, Sue Fletcher-Watson S. Residential Care for Older Autistic Adults: Insights from Three Multiexpert Summits. Autism in Adulthood. 2020 Jun 10. 121-127. doi:10.1089/aut.2019.0080
• Oliver S, Gosden-Kaye EZ, Winkler D, Douglas JM. The outcomes of individualized housing for people with disability and complex needs: a scoping review. Disability and Rehabilitation. 2020 Jul 09. doi: 10.1080/09638288.2020.1785023

More Research Articles

Videos

• Interagency Autism Coordinating Committee (IACC)
  • 2019 IACC Workshop: Addressing the Housing Needs of People on the Autism Spectrum

July 23, 2019

This workshop focused on the housing needs of people on the autism spectrum and included examples of various housing models. Meeting details.

• • Autism After 21

July 26, 2017

JaLynn Prince, Adrienne McBride, and Desiree Kameka present Madison House Autism Foundation’s Autism After 21 initiative. Madison House aims to raise awareness of the abilities of and issues facing adults with autism. They also promote housing options for adults with autism and other I/DD through the Autism Housing Network. Meeting details.

For Service Providers and Public Services

Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals

http://librarysciencedegreesonline.org/libraries-and-autism/

Making Entertainment and Public Spaces More Autistim-Friendly

https://happiful.com/making-entertainment-and-public-spaces-more-autistic-friendly

The Ultimate List of Support Groups for Black Moms

Brown Mamas – Pittsburgh & U.S.  – Brown Mamas, Inc. has been around for seven years in the Pittsburgh region.  Brown Mamas began in the living room of Muffy Mendoza.  What started as 5 moms has grown to over 4000  Our mamas love our Pittsburgh chapter so much that we are expanding.  If you are mom who is ready to not just find her tribe, but to inspire other mothers and be the change she wants to see in her community, click here to learn more about starting your own Brown Mamas chapter.

Black Moms Connect – Canada & U.S.

Mommin’ Society – North Carolina & Online

Moms of Black Boys United – Atlanta & Online

Moms Make It Work – NYC

Mocha Moms, Inc. – U.S. (seriously, everywhere)

Whine & Cheese – 27 Chapters in U.S. (including D.C., PA, South Carolina, New York, etc.)

Black Women Do Breastfeed

Motherwork by Mater Mea – NYC

Beautiful Brown Girls Brunch Club – New Jersey

District Motherhued’s DMV MomTribe – D.C. Metro Area

Soul Food for Your Baby – Hawthorne, Calif.

Black Moms Blog Events – Atlanta, GA

Birthing Beautiful Communities – Cleveland, OH

Tessera Collective – Online, Self-Care Support

Melanin Mommies – Pittsburgh, PA

Pittsburgh Black Breastfeeding Circle –

Not-So Melinated Support Groups for Black Moms

Moms Club

La Leche League

Circle of Moms

Meetup.com

Facebook Support Groups for Black Moms

Black Stay-At-Home Mom Village

Black Moms Connection

Black Moms in Charge

Single Black Mothers

Moms of Black Daughters

Moms of Black Sons

Black Moms in College & Beyond

Breast Milk Donation for Black Moms

Sisterhood for Young Black Moms

Peer Support Group

Welcome to Neurokindred’s Online Autistic-led peer support groups.

As Autistic adults, we have often navigated a world feeling isolated and disconnected, our unique experiences not fully understood by those around us. This has been especially true in our interactions with others, including health professionals, where there’s been a notable lack of attunements.

Yet, there’s a hopeful aspect to this shared journey:
the powerful connection that comes from mutual understanding within the Autistic community. This sense of unity fosters belonging, acceptance, and validation.

Peer support groups are a testament to the strength found in shared experiences. Centering lived experience as the dominant narrative has empowering effects.

Research is finally tuning into what many disability, recovery and minority groups have been building for years-the power of shared experience and community. Crane et al. (2020) conducted a qualitative evaluation of an Autistic-led peer group program for late-identified Autistic adults.

