All about Autism: 6 Important Questions

With autism affecting 1 in 36 children, chances are that someone you love may be autistic. As awareness has grown, so has our understanding, allowing us to better recognize and support the unique strengths and challenges of autistic individuals. By learning more about autism, we can foster empathy, inclusion, and a deeper appreciation for neurodiversity. These five important questions help us explore how autism can shape the experiences of individuals and their families.

What is Autism?

Autism Spectrum Disorder (ASD) is a developmental condition that affects how a person thinks, communicates, and experiences the world. No two autistic individuals are the same—each person has their own mix of strengths and challenges. While autism is categorized into three levels based on the level of support needed, it’s important to remember that every autistic person is unique, and their abilities may change over time.

What Can Autism Look Like?

Our understanding of autism is constantly growing as we learn more about the brain and how people experience the world. While Hollywood has often portrayed autistic individuals in a very specific way—think Rain Man—the reality is that no two autistic people are exactly alike.

Rather than relying on outdated stereotypes, we can cultivate curiosity and empathy by learning about common traits while staying open to the diverse experiences of autistic individuals. Autism isn’t just about social communication differences; it also comes with unique interests, repetitive behaviors, and sensory sensitivities that shape how a person interacts with the world around them.

The CDC highlights several behaviors that are often observed in autistic individuals. While not every autistic person will display all of these traits, they offer insight into some common experiences:

• Lines up toys or other objects and gets upset when order is changed
• Repeats words or phrases (echolalia)
• Plays with toys the same way every time
• Is focused on parts of objects (for example, wheels of a car)
• Gets upset by minor changes
• Has obsessive interests 
• Must follow certain routines
• Flaps hands, rocks body, or spins self in circles
• Has unusual reactions to the way things sound, smell, taste, look, or feel

Can Someone Be “A Little Autistic?”

Autism isn’t something you have a little bit of. It’s a fundamental part of how a person’s brain is wired. A person is either autistic, or they’re not. While many people may relate to certain autistic traits, the key difference is how those traits impact daily life. In short, there’s no such thing as “a touch of the ‘tism.”

Autism Isn’t a Sliding Scale

A common misconception is that autism exists on a simple spectrum from “mild” to “severe.” In reality, autism doesn’t work that way. There’s no such thing as being “more” or “less” autistic. Autism is a unique mix of traits that affect each person differently.

Just as there is no “good” or “bad” autism, there’s no “easy” or “difficult” autism. For example, someone with a Level 1 autism diagnosis may appear to face fewer challenges on the surface, but they are actually at a higher risk for mental health struggles, career difficulties, bullying, and even abuse. Autism isn’t defined by how visible it is to others, it’s about the lived experience of the person.

A Better Way to Understand Autism

Rather than picturing autism as a straight-line spectrum from “less” to “more” autistic, a more accurate way to visualize it is as a pie chart or wheel.

In this model, each section represents a different autistic trait—such as sensory sensitivity, communication style, or need for routine. Some people may experience high support needs in one area but fewer challenges in another. 

For example, one person might have a 9 out of 10 in anxiety or meltdowns and a 5 out of 10 in communication problems. Another individual could have the opposite—scoring 5 out of 10 in anxiety or meltdowns and 9 out of 10 in communication problems.

Source: Claire Jack

The wheel model helps demonstrate the various ways autism may present in different people. It also can be used to highlight how a person’s wheel may look differently depending on the setting (i.e. home in a quiet environment vs. school with significant stimulation) or how their autism changes over time.

Understanding autism this way helps move beyond stereotypes and encourages acceptance of each person’s individual experience. Instead of thinking in terms of “levels” or “severity,” we can recognize autism as a rich and diverse way of being. By embracing this perspective, we can shift the conversation from how autistic someone is to how we can better support and include autistic individuals in a world that often isn’t built for them.

What Conditions Co-Occur with Autism?

Autism doesn’t often occur on its own. Many autistic individuals experience co-occurring conditions that can shape their daily experiences in unique ways. These additional challenges aren’t “extra autism”—they’re separate conditions that happen alongside autism and can impact things like focus, digestion, sleep, and emotional regulation. Here are some common co-conditions to be aware of:

• ADHD (Attention-Deficit/Hyperactivity Disorder) – Around 50-70% of autistic people are also diagnosed with ADHD, leading to challenges with attention, impulse control, and hyperactivity.
• Gastrointestinal (GI) Issues – Autistic children are four times more likely to experience stomach problems like constipation, reflux, or food intolerances compared to neurotypical peers.
• Mood and Emotional Differences – Some autistic individuals experience intense emotional reactions or have difficulty identifying and expressing feelings in a way that others expect.
• Anxiety Disorders – Research suggests that 1 in 3 autistic individuals have clinically significant anxiety.
• Differences in Fear Responses – Some autistic people show heightened fear responses, while others may seem fearless in situations where caution is expected.
• Epilepsy and Seizure Disorders – Research shows about 12% prevalence rate of epilepsy in autistic people, making neurological monitoring an important part of care.
• Sleep and Eating Differences – Many autistic people experience irregular sleep patterns or unusual eating habits, which can sometimes be tied to sensory sensitivities or medical conditions.

When Is an Autism Assessment Needed?

