Monday, December 7, 2020

Wearing compression garments may improve behavior, posture of some individuals with ASD

Full-body compression garments may significantly improve the posture and behavior of some individuals with autism spectrum disorders (ASD), according to a new study. Vincent Guinchat and colleagues note that compression garments are already used for individuals with joint hypermobility, including those with Ehlers-Danlos syndrome—a syndrome sometimes associated with autism.

In this study, the researchers explored whether the garments would also benefit individuals with ASD, severe behavior problems, and severe proprioceptive dysfunction (SPD). Proprioception involves the understanding of where the body is in space, and abnormalities seen in SPD include hypotonia, hypertonia, abnormal posture, poor balance, and motor control, and stereotyped behaviors such as spinning.

Read more her a the Autism Research Institute. 

Time for a Change: Case Study Illustrating a Complex Child Who Has Plateaued in AT Use

This case study features a child who has significant visual and cognitive impairments as well as significant sensory needs. This webinar will explore how her team successfully moved her from perseverative switch activations to functional switch use for communication.

Dec 15, 2020 11:00 AM in Central Time (US and Canada)

Register here with ABLENET. 

MEC Presents! A webinar December 10th!

When it comes to parenting students with learning differences, every family's experience is unique. And that reality has never been more true than it is now due to the coronavirus pandemic.  Parents must  juggle remote learning on top of already full plates. Join us on December 10th as we discuss Special Education issues and remote learning, in-class learning, Covid 19 and have a Q & A. We will have a tip sheet and other resources for individuals attending the webinar.

Register here. 

Sensory overload: Teaching children with autism to take medication

 Whether they don’t like the taste of liquid, are afraid of or unable to swallow pills successfully, or fear injections, some children struggle to successfully take their medications.

For parents of children diagnosed with autism spectrum disorder (ASD), making sure they’re taking medication that keeps them healthy can be an especially difficult task. This guide will explain why children with autism reject medication and specific tips to make taking medicine as easy as possible.

Read more here at The Checkup. 

We examined the research evidence on 111 autism early intervention approaches. Here’s what we found.

We organised the dizzying range of interventions out there into nine categories. Categorising them this way can help parents, clinicians and policy makers find a common language.

The nine categories are:

  1. behavioural interventions (such as Early Intensive Behavioural Intervention)
  2. developmental interventions (such as Paediatric Autism Communication Therapy) 
  3. naturalistic developmental and behavioural interventions (such as Early Start Denver Model)
  4. sensory-based interventions (such as Ayres Sensory Integration®, or sensory “diets”)
  5. technology-based interventions (such as apps or gaming-style interventions);
  6. animal-assisted interventions 
  7. cognitive behaviour therapy 
  8. Treatment and Education of Autistic and related Communication-handicapped Children (the TEACCH program) and
  9. other interventions that do not fit in these categories.

A National Guideline for the Assessment and Diagnosis of Autism Spectrum Disorder in Australia

 Developed and published by Autism CRC with the financial support of the National Disability Insurance Agency (NDIA), the Guideline aims to create greater consistency in diagnostic practices across the country to ensure individuals on the autism spectrum and their families can receive the optimal clinical care.

The Guideline also emphasises the importance of listening to individuals and their families about the impact of the behaviours on family life.
The community has been requesting a national and consistent guideline for autism assessment and diagnosis for many years, and we are pleased to release a guideline that responds to this need. The guideline recommendations were approved by Australia’s National Health and Medical Research Council.


Register to access the National Guideline


Sunday, December 6, 2020

Echolalia Autism: Why Does My Child Repeat Me?

 Many children on the autism spectrum use echolalia (repeating other people’s words and sentences) as a way of responding to direction, as well as expressing their wants and needs.Echolalia may be confusing for parents and neurotypical people but it need not be distressing.

Modeling language for echolalic children

  • Model language that will still be true and appropriate if echoed. “Time for the bathroom” works to direct him and works if he says it to you, but “Do you need to use the bathroom?” is confusing when Caleb later echoes it as an answer to express his need
  • Model short phrases at first, even if your child can echo long sentences, and match the words to what he/she is experiencing. He/She needs the simplicity to connect the meaning with the words even though his/her memory allows him/her to say longer phrases and sentences
  • Read more here at Autism Parenting Magazine. 

Monday, November 23, 2020

I’m a parent of a child with autism. What should I look for in an ABA organization?

