Skip to main content

News and Knowledge

As an educator, I would often encounter students who presented challenging behaviors in the classroom. These behaviors would seem to appear for no apparent reason. I could not determine a function or antecedent and I was confused and frustrated. It hurt me to know that my student needed something that I did not know how to provide. I ended up having a conversation with the Occupational Therapist (OT) for the school and she asked me if the student was a sensory seeker. Of course, my answer was “I don’t know”. I immediately hopped on Google and went down a rabbit hole of sensory processing. I learned to look at my students’ challenging behaviors and determine if it is a challenging behavior or a sensory issue.

What is sensory processing disorder?

Sensory Processing Disorder, or SPD, is a condition that alters the way the brain processes sensory information. Essentially, this condition affects the way a person’s brain receives stimuli from the five senses…well, eight senses. To most people, it looks like a person with SPD is overly sensitive to common stimuli.

I was always taught that there were five senses. Sight, hearing, smell, touch, and taste. While in the middle of my deep dive into SPD, I learned three extra senses must be considered when determining if a behavior is a sensory issue.

Classic Senses
  1. Tactile: This sense lets us know that we are touching something and how what we are touching feels (soft, hard, furry, rough). Often individuals with tactile SPD may have a hard time touching or feeling certain textures and they do whatever they can to make sure they do not feel that sensation. On the other hand, some individuals need to feel certain textures and they will do whatever they can to feel that sensation.
  2. Auditory: Auditory receptors identify sounds that we hear. They let us know if a sound is too soft or too loud. Individuals with an auditory SPD may put their hands over their ears when a sound is too loud or if there is too much sound going through their receptors at the same time.
  3. Visual: Visual receptors alert us to color, shape, and form. Some individuals with visual SPD may be sensitive to bright light, spinning objects, or flashing lights. Others may enjoy these same visual stimuli.
  4. Gustatory (Taste): These receptors are located on the tongue and they alert us to sour, sweet, salty, and spicy flavors. Individuals with gustatory SPD may present as picky eaters because there are some tastes that they cannot tolerate. On the other hand, some individuals may crave or like certain foods.
  5. Olfactory (Smell): These receptors help distinguish between different smells. Individuals with olfactory SPD may be either sensitive to or partial to certain odors.
Hidden Senses
  1. Vestibular: Vestibular receptors are located in the inner ear and alert us to balance and movement. An individual with vestibular SPD may rock, swing, or bounce. They are usually movement seekers.
  2. Proprioception: Proprioceptors are located in the muscles and joints. They alert us to our body and the way we move in a space. Individuals with proprioceptor SPD may seek pressure or rough play.
  3. Interoception: Interceptors are responsible for alerting us to what is going on in our bodies. They tell us when we are hungry or full or when we need to use the restroom. Individuals with interoception SPD may be bedwetters or they could be unaware of pain sensations.
How to differentiate between behavioral and sensory reactions

Behavioral reactions are usually based on the individual either wanting something or not wanting something. This could be a task, a demand, or attention.

Some examples include:

  • Causing minor or major classroom disruptions
  • Taunting/teasing peers
  • Making rude/disrespectful remarks toward peers or adults
  • Becoming verbally or physically aggressive with peers or adults

Sensory reactions are a response to feeling overwhelmed by something. This could be a situation, the environment, or a sensory input.

Some examples include:

  • Chewing on objects or clothing
  • Rocking back and forth
  • Struggling to stay seated
  • Fidgeting
  • Rubbing certain textures or not being able to touch certain textures
  • Skin picking
  • Flapping hands

I know that addressing challenging behaviors in the classroom can be quite a challenge, especially when it seems that the behavior has no function or trigger. When this problem does arise, remember to take a minute to determine whether the behavior is a behavioral reaction or a sensory reaction. Taking this step helps determine the best way to respond to the student’s behavior.


Chundra Steele lives in Baton Rouge, Louisiana, but is from Mississippi. Chundra holds a bachelor’s in English and Modern Foreign Language from Jackson State University and a master’s in educational leadership from Concordia University in Portland. She also received her Alternative Certification in Special Education from Southern University in Baton Rouge. She has been in education for 18 years and loved every minute of it. Chundra is a Certified Autism Specialist and the Autism Program Facilitator for her Baton Rouge, LA school district. Working with students with disabilities has always been her passion, especially those on the spectrum.

