What does science say about autism?

​The Autism CARES Act ensures support for research, services, prevalence tracking, and other government activities. The legislation reauthorizes the Interagency Autism Coordinating Committee (IACC) and other programs named in the Act through September 2029.

• Coordinates research & strategic planning for autism.
• Supports autism prevalence monitoring.
• Funds the training of medical clinicians to diagnose autism.
• Promotes the development of treatments associated with autism.

Above, according to https://www.congress.gov/bill/119th-congress/house-bill/4086/text/

Centers for Disease Control and Prevention (CDC) and the Health Resources and Services Administration (HRSA) are two separate federal agencies within the U.S. Department of Health and Human Services (HHS) that focus on different aspects of public health and healthcare access. 

The Centers for Disease Control & Prevention (CDC) offers Autism information about the following –

• Vaccine Safety
• Diagnosis
• Intervention
• Signs & Symptoms
• Community & Awareness

 
Contact Local Resources: For children under three, contact a local early intervention agency. For children three and older, contact your local public school for an evaluation. According to the Centers for Disease Control and Prevention | CDC (.gov).

The American Academy of Pediatrics (AAP) recommends ‘developmental screening tests’ during ‘well check’ visits at the following ages –
`

• 9 months
• 18 months
• 30 months

Especially if the infant was low-weight at birth or premature. Also, if others in the family have been diagnosed with developmental delays. According to American Academy of Pediatrics (AAP) aap.org/

Pappas, S. (2025) says that autism is not a simple story. While only one genetic change can cause other disabilities, there are many influences believed to cause autism. She includes the possibility that, according to current research, the maternal immune system may affect fetal brain development.
 
Andoh, E. (2025) adds that according to the Coalition of Autism Scientists, researchers have discovered “hundreds of genes associated with autism” along with “environmental factors that be interact with genetic predisposition.”
 
Parshall, A. (2025) offers that beyond the ‘autism spectrum’ approach, researchers have identified four autism subtypes. These four subtypes may be the potential for more personalized autism support and treatments. 

A 2025 study identified four subtypes of autism –
 
1. Social and Behavioral Challenges:
Autism traits and genetic mutations which become active after birth. 
2. Mixed ASD with Developmental Delay:
Children reach developmental milestones like walking and talking later than their peers. 
3. Moderate Challenges:
Persons have core autism traits but with less severity and without additional co-morbid conditions.
4. Broadly Affected:
Having a genetic profile with disruptions that occur before and after  birth.
 
Plus, likelihood of co-morbid conditions; anxiety and depression.
 
This study found unique brain and biological patterns for each subtype, which could lead to distinct genetic profiles and specialized approaches to autism care.
 
< My Thoughts >   “…co-morbid conditions…”
 
ADHD may not be considered a co-morbid condition for autism, but can show up as having similarities to autism. Parents often accept an ADHD diagnosis just to begin services for their child. 
 
Staff Writer, APA (2025) says that the similarities and differences between autism and ADHD requires professional diagnosis and referral. Both are neurodevelopmental disorders that affect brain function. While, persons with autism crave sameness and routine, persons with ADHD become bored, craving more risky and impulsive behavior.  This may lead to increased social communication challenges and impact executive brain functioning.
 
REFERENCES:
 
Andoh, E. (2025). Correcting Misinformation About Autism. National Institute of Environmental Health Sciences; Vol. 56, 6, p. 24.
 
Pappas, S. (2025). JFK, Jr. is wrong about cause of rising autism rates, scientists say. Scientific American article. Retrieved online from – https://www.scientificamerican.com/article/the-real-reason-autism-rates-are-rising/
 
Parshall, A. (2025). Researchers identify four autism subtypes with distinct genes and traits. Nature Genetics. Retrieved online from –
https://www.nature.com/articles/s41588-025-02224-z
 
Staff Writer (2025). When Autism & ADHD Occur Together. American Psychiatric Association. Retrieved online from – https://www.psychiatry.org/news-room/apa-blogs/when-autism-and-adhd-occur-together#/
 
End of Today’s BLOG ~ What does 2025 science say about autism?

​My appreciation for sharing, commenting, and 'liking' and 'friending' on Facebook! Trying to get caught-up on confirming Facebook ‘Friend’ requests. If you did not get yours, try again, but please do not 'message' me. If you wish to contact me directly, the best way is to ‘Comment’ on www.sarasautismsite.com which comes directly to me and not publicly.

Regards,

​Sara Luker

DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.

Next, taking a wheel diagram, another step towards identifying your child’s autism traits and their intensity. The wheel segments (spokes) are the areas most affecting your child. The numbers within those areas indicate the depth, or intensity of that particular behavior.

Above pie-shaped 'wheel' is one retrieved  from Claire Jack, Ph.D.; Psychology Today (2022).

