Hilary Hauptman is a clinician here at Kennedy Counseling Collective, and brings over six years of experience supporting autistic children and their families. Hilary has worked with hundreds of families navigating the diagnostic process and developing strategies to support their children at home and in school. Her work centers on neurodivergent-affirming care, which celebrates each child’s individuality and focuses on collaboration rather than correction.
Autism in the News
In my years as a therapist and former school counselor, I’ve had the privilege of walking alongside many families as they navigate the world of autism diagnoses, school supports, and parenting challenges.
Lately, autism has been in the news more than ever, often surrounded by misconceptions, debates, and even controversy about what “causes” autism. For parents trying to make sense of it all, this flood of information can feel confusing and overwhelming.
In my conversations, I often hear from parents who are trying to reconcile what they’ve read or heard with what they see in their own children. They ask about burnout, sensory processing, and misdiagnosis, and many wonder how to best support their child without losing themselves in the process. These are important questions that deserve clear, compassionate, and research-based answers.
One of the first things I share with parents is that autism is not something “wrong” that needs to be fixed. Autism is a neurodevelopmental difference, not a defect. Every autistic child has unique ways of thinking, learning, and connecting with the world. The goal of therapy and support is not to change who they are, but to understand their needs, honor their communication style, and help them thrive.
This guide is meant to clear up common misconceptions, share what we know from research, and offer practical tools that help families support their children with confidence.
A Brief History of Autism
Autism has been understood differently over time, which helps explain why misconceptions persist.
- 1943: Psychiatrist Leo Kanner first described autism as a distinct condition, emphasizing social and communication differences [1].
- 1952: Autism was classified as a form of childhood schizophrenia in the first Diagnostic and Statistical Manual of Mental Disorders (DSM-I) [2].
- 1980: Autism became its own diagnostic category in the DSM-III [3].
- 1994: Asperger’s Syndrome was introduced for individuals often described as “high-functioning” [4].
- 2013: The DSM-5 consolidated subcategories into Autism Spectrum Disorder (ASD), recognizing a broad range of abilities and support needs [5].
- 2022: The DSM-5-TR added severity specifiers to better describe support needs across social communication and behaviors [6].
Remember: autism is a spectrum, and no two children present the same way. Terms like “high-functioning” can be misleading; describing specific support needs is more helpful for advocacy and care.
What Causes Autism? (A quick, research-based overview)
Current evidence shows that autism arises from a combination of genetic and environmental factors, with genetics playing a substantial role. Twin studies estimate heritability at approximately 50–75% [7] [8].
Vaccines do not cause autism [9] [10].
Regarding acetaminophen (Tylenol) use in pregnancy, findings from observational studies are mixed and not causal [11] [12] [13]. Major medical organizations, including the American College of Obstetricians and Gynecologists (ACOG) and the American Academy of Pediatrics (AAP), currently state that a definitive link has not been established [14] [15].
As with any medication, if you’re pregnant or planning pregnancy, it’s best to discuss your individual health history and options with your obstetrician or pediatrician.
Recognizing Signs
Autism can look very different from child to child. Signs often cluster in these areas:
Social communication
- Differences in engaging with others or reading emotions
- Preference for solitary or parallel play
- Limited eye contact or facial expressions
Language development
- Delayed or regressed speech
- Repetitive words or phrases (echolalia)
- Speech that may sound sing-song or monotone
Sensory processing
- Sensitivity to sound, light, or touch
- Strong preferences for foods or textures
- Differences in pain tolerance [16]
Repetitive behaviors
- Stimming (for example, hand-flapping or rocking) as self-regulation
- Escalation to self-injury when overwhelmed
Tip: This list is a starting point. Every child’s profile is unique, and intensity and presentation vary.
Why Misdiagnosis Matters
For decades, most research focused on boys, particularly White boys, which contributed to underdiagnosis or misdiagnosis among girls and children of color [17] [18].
- Girls: Often mask traits, leading to missed or incorrect diagnoses such as ADHD.
- Children of color: Especially boys, may be misdiagnosed with behavior disorders due to cultural bias in assessment [19].
If you suspect misdiagnosis, a neurodivergent-affirming clinician can clarify the picture and build an effective, strengths-based plan.
Finding Support
Even with growing awareness, finding the right support can feel overwhelming. Early identification and early intervention help, but support should be tailored to your child’s strengths and needs.
- Speech-language therapy: Language and communication supports
- Occupational therapy: Sensory regulation and daily living skills
- Neurodivergent-affirming therapy: Social and emotional growth that honors authentic traits rather than suppressing them
- Parent and caregiver coaching: Practical tools for home and school accommodations
- IEPs or 504 Plans: Legal frameworks for school-based support [20]
Advocacy tip: Ask providers to explain the “why” behind each recommendation and how success will be measured.
Preventing Autistic Burnout
Autistic burnout is intense cognitive, emotional, and physical exhaustion that often follows masking or ongoing sensory overload. Signs can include:
- Holding it together at school, then crashing at home
- Increased irritability or withdrawal
- Heightened sensitivity to light, sound, or touch [21]
Ways to reduce burnout risