{"id":17598,"date":"2024-05-25T11:48:48","date_gmt":"2024-05-25T16:48:48","guid":{"rendered":"https:\/\/kaput-rooftop.flywheelsites.com\/?p=17598"},"modified":"2024-07-16T10:43:49","modified_gmt":"2024-07-16T15:43:49","slug":"changes-in-autism-symptoms-across-childhood","status":"publish","type":"post","link":"https:\/\/autism.org\/changes-in-autism-symptoms-across-childhood\/","title":{"rendered":"Changes in Autism Symptoms Across Childhood"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-first\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:13.3333%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_2_3 2_3 fusion-two-third\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:65.3333%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-1\" style=\"--awb-text-transform:none;\"><p><span style=\"font-weight: 400;\"><a href=\"#jump\">Dr. Waizbard-Bartov<\/a> discusses changes in autism symptoms across childhood. She outlines the Autism Phenome Project and study methods for her recent work. The speaker presents findings on the frequency, patterns, and predictors of symptom severity changes across childhood periods in autism. Waizbard-Bartov touches on the intersection of autism symptom severity, assigned sex, and environmental factors. She summarizes presentation findings and considers pathways of future research before the Q&amp;A.\u00a0<\/span><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-video fusion-youtube fusion-aligncenter\" style=\"--awb-max-width:600px;--awb-max-height:360px;--awb-width:100%;\"><div class=\"video-shortcode\"><div class=\"fluid-width-video-wrapper\" style=\"padding-top:60%;\" ><iframe title=\"YouTube video player 1\" src=\"https:\/\/www.youtube.com\/embed\/wmnUND045iM?wmode=transparent&autoplay=0\" width=\"600\" height=\"360\" allowfullscreen allow=\"autoplay; fullscreen\"><\/iframe><\/div><\/div><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20 px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-2\" style=\"--awb-text-transform:none;\"><h2><b>In this webinar:<\/b><\/h2>\n<p><b>1:09 <\/b>&#8211; What is autism<b><br \/>\n5:00 <\/b>&#8211; Social communication and RRB<b><br \/>\n12:06 <\/b>&#8211; Autism Phenome Project<b><br \/>\n16:15 <\/b>&#8211; Study methods<b><br \/>\n20:15 <\/b>&#8211; Changes in autism symptom severity across childhood<b><br \/>\n24:30 <\/b>&#8211; Variations in patterns of symptom change<b><br \/>\n28:05 <\/b>&#8211; Predictors of changes in severity across childhood<b><br \/>\n30:25 <\/b>&#8211; Sex differences<b><br \/>\n35:40 <\/b>&#8211; Adaptive function<b><br \/>\n37:44 <\/b>&#8211; Parental characteristics<b><br \/>\n39:10 <\/b>&#8211; Co-occurring mental health conditions<b><br \/>\n<\/b><\/p>\n<h2><b>What is autism?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Waizbard-Bartov describes autism as a neurodevelopmental condition broadly defined by difficulties with social communication and restrictive, repetitive behaviors (RRB) <\/span><b>(1:09)<\/b><span style=\"font-weight: 400;\">. For an autism assessment, social communication differences are subcategorized into social-emotional behavior, atypical nonverbal social behavior, and difficulty creating and maintaining relationships <\/span><b>(2:15)<\/b><span style=\"font-weight: 400;\">. RRBs are also subcategorized into stereotyped repetitive speech or actions, excessive adherence to non-functional routines, restricted\/fixated interests, and atypical sensory behaviors <\/span><b>(4:19)<\/b><span style=\"font-weight: 400;\">. The speaker draws on her time working with preschoolers to illustrate how core characteristics\/symptoms of autism range in presentation and severity across individuals and time <\/span><b>(8:00)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><b>Study methods<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">The presenter outlines the Autism Phenome Project (APP), a longitudinal study of nearly 700 autistic and non-autistic children across five time points from early childhood to early adulthood <\/span><b>(12:06)<\/b><span style=\"font-weight: 400;\">. At each time point, the ongoing study assesses blood, MRI, language development, memory and attention, co-occurring conditions, and parental perspectives <\/span><b>(14:20)<\/b><span style=\"font-weight: 400;\">. Waizbard-Bartov describes her recent work on autism symptom trajectories across early (ages 3 &#8211; 6) and middle childhood (ages 6 &#8211; 11.5) <\/span><b>(11:25)<\/b><span style=\"font-weight: 400;\">. Her team used APP data for 183 autistic children (30% female-presenting) at three times points: between ages two and three and a half (2 &#8211; 3.5 yrs), between ages four and six (4 &#8211; 6 yrs), and again between ages nine and twelve (9 &#8211; 12 yrs) <\/span><b>(16:15)<\/b><span style=\"font-weight: 400;\">. Researchers used the calibrated severity scores from the Autism Diagnostic Observation Schedule (ADOS) to track symptom severity across time and domains <\/span><b>(17:50)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><b>Q1: How common is change in autism symptom severity across childhood?