As a parent, I thought choosing an ABA organization was similar to choosing a pediatrician or a dentist: they are board-certified, so they must know what they are doing. Surprisingly, because the field of ABA is new (unlike the general medical profession, which has been around for more than 25,000 years), just because someone is board certified in ABA does not necessarily mean he/she is a seasoned clinician.

Did you know more than 50 percent of Board-Certified Behavior Analysts (BCBAs) have been certified in just the last three years? This means there are many new people hoping to help newly diagnosed children and their families.

Seeking certified staff is a great first start, but there are other indicators of a quality service organization:

1. Who are the BCBAs on staff, and what is their experience?

    • How many years of experience do they have?
    • What types of settings have they worked in?
    • What age range of children have they worked with in the past?

2. What are the backgrounds of the direct care staff who will be working with your child?

Read more here at Autism Parenting magazine. 

Thursday, November 19, 2020

Inheritance plays different roles in autism with and without intellectual disability

 Autism with intellectual disability is less heritable than autism alone, according to a new study of how the conditions run in extended families.

About a third of autistic people have intellectual disability (ID) — an intelligence quotient (IQ) of 70 or less. Autistic people with lower IQs are more likely to have spontaneous, or de novo, gene mutations than autistic people with higher IQs, studies show, suggesting that the genetic underpinnings of autism with ID differ from those of autism alone.

Read more here at Spectrum. 

20 Tips to Help De-escalate Interactions With Anxious or Defiant Students

 Tip 6: The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He’s already sitting down, quiet, with pen in hand, so the jump to spelling isn’t as jarring.

See more tips from Jessica Minahan here

Monday, November 16, 2020

Online ADOS Booster Training - 2020 December

We have scheduled the online ADOS Booster training for December 4th, from 9:00 a.m. to 3:30 p.m.* This is a one day review of the ADOS 2 training complete with scoring practice and practical question review. The training is available only for Montana public school educators who have previously completed a two-day ADOS administration training. 

You can register for the training here. The registration includes an opportunity to ask questions before the training and to choose which ADOS modules the training should focus on. Please have your ADOS manual with you during the training. We will send links for the log-in and materials prior to the training. 

    * Includes a one-hour lunch break. 

What Do Previous Attendees Say After Taking an ADOS Training and Conducting the ADOS? 

Do you have any additional comments or suggestions?

I am a core member of our ADOS evaluation team. This training is essential for my job. I need to fine-tune my skills, and learn about subtleties of the assessment as well as updates and changes. 

Loved to watch other administer the ADOS. I think looking at how someone scores the ADOS is very helpful providing strategies for scoring and documenting what you see and hear.

I am so glad that I did it. I should attend every time you offer it, because the ADOS is so complex.


Saturday, November 14, 2020

2021 General & Special Education Conference

March 10, 11 and 12.  2021

(Doug Note - I attend this conference every year and it is awesome!) 

Selected sessions are below, you can see the full conference schedule and register here. 


Practical Applications of the SCERTS Model to Create Classroom and Individual Supports and Enhance Emotional and Energy Regulation by Amy Laurent, PhD, OTR/L and Jacquelyn Fede, PhD


Achieve Success with Defiant, Emotional, and Disengaged Students  by MaryAnn Brittingham, MS, Family and Child Counseling


Using the Power of Play to Create Calm, Grounded, and Engaged Learners by Janine Halloran, MA, LMHC


Every Move Counts, Clicks and Chats: A Sensory-Based Approach to Communication and Assistive Technology – part 1 by Jane Korsten, MA


The Challenge of Challenging Behaviors! Understanding and Effectively Addressing the Behavioral Challenges of Students with Autism Spectrum Disorder by Susan K. Lewis Stokes, MA, CCC-SLP


It’s All About Independent Functioning! Practical Strategies that Foster Independence for Students with ASD by Susan K. Lewis Stokes, MA, CCC-SLP

Interventions for Executive Function Difficulties: Changing the Brain to Change Behavior by George McCloskey, PhD

Trauma Responsive Functional Behavior Assessment and Behavior Intervention Planning – part 1by Lynne DeSousa, MS, School Psychologist

Every Move Counts, Clicks and Chats: A Sensory-Based Approach to Communication and Assistive Technology - part 2 by Jane Korsten, MA

Embedding SEL in Daily Instruction to Improve Student Engagement and Academic Success - part 2 by Mike Anderson, MS