What does being autistic mean to you?

Most of the time I don’t think about it. I’m Ben the entertainer. I’m Ben the Iowa Hawkeye student. I’m Ben the Carroll Tiger Alumni. Son, brother and friend.  I don’t think I’m Ben the autistic person. That’s not how I identify myself. But it can cause challenges with communication and social interactions and that’s when I remember I am autistic.  

In recent years, the terminology has changed from “autism awareness” to “autism acceptance.” Does that hold any special meaning for you and why?

 I like how it went from awareness to acceptance. It’s a better change. Everyone knows what autism is. But acceptance needs to be better.  I like myself and I don’t want to change who I am just to be accepted.

How can schools and employers recognize and celebrate Autism Acceptance Month? What are some recommendations you have for autism allies who are interested in participating in advocacy efforts during Autism Acceptance Month?

How to recognize and celebrate during autism acceptance month? Maybe interviews like this. Schools and employers could showcase autistic people and show how great they are and what we can do. Show being different is not scary.

What are ways society can be more accepting to autistic people?

Make it easier for us to ask questions and get for help without being judged or being laughed at. I don’t think we ask for a lot accommodations.  I really like my teachers and mentors at UIREACH because I’m treated like a regular student. They are good about inclusion.  I’ve gotten more comfortable and confident. I’m a changed man. I like who I am and if others get to know me they would like me too.  


Ben Stangl is a 21-year-old college student from Carroll, Iowa. He is currently a student at the University of Iowa in the UIREACH program where his favorite classes are Lifetime Literacy and his acting classes. He is also enjoying his internship at the Pentacrest Museums, where he has been working in the gift shop, setting up for events, greeting guests and shadowing to become a tour guide. In his free time he like to play Minecraft and Sonic video games as well as watching Mel Brooks and Jim Carrey movies. 

 

This webinar was presented on Wednesday, March 20, 2024, by Katie Curran, MAPP, Jamie Evanko, MS., and Patricia Wright, Ph.D., MPH.

Webinar Description: Educators are the backbone of our educational system; championing their well-being is imperative to assuring special education students achieve a high-quality life. The current disability support workforce is experiencing a crisis in recruitment and retention. Applying positive psychology interventions has improved job satisfaction for multiple social service professions, including general educators and healthcare professionals. This session includes immediately applicable ideas for educators to implement for themselves and their students. Ready-made materials are available for all.

 

Katie Curran, MAPP. Katie is the Chief Wellbeing Officer of Proof Positive, a non-profit organization dedicated to spreading the science and skills of happiness for individuals with autism, and their communities. Katie has over 20 years of clinical experience working with autistic individuals. She’s widely recognized as a creative force when it comes to autism intervention, developing strategies and tools that fuse Positive Psychology with ABA to improve wellbeing.

 

Jamie Evanko, MS. Jamie first discovered the potential of positive psychology to benefit her students, teams, and personal life while teaching, and it quickly became a passion. As an educator, she knows positive psychology practices can foster not only academic growth but also emotional wellbeing among her students – because she’s experienced and implemented it first-hand. As Proof Positive’s Manager of Customer Success, Jamie applies her expertise and leadership in education to ensure anyone using Proof Positive resources has the highest-quality implementation support.

 

Patricia Wright’s, PhD, MPH, commitment to ensuring all individuals with autism have access to effective services and support has guided her work for more than 30 years. Her expertise started with her earliest responsibilities as a special educator and is now serving the autism community as Executive Director at Proof Positive, seeking to spread the science and skills of happiness.

Perhaps the most common myth about autistic children is that they do not have the ability, motivation, or desire to establish and maintain meaningful relationships with others, including friendships with peers. This, for the most part, is not true. There is no doubt that autistic children have social deficits and communication or language delays that make it more difficult for them to establish friendships than typically developing children. However, with appropriate assistance, autistic children can engage with peers and establish mutually enjoyable and lasting interpersonal relationships. It is critical that teachers of autistic children believe this to be true and expect autistic students to make and maintain meaningful relationships with the adults and other children in the classroom.

