Autism affects how a person perceives and processes sensory information. A toddler with autism does not respond to or interact well with other children his/her age. People with autism have difficulty with social interations and relationships and they most often prefer to play alone and avoid eye contact. Language development in children with autism is almost always delayed. Autistic individuals exhibit many repetitive behaviors such as rocking, an unusual attachment to an object and are routine driven. They like sameness and are sometimes resistant to change.

A diagnosis of autism is made when all of the above symptoms are found, as well as a history of delayed spoken language and onset of these symptoms prior to 36 months of age.

What Causes Autism?
Current theory about the causes of autism is that multiple genetic factors are involved in the onset of autism and may predispose an individual to development of autism. It is thought also that environmental factors may play a role. In addition to having the right combination of autism related genes, exposure to certain environmental factors might be necessary for autistic characteristics to develop in certain individuals.

Once a child is placed into an educational setting there are, of course, different educational approaches to consider. All educational approaches are based on B.F. Skinner's theory of Behavior Analysis. Applied Behavior Analysis or ABA is the base for all methods of teaching children with autism and spectrum disorders. The main emphasis behind ABA is - a positive or desired behavior will be increased by reinforcing that positive or desired behavior and the likelihood of it happening again will become more likely by reinforcing that positive behavior.

Different teaching methods under the Applied Behavior Analysis umbrella are "Discreet Trial Teaching", developed by Dr. Lovaas and "Verbal Behavior Method", developed by Dr. Carbone. A child's typical day in both methods of teaching involve occupational therapy, physical therapy and speech intervention. A typical ABA Discreet Trial Teaching classroom would be very stark and unappealing to the eye. Anything that would be distracting to the child, for example wall decorations, calendars, clocks, general clutter, etc. would be either covered or removed. Teaching areas, or mostly enclosed cubbies would be set up with a child and teacher entering the area for intensive teaching. Intensive teaching times are usually one hour in duration, twice a day. There are various programs or targets listed on a program sheet and the target is introduced to the child ten times consecutively. After a child is base lined an individual program is developed for each child, dependent on their level. Most programs are academic in nature and non-verbal children’s language is encouraged to develop with a Picture Exchange Communication System (PECS). There are child specific books that are carried by the children and pictures are exchanged for words in hopes that this will bring upon language in the non-verbal individual. Verbal Behavior Teaching is done quite differently, but also with the basis of Applied Behavior Analysis. A typical Verbal Behavior classroom would be set up more like a child's natural environment. Teaching situations would be contrived throughout the day in a more typical-type classroom. Teachers pair themselves with reinforcers throughout the course of the day and school year with the basis that the child will respond more positively to the teacher and give the teacher more positive behaviors or responses. Non-verbal children's language is encouraged to develop through the use of sign language and repetitive use of words (usually three times in a row) paired with the sign. A typical teaching session would be interspersing programs or targets in a eighty easy, twenty hard scenario. The theory behind this being that a child will respond correctly more times when asked to do something they already know, and when introduced to something they do not know will be more likely to respond correctly because they feel more successful.

Helpful Hints
HINT ONE Meet your autistic child in the world they are in. Sometimes children with autism can fixate on items or play with things in an unusual way. Some kids get stuck on one theme like Barney. They have to have Barney-everything: Barney videos, Barney music, Barney toys. Most times this is the way an autistic child will provide a way into his/her world. You can use the object or objects the child finds reinforcing as a tool for teaching a variety of new skills, such as language, academics, social skills, self-help skills and even trying new foods. So, take a look at what your child wants and likes and then expand the possibilities		HINT TWO Each time a child plays a new door of opportunity opens for them to learn about the world around them. Toys are an essential element in this learning process because they help your child discover and explore, thereby developing new skills in their early childhood. Selecting learning toys based on your child's interests enables you both to enjoy playing together, because through this playing and learning your child will acquire a foundation for future learning. Explore, be creative, enjoy learning!