Autism in Delaware
Unfortunately, it is impossible for us to provide an exact figure on the number of people who have autism in Delaware because not all individuals affected by autism – whether children or adults –utilize public systems so that they can be accurately tracked. (The numbers below are reported by the Delaware Department of Education (DOE)) Here are some numbers to consider:
public school students with autism in 1991
public school students with autism in the 2019-2020 school year
1 in 59 children under 8 in the U.S
1 in 37 boys (autism is 4 times more common in boys than girls)
Estimated number of teens nationally who age out of school based services annually
1 in 151 girls
Total cost per year for children with ASD in the US range from $11.5 billion to ($ estimate)
What is Autism?
Autism is a spectrum disorder. In other words, the symptoms and characteristics of autism can present themselves in a wide variety of combinations, from mild to severe. Although autism is defined by a certain set of behaviors, people with the same diagnosis can act very differently from one another and have varying skills. Therefore, there is no standard “type” or “typical” person with autism. Parents may hear different terms used to describe children within this spectrum, such as: autistic-like, autistic tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or less-abled.
The most important thing to understand is, whatever the diagnosis, individuals can learn and function productively and show gains from appropriate education and treatment.
The following diagnosis’ are no longer recognized as separate disorders, but now all fall under the umbrella of Autism Spectrum Disorder: Autistic Disorder, Asperger’s syndrome, Pervasive Developmental Disorder: Not Otherwise Specified, Rhett’s Disorder, and Childhood Dis-integrative Disorder.
Autism Spectrum Disorder Diagnosis
Click here to read a document from the American Psychiatric Association about the DSM 5 autism spectrum disorder diagnosis
Autism Spectrum Disorder Diagnostic Criteria
According to the current version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5),
autism spectrum disorder is recognized in the following way:
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive, see text):
a. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
b. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
c. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):
a. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
b. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).
c. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest).
d. Hyper- or hyperactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).
C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life)
D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.
Blueprint for Collective Action
The Blueprint for Collective Action is Delaware’s statewide strategic plan for services. Created by a wide partnership of nonprofits and state agencies, and led by the University of Delaware’s Center for Disabilities Studies, the Blueprint provides the basis for the work of the Interagency Committee on Autism and the Delaware Network for Excellence in Autism (of which Autism Delaware is a contributing partner).