Educate Your Class About Autism

As the teacher of an autistic child in a general education classroom, the most important task you have is to create a social environment in which positive interactions between the student and his or her typically developing peers are facilitated throughout the day. This will not happen without your active support.

Perhaps the most powerful tool to creating a positive environment and increasing positive social interactions between your autistic student and his or her peers is to educate the typically developing peers about the child’s disorder. Research shows that typically developing peers have more positive attitudes, increased understanding, and greater acceptance of their autistic peers when provided with clear, accurate, and straightforward information about the disorder. When educated about autism and specific strategies for how to effectively interact with autistic students, they are more likely to have frequent and positive social interactions with them.

Teaching Points About Autism for Elementary School Students

  • Autistic children are first and foremost children; they are like your typical students in many ways.
  • They experience the world very differently. Sights, sounds, tastes, and feelings that seem normal to us might be scary and overwhelming for an autistic child. Conversely, they may not recognize danger or experience fear like your typically developing students do.
  • Autistic students need and want friends.
  • Understanding autism is the key to creating connections.
  • Autistic children have their own way of communicating ⎯ it’s almost like a different language.
  • Autism is NOT contagious; no one catches it. Nor does anyone die from having autism.
  • Autistic children have feelings and often understand more than they can express. No one should ever tease or make fun of someone with autism.
  • When an autistic child feels included, everyone in the classroom can learn and grow!
Promote the Acceptance of Differences Among Students

In addition to educating peers, teachers should promote acceptance of the autistic student as a full member and integral part of the class, even if that student only attends class for a few hours a week. It is important to create an atmosphere in which teasing, name-calling, and intimidation are not allowed. Because autistic children have difficulties in socialization and in understanding language (slang) and social cues, they can easily become targets of bullies or other insensitive people. Bullying should not be tolerated in any school environment.

Many of the social interactions occur outside the classroom in the cafeteria and on the playground. Without prior planning and extra help, autistic students may end up sitting by themselves during these unstructured times. To ensure this does not happen, you may consider a rotating assignment of playground peer buddies for the autistic student. The student will then have a chance to observe and model appropriate social behavior of different classmates throughout the year. This “circle of friends” can also be encouraged outside of school.

 

It is clear that autistic children may need more help and support than some of your typically developing students. The investment of time and energy in the strategies listed above can pay off tenfold ⎯ not only for the child with autism, but also for all the young learners in your school community.

Want more tips for helping autistic students thrive in the classroom? Download or order a free copy of An Educator’s Guide to Autism.

 

 

This post was adapted from An Educator’s Guide to Autism. Click here to check out this resource.

Join OAR and a series of expert presenters to learn evidence-based strategies to help nurture a positive school culture and teach practical skills that lead to greater independence. Together, let’s help autistic students unlock a greater sense of happiness, independence, and sense of belonging. If you are a teacher, parent, or autistic individual, do not miss this enlightening and informative webinar series.

The webinars are free and include Q&A sessions with the presenters. If you are unable to attend a live event, you can access a recording of each webinar one week after the live event date.


Practical Ways to Integrate Wellbeing into Special Education for Teachers and Students

March 20, 2024 at 2:00 PM EST

Presenters: Patricia Wright, Ph.D., MPH, Katie Curran, MAPP, and Jamie Evanko, MS

Register today!

Educators are the backbone of our educational system and championing their wellbeing is imperative to assuring special education students achieve a high-quality life. Additionally, within the special education classroom, autistic students’ mental health crisis continues to require immediate support and resources. Come celebrate the International Day of Happiness with us as we explore immediately applicable ideas and ready-made materials for educators to implement for themselves and their students.

Patricia Wright’s commitment to ensuring all individuals with autism have access to effective services and support has guided her work for more than 30 years, from her earliest responsibilities as a special educator to state and national-level program management. Specific examples of her advocacy include managing the design of a statewide system of support for children with autism for the state of Hawaii, several years as the national director of autism services for Easter Seals, industry positions leveraging technology, and her current role as the executive director at Proof Positive spreading the science and skills of happiness.