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Researchers divided children into three groups based on observed changes in symptom severity across the first two time points (early childhood; ages 3 &#8211; 6). Of these, 54% remained stable, 29% significantly decreased, and 17% increased dramatically in symptom severity across early childhood <\/span><b>(20:15)<\/b><span style=\"font-weight: 400;\">. Correlations between behaviors and brain development were also found, where children with increased severity had slower <a href=\"https:\/\/autism.org\/white-matter\/\">white matter development<\/a> compared to those with decreased symptom severity <\/span><b>(21:43)<\/b><span style=\"font-weight: 400;\">. When assessments were extended to the third time point (middle childhood; around age 11.5), the same three groups were identified, where 49% remained stable, 27% experienced a consistent decrease, and 24% experienced a consistent increase in symptom severity <\/span><b>(22:55)<\/b><span style=\"font-weight: 400;\">. Waizbard-Bartov reiterates that about half of children in the study demonstrated changes in severity across early and middle childhood, suggesting that such changes may be expected in autism <\/span><b>(24:00)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><b>Q2: Do patterns of change vary across periods of childhood?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">To understand patterns of symptom change across time, the presenter and her team compared early childhood severity changes to those of middle childhood (third time point). Results showed increases in symptom severity are equally as likely to occur during early and middle childhood, while decreases in severity are significantly more likely to occur in early childhood only <\/span><b>(24:30)<\/b><span style=\"font-weight: 400;\">. Researchers also found that more than 60% of the sample showed different patterns of change across childhood periods (i.e., decreased in early childhood and stable or increasing during middle childhood) <\/span><b>(25:35)<\/b><span style=\"font-weight: 400;\">. Waizbard-Bartov summarizes these findings, asserting that patterns of severity change across periods of childhood in autism <\/span><b>(27:15)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><b>Q3: What predicts directional changes in symptoms across childhood?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">To assess predictors of symptom severity changes in autism, Waizbard-Bartov and her team assessed related variables:<\/span><\/p>\n<h3><b>Cognitive ability\/IQ<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Results showed that children with decreased severity in early childhood had a higher IQ at the first two time points and exhibited IQ gains over time <\/span><b>(28:45)<\/b><span style=\"font-weight: 400;\">. Comparatively, those with increased severity had lower IQ at both time points that remained stable across time <\/span><b>(29:30)<\/b><span style=\"font-weight: 400;\">. The speaker asserts that these findings suggest a strong association between cognitive abilities and symptom severity during early development.\u00a0<\/span><\/p>\n<h3><b>Sex differences<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Researchers found in female-presenting participants, symptom severity is likely to decrease or remain stable. However, for male-presenting participants, increases and decreases in severity are equally likely to occur <\/span><b>(30:25)<\/b><span style=\"font-weight: 400;\">. Further, calibrated severity scores revealed that female-presenting individuals show significant severity decreases in total symptoms and, more specifically, in RRB, especially during middle school. Conversely, male-presenting individuals show stable total symptom and RRB scores across childhood <\/span><b>(31:15)<\/b><span style=\"font-weight: 400;\">. The presenter discusses sex-compared changes across ADOS items, highlighting the stark trajectory differences between sex groups <\/span><b>(33:15)<\/b><span style=\"font-weight: 400;\">.\u00a0\u00a0<\/span><\/p>\n<h3><b>Adaptive function<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Adaptive functioning is meaningful for everyday life, and all three groups had the same score at age one. However, by age six, those experiencing decreases in severity had significantly higher adaptive functioning than those with increasing severity <\/span><b>(35:40)<\/b><span style=\"font-weight: 400;\">. The presenter explains how those with increasing severity did not necessarily lose adaptive function skills but that their rate of progress steadily slowed over time <\/span><b>(36:40)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h3><b>Parental characteristics<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Waizbard-Bartov and her team also found that fathers and mothers of children with decreasing severity were generally older and more educated. Contrastingly, parents of children with increasing severity were younger and less educated. The speaker notes the intersectionality of education and socioeconomic status and its impact on resource accessibility and self-advocacy <\/span><b>(37:44)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h3><b>Co-occurring mental health conditions<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Results showed a significant correlation between aspects of <a href=\"https:\/\/autism.org\/mental-health-autism\/\">mental health and autism<\/a> symptom domains <\/span><b>(39:10)<\/b><span style=\"font-weight: 400;\">. For example, 21% of participants had significant increases in both the severity of social communication issues and anxiety as they entered elementary school. ADHD levels also rose across middle school, and by age eleven, 84% of participants met the clinical requirements for an anxiety disorder <\/span><b>(41:25)<\/b><span style=\"font-weight: 400;\">. In female-presenting participants, improvements in RRB overtime ran parallel to increases in anxiety, where 94% had clinical anxiety disorders by age eleven <\/span><b>(44:26)<\/b><span style=\"font-weight: 400;\">. Waizbard-Bartov and her team found no evidence that initial symptom severity can predict changes across childhood, meaning everyone has the same potential for change <\/span><b>(45:05)<\/b><span style=\"font-weight: 400;\">. The presenter summarizes the findings for question three, noting that severity changes are correlated with assigned sex, IQ, adaptive functioning, parental characteristics, and mental health conditions <\/span><b>(46:45)<\/b><span style=\"font-weight: 400;\">.