In 2021, Autism Awareness Month was changed to Autism Acceptance Month to focus the conversation on intentional inclusion. Autism and neurodiversity advocates believe our communities should be helping autistic individuals lead more fulfilling lives instead of treating the condition like an illness.
According to the National Institute of Mental Health (NIMH), autism spectrum disorder (ASD) is a neurological and developmental condition that affects how people interact with others, communicate, learn, and behave. Autism is considered a “spectrum” condition because people can have very different experiences, characteristics, and support needs.
In honor of National Autism Acceptance Month, we’re sharing a list of resources to help mental health professionals understand and support autistic individuals of all ages.
The Mental Health Technology Transfer Center Network (MHTTC) resources
- Understanding Executive Dysfunction in Students with Autism Spectrum Disorder and ADHD: This presentation will help participants gain a broad understanding of what executive functions are, and how areas of executive dysfunction can negatively impact a student in school if interventions are not in place to assist them.
- Disparities Faced by Latino Students with Autism Spectrum Disorder and their Families: Participants will learn about ASD characteristics and learning styles of students, identify disparities faced by Latino students and their families, and learn about cultural values to take into account when working with the Latino community.
- EPLC I Diagnosis and Treatment of Psychosis in Autism Spectrum Disorder: Differentiating between autism and schizophrenia spectrum disorder can be difficult, particularly in adolescents and young adults. This webinar reviews the two diagnoses and how to differentiate between them.
- Screening for Autism in Pediatric Primary Care: This webinar will help identify symptoms of autism in the pediatric population and review a reliable screening tool that can be used in the primary care setting.
- Best Practices for Autism Screening and Diagnosis in Community Settings: This webinar discusses best practices and gold standard tools, including challenges that may limit their use in community settings. Presenters will also explore solutions that work well in under-resourced environments (e.g., rural, or inner city).
- Dr. Brian Boyd presents: Exploring the Consequences of Bias and Structural Racism on Service Disparities in Autism | Recording & Resources (available in Spanish): This presentation addresses how structural racism and implicit bias have likely contributed to service disparities and poses potential solutions for the field to address these issues.
- Understanding and Supporting the Behavior of Students with Autism Spectrum Disorder: This webinar will explain why challenging behavior may occur in autistic students.
Centers for Disease Control and Prevention (CDC) resources
- Autism and Developmental Disabilities Monitoring (ADDM) Network Expands Surveillance to Identify Healthcare Needs and Transition Planning for Youth: Many autistic adolescents have complex educational and health needs. These adolescents will likely benefit from transition planning and access to services and supports as they grow into adulthood.
- Developmental Surveillance Resources for Healthcare Providers: On top of early childhood screenings, the American Academy of Pediatrics recommends developmental surveillance – a flexible, longitudinal, continuous, and cumulative process – at each health supervision visit to help identify children with developmental concerns.
- 2023 Community Report on Autism: This community report summarizes the main findings from the following published reports:
- Maenner MJ, Warren Z, Williams AR, et al. Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020. MMWR Surveill Summ 2023, 72 (No.SS-2): 1-14.
- Shaw KA, Bilder DA, McArthur D, et al. Early Identification of Autism Spectrum Disorder Among Children Aged 4 Years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020. MMWR Surveill Summ 2023, 72 (No.SS-1): 1-15.
- Learn from CDC’s Study to Explore Early Development (SEED): SEED was expanded in recent years to learn more about the health, functioning, and needs of people with autism and other developmental disabilities as they mature into adolescence and adulthood.
National Institute of Mental Health (NIMH) resources
- Research Program on Autism Spectrum Disorders: This NIMH program supports research on the characterization, pathophysiology, and outcomes of ASD and related conditions.
- Statistics on Autism Spectrum Disorder: This NIMH page provides information on the prevalence of ASD in the U.S.
- Biomarkers Consortium – The Autism Biomarkers Consortium for Clinical Trials (ABC-CT): This Foundation for the National Institutes of Health project seeks to establish biomarkers to improve supports for children with ASD.
Scientific literature and reports
- Community Mental Health Services for Autistic Adults: Good News and Bad News: This perspectives piece summarizes the needed changes and specific methods to continue to improve community mental health services for autistic adults.
- Five Ways Providers Can Improve Mental Healthcare for Autistic Adults: A Review of Mental Healthcare Use, Barriers to Care, and Evidence-Based Recommendations: The authors reviewed literature from 2017 to 2022 on autistic adults’ use of mental healthcare and barriers to care. To encourage improvement, they provide five strategies mental health providers can use to better care for autistic adults.
How are you celebrating Autism Acceptance Month?
Our team is committed to using our voices to promote autism acceptance, celebrate each individual’s unique differences, and foster inclusivity and connectedness.
Along with exploring educational resources, we recommend posting autism acceptance messages or materials on social platforms and sharing your knowledge with parents, educators, and healthcare providers.
Language statement:
We chose to use identity-first language (i.e., autistic students) in response to the preferences of many autistic individuals and to avoid ableist ideologies. We recognize that this isn’t the language preference of every individual. For more information on the rationale for our language choice, check out this article on the Autistic Self Advocacy Network.
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