INTERESTED?  FOLLOW THIS LINK TO REGISTER

Relationships: Boundaries & Self-Care

24/7 Weekdays & Weekends

Our ‘Boundaries & Self-Care’ support group provides a safe and nurturing space for individuals to explore and strengthen their personal boundaries while prioritizing their mental and emotional well-being.

When you create an account you’ll always come back to where you left off. With an account you can also be notified of new replies, save bookmarks, and use likes to thank others. We can all work together to make this community great.

Use the link Below to Join

https://supportgroups.com/

Some Resources for Families and Communities:

Due to recent tragic events across the country

Physical Effects

Physical Effects can include increased hypertension, illness and risky behaviors such as substance use.

Emotional Effects

Emotional effects can include depression, anxiety, anger, irritability and aggression.

Spiritual Effects

Spiritual effects can include a decreased sense of purpose, lack of connection with the larger community, isolation from larger social groups and reduced involvement in communal activities that you enjoy.

Potential reactions to racial stress or trauma

Insecure Feelings

Feelings of shame and lack of confidence due to feeling that a situation cannot be changed.

Lack of Trust

Feeling detached or a lack of trust for others due to experiencing multiple losses or letdowns. This can make it very difficult to seek out help and to identify potential safe sources of support.

Triggers

Reminders of the event, such as particular people or situations, can also trigger strong emotional or physical responses (e.g., crying or rapid heartbeat).

Difficulty Controlling Emotions

Difficulty controlling emotional responses (going from “zero to one hundred”) can occur as the body helps you adapt to potentially unsafe situations, making you feel constantly on “alert.”

The body’s response to the experience of racism can make accessing resources to cope with the situation difficult. Race-related stress is unique in that it threatens psychological resources that are needed to cope and fulfill basic needs such as financial support, housing, access to jobs, etc.

When your body is in stress mode, it is geared up to help you and your child survive, which sometimes leads to impulsive decisions. If you live in a chronic state of stress related to racism, you can start to engage in survival coping. Survival coping can help you to deal with very hard or potentially life-threatening situations. However, if you continue to exist in this mode long-term, it can make it difficult to enjoy being in the moment with your child and can reduce your ability to feel safe and in control.

What impact can racial stress have on your parenting?

Experiencing race-related stress can also impact the quality of parenting relationships in the following ways:

Impostor syndrome

When you are exposed to racism repeatedly, you often start doubting yourself and can feel like you are an imposter in dominant culture settings or in settings where you feel as though you do not belong. Your inner thoughts might sound something like: “Am I being judged?” “Am I worthy?” “I got lucky.” “I only got this because I am Black.”

Being overly alert (hypervigilance)

Experiencing racial stress can make you more aware of potential dangers and negative experiences that can occur. This, in turn, can make the experience of parenting even more stressful. When you interact with your children, you can sometimes be reminded of negative race-related experiences that you had when you were a child. This reminder can amp up emotional responses, or hyperarousal, making it hard for you to “keep your cool” and be open to flexible problem solving.

“Helicopter parenting” (monitoring in fear)

These experiences of racism and unwarranted blame or lack of acceptance can make you want to protect your children so much, that you don’t allow them to explore in the way that they need to. You may shelter them from failures, which everyone needs to experience in order to learn how to manage everyday life. You may tend to be overly cautious or suspicious. Examples can include not allowing your children to have sleepovers or go to the park, even with your supervision.

Difficulty regulating emotions

• When your past influences your emotional state, it can affect your emotional responses to both big and minor stressors with children, such as when they misbehave. This, in turn, can lead to being overprotective or overuse of physical discipline, as a means of survival.
• For children, having parents who can keep perspective (stay cool) when children are upset, or misbehaving is very important. Likewise, it is important to stay calm when disciplining a child, otherwise discipline may go overboard. Both of these things can be hard if you are having difficulty controlling your emotions.