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/32410098\/\"><i><span style=\"font-weight: 400;\">Trajectories of Autism Symptom Severity Change During Early Childhood<\/span><\/i><\/a> <span style=\"font-weight: 400;\">(Waizbard-Bartov et al., 2021)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/35084115\/\"><i><span style=\"font-weight: 400;\">Identifying autism symptom severity trajectories across childhood<\/span><\/i><\/a> <span style=\"font-weight: 400;\">(Waizbard-Bartov et al., 2022)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/13623613231195108\"><i><span style=\"font-weight: 400;\">Changes in the severity of autism symptom domains are related to mental health challenges during middle childhood<\/span><\/i><\/a><span style=\"font-weight: 400;\"> (Waizbard-Bartov et al., 2023)<\/span><\/li>\n<\/ul>\n<h2><b>Conclusion<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Waizbard-Bartov summarizes research findings, underscoring that the severity of autism symptoms can change substantially across childhood periods and that patterns of change are not linear. She highlights that a child&#8217;s characteristics and environment can predict directional changes and that children have the potential for different severity trajectories regardless of their initial levels <\/span><b>(47:55)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">She outlines future research directions, including how severity is affected during adolescence and how interactions between symptom severity and other characteristics play out over time <\/span><b>(49:15)<\/b><span style=\"font-weight: 400;\">. The presenter highlights current research around the impact of sex on symptom severity, underscoring the potential effects of camouflaging specific to <a href=\"https:\/\/autism.org\/women-in-autism\/\">female-presenting individuals <\/a><\/span><b>(51:10)<\/b><span style=\"font-weight: 400;\">. The speaker provides thanks and acknowledgments before the Q&amp;A <\/span><b>(53:25)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><strong><em>Originally published on May 15, 2024<\/em><\/strong><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:40px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:40px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-last\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:13.3333%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div id=\"jump\" class=\"fusion-container-anchor\"><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 has-pattern-background has-mask-background nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-bg-size:cover;width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% ) * 0.33333333333333 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-3\" style=\"--awb-text-transform:none;\"><p><strong>The speaker:<\/strong><\/p>\n<p class=\"elementtoproof\"><span style=\"font-size: 12.0pt; color: black; background: white;\"><img decoding=\"async\" class=\"lazyload  wp-image-17599 alignleft\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/01\/EinatWaizbardBartov-150x150.jpg\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/01\/EinatWaizbardBartov-150x150.jpg\" alt=\"\" width=\"94\" height=\"94\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2794%27%20height%3D%2794%27%20viewBox%3D%270%200%2094%2094%27%3E%3Crect%20width%3D%2794%27%20height%3D%2794%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/01\/EinatWaizbardBartov-66x66.jpg 66w, https:\/\/autism.org\/wp-content\/uploads\/2024\/01\/EinatWaizbardBartov-150x150.jpg 150w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 94px) 100vw, 94px\" \/>Dr. Einat Waizbard-Bartov<b>\u00a0<\/b>is a post-doctoral researcher working with Dr. Ilan Dinstein at the Azrieli National Centre for Autism and Neurodevelopment Research\u00a0at Ben-Gurion University, Israel. Dr. Waizbard-Bartov completed her doctoral studies at the University of California, Davis, working with Dr. David Amaral at the UC Davis MIND Institute\u2019s Autism Phenome Project. She is also a licensed clinical psychologist trained in autism assessment and play-based and cognitive-behavioral therapies with children. Dr. Waizbard-Bartov is especially interested in assessment and measurement of autism symptoms, developmental trajectories across the life span and how these translate into individual needs, and the female autism phenotype. \u00a0<\/span><\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-size:cover;width:66.666666666667%;width:calc(66.666666666667% - ( ( 4% ) * 0.66666666666667 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-4\"><h4>Take the knowledge quiz<\/h4>\n<p>Can&#8217;t see the quiz below? 