 

Katie Curran is the chief wellbeing officer of Proof Positive, a nonprofit organization dedicated to spreading the science and skills of happiness for individuals with autism, and their families, educators, and service providers. She has more than 20 years of clinical experience working with autistic individuals. She’s widely recognized as a creative force when it comes to autism intervention, developing strategies and tools that fuse positive psychology with applied behavior analysis to improve wellbeing.

 

 

For Jamie Evanko, the science of happiness extends well beyond the classroom’s walls. She first discovered the potential of positive psychology to benefit her students, teams, and personal life while teaching, and it quickly became a passion. As an educator, she knows positive psychology practices can foster not only academic growth but also emotional wellbeing among her students because she’s experienced and implemented it first-hand. As Proof Positive’s manager of customer success, she applies her expertise and leadership in education to ensure anyone using Proof Positive resources has the highest-quality implementation support.

 

 


Making Math Meaningful for Autistic Students

April 17, 2024 at 2:00 PM EST

Presenter: Jenny Root, Ph.D., BCBA

Register today!

This webinar will describe a framework for supporting autistic students to gain meaningful math skills that will increase their independence at school, home, and in the community. This approach can be used by teachers, therapists, and families to support school-age and adult autistic students with a wide range of support needs. Participants will learn evidence-based, practical strategies that can be used immediately.

Jenny Root is an associate professor at Florida State University who teaches courses on differentiating instruction, access to the general curriculum, and transitions for students with disabilities. Her extensive research background has focused on instructional ways to encourage academic learning for students with autism and intellectual disabilities. Dr. Root received applied research grant recipient funding from OAR in 2018 to investigate how augmented reality can be utilized to teach math and social problem-solving skills to transition-age youth. This study, along with many others, are projects led by Dr. Root with Florida State faculty and students. As a SCOAR member, she hopes to “contribute to discussions about identifying and addressing systemic ableism that may be unconsciously impacting the research, education, and treatment of individuals with autism.”

 


Building Connection and Community in Middle and High School Settings

May 2, 2024 at 11:00 AM EST

Presenters: Kara Hume, Ph.D., and Victoria Waters, M.Ed.

Register today!

School connectedness is linked to positive and meaningful outcomes for middle and high school students. In this webinar, the presenters will share both personal perspectives on navigating these settings and evidence-based practices that can be used to enhance connections and community building and support priority outcomes for students. They will share easily accessible online resources and personal, classroom, and school-based examples.

Kara Hume is an associate professor in the School of Education at the University of North Carolina, Chapel Hill. Dr. Hume has worked with and learned from autistic children and young adults for almost 35 years in a variety of capacities, including as a home program therapist, teacher, trainer, consultant, fitness coach, and researcher. She serves as principal investigator and co-principal investigator on several studies with children, adolescents, and adults on the autism spectrum. Her research focuses on increasing access for individuals with developmental disabilities to high-quality community-based supports.

 

Victoria Waters is an educational consultant at the University of North Carolina’s FPG Child Development Institute, She has over 10 years of experience in autism and developmental disabilities and over 20 in early childhood intervention. She coordinates autism projects and develops evidence-based practice modules and resources for autistic learners. She also works at STEMIE, a center dedicated to cultivating STEM learning for young children with and without disabilities, developing resources and outreach content.

 

 


About OAR’s Webinar Program

OAR offers live webinar events for autistic individuals and stakeholders. To suggest future webinar event topics or provide general feedback on OAR’s webinar program, please contact us at webinar@ researchautism.org.

In November, OAR’s Board of Directors authorized funding for eight applied autism research studies in 2024. These new grants, totaling $297,569, bring OAR’s total research funding to more than $5 million since 2002. This article is the second of eight previews to be featured in The OARacle this year.

Despite the growing body of autism research, studies often exclude students with profound autism and who are minimally verbal. Of the nearly 876,000 autistic students between the ages of 3 and 21 who were served under the Individuals with Disabilities Education Act (IDEA), nearly 30%, or almost 263,000, were minimally verbal.

Minimally verbal individuals often use augmentative and alternative communication (AAC) systems, including speech-generating devices. Preliminary research suggests that speech-generating devices can be used to teach a variety of language skills. However, research examining the use of speech-generating devices by children in the classroom tends to focus on functional communication skills, such as requesting, with far less attention to using the devices during academic lessons.