Teaching Social Skills Remotely by Rebecca Moyes, MEd



Integrated Technology Tools to Support Dyslexia and Other Language-Based Learning Disabilities by Sharon Plante, MA

The Neuropsychology of Emotional Disorders: A Framework for Effective Interventions by Steven Feifer, DEd, ABSNP

Trauma Responsive Functional Behavior Assessment and Behavior Intervention Planning - part 2by Lynne DeSousa, MS, School Psychologist

Grading Smarter, Not Harder: Building an Assessment Strategy to Empower Struggling Learners by Myron Dueck, MEd

“Yes, and...” Using Improv to Promote Academic and Social-Emotional Success for Students With (and Without) Disabilities by Jim Ansaldo, PhD Ed

Fostering Equity in Special Education by William White, EdS

Opening the Doors to Students with Moderate to Significant Cognitive or Developmental Delays by Kathy Morris, MEd


Registration at []

Tuesday, November 3, 2020

New study links autism traits and eating disorders in moms of autistic children

 A July 2020 study in the journal Autism Research found that mothers with eating disorders and a child with autism showed more autistic traits than mothers without an eating disorder, leading researchers to suggest that overlap between disordered eating and autism could contribute to underdiagnosis of autism in females. 

Read more here at Autism Speaks. 

Special Education Community of Practice

The Special Education Community of Practice meets the first Thursday of each month from 3:30 to 4:30PM.  Each session has a 10 to 20 presentation op a topic followed by a discussion around the topic.  Topics are:

November 5, 2020- Assessment- Yvonne Field

December 3, 2020- Preschool Transition - Danni McCarthy

January 7, 2021- Twice-Exceptional- Allyson Chance

February 4, 2021- Best Practices with Parents- Chris McCrea

March 4, 2021- HS Transition- Marla Swanby and Sara Bailey

April 1, 2021-Data Collection-TBD

May 6, 2021-Inclusive Programming-TBD

June 3, 2021- TBD

To access the meeting:

Join Zoom Meeting []
Meeting ID: 968 223 3568
Dial by Telephone +1 646 558 8656 or +1 406 444 9999 Meeting ID: 968 223 3568 Find your local number: []
Join by SIP
Join by H.323 (Polycom)
Join by Skype for Business []

For more information contact Jennifer Nettleton at or call 406-444-5848.

Monday, November 2, 2020

Live Webinar on December 15: Why ADHD Is Different for Women: Gender-Specific Symptoms & Treatments

Register below for this free expert webinar to learn why ADHD is different for women on Tuesday, December 15 at 1 pm ET.

Sign up and you will receive the free webinar replay link after 12/15 as well!

Women’s presentation of ADHD symptoms contributes to the diagnostic confusion that still leaves many women overlooked or misdiagnosed. The perfect storm of internalized symptoms, hormonal fluctuations, and societal expectations yields a distinct set of stressors. Emotional dysregulation also renders women more reactive than proactive. Trapped beneath the weight of stigma, self-doubt, and shame, they lose confidence in their judgment since it often betrays them.

The good news it that experts today are creating holistic treatment plans tailored to women’s needs. Reframing strategies offer women the opportunity to see themselves through a lens of validation and acceptance, to impose self-protective boundaries, and to question obligations. Rather than being silenced by shame, women are learning to trust their own voices.

In this webinar, based on the most up-to-date research on women and ADHD, you will learn:

  • How diagnostic challenges can limit accurate identification and treatment of ADHD in women
  • Five gender-specific factors that affect the impact of ADHD
  • How unpredictable executive functions thwart the ability to conform to society’s expectations
  • How fluctuating hormone levels impact ADHD symptoms
  • Five factors that increase the risk for negative outcomes with ADHD
  • How co-existing conditions complicate the ADHD experience and treatment
  • How treatment offers hope with evidence-based strategies that teach self-acceptance, self-respect, and self-compassion

Live Webinar on November 24: ADHD Anger, Tantrums, and Mood Shifts: Effective Treatments for Emotional Dysregulation

Register below for this free expert webinar to learn effective treatments for emotional dysregulation on Tuesday, November 24 at 1 pm ET.

Sign up and you will receive the free webinar replay link after 11/24 as well!