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class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-recent-posts fusion-recent-posts-1 avada-container layout-default layout-columns-3\"><section class=\"fusion-columns columns fusion-columns-3 columns-3\"><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/age-and-diagnosis\/\" aria-label=\"How Age &#8211; and Age of Diagnosis &#8211; Affect Quality of Life\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/09\/AdobeStock_120494780-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"autism written on the white paper with the glasses on it\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271690%27%20viewBox%3D%270%200%202560%201690%27%3E%3Crect%20width%3D%272560%27%20height%3D%271690%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/09\/AdobeStock_120494780-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/09\/AdobeStock_120494780-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2019\/09\/AdobeStock_120494780-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-01-21T17:00:03-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/age-and-diagnosis\/\">How Age &#8211; and Age of Diagnosis &#8211; Affect Quality of Life<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-01-21T17:00:03-05:00<\/span><span>May 2nd, 2023<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/adults-on-the-spectrum\/\" rel=\"category tag\">Adults on the Spectrum<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/anxiety\/\" rel=\"category tag\">Anxiety<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/research-webinar\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/self-care\/\" rel=\"category tag\">Self Care<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Dr. Gray Atherton discusses the critical role of age and age of diagnosis in shaping the quality of life for autistic individuals. She provides a brief history of autism understanding and considers<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/beyond-early-intervention\/\" aria-label=\"Behavioral Support &#8211; Beyond Early Intervention\" class=\"hover-type-none\"><img decoding=\"async\" width=\"300\" height=\"298\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/aeae71c8-7a64-4238-b79d-8b72b95b0333.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Person in need having a counseling session\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27300%27%20height%3D%27298%27%20viewBox%3D%270%200%20300%20298%27%3E%3Crect%20width%3D%27300%27%20height%3D%27298%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/aeae71c8-7a64-4238-b79d-8b72b95b0333.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/aeae71c8-7a64-4238-b79d-8b72b95b0333-66x66.jpeg 66w, https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/aeae71c8-7a64-4238-b79d-8b72b95b0333-150x150.jpeg 150w, https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/aeae71c8-7a64-4238-b79d-8b72b95b0333-200x199.jpeg 200w, https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/aeae71c8-7a64-4238-b79d-8b72b95b0333.jpeg 300w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2021-11-04T12:32:24-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/beyond-early-intervention\/\">Behavioral Support &#8211; Beyond Early Intervention<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2021-11-04T12:32:24-05:00<\/span><span>November 1st, 2021<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/educational-therapies\/\" rel=\"category tag\">Educational Therapies<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/parenting-webinar\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p> Due to technical difficulties, playback has been delayed. Check back later.\u00a0     About the speaker: Dr. Melissa Olive\u2019s brother, Mac, is the foundation of her mission. In her early teens Missy,<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/behavioral-support-2021\/\" aria-label=\"ABCs of Behavioral Support in 2021\" class=\"hover-type-none\"><img decoding=\"async\" width=\"612\" height=\"408\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/2a4edb8d-6010-44b8-b575-add39b5d4498.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Woman and child playing with emotion cards, exploring feelings\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27612%27%20height%3D%27408%27%20viewBox%3D%270%200%20612%20408%27%3E%3Crect%20width%3D%27612%27%20height%3D%27408%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/2a4edb8d-6010-44b8-b575-add39b5d4498.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/2a4edb8d-6010-44b8-b575-add39b5d4498-200x133.jpeg 200w, https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/2a4edb8d-6010-44b8-b575-add39b5d4498-300x200.jpeg 300w, https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/2a4edb8d-6010-44b8-b575-add39b5d4498-400x267.jpeg 400w, https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/2a4edb8d-6010-44b8-b575-add39b5d4498-600x400.jpeg 600w, https:\/\/autism.org\/wp-content\/uploads\/2021\/04\/2a4edb8d-6010-44b8-b575-add39b5d4498.jpeg 612w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-10-16T15:54:15-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/behavioral-support-2021\/\">ABCs of Behavioral Support in 2021<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-10-16T15:54:15-05:00<\/span><span>October 6th, 2021<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/educational-therapies\/\" rel=\"category tag\">Educational Therapies<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/parenting-webinar\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Melissa Olive, Ph.D., BCBA-D describes the components of a quality behavioral support program. She discusses controversial characteristics of applied behavioral analysis (ABA) and outlines current ABA best practices. Olive summarizes the \"ABC<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/diagnosis-screening-autism\/\" aria-label=\"Editorial &#8211; Diagnosis and Screening for Autism: Past, Present, and Future\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/01\/3-700x441.jpg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"autism CDC, autism prevalence estimate, autism