Cognitive and language skills are critical areas for intervention, given the association with reduced symptom severity. To ensure that autistic students who use those devices can receive that instruction, more research is needed on teaching language skills during academic instruction.

Studies done at the Munroe-Meyer Institute at the University of Nebraska Medical Center, including studies done by co-principal investigators Alice Shillingsburg, Ph.D., BCBA-D, and Sarah Frampton, Ph.D., BCBA-D, have indicated that direct instruction may be effective for promoting language development for autistic children. Additionally, a small study the OAR-funded researchers did with three autistic minimally verbal students using speech-generating devices supported the use of a direct instruction curriculum to teach language skills.

In this one-year OAR-funded study, Extending Direct Instruction to Students with ASD Using Speech Generating Devices, Dr. Alice Shillingsburg and Dr. Frampton will evaluate the feasibility and efficacy of direct instruction with autistic children who are minimally verbal and use speech-generating devices.

Their goals are to demonstrate:

  • Preliminary efficacy of the 10-week program using the Language for Learning curriculum to improve language in minimally verbal autistic children who use speech-generating devices. Language for Learning is a direct instruction curriculum commonly used in elementary school classrooms that will be modified for use of speech-generating devices
  • High caregiver and participant acceptability and satisfaction with the curriculum.

Dr. Shillingsburg is the director of the integrated Center for Autism Spectrum Disorders at the University of Nebraska Medical Center’s Munroe-Meyer Institute. She has expertise in developing and implementing interventions to address communication deficits associated with autism. She has provided direct intervention services and overseen the delivery of intervention services to hundreds of autistic children and adolescents with significant communication deficits for almost 20 years.

Dr. Frampton is an assistant professor with an emphasis in research at the University of Nebraska Omaha, with a particular interest in creating and implementing effective and efficient procedures to teach language skills to autistic individuals. She has worked clinically with autistic individuals for over 16 years and successfully implemented a variety of language interventions.

Methodology

The researchers plan to recruit 20 autistic children between the ages of 4 and 8 who use speech-generating devices. The children will receive three hours a week of instruction as usual or using Language for Learning. The program will run for 10 weeks at the Munroe-Meyer Institute at the University of Nebraska Medical Center.

Before beginning instruction, researchers will do a baseline assessment of participants’ skills and knowledge and conduct a post-instruction assessment within two weeks after the last week of instruction.

At the beginning of instruction, the instructor will administer a placement test to determine where to start in the curriculum. During the instruction, the instructor will adhere to the modified Language for Learning manual. For example, instead of just vocally modeling responses, the instructor will provide a vocal model and demonstrate target responses on the participant’s device. Instead of correcting errors by speaking, the instructor will provide gentle physical guidance to enter correct responses on the device.

For lessons that require a response using the device and a motor response, such as describing what they are touching and touching their head, the instructor will add supplementary prompts by also engaging in the motor response.

Each set of lessons includes a test, which the instructor will conduct according to the manual. If the participant correctly answers 80% or more of the questions, the next lesson will begin. If not, previous lessons will be re-taught.

Evaluation

The researchers will use the curriculum lesson tests, an improvement scale, vocabulary tests, a parent report of their child’s language abilities, and participation and happiness ratings by the children to provide data on the curriculum’s efficacy.

To ensure objectivity, an independent evaluator — a speech-language pathologist who does not know which participants are in the treatment as usual group and which in the Language for Learning group — will watch videos of pre- and post-trial lesson test performances and provide ratings of improvement.

Practical Relevance

The researchers outlined three primary results that would be relevant to the autism community:

  1. Support for a commercially available educational curriculum. Adoption of an evidence-based practice that is already established as highly effective, such as the Language for Learning curriculum, is a practical option for using speech-generating devices during educational instruction.
  2. Examples of how to measure and monitor assent to instructional sessions by minimally verbal autistic children. In the researchers’ previous pilot study, they monitored assent to instruction by offering participants the opportunity to leave the instructional space or pause instruction at any time. This information is included as an outcome measure because they strongly feel this is an important topic to report on with this vulnerable population.
  3. Resources to accelerate implementation of the Language for Learning curriculum with autistic children who use speech-generating devices. As part of this study, the researchers will expand a table of symbols/words required to participate in the lessons that they developed for the pilot study. In addition, they will expand recommendations for how to modify standard curriculum instructional practices for speech-generating devices, which they also developed in the pilot study.