In this webinar, you will learn about:

  • The causes of emotional dysregulation and why it is an integral part of ADHD
  • The most effective psychosocial treatments for children with ADHD
  • The most effective psychosocial treatments for adults with ADHD
  • The interplay of ADHD medication and emotional dysregulation
  • Lifestyle changes and habits to manage concerns about anger and emotionality
  • Other conditions that should be considered if tantrums or anger are the main challenges

Webinar - Why Are You So Sensitive? Understand How Sensory Processing Sensitivity Affects the ADHD Brain

 Register below for this free expert webinar to learn how sensory processing sensitivity affects the ADHD brain on Wednesday, November 18 at 1 pm ET.

Sign up and you will receive the free webinar replay link after 11/18 as well!

The overlap with ADHD is clear: The inability to control emotions, being more easily overwhelmed and overstimulated than neurotypicals, and struggling with low self-esteem are all symptoms of being a HSP.

In this webinar you will learn:

  • The symptoms of SPS and how it affects the brain
  • How ADHD behavior of ruminating and overthinking situations and life events can contribute to SPS
  • How to manage SPS alongside ADHD

Wednesday, October 28, 2020

With Autism Intervention, More Hours Not Necessarily Better

 How many hours a week of intervention do young children with autism need? A new study suggests that the precise number may not be all that consequential.

Researchers say they found similar outcomes in toddlers with autism whether they participated in 15 or 25 hours each week of one-on-one intervention.

Ultimately, the study found no meaningful difference in the level of progress in receptive language, expressive communication, nonverbal ability or autism symptoms across the four different treatment groups. That was the case even when comparing children with varying levels of severity at the outset, the researchers said.

Read more here at Disability Scoop. 

Biomarkers of Autism Found in the Umbilical Cord for Early Diagnosis and Intervention

 A study by the University of California Davis MIND Institute was recently published in the journal Genome Medicine. They discovered that cord blood of newborn babies had a distinct DNA methylation signature or the addition of a methyl group (CH3) to the genome. Furthermore, the signature was traced in genes and DNA regions associated with early fetal neurodevelopment.

Professor Janine La Salle said that ASD has a specific DNA methylation signature "in cord blood with specific regions consistently differentially methylated. During the study, they also identified six epigenetic signatures that determine why ASD is more prevalent in males than females.

Read more here at The Science Times. 

Causes and Interventions for Self-Injury in Autism

 Strictly speaking, self-injury is not a symptom of autism. However, certain symptoms, situations, and comorbidities related to ASD can lead some people with autism to engage in self-injurious behavior. Treating underlying disorders and helping the individual to learn additional communication and coping skills can enable them to avoid self-injury and minimize the long-term effects of this behavior. 

Read more here at the Autism Research Institute. 

PANS/PANDAS in Children with Autism


Signs and Symptoms of PANS/PANDAS

Between 1 and 3% of youths have OCD. Among children with OCD, up to 5% may meet the criteria for PANS/PANDAS. While as many as 17% of children with autism also have OCD, it is very rare that their OCD is linked to PANDAS. Even so, the situation can arise. When it does, it can be difficult to separate the symptoms of autism from signs of PANS/PANDAs since many of the symptoms and comorbidities overlap.

While PANS is a group of symptoms without an undetermined cause, PANDAS does have a clear trigger. In most cases, the onset of PANDAS is triggered by exposure to Group A Streptococci, commonly known as strep throat or a strep infection. Other microbes, including Lyme and Mycoplasma, may also be related to PANDAS. When a child with genetic susceptibility (2-5% of the population) is exposed to these microbes, it causes a misdirected immune response, which leads to brain inflammation. This can manifest as PANDAS.

Read more here at the Autism Research Institute.

Low standards corrode quality of popular autism therapy

 Rapid growth and inadequate standards in the ‘applied behavior analysis’ industry may put vulnerable children in the hands of poorly prepared technicians.

Read more here at Spectrum. 

Tuesday, October 27, 2020


 The ECHO Autism for Rural Healthcare Providers will offer healthcare providers best practice strategies and support for working with patients with Autism Spectrum Disorder. The network is being operated by the Utah Regional Leadership Education in Neurodevelopmental Disabilities (URLEND) and the Wyoming Institute for Disabilities (WIND).

Find more information here. 

Friday, October 23, 2020

A Guide to Interacting with Police for Individuals with Intellectual/Developmental Disabilities

 The University of Cincinnati UCEDD has developed a new brochure on: A Guide to Interacting with Police for Individuals with Intellectual/Developmental Disabilities. 

People with intellectual, cognitive or developmental disabilities get involved as both victims and suspects/offenders with law enforcement and with the criminal justice system. The police are ready to help in many different ways to help us feel safe.