research\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271440%27%20viewBox%3D%270%200%202560%201440%27%3E%3Crect%20width%3D%272560%27%20height%3D%271440%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/01\/3-700x441.jpg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/01\/3-320x202.jpg 320w, https:\/\/autism.org\/wp-content\/uploads\/2020\/01\/3-700x441.jpg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-11T10:41:29-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/diagnosis-screening-autism\/\">Editorial &#8211; Diagnosis and Screening for Autism: Past, Present, and Future<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-11T10:41:29-05:00<\/span><span>December 17th, 2019<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>    While the diagnosis of some syndromes is fairly straightforward, diagnosing autism spectrum disorders (ASD) has been and continues to be a challenge. In this editorial, I review the progress we have<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/assessing-and-treating-challenging-behavior-in-individuals-with-asd\/\" aria-label=\"Assessing and Treating Challenging Behavior in Individuals with Autism\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2015\/06\/Untitled-design-90-700x441.jpg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Young child sitting quietly on the floor during a therapy session\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271280%27%20height%3D%27720%27%20viewBox%3D%270%200%201280%20720%27%3E%3Crect%20width%3D%271280%27%20height%3D%27720%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2015\/06\/Untitled-design-90-700x441.jpg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2015\/06\/Untitled-design-90-320x202.jpg 320w, https:\/\/autism.org\/wp-content\/uploads\/2015\/06\/Untitled-design-90-700x441.jpg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/firespringint\/\" title=\"Posts by firespringInt\" rel=\"author\">firespringInt<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-10T16:37:06-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/assessing-and-treating-challenging-behavior-in-individuals-with-asd\/\">Assessing and Treating Challenging Behavior in Individuals with Autism<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/firespringint\/\" title=\"Posts by firespringInt\" rel=\"author\">firespringInt<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-10T16:37:06-05:00<\/span><span>June 3rd, 2015<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/challenging-behaviors\/\" rel=\"category tag\">Challenging Behaviors<\/a>, <a href=\"https:\/\/autism.org\/category\/parenting\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Lauren Moskowitz, Ph.D., discusses the complex aspects of challenging behaviors and the importance of conducting a thorough functional behavioral analysis to create effective treatment plans. The talk underscores the importance of recognizing<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/aba-in-schools\/\" aria-label=\"ABA in Schools &#8211; Quality Education Programs in Schools\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2013\/03\/Untitled-design-64-700x441.jpg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"A young child engaging in therapy with a female therapist\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271280%27%20height%3D%27720%27%20viewBox%3D%270%200%201280%20720%27%3E%3Crect%20width%3D%271280%27%20height%3D%27720%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2013\/03\/Untitled-design-64-700x441.jpg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2013\/03\/Untitled-design-64-320x202.jpg 320w, https:\/\/autism.org\/wp-content\/uploads\/2013\/03\/Untitled-design-64-700x441.jpg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/firespringint\/\" title=\"Posts by firespringInt\" rel=\"author\">firespringInt<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2022-02-03T09:40:55-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/aba-in-schools\/\">ABA in Schools &#8211; Quality Education Programs in Schools<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/firespringint\/\" title=\"Posts by firespringInt\" rel=\"author\">firespringInt<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2022-02-03T09:40:55-05:00<\/span><span>March 25th, 2013<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/back-to-school\/\" rel=\"category tag\">Back to School<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/educational-therapies\/\" rel=\"category tag\">Educational Therapies<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>  Presented by Ron Leaf, PhD It's Time for School: Building Quality Education Programs for Students with ASD Presented by Ron Leaf, PhD at the Fall 2012 Autism Research Institute Conference School Districts across<\/p><\/div><\/article><\/section><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":17600,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[32,21,4464,9698,18,20,37,4402,19,38,34,9475,24],"tags":[4921,5046,4648,9809,8604],"class_list":["post-17598","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment","category-autism-spectrum-disorders","category-back-to-school","category-early-intervention","category-infants","category-news","category-parenting","category-parenting-webinar","category-research","category-school-issues","category-siblings","category-ways-to-help","category-webinar","tag-autism-symptoms","tag-behavioral-issues","tag-diagnosis","tag-early-childhood","tag-elementary-school","webinar-author-einat-waizbard-bartov-phd"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v26.6 (Yoast SEO v27.1.1) - 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