Avoidance

• Avoiding situations that are related to racism can be a needed strategy to survive; such as instances that may involve violence or threat to yourself or your family. Sometimes you may avoid reminders of past experiences due to the pain or discomfort they cause.
• If you find yourself avoiding strong feelings or situations with your child that bring up painful memories, it may make it hard to show affection and support for your child. It may even make it difficult to know how to provide emotional support for your child during times of stress. For instance, if your child brings up their own experience of oppression or an event in their life reminds you of something from your own childhood.

Mistrusting others

• Racism can lead to distrust or mistrust of other communities. Internalized racism is when you begin to accept negative messages about your own abilities and inherent worth by the dominant group in society.
• When you use society’s norms to judge yourself, you can feel depressed, unworthy and just not good enough. You are taught in many ways to take these feelings and paint them onto another group.
• Intra and interracial violence, contention among disenfranchised communities or color, and the way the media conveys information about people of color, contribute to this.
• This kind of coping can make you more vulnerable to racism, because on some level you may believe in racial hierarchy and difference when you belittle other groups. And when you show your children that it is right to discriminate against certain other groups, you make them more vulnerable to discrimination that they face.

Minimizing racism

• Racism is overwhelming, as is the history of violence. You are sometimes taught that accepting this and minimizing racism is the only thing you can do. But when you ignore racism, and accept powerlessness, you encourage your kids to internalize racism. This can lead to increased levels of depression, anxiety and externalizing behaviors (e.g., engaging in risky behaviors, such as alcohol or substance use).
• When you believe that you should be able to handle and manage it all without a break or without asking for help, you are at increased risk for health problems and can miss important cues about your well-being and safety.

Self-blame

Experiencing chronically unfair and dangerous discriminatory practices due to race can lead to feelings of low worth. For parents, this can also lead to a questioning of your parenting choices and abilities.

Unbalanced Racial and Ethnic Socialization (RES)

Unbalanced messaging or communication about race and ethnicity occurs when you only promote messages of mistrust, preparation for bias, or only give racial pride messages to your children.

So, what can you do to mitigate racial stress?

As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.

There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.

• Build or access a support network
• Incorporate traditions at home
• Get some exercise
• Deep breathing
• Journal
• Limit your media intake
• Counseling/therapy Spirituality
• Podcast

Talking with Children About Tragic Events

What do we tell our children? How do we reassure them of their own safety?

At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.

Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.

1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.

Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.

It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.

2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.

3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.

That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.

4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.

Here are some principles to keep in mind as you talk with children:

1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.

2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.

While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.

3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.

Helping Children with Tragic Events in the News

What is Autism?

What you should know

Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.

Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links

• Definition of Autism Disorder
• Autism Symptoms
• What Autism is Not!
• What Causes Autism
• Autism Research Information
• Spectrum of Autism Disorders

Autism-Definition

Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.

Click each of these following titles learn more….

Autism Symptoms

Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.

Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.

What Autism is Not

Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.

What Causes Autism

It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.

Autism Research

There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.

Other Autism Spectrum Disorders

Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.

Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.

High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.

FAQ about Autism Special Education and IEP

This is an important list of questions and answers to help you deal with special education issues at your school.

Autism Tips for working with Teachers

This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.

Tip: Go to our Autism education discussion boards and post a question with other parents.

Early Origins of Autism

ADDITIONAL LINKS TO RESOURCES AND EXPERTISE

Ask an Expert on Autism

Health Finder

Talk to Autism Expert

National Institutes of Mental Health

Combined Health Information Database

Abstracts on Autism

Searchable Directory of Autism Resources

CLICK HERE TO VISIT THE DIRECTORY PAGE 

Or Click on the Topic area directly below

Adult Resources

Attorneys & Advocates

Behavior/Family Training

Community Living

Education

Medical Providers/Diagnosis

Non-English Resources

Respite Care Providers

Safety

Sports & Camps

Therapy Providers

Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format.  The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.

English:

• Employment
• Future Planning
• Inclusion
• Individualized Education Programs (IEPs)
• Relationships and Sexuality
• Self-Advocacy
• Social Security

Spanish:

• Empleo
• Planear el Futuro
• Inclusión
• Programas Educativos Individualizados (IEP)
• Relaciones y Sexualidad
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Interagency Autism Coordination Committee

About Autism

Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.