Interventions that address cognitive and language skills are particularly important since these areas are associated with lower long-term symptom severity. Because direct instruction curricula have been shown to be effective with autistic people who are vocal communicators, it is critical to evaluate direct instruction with autistic individuals who use speech-generating devices.


Sherri Alms is the freelance editor of The OARacle, a role she took on in 2007. She has been a freelance writer and editor for more than 20 years.

“Mom, I’m autistic.”

It was 1992. My eight-year-old first-born child, assigned female at birth, was holding a magazine article about an autistic girl. As a special education teacher, I knew a little about autism, but only a little.

What was I supposed to say?

I might have asked, “Why do you think you’re autistic?” and then listened.

I might have said, “Let’s look at that article together and talk about it.”

Either one of these responses would have opened up a dialogue, and I might have learned something. Sadly, I did not go that route.

What I actually said was, “Oh, honey, you’re not autistic! You’re just smart, so the other kids don’t understand your interests. But you can’t be autistic, there’s nothing wrong with you!”

I still cringe when I remember that all-too-brief conversation.

It would be over a decade before I learned how wrong I had been. Back then, we’d never heard of “late-diagnosed autism.” When we heard “autism,” we pictured nonspeaking little boys who flapped their hands and loved toy trains.

Maya Angelou wrote, “Do the best you can until you know better. Then, when you know better, do better.” Now, I know better. I understand that when I said, “There’s nothing wrong with you,” what I was saying was that there is something wrong with being autistic.

And that’s just not true.

Masked, Missed, and Misunderstood

It still hurts my heart when I meet autistic women who have been treated the way I treated my own child so many years ago. When they finally open up to their family, friends, doctors, or therapists, they are met with disbelief, disdain, dismissal, and even laughter at their expense. They have masked so well, their autism is missed and misunderstood.

So, What Should We Say?

First, before anything else, pause. This was not easy for her to disclose to you, and she deserves a thoughtful response. Thank her for her trust. Listen and show that you care without judging. Then, your response depends on who you are. What is your relationship to the woman who found the courage to tell you, “I think I’m autistic”?

Friends and Family

If you’re the parent, partner, or friend of a woman who says, “I’m autistic,” your job is to believe her, love her, and support her.

Don’t say:

  • “You don’t look autistic!” What is autism supposed to look like?
  • “There’s nothing wrong with you!” There’s nothing wrong with autism.
  • “We’re all a little bit autistic, aren’t we?” Being shy or sensitive is not the same as being autistic, and this minimizes the very real challenges that autistic women face.

Do:

  • Invite her to tell you about her autism and what it means to her, if she wants to.
  • Listen without judgment when she shares her lived experience.
  • Ask her what she needs, rather than offering the kind of help you think she needs.
  • Thank her again for trusting you enough to disclose this about herself. She may have been masking her whole life, trying to act “normal,” and it’s been exhausting. If you see a new side of her, don’t assume she’s “putting on” stims or suddenly “acting” autistic. She may finally feel able to unmask around you. Be worthy of that trust.
Professionals

If your patient or client tells you she thinks she’s autistic, don’t rush to judgment.

Don’t:

  • Refuse to test her because you “don’t see autism.” She may be masking her autistic characteristics out of long habit or anxiety.
  • Let the fact that she has a relationship or a job convince you that she can’t be autistic. Autistic people get married and have friends, families, and jobs.
  • Use eye contact as a reason to deny her autism. Did you ask how eye contact feels to her or if she taught herself to look at people’s eyes because it didn’t come naturally? People in the neuro-majority aren’t taught to make eye contact and never even think about it. Does your client have a plan for looking at a person’s eyebrows to give the appearance of eye contact, or does she silently count seconds for a routine of looking at the eyes, looking away, and then back again?