This ‘wheel’ is not a formal diagnostic tool, but a visual model on which to display assessment information. The formal test scores used in numbers 1-10 may originate from the Childhood Autism Rating Scale, 2nd Edition (CARS-2), and / or the Autism Diagnostic Interview-Revised (ADI-R).
 
 < My Thoughts >    “…CARS-2…”
 
CARS2 includes an unscored section called QPC; Questionnaire for Parents or Caregivers which may be integrated into the scored sections to help validate the person’s autism diagnosis.
 
The ADI-R relies heavily on the parent / caregivers recall and interpretation of a ‘behavior’ which they are seeing, or have seen in the child. This test is said not to be appropriate for children under the age of two years old; nor for adults. Other factors such as gender, socioeconomic status and ethic background may skew the interpretation of the severity of symptoms.
 
Behavior is in the eye of the beholder. The tests mentioned here, and in other parts of my Free ASD book, are designed to represent a formal diagnosis for insurance, school services, and medical purposes. The informal ‘wheel’ will help you decide which ‘interventions’ are most critical to you, your child, and your family. Which will help your child have a more meaningful (to him or her) life. Spend your time and money wisely. Verify and clarify. There is no ‘cure’ for autism. Build on the strengths and times when your child seems contented, and without stress.
 
Note: For further information on ‘Helping’ go to MENU – KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, UNIT 3 – What Is Most Concerning? 

(Image of unknown child, dancing as a ballerina.)

​Davide-Rivera (2013) exclaims that as a child – When they noticed me walking on tip-toes, they made me a ballerina. When I twirled round and round, I was only dancing.
 
Bright Tots Editor (2019) believes that being ‘always on the move, frequently twirling, spinning, running round & round’ can be ‘stereotyped’ behavior.
 
Smith, M. & Segal, J. (2024) say that becoming an expert on your child’s behavior is key. Finding out what is stressful, frightening, uncomfortable, comfortable, calming, and enjoyable. Try to get better at identifying ‘triggers’ and troubleshooting problems.
 
< My Thoughts >    “… ‘triggers’…”
 
Know also, that you and the family have ‘triggers’ that your child senses. In the classroom, teachers may be heard saying that, “when one student ‘goes off’, the others will too. Highly sensitive children may see energy levels, auras, and have sensory experiences which others do not; thus, they react to one another’s behaviors. If you, or a family member reacts to a behavior, that may intensify your child’s ‘triggers’. Therefore, the ‘wheel’, comprised of challenges may reflect yours, but not necessarily your child’s. Several ‘wheel’ interpretations may be needed.

Murfitt, T. (2024) makes it clear that constructing data on a wheel symbol does not represent an accurate medical diagnosis, but gives one an image of where there are the most challenging areas of risk. He says that, “It (the wheel) may be used alongside other questionnaires and assessments to build a more complete picture, as well as to better explain how autism can affect someone’s everyday life in different ways.”

< My Thoughts >   “…everyday life…”
 
Deciding which is a more significant concern is often open to interpretation and one’s own personality and temperament. Sonny’s dad may consider that dealing with our son’s need for routine in everyday life is more important than I do, because dad also seems to operate on a strict daily schedule. When these wheels are created from information on ‘self-reporting’ tests / information, they are most often subjective; but are still very useful, reflecting how the family is sees the child’s autism traits, in everyday life.
 
Note: For further information on ‘self-awareness’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 5 – What to Do While You Wait?
 
Each spoke or segment of the wheel corresponds to a specific area of experience related to autism. The scale, which can range from 1 to 5 or 1 to 10, is used to rate the intensity of that trait / behavior challenge in that area. Here is an example –
 
Social Communication:

High score (e.g., 9 out of10): The person has significant challenges with social interactions, such as interpreting nonverbal cues like body language and tone of voice.

Low score (e.g., 2 out of10): The person has only minor difficulties with social interactions and can cope with everyday conversations.

Parents, caregivers, and / or teachers, and therapists may want to create their own ‘wheel’, with the traits or categories which most affect their child, or student, during the current period of time for which intervention is being considered.
 
The pie-shape wheel shown above, from Claire Jack, Ph.D.; Psychology Today (2022) has the following concerning ten traits –

• Anxiety
• Communication problems
• Eye contact
• Executive Functioning
• Meltdowns
• Need for routine
• Restricted interests
• Sensitivity to noise, textures, light
• Social issues
• Stimming

 
Your wheel may be constructed to fit your child’s traits. For instance, which behaviors need immediate intervention. If ‘meltdowns’ and ‘sensitivity to noise’ are constantly interrupting daily life, the ‘sensory issues’ may want to be further tested, with that therapy sought, first.
 
Feeding and toileting are not on this particular wheel. But picky eating and / or gastrointestinal issues may be putting your child at risk for malnutrition, and lack of support for their medications. While, wearing a diaper, lack of toileting, may be keeping them from being accepted in some learning settings. Create your own wheel image, to fit your child’s autism traits.
 