People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.

ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.

With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.

This page includes resources that provide general information about autism.

Websites and Programs

• National Institute of Mental Health (NIMH)
  • Autism Spectrum Disorder NIMH supports research and clinical trials investigating the underlying basis of autism, new approaches to screening, effective interventions, and other topics related to ASD. This NIMH page describes signs of autism, underlying biology, diagnosis, and interventions.
• Autistic Self Advocacy Network
  • About Autism

The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.

More Websites and Programs

Toolkits and Guides

• Centers for Disease Control and Prevention (CDC)’s National Center on Birth Defects and Developmental Disabilities (NCBDDD)
  • Learn the Signs. Act Early This course teaches parents about developmental milestones and what to do if they are concerned about their child’s development.
• Autism Speaks
  • 100 Day Kit for Young Children

This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.

More Toolkits and Guides

Reports

• Centers for Disease Control and Prevention (CDC)’s National Center on Birth Defects and Developmental Disabilities (NCBDDD)
  • 2020 Community Report on Autism

March 2020

This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.

• • Key Findings: CDC Releases First Estimates of the Number of Adults Living with Autism Spectrum Disorder in the United States

March 2020

The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.

More Reports

Videos

• National Institute of Mental Health
  • Podcast: Autism in Adults

April 24, 2019

NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.

• Simons Foundation/SPARK
  • Webinar: Autism Acceptance

Federal Departments and Agencies

This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.