Do:

  • Ask follow-up questions about why she believes she’s autistic. Be a detective, dig deeper, and give her the respect of taking her seriously. Sometimes we ask, “Do you have problems with social conversations?” The short answer might be “No.” It might not be a problem because she avoids social conversations, or because she taught herself a system for “performing social conversation.” People in the neuro-majority don’t tend to have systems for conversing, we just wing it.
  • Refer her for assessment if you are unable to evaluate her for autism. Just because you don’t see it doesn’t mean it’s not there. Refer her to someone who is experienced in diagnosing masked, late-diagnosed autistic women.
If You Are an Autistic Woman

If you have discovered that you’re autistic, I invite you to love your autistic self. You’ll find other late-diagnosed autistic women who have a lot in common with you once you start looking.

Don’t:

  • Let self-doubt or imposter syndrome keep you from connecting with people who will believe and accept you. Many have walked this same path of self-discovery.
  • Assume that if you can’t afford an assessment or you can’t find anyone experienced in testing women, that you can’t call yourself autistic. You know yourself better than anyone else. Own self-diagnosis with pride.
  • Be stopped by a professional who doesn’t hear you, tries to dismiss you, or gives you another label that doesn’t feel right for you. Being autistic is not being broken, flawed, or disordered. It is a brain difference, not a deficit.

Do:

  • Read, research, and learn all you can about autism. Not all autistic people are alike, any more than any group of people is, but you will probably notice many similarities.
  • Find people who find your differences delightful and places where you can drop your mask and stim if you want. You deserve to live your life as your true self, not your mask.
  • Remember that you are worthy, your contributions are valuable, and the world is a better place because you are in it.
Today…

As I write this, my first-born is in the next room. It’s been 30 years since I heard the words, “Mom, I’m autistic.” We’ve come a long way. Although it was hard at first to accept the diagnosis, today we wouldn’t change a thing.

My hope is that when a woman in your life finds the courage to say, “I’m autistic,” you’ll be better prepared. She’ll thank you for it.

And if you’re the one who’s autistic, congratulations! You’re in good company.


Wendela Whitcomb Marsh, MA, RSD (religious studies doctorate) (she/her) is an award-winning author, sought-after speaker, and autism expert specializing in late-diagnosed autism. She is the founder and CEO of Adult Autism Assessment & Services, a neurodiversity-affirming group practice hiring autistic clinicians. Her books include Recognizing Autism in Women and Girls, and the book series, Adulting While Autistic. Her late husband and two of their three children were diagnosed as autistic later in life

Comprehensive sexual education is key to acquiring the necessary knowledge and skills for developing healthy relationships, good sexual health, and safety. However, it is often a daunting topic that contains nuanced questions on sensitive issues. Paired with hidden social cues and the complexities of modern-day dating, young autistic people can often find themselves struggling.

OAR’s online sexuality education resource, Sex Ed. for Self-Advocates, helps autistic teens and young adults better understand these important issues, with information presented in a clear and understandable format. This online guide is specific to the needs of autistic people and offers accessible information about key topics, including healthy relationships, dating, and consent.

Users will find articles and brief videos in each section before testing their knowledge and practicing new skills through interactive modules. The resource contains nine sections, each building on information from preceding sections within the guide. Each section, also found in audio, is focused on a key topic in sexuality and sex education.

Users can focus on sections they are interested in or navigate through the guide from beginning to end. While the guide was written for self-advocates ages 15 and up, it contains tips and lists of additional helpful resources for the parents and educators of young people on the spectrum.

If you have any questions or feedback about OAR’s Sex Ed. for Self-Advocates, please contact OAR at programs@researchautism.org.

Hire Autism welcomed two new groups of navigators in January and February. Eight volunteers, from various personal and professional backgrounds, made up the two groups. They are:

  • Arielle Belanger
  • Ashley Perez
  • Brian Posner
  • Jai Jain
  • Jessica Olson
  • Steven Egee
  • Sylvia Musselman
  • Thomas Templer

These newest navigators are eager to get started helping autistic job seekers build their job search materials, skills, and confidence. As navigators, they will help job seekers refine their resumes, cover letters, and interview skills to assist them in finding meaningful employment opportunities.

