Reflecting on the prevalence of autism |
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The growing number of individuals diagnosed with autism has sparked questions and debate. In 2024, the CDC reported that an estimated 1 in 31 children have autism spectrum disorder. While this figure seems to suggest that autism is becoming more widespread, it is likely a result of greater awareness and better diagnostic tools. It also reflects changes in how autism has been defined over time.
The word autism was coined by German psychiatrist Eugen Bleuler in 1911 to describe symptoms of schizophrenia. Because of the term's origin, children who displayed behaviors now recognized as autism were diagnosed with childhood schizophrenia into the 1970s. Through the 1980s, autism was also conflated with intellectual disability. Individuals with average intelligence were rarely identified as autistic.
Autism first appeared in the Diagnostic and Statistical Manual of Mental Disorders (DSM) in 1980 with the term infantile autism. The diagnostic criteria were narrow compared to today’s definition. In 1987, the DSM-III-R was published, and autistic disorder replaced infantile autism. Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS) were added to the DSM-IV in 1994 to identify children with some features of autism.
The CDC launched the Autism and Developmental Disabilities Monitoring Network in 2000. That year, the prevalence was reported as 1 in 150 children. In 2007, the American Academy of Pediatrics recommended routine autism screening at 18 and 24 months. The rate increased to 1 in 88 children in 2008 as children with subtler symptoms of autism began to be recognized.
In 2013, the DSM-5 marked a major shift in defining autism. Autistic disorder, Asperger's disorder, childhood disintegrative disorder, and PDD-NOS were combined into a single diagnosis: autism spectrum disorder. The change greatly expanded the number of individuals who fit the diagnostic criteria.
Acknowledging autism is a spectrum captures the wide range of behaviors, skills, and challenges of autistic people—from those with a co-occurring intellectual disability to those with above average intelligence. As we learn more about how autism is presented, more children and adults will be identified. And we’ll be better equipped to support autistic people in living meaningful lives. To read the full diagnostic criteria for autism spectrum disorder, visit cdc.gov/autism/hcp/diagnosis/index. |
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Students enjoy a memorable prom |
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As the school year comes to an end, it marks an exciting time for Summit Academy students, especially those celebrating prom and graduation.
Recently, students dressed up in their best for their Buffalove-themed prom, featuring Buffalo Bills and Sabres posters and treats. Students had a blast dancing with their friends, posing for photos with cutouts of Bills players Josh Allen and Dawson Knox, and voting for their prom king, queen, prince, and princess. This year’s prom royalty were Cristopher Rodriguez, Mya Samuel, Rai Johnson, and Saray Korzelius. Thank you to our faculty and staff for making prom a special night our students will remember forever. |
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Help individuals with autism
thrive on Give716 |
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The Summit Center is participating in Give 716, a community-wide effort to support Western New York-based nonprofits. Give 716 will kick off at 7:16 p.m. on Tuesday, July 15, and end at 11:59 p.m. on Wednesday, July 16.
Funds raised through our Give 716 campaign will support our growing programs and provide the resources people need to reach their greatest potential. In the coming weeks, we will provide more details on how you can donate to help more children and adults live their best life. |
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Pro Tips: Supporting Emotional Regulation |
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Provided by David Meichenbaum, Ph.D., director of the Behavioral Pediatrics Clinic
Emotional regulation is the ability to manage and respond to emotional experiences in a healthy way. For children who struggle with emotional dysregulation, it may appear as worry, sadness, avoidance, defiance, or tantrums. With the strategies outlined below, you can help your child cope with everyday challenges, navigate social interactions, and maintain their mental well-being.
Identify Triggers. For many children there are predicable events that lead to dysregulation. Some common triggers are changes in schedule or routine, starting something new, and hypersensitivity to sensory input like sounds, lights, and textures.
Be Proactive. Once triggers are identified, a variety of strategies can be used to reduce future dysregulation. These include ensuring the child has effective communication means across settings and reducing uncertainty with social stories and visual schedules. Be prepared for distress with an easy to access comfort bag with preferred and distraction items.
Identify Early Warning Signs. Pay attention to the initial indicators of frustration or distress, such as changes in body language, facial expressions, or physical behavior. Noticing the early warning signs allows us to support a more appropriate response before the child becomes highly dysregulated.
Support the Identification of Feelings. A necessary step in developing emotional regulation is to understand one’s feelings. Parents and caregivers can support emotional awareness by:
1. Pointing out what they see and hear.
2. Labeling emotions.
3. Validating their experience.
4. Encouraging alternative behaviors.
Altogether it might sound like, “Sawyer I can hear in your raised voice that you are getting upset. Sometimes I get upset when I can’t finish what I started. Remember when we feel upset, it’s time to make a calming choice.”
Identify and Teach Expected Responses. Every challenging behavior occurs because a more appropriate behavior is not being demonstrated. Identify the adaptive alternative behavior aka the behavior that is not occurring (e.g., “moving on”, “resetting”, “pressing pause”). Children who experience emotional dysregulation will need teaching and rehearsal at using their adaptive alternative behavior. Create a reinforcement plan to celebrate the child’s demonstration of their regulation skills.
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Employee Spotlight - Presented by West Herr |
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Meet Brittany Maxwell!
What is your role at Summit? This is my third year as a school age teacher at the Summit Academy Stahl location. What do you love most about your job? I love building positive relationships with my students, having fun together, and supporting them however they may need. It is so fulfilling to see their smiling faces excited to come into school! What are you most proud of, personally and professionally?
I am proud to be an important part of each student’s team and celebrate their success throughout the school year as they achieve goals and acquire new skills. |
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July 8 & 9: Summer Institute Session 1 Time: 8:15 a.m.-2:30 p.m.
Location: 75 Pineview Dr., Suite 200, Amherst, NY 14228
An in-person, two-day workshop for educators and school personnel covering a range of topics, including social emotional learning, responding to challenging behaviors, and building positive thinkers. Register today.
July 15 & 16: Summer Institute Session 2
Time: 8:15 a.m.-2:30 p.m.
Virtual Session
A virtual, two-day workshop for educators and school personnel covering a range of topics, including social emotional learning, responding to challenging behaviors, and building positive thinkers. Register today.
July 15 & 16: Give 716 Time: 7:16 p.m. Kickoff
Give 716, a community-wide effort to support Western New York-based nonprofits, will kick off at 7:16 p.m. on July 15, and end at 11:59 p.m. on July 16. Funds raised will help individuals with autism reach their full potential. |
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Adults can be diagnosed with autism spectrum disorder (ASD). Diagnosis includes reviewing the individual's medical history, clinical interviews, and administering diagnostic tools. It can be more challenging to diagnose an adult because it is not always possible to confirm autism traits were present during the first few years of life. (Source: CDC) |
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Our Mission
Guided by evidence-based practice, we maximize life success for people facing developmental, social, and behavioral challenges. |
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