Every child grows and develops at their own pace, but sometimes, certain differences in communication, social interaction, or behavior can signal that extra support may be helpful. If you notice any of the following signs in your child, trust your instincts and reach out to your child’s doctor to discuss whether an autism evaluation might be beneficial. Early identification can open the door to the right resources and support, helping your child thrive in their own unique way.

According to the CDC, if any of the following signs are noticed it is important to talk to your child’s doctor to discuss the need for an autism evaluation. 

• Social and Communication Differences:
• Avoids or does not keep eye contact
• Does not respond to name by 9 months of age
• Does not show facial expressions such as happy, sad, angry, and surprised by 9 months of age
• Does not play simple interactive games like pat-a-cake by 12 months of age
• Uses few or no gestures by 12 months of age (for example, does not wave goodbye)
• Does not share interests with others by 15 months of age (for example, shows you an object that they like)
• Does not point to show you something interesting by 18 months of age
• Does not notice when others are hurt or upset by 24 months (2 years) of age
• Does not notice other children and join them in play by 36 months (3 years) of age
• Does not pretend to be something else, like a teacher or superhero, during play by 48 months (4 years) of age
• Does not sing, dance, or act for you by 60 months (5 years) of age
• Restrictive Behaviors and Special Interests:
• Engages in repetitive movements (e.g., flapping hands, rocking)
• Has strong routines and resists change
• Shows intense focus on specific topics, objects, or activities

If you recognize any of these signs in your child, it’s okay to have questions—you’re not alone! Talking to your child’s doctor is the first step in understanding their unique developmental path. Early intervention can make a world of difference by providing the right tools and support tailored to your child’s needs. Every autistic child is different, and receiving a diagnosis isn’t about labeling—it’s about unlocking the resources that can help them grow, connect, and flourish. 

How Can a Speech Therapist Help?

Autism often affects speech, language, and social interaction and SLPs use specialized strategies to help autistic individuals express themselves and engage with the world around them. Here’s how they help:

• Enhancing Communication Skills 
• Verbal Communication: Helping individuals develop speech, expand vocabulary, and improve sentence structure.
• Nonverbal Communication: Teaching the use of gestures, body language, and facial expressions.
• Alternative Communication (AAC): Introducing tools like picture exchange systems (PECS), speech-generating devices, or sign language for non-speaking or minimally verbal individuals.

• Improving Social Communication
• Conversational Skills: Teaching turn-taking, topic maintenance, and how to recognize social cues.
• Perspective-Taking: Helping autistic individuals understand others’ emotions, intentions, and viewpoints.
• Pragmatic Language: Teaching appropriate greetings, requests, and responses in social settings.
• Supporting Sensory and Speech Challenges
•  Addressing echolalia (repeating words/phrases) by turning it into meaningful communication.
• Helping with speech clarity and intonation to improve understanding.
• Assisting individuals who have hypersensitivity to sound or difficulty processing spoken language.

• Building Functional Communication
•  Teaching how to ask for help, express needs, and advocate for oneself.
• Helping individuals follow routines, directions, and schedules through visual supports.

• Coaching Families & Educators
•  Providing parent coaching on how to reinforce communication at home.
• Collaborating with teachers and therapists to create an inclusive learning environment.
•  Offering social groups or therapy sessions to practice skills in real-world settings.

SLPs meet autistic individuals where they are and their goal is not to “fix” autism but to support communication in ways that align with each person’s needs and strengths. 

Embracing Understanding, Acceptance, and Support

Autism is a beautifully diverse way of experiencing the world, and the more we learn, the more we can foster understanding, inclusion, and meaningful support for autistic individuals and their families. Whether you’re a parent, educator, or simply someone who wants to be more informed, recognizing the unique strengths and challenges of autism is a powerful step toward creating a more accepting world.

By embracing neurodiversity, challenging outdated stereotypes, and advocating for early support, we can ensure that every autistic person is seen, valued, and empowered to thrive. 💙

Let’s continue learning, growing, and making the world a more inclusive place—together. 

Would you like to learn more? Don’t miss the best books about Autism for children I shared here. For reading recommendations for children and adults check out All About Autism, a full reading guide! 📚 

~Laney

 

Sources: 

Child Adolesc Psychiatr Clin N Am. Author manuscript; available in PMC: 2021 Nov 22. Published in final edited form as: Child Adolesc Psychiatr Clin N Am. 2020 Apr 2;29(3):501–513. doi: 10.1016/j.chc.2020.02.005

Jack, C. (2022). From autistic linear spectrum to pie chart spectrum: Is it time to think of autism as a wheel, rather than a line?Psychology Today. [https://www.psychologytoday.com/us/blog/women-autism-spectrum-disorder/202208/autistic-linear-spectrum-pie-chart-spectrum]

Lukmanji S, Manji SA, Kadhim S, Sauro KM, Wirrell EC, Kwon CS, Jetté N. The co-occurrence of epilepsy and autism: A systematic review. Epilepsy Behav. 2019 Sep;98(Pt A):238-248. doi: 10.1016/j.yebeh.2019.07.037. Epub 2019 Aug 6. PMID: 31398688.


Thiele-Swift, H.N., Dorstyn, DS. Anxiety Prevalence in Youth with Autism: A Systematic Review and Meta-analysis of Methodological and Sample Moderators. Rev J Autism Dev Disord (2024). https://doi.org/10.1007/s40489-023-00427-w