• U.S. Department of Defense (DOD)
  • Congressionally Directed Medical Research Programs (CDMRP) The CDMRP provides funding for high impact, high risk, and high gains projects. These projects include the Autism Research Program.
  • TRICARE TRICARE is the military’s health benefits program that provides coverage for healthcare and services for service member family members, including those with disabilities. TRICARE covers a variety of services for beneficiaries with ASD, such as occupational and physical therapy. TRICARE also covers Applied Behavioral Analysis (ABA) through the TRICARE Comprehensive Autism Care Demonstration (Autism Care Demo).
• U.S. Department of Education (ED)
  • Office of Special Education and Rehabilitative Services (OSERS) OSERS supports programs that serve millions of children, youth and adults with disabilities. These programs include school-based services and pre-employment services. The IDEA website provides resources and information on the Individuals with Disabilities Education Act, which guarantees every child the right to a free appropriate public education (FAPE).
  • The Institute of Education Sciences (IES) IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Their mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public. IES supports research on education for children with disabilities.
  • The Rehabilitation Services Administration (RSA) RSA provides leadership and resources to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence, and integration into the community and the competitive labor market.
• U.S. Department of Health and Human Services (HHS)
  • Autism Information HHS’ mission is to enhance the health and well-being of all Americans by providing essential health and human services and fostering advances in science, medicine, and social services. This page provides a general overview of autism, including signs, screening and diagnosis, and more.
  • Administration for Children and Families (ACF)
    • Autism Awareness and Acceptance in Early Childhood Education ACF promotes the economic and social well-being of children, families, individuals, and communities. This page highlights the role of early care and education providers and the services that are available to children with ASD under the Individuals with Disabilities Education Act (IDEA).
    • Birth to 5: Watch Me Thrive! Birth to 5: Watch Me Thrive! is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. This page includes guides tailored towards early care and education providers, service providers, families, and more.
  • Administration for Community Living (ACL)
    • National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) The National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) at ACL strives to support people with disabilities in their chosen community by investing in research related to inclusion and accommodations.
  • Agency for Healthcare Research and Quality (AHRQ)
    • Center for Evidence and Practice Improvement (CEPI) AHRQ is charged with improving the safety and quality of America’s healthcare system through research, tools and training, and data. This center’s mission is to conduct and support research that can improve the quality of health care patients receive and ultimately help patients and clinicians make health care decisions based on evidence about what works best. They operate the National Center for Excellence in Primary Care Research.
    • Office of Extramural Research, Education, and Priority Populations (OEREP) OEREP directs the scientific review process for grants and contracts, manages Agency research training programs, evaluates the scientific contribution of proposed and ongoing research and demonstrations, and supports and conducts health services research on priority populations.
  • Centers for Disease Control and Prevention (CDC)
    • Autism Spectrum Disorder The CDC is responsible for tracking the prevalence rate of autism and strives to identify autism as early as possible. This page highlights this work and their Learn The Signs. Act Early. program, which helps parents track their child’s developmental milestones.
  • Centers for Medicare and Medicaid Services (CMS)
    • Autism Services CMS administers the Medicare program and works with state governors to administer Medicaid, the Children’s Health Insurance Program (CHIP), and health insurance policy standards. Autism services and supports are available through Medicaid.
    • Home and Community-Based Services (HCBS) HCBS waivers allow participating states to deliver services to people in their community rather than in an institutionalized setting. This page includes information about the programs that are covered by HSBS waivers.
  • Health Resources and Services Administration (HRSA)
    • Autism The Maternal and Child Health Bureau at HRSA works to improve the well-being of mothers, children, and families. They address autism through education, early detection, and intervention. Their efforts include training for professionals, improving access to services, and promoting interdisciplinary research on effective interventions.
  • Indian Health Service (IHS)
    • Autism IHS provides federal health services to American Indians and Alaska Natives (AI/AN). This page highlights their autism initiatives.
  • National Institutes of Health (NIH)
    • The National Institutes of Health (NIH) is the nation’s medical research agency — making important discoveries that improve health and save lives.
    • Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
      • Autism Spectrum Disorder NICHD researches what causes autism, how to recognize the signs, and intervention approaches. This page gives an overview of ASD.
    • National Human Genome Research Institute (NHGRI)
      • About Autism NHGRI focuses on advances in genomics research. This page describes the role of genetics in autism.
    • National Institute of Dental and Craniofacial Research (NICDR)
      • Developmental Disabilities and Oral Health NICDR strives to improve dental, oral, and craniofacial health by supporting research. This page provides an overview of challenges to oral hygiene that people with autism and other developmental disabilities may experience and provides tips for caregivers and dental professionals.