REFERENCE:
 
Bright Tots Editor (2019). Stereotype Behavior.  Retrieved online from – http://brighttots.com/Autistic_behaviors.html/
 
Davide-Rivera, J. (2013). Twirling Naked in the Streets & No One Noticed: Growing Up with Autism; eBook Edition.
 
Jack, C. (2022). From Autistic Linear Spectrum to Pie Chart Spectrum. Psychology Today. Retrieved online from –https://www.psychologytoday.com/us/blog/women-autism-spectrum-disorder/202208/autistic-linear-spectrum-pie-chart-spectrum/
 
Murfitt, T. (2024). The Autism Wheel Test. Retrieved online from – https://www.oxfordcbt.co.uk/the-autism-wheel-test/
 
Smith, M. & Segal, J. (2024). Helping your child with autism thrive. Retrieved online from – https://www.helpguide.org/mental-health/autism/helping-your-child-with-autism-thrive
 
End of Today’s BLOG ~ Autism, in Everyday Life.

​My appreciation for sharing, commenting, and 'liking' and 'friending' on Facebook! Trying to get caught-up on confirming Facebook ‘Friend’ requests. If you did not get yours, please try again. If you wish to contact me directly, the best way is to ‘Comment’ on www.sarasautismsite.com which comes directly to me and not publicly.

Regards,

​Sara Luker

DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.

Staff Writer (2022) says that while someone with Autism Spectrum Disorder (ASD) may not physically look different from others, they may interact, communicate, learn, and behave in ways that deviate from the norm.
 
Examples of symptoms of someone with autism might include:

• Difficulty with social interactions and communication skills
• Repetitive behaviors
• Limited interests
• Avoiding eye contact with others
• Having sensory sensitivities

 
Sometimes symptoms are subtle, and other times, they can greatly impact the daily functioning of an individual with ASD.
​
Parker, E. (2025) tells us that the Autism Spectrum Wheel is a visual tool that helps people better understand the wide range of autism traits. It breaks down symptoms into different areas, like social communication, sensory needs, and thinking skills. The wheel can be personalized to show a child’s unique strengths and challenges, making it easier to create support strategies that actually work. It’s also helpful for tracking progress over time.

Example of a rainbow graph shared by DW on Quora; Retrieved online from Priscilla Stuckey.

Rainbow Graph Categories:
​

1. Abnormal posture
2. Abnormally flat speech
3. Aggression
4. Anxiety
5. Depression
6. Fixations
7. Noise sensitivity
8. Poor eye contact
   
9. Social difficulty

10. Tics & fidgets

Key Takeaways:

• The Autism Spectrum Wheel shows the different ways autism can appear in each person.
• It includes categories like communication, sensory processing, and learning.
• The wheel can be customized to highlight individual strengths and areas of need.
• It helps families and professionals create more targeted support plans.

< My Thoughts >   “…create more targeted support plans.”

Parents might try to create a wheel which represents their greatest concerns. There may be another wheel to highlight their child’s strengths and deficits. And, yet another wheel to indicate the learning of necessary life’s skills to keep their child safe and healthy.

Stuckey, P. (2022) shares that “a much better way to picture autism is in a big bright circle like a pie chart, with each piece of the pie a different trait and a different color of the rainbow. And each of those eight or ten different pieces of the pie has its own scale, its own spectrum.”

“For each of us, different things are easier while others are harder. Being autistic, in other words, has made me an independent thinker. Feeling different is powerful training in seeing differently, in imagining differently. Society needs the outliers, the visionaries, the ones who can see different and better ways of living.”
 
< My Thoughts >   “…different things are easier while others are harder.”
 
Parents can find their child’s strengths to build upon, as well as their own. Not all of us can accept the fact that our child does not seem to return our love and attention. Understanding how we can be strong and supportive may be a first step to helping our child with their ‘easier’ and ‘harder’ things.
 
REFERENCE:
 
Parker, E. (2025). Autism Wheel; Everything You Need to Know. Retrieved online from – https://getgoally.com/blog/autism-spectrum-wheel/ 

Staff Writer (2022). The Autism Spectrum Isn’t Linear. Retrieved online from – https://diversushealth.org › mental-health-blog › the-autism/

Stuckey, P. (2022). Being Autistic: Nature / Spirit. Retrieved online from – https://priscillastuckey.com/nature-spirit/being-autistic/

End of Today’s BLOG ~ Autism Is Not Linear.

​My appreciation for sharing, commenting, and 'liking' and 'friending' on Facebook! Trying to get caught-up on confirming Facebook ‘Friend’ requests. If you did not get yours, please try again. If you wish to contact me directly, the best way is to ‘Comment’ on www.sarasautismsite.com. 

Regards,

​Sara Luker

DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.