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2 April 8, 2016
BEACON
THE
Volume 81, Number 14
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AUTISM AWARENESS MONTH
New data on autism: Five important facts to know
by U.S. Department of Health
and Human Services
Many children are living with autism of children with ASD received a compre- The percentage of children identified
spectrum disorder (ASD), and they need hensive developmental evaluation by this with ASD was highest in all communities
services and support, now and as they grow same age. A lag between first concern and combined where both health and special
into adolescence and adulthood. More can first comprehensive developmental evalu- education records were reviewed com-
be done to ensure that children with ASD ation may affect when children are being pared to all communities combined where
are evaluated as soon as possible after de- diagnosed and connected to the services only health records were reviewed.
velopmental concerns are recognized. they need.
What Can Concerned Parents Do?
Findings from CDC’s Autism and De- 4. Black and Hispanic children are less Parents should take two important steps
velopmental Disabilities Monitoring likely to be identified with ASD. Those that if they suspect their child might have ASD:
(ADDM) Network help us understand are identified with ASD receive comprehen- 1. Talk to their child’s healthcare pro-
more about the number of children with sive developmental evaluations later than vider about their concerns.
autism spectrum disorder (ASD), the char- white children who are identified with ASD. 2. Call their local early intervention
acteristics of those children, and the age program or school system for a free evalu-
at which these children are first evaluated Previous research has not shown that ation of their child.
and diagnosed. These findings are critical black or Hispanic children have a lower risk Parents should remember, it is never
for promoting early identification of chil- than white children to develop ASD. How- too late to get help for their child, and an
dren with ASD; planning for services for ever, since ADDM data showed that black ASD diagnosis from a doctor is not nec-
children and families affected by ASD, and Hispanic children were less likely to be essary for a child to begin receiving some
training for the professionals who pro- identified with ASD, it is possible that these types of services. For more tips about
vide those services, guiding future ASD children face socioeconomic or other barri- what parents and others can do when there
research and informing policies that pro- ers resulting in a lack of or delayed access to is a concern, visit the If You’re Concerned
mote improved outcomes in health care evaluation, diagnosis, and services. website at www.cdc.gov/ncbddd/actearly/
and education for individuals with ASD. concerned.html.
5. Schools play a vital role in evaluat-
Five Important Facts to Know ing and serving children with ASD.
with ASD remains high.
About one in 68 or 1.5 percent of chil-
dren were identified with ASD based on
tracking in 11 communities across the
United States in 2012. According to pre-
vious reports, the percentage of children
identified with ASD increased between
2002 and 2010. The new report shows no
centage of children identified with ASD.
2. It is too soon to tell if the percentage
of children identified with ASD is still in-
creasing or has stabilized.
While the average percentage of chil-
dren identified with ASD in all 11 commu-
nities stayed the same, in two communi-
ties, the percentage of children identified
with ASD increased significantly between
2010 and 2012.
The percentage of children identified
with ASD ranged widely by community—
in communities where both health and
special education records were reviewed,
estimates ranged from a low of 1.2 to a
high of 2.4 percent. CDC will continue to
track ASD over time so as to better under-
stand if the percentage of children identi-
fied with ASD is staying the same or con-
3. Children identified with ASD are not
receiving comprehensive developmental
evaluations as early as they could be.
Most children identified with ASD had
concerns about their development noted
in their health and/or special education re-