    • National Institute of Environmental Health Sciences (NIEHS)
      • Autism NIEHS studies environmental factors thought to contribute to the development of autism. This page provides an overview of these factors and describes large-scale studies.
    • National Institute of Mental Health (NIMH)
      • Autism Spectrum Disorder NIMH strives to understand the underlying basis of autism and conducts clinical trials for new screening approaches and interventions. This page describes signs and characteristics of autism, underlying causes, diagnosis, and interventions.
      • NDA The National Data Archive (NDA) is an NIMH-funded data repository that aims to accelerate progress on mental health disorder research through data sharing, data harmonization, and the reporting of research results. The NDA contains a large set of de-identified human subjects data from studies on autism, as well as other resources, that are available to qualified researchers for the purpose of advancing autism research.
    • National Institute of Neurological Disorders and Stroke (NINDS)
      • Autism Spectrum Disorder NINDS conducts research to better understand the neurological basis of autism and to improve early identification and interventions. This page provides an overview of autism.
    • National Institute on Deafness and Other Communication Disorders (NIDCD)
      • Communication Problems in Children with Autism Spectrum Disorder NIDCD conducts research on the basic science of autism and tests behavioral therapies. This page explains how ASD can affect communication and describes interventions that help improve communication skills.
    • U.S. National Library of Medicine (NLM) MedlinePlus
      • Autism Spectrum Disorder The NLM provides an overview of autism as well as resources such as health tools, statistics and research, and information on clinical trials.
  • Substance Abuse and Mental Health Services (SAMHSA)
    • About SAMHSA SAMHSA leads public health efforts to advance the behavioral health of the nation through reducing the impact of substance abuse and mental illness.
  • U.S. Food and Drug Administration (FDA)
    • About FDA The FDA is responsible for ensuring the safety, efficacy, and security of drugs, biological products, and medical devices; and for ensuring the safety of our nation’s food supply, cosmetics, and products that emit radiation.
• U.S. Department of Housing and Urban Development (HUD)
  • Office of Fair Housing/Equal Opportunity (FHEO) FHEO works to eliminate housing discrimination, promote economic opportunity, and achieve diverse, inclusive communities. FHEO enforces and develops federal fair housing policies and laws.
  • Office of Housing The Office of Housing operates the Federal Housing Administration (FHA) to provide mortgage insurance, manages HUD’s rental assistance programs for low and very low income households, and supports programs that provide housing for the elderly (Section 202) and people with disabilities (Section 811).
  • Office of Public and Indian Housing (PIH) PIH’s mission is to ensure safe, decent and affordable housing; create opportunities for residents’ self-sufficiency and economic independence; and to assure the fiscal integrity of program participants. Individuals can check out their local Public Housing Agency (PHA) to find affordable housing near them.
• U.S. Department of the Interior (DOI)
  • U.S. Environmental Protection Agency (EPA) The EPA works to ensure that Americans have clean air, land, and water; they also work to reduce environmental risks and enforce laws and policies that protect health and the environment. This page highlights how people can keep themselves and their families safe from environmental hazards.
• U.S. Department of Justice (DOJ)
  • Bureau of Justice Assistance (BJA) BJA provides grants, training and technical assistance, and policy development services to state, local, and tribal governments in order to build safer communities. BJA administers programs related to safety for people with disability.
• U.S. Department of Labor (DOL)
  • Office of Disability Employment Policy (ODEP) ODEP’s mission is to develop and influence policies and practices that increase the number and quality of employment opportunities for people with disabilities. Their Autism page includes a listing of programs that support employers, job seekers on the autism spectrum, service providers, and policy makers.
• U.S. Department of State
  • U.S. Agency for International Development (USAID)
    • Disability Programming USAID promotes the inclusion of people with disabilities across all USAID-funded work. USAID’s Disability Program Fund has supported more than 150 programs and activities in 65 countries. Program areas include democracy, human rights, and governance; economic growth and trade; and education; among others.
    • Disability Rights, Physical Rehabilitation, and Assistive Technologies USAID’s Bureau for Development, Democracy, and Innovation (DDI) supports efforts to include marginalized people, such as those with disabilities, in every aspect of society. This includes their commitment to supporting disability rights in other nations. USAID is also committed to improving access to physical rehabilitation services and assistive technology. This page describes their programs that support these efforts.
• U.S. Department of Transportation (DOT)
  • Federal Transit Administration (FTA) The FTA provides financial and technical assistance to local public transit systems, such as buses and subways. Their Office of Civil Rights works to ensure public transit providers comply with all nondiscrimination requirements. The FTA also supports the National Center for Mobility Management.
• U.S. Department of Veterans Affairs (VA)
  • Office of Research and Development (ORD) The VA supports a variety of research to enhance the well-being of Veterans and the nation. ORD invests in basic science, rehabilitation, clinical, and health services research. Past research has included the neurobiology of autism.