Ebony, a recent job seeker, said this about her experience working with a navigator: “One of my main issues when I came to Hire Autism was getting support when it came to professional endeavors. My navigator made this less complicated. Throughout the time I got to know her, I ended up getting some certifications, finding a new position that was a lot less stressful than my last job, and I was able to get into grad school. I want to thank Hire Autism for existing and helping people like me when, at times, it feels like there is not much there for young autistic adults.”

Are you or someone you know interested in mentoring autistic job seekers? Apply for our April 2024 navigator cohort. Applications will be accepted until Thursday, April 4, 2024, at 11:59 p.m. ET.

If you have questions about the Navigator Program or other volunteer opportunities, contact the Hire Autism team at mail@hireautism.org.

From the California coast to New York City to London and a few places in between, RUN FOR AUTISM has an exciting spring race schedule ahead. Over 200 runners have registered for our six spring events, raising over $125,000 so far.

United Airlines NYC Half Is Around the Corner

In March, 39 RUN FOR AUTISM team members will race through Brooklyn and Manhattan and cross the finish line in Central Park to complete the 2024 United Airlines NYC Half. Rhonda Smith will be running with her 16-year-old autistic son. “We are both so excited to do this once-in-a-lifetime run together,” she said.

Teammate Susan Luliano is also running for her son. This is her third RUN FOR AUTISM race in the last three years. “To be connected with other runners who also want to raise awareness for autism makes me feel proud.”

The team roster is filled, but you can join OAR in NYC in 2025! Sign up for OAR’s interest list for next year’s race.

Active for Autism 5K and Kids Dash Is Waiting for You

The sixth annual Active for Autism 5K and Kids Dash returns in support of Autism Awareness Month this April with in-person and virtual options. Create a team with friends and family, win fundraising prizes, and help us reach our goal of raising $80,000 through this event to fund a new research study and further OAR’s mission to apply research to the challenges of autism.

If you live in the Washington, DC metro area, join us in person on April 13 in Alexandria, Va., for a fast, fun, and family-friendly race. Or join virtually to run anywhere, anytime between April 1 and 12. Whichever option you choose, you’ll receive a race t-shirt, race bib, and sponsor giveaways. Learn more and register today!

TCS London Marathon Team Is Gearing Up

On April 21, a team of 22 RUN FOR AUTISM runners will take on the 2024 TCS London Marathon. For the first time, the RUN staff will be there in London to cheer on our runners.

Sarah Wiliarty runs for her daughter, who was diagnosed with autism a year ago. “Being part of the RUN FOR AUTISM team means that her diagnosis is leading us to celebration, advocacy, travel, and adventure. It’s hard to express how this has shifted our experience,” she said.

If this sounds like a great opportunity, don’t delay! Get on the interest list for the 2025 race to save a spot.

Join OAR for the Big Sur International Marathon

A week later, on the other side of the globe, RUN athletes will follow California Highway 1 from Big Sur to Carmel-by-the-Sea for the iconic Big Sur International Marathon. Team member Aaron Burros chose OAR for several reasons. “My mom was a foster parent to kids on the spectrum” he said. “I needed to gain hope back in humanity after getting shot several times in a workplace shooting.”

Spots are still open on OAR’s team for this scenic, one-of-a-kind marathon. Register before March 18 for a guaranteed entry into this sold-out race!

OAR Has Open Spots for DICK’S Sporting Goods Pittsburgh Marathon

With races including a 5K, half marathon, marathon, toddler trot, and pet walk, the Pittsburgh Marathon on May 4 and 5 has an event for everyone. By joining the RUN FOR AUTISM team and fundraising, athletes receive a refunded race entry fee. Learn more about OAR’s team and register today!

Take On a California Triathlon

Looking for a challenge beyond running? Join OAR triathletes for the Escape from Alcatraz Triathlon on June 9. Athletes start with a plunge into San Francisco Bay near Alcatraz Island before embarking on an 18-mile bike ride over the hills and an eight-mile run through the sand of Baker Beach and up the famous 400-step sand ladder. Learn more and sign up to save your spot!

We are so proud of all of our RUN FOR AUTISM athletes taking on events this spring. We’d love to have you join the team and dedicate your miles to autism research. Please take a look out our full upcoming race calendar and contact the RUN staff at run@researchautism.org with any questions.