Researchers at Rutgers University recently published a study in the journal Pediatrics finding that autism diagnosis rates among 8-year-olds nearly tripled in the New York-New Jersey metropolitan area from 2000 to 2016.
What is autism?
The federal Centers for Disease Control and Prevention defines autism spectrum disorder (ASD) as a “developmental disability that can cause significant social, communication and behavioral challenges.”
CDC data shows roughly 1 in 44 children nationally have been diagnosed with ASD. A 2021 report found national increases at rates similar to those found in the Rutgers study.
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Why is autism becoming more common?
A big reason is greater awareness of its existence and complexities, as well as improvements in diagnostic tools and education. But other possible causes include a person’s genes and environmental circumstances. There’s no evidence the disorder is caused by vaccines.
Not an intellectual disability
Autism is described as a spectrum disorder because it manifests in different ways depending on the person, with varying degrees of severity. As awareness about the condition has grown, so has recognition that autism isn’t an intellectual disability and can occur in people with average and above-average IQs.
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The Rutgers researchers, who examined data for nearly 5,000 children who had been identified with ASD, found that just 1 in 3 also had intellectual disabilities. The rate of diagnoses among children with average or above-average IQs increased fivefold.
Notably, ASD diagnoses increased most among children of wealthy families and without intellectual disabilities, revealing grave, persistent disparities in who gets access to medical and educational support. For example:
- Children in affluent areas were 80% more likely than their peers in underserved areas to be identified as having ASD without an intellectual disability.
- Black children were 30% less likely than white children to be identified as having ASD without an intellectual disability.
Universal screening for autism is “not happening consistently, and even when it happens, the follow-through – where the parents are referred to appropriate services – that’s also lacking,” Josephine Shenouda, a Rutgers epidemiologist who co-wrote the study, told NBC News.
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What does this mean for students?
The increase in diagnoses coincides with a worsening shortage of special education teachers and staff. Special education tends to have significantly more vacancies than other subjects and disciplines – staffing challenges that in general tend to be most pronounced at low-income schools.
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What’s more, many parents during the coronavirus pandemic were unable to get their children a diagnosis or services, which could have long-term consequences. Experts say early intervention can be key to helping autistic children and children with other special needs achieve fulfill their potential.
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Contact Alia Wong at (202) 507-2256 or awong@usatoday.com. Follow her on Twitter at @aliaemily.