Independent Agencies

• National Council on Disability (NCD)
  • Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
  • Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
• National Science Foundation (NSF)
  • About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
• Social Security Administration (SSA)
  • Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
  • Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.

Transition from youth to adulthood

Websites and Programs

• U.S. Department of Education
  • National Technical Assistance Center on Transition NTACT assists education agencies and vocational rehabilitation services in implementing evidence-based practices to ensure students with disabilities are prepared for postsecondary education and employment. Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA).
• Association of University Centers on Disabilities
  • UCEDD/LEND Interdisciplinary & Interagency Transition Activities, Programs, or Projects The Association of University Centers on Disabilities (AUCD) is a membership organization that supports and promotes a national network of university-based interdisciplinary programs on disabilities. They offer some resources related to transition on their website and refer to information about transition at member organizations.

More Websites and Programs

Toolkits and Guides

• U.S. Department of Education’s Office of Special Education and Rehabilitation Services
  • A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.
• Autistic Self Advocacy Network
  • Roadmap to Transition: A Handbook for Autistic Youth Transitioning to Adulthood

ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.

More Toolkits and Guides

Reports

• National Council on Disability
  • Beyond Guardianship: Toward Alternatives That Promote Greater Self-Determination for People with Disabilities

March 22, 2018

This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).

• Drexel University
  • National Autism Indicators Report: High School Students on the Autism Spectrum

March 13, 2019

This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.

More Reports

Research Articles

• Roux AM, Rast JE, Garfield T, Anderson KA, Shattuck PT. Prevalence and Correlates of Work Experiences Among High School Students on the Autism Spectrum. Intellect Dev Disabil. 2020 Aug 1;58(4):273-287. doi: 10.1352/1934-9556-58.4.273. PMID: 32750712.
• Schall C, Sima AP, Avellone L, Wehman P, McDonough J, Brown A. The Effect of Business Internships Model and Employment on Enhancing the Independence of Young Adults With Significant Impact From Autism. Intellect Dev Disabil. 2020 Aug 1;58(4):301-313. doi: 10.1352/1934-9556-58.4.301. PMID: 32750714.

More Research Articles

Videos

• Office of National Autism Coordination and the National Autism Coordinator
  • Expanding Career Pathways for Youth and Young Adults on the Autism Spectrum: Employment as a Social Determinant of Health

March 23, 2020

This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.

• Got Transition
  • Webinar on Family Toolkit: Pediatric-to-Adult Health Care Transition

Employment

National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.

Websites and Programs

• U.S. Department of Labor’s Office of Disability Employment Policy
  • Job Accommodation Network (JAN) The Job Accommodation Network provides free, expert, and confidential guidance on workplace accommodations and employment issues. This resource includes information for employers, individuals seeking employment, and others.
• The Arc
  • Arc@Work

This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.

More Websites and Programs

Toolkits and Guides

• U.S. Department of Education’s Office of Special Education and Rehabilitation Services
  • A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide is part of OSERS’s efforts to ensure that all students and youth with disabilities are able to succeed in the workforce. This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.

• Autistic Self Advocacy Network
  • Real Work For Real Pay: A Self-Advocate’s Guide to Employment Policy

This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.

More Toolkits and Guides

Reports

• National Council on Disability
  • Students with Disabilities: Additional Information from Education Could Help States Provide Pre-Employment Transition Services

October 9, 2018

Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.

• Drexel University
  • Vocational Rehabilitation Service Utilization and Employment Outcomes Among Secondary Students on the Autism Spectrum

May 12, 2020

Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.

More Reports

Research Articles

• Anderson C, Butt C, Sarsony C. Young Adults on the Autism Spectrum and Early Employment-Related Experiences: Aspirations and Obstacles. J Autism Dev Disord. 2020 Apr 30. doi: 10.1007/s10803-020-04513-4. Online ahead of print. PMID: 32356082
• Rast JE, Roux AM, Shattuck PT. Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum. J Autism Dev Disord. 2020 Jun;50(6):2164-2173. doi: 10.1007/s10803-019-03972-8. PMID: 30848406

More Research Articles

Videos

• National Autism Coordinator, Office of National Autism Coordination
  • Expanding Career Pathways for Youth and Young Adults on the Autism Spectrum: Employment as a Social Determinant of Health

March 23, 2020

In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.

• Organization for Autism Research
  • Autism and the Skilled Trades

Housing

Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.

Websites and Programs

• Medicaid.Gov
  • Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
• The Arc
  • Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.

More Websites and Programs

Toolkits and Guides

• U.S. Department of Housing and Urban Development (HUD)
  • Guidance on Treatment of ABLE Accounts in HUD-Assisted Programs This document provides guidance on how housing providers should treat ABLE accounts.

• Autistic Self Advocacy Network (ASAN)
  • Accessing Home and Community-Based Services: A Guide for Self-Advocates