View the guide here,

Thursday, October 22, 2020

Virtual Social Thinking Trainings Available


We have a limited number of scholarships for Montana public school educators to attend online Social Thinking Trainings. (A description of the Social Thinking trainings can be found here.)

These trainings will be available on the following dates, from 10:00 a.m. to 1:30 p.m.

Thursday, November 5: Teaching Thoughts, Theories and The Group Plan

Friday, November 6: Teaching Thinking with Eyes, Body in the Group and Whole Body Listening

Thursday, November 12: Assessing Peer-Based Collaboration and Play to Provide Specific Treatment Pathways

Friday, November 13: Advancing Social Learning with Five Concepts to Promote Executive Functions

Tuesday, December 1, 2020: Individualizing Social Emotional Learning and Treatment Decision Making

Wednesday, December 2, 2020: Teaching Different Developmental Ages - Who Needs What When?

Things you must know before you request a scholarship: 

OPI renewal units will be provided after verification from Social Thinking that you have completed the training.  

We have established a separate registration process from the Social Thinking online process. If you register for a training and pay Social Thinking, we cannot reimburse you. 

If you have any questions, please email Doug Doty at 

 We will provide notice within a few days whether you have been accepted to attend a training. 

Tuesday, October 13, 2020

Virtual PECS Level 1 Trainings Available from the OPI Montana Autism Education Project



We have a limited number of scholarships for Montana public school educators to attend online PECS Level 1 Trainings. (A description of the PECS Level 1 training can be found here.)


These trainings will be available on the following dates, from 9:00 a.m. to 4:30 p.m.

October 22-23

November 4-5

November 9-10

December 3-4

December 10-11


Things you must know before you request a scholarship: 

This training is only available to those who have not taken a PECS Level 1 training before.

We will request confirmation from your building principal or special education director that you have been given two days of release time to attend the training. That confirmation is required before we send your registration to PECS.

You must complete both days of the training. OPI renewal units will be provided after verification from PECS that you have completed the training. PECS will inform you if ASHA CEUs are available.

A hardcopy PECS manual will be sent to you for the training. (Those attending on October 23/24 will be sent virtual materials, with a hardcopy manual to follow.)

We have established a separate registration process from PECS online process. If you register and pay PECS, we cannot reimburse you.

If you have any questions, please email Doug Doty at 

We will provide notice as soon as possible to those who have been accepted to attend a training.

Thursday, October 1, 2020

Archived Webinar - Talking About the Birds and the Bees in ASD

 In this webinar, Eileen Crehan, Ph.D. discusses autism and sex ed. This webinar is 60 minutes long.

View the webinar here. 

Live Webinar on October 29: Better School Behavior: How to Design and Implement a Positive and Effective Behavior Plan

 Is your child disruptive in the classroom — virtual or physical? As an educator, do you correct or punish the same student repeatedly? Too often parents and educators are burned out and frustrated by a student’s interfering behaviors, which can cause school exclusion and reduced social and academic opportunities.

Better behavior doesn’t always happen quickly or easily, but a comprehensive Positive Behavior Support Plan (PBSP) provides the starting point for constructive behavior change. The PBSP outlines a pathway toward understanding and changing a student’s interfering behavior(s) using research-based strategies and tactics. An individualized plan focuses on prevention, skill-building, and redesigning the environment — not the student.

In this webinar, you will learn:

  • What a PBSP entails and how it fits within a child’s IEP
  • The components of a comprehensive PBSP
  • How to collect data about your child to include in the the plan
  • How behavior plans align with other goals within your child’s IEP (and what to do if they don’t)
  • Common misconceptions and issues about Positive Behavior Support Plan development and implementation


Live Webinar on October 20: The Middle School Survival Guide for Students with ADHD and Executive Function Deficits

 Life in middle school is hard for all students, but especially for those with ADHD. Developmentally, adolescents are searching for independence — focusing more on their peer relationships and often pushing parents away. In addition, academic and social expectations change dramatically in middle school: Students must meet the demands of multiple teachers, maintain focus during longer days, and manage more homework and projects. These challenges often exceed the developmental capacity of the ADHD brain’s executive functions.

Have hope! The first key to middle school success is understanding how ADHD brain development lags behind many of teens’ challenges. The second key is problem-solving from the perspective of the ADHD brain’s needs. We do this by identifying and externally supporting the weaker and slower-developing executive function skills of the ADHD middle-schooler.

In this webinar, you will learn: 

  • How the brain’s executive function development connects to expectations for independent homework and seat-work
  • How parents can support the development of their child’s executive functions
  • How to teach your child to develop time awareness and use external tools to get things done
  • How to use a school planner to develop the life skill of future thinking


Confronting Challenges as a Pandemic Technology Moderator: Strategies for Engaging Students with Disabilities in Virtual Learning and the Use of Netiquette - A Free Webinar

 The Montana Transition Resources Project and the Montana Deaf-Blind Project are pleased to welcome Dr. Mary Jo Krile for this free learning opportunity. Montana Office of Public Instruction (OPI) renewal unit credit is available.

Date: Tuesday, October 20, 2020
Time: 4:00-5:00 Mountain Daylight Time

Description: At the beginning of the COVID-19 pandemic, students with disabilities were required to abruptly transition to the use of virtual platforms for everyday activities, such as learning, doctor/service provider appointments, and maintaining a social life. This resulted in educators, parents, guardians, caretakers, and service providers being required to assume the role of technology moderators for students with disabilities. Many new challenges, in which strategies and answers were not available, surfaced. This webinar presentation will give a brief overview of the following challenges, as well as provide several strategies for addressing these challenges: (a) engaging in virtual learning; (b) the use of netiquette (the etiquette of the internet); and (c) the safe use of social media platforms. This session will conclude with a short question and answer portion in which questions about these challenges can be asked.

Monday, September 14, 2020

Cannabis and autism, explained

Over the past decade, autistic people and their families have increasingly experimented with medical marijuana and products derived from it. Many hope these compounds will alleviate a range of autism-related traits and problems. But scientists are still in the early stages of rigorous research into marijuana’s safety and effectiveness, which means that people who pursue it as treatment must rely mostly on anecdotal information from friends and message boards for guidance.
Here we explain what researchers know about the safety and effectiveness of cannabis for autism and related conditions

Archived Webinar - Repetitive Behaviors and Autism

Repetitive behaviors are one of autism’s core features and can be sensory or motor based, such as hand-flapping, or more cognitive in nature, such as intensely focused interests. Autistic people may engage in repetitive behaviors as a way to relieve anxiety or for fun — and for this reason, such behaviors deserve careful management.

View the webinar here at Spectrum. 

A Guide to Identifying and Understanding Scientific Research About Autism

This article is a tool to help you assess information about autism based on scientific principles. As you put these recommendations into practice, remember to use critical thinking and common sense when assessing any claim about autism. Combining an understanding of scientific research studies with your own powers of reasoning can help you: 
  • Make evidence-based decisions
  • Understand recommendations from your care team and discuss them knowledgeably
  • Minimize overwhelm
  • Advocate for yourself or your family member with autism. 

Archived Webinar - Family-Centered Planning and ASD

Research demonstrates the effectiveness of Family-Centered Transition Planning in increasing student and parent expectations for adult life, student career decision-making, and student participation in employment and post-secondary education. Learn the latest sustainable processes for implementing a Family-Centered Transition Planning model for youth and young adults with autism spectrum disorders.

View the webinar here at the Autism Research Institute.

Social Capital and Autism in Young Adulthood: Applying Social Network Methods to Measure the Social Capital of Autistic Young Adults

What was the purpose of this study?

Many autistic young adults are disconnected from people, communities, and organizations that could provide them with valuable social resources to support their transition to adulthood. This study tests the feasibility of using social network methods to measure the resources that autistic young adults gain from their social connections. Future studies using our social network measure might provide valuable information about possible interventions that could help autistic youth acquire the social resources needed for successful adult outcomes.

I Have Tourette's and He's on the Autism Spectrum. Here's How We Have Sex

When people with neurodevelopmental disorders that affect their social communication capabilities—like Paul and Grace, an older couple who, respectively, have Asperger’s syndrome, an autism spectrum disorder, and Tourette’s syndrome and some related problems with focus and impulse control—talk about their their sex lives, it can make outsiders (even doctors and family membersfeel uncomfortable. Many such people assume that the communication issues conditions like these pose should desexualize those with them—that they simply wouldn’t or shouldn’t pursue physical intimacy.

But this is not necessarily a reflection of people with these or similar conditions’ sexualities. Most have the same sexual needs and relationship capabilities as neurotypical individuals. People with autism and similar disorders may just struggle with forming and maintaining relationships without early, ongoing, and tailed education on, and support in exploring these topics.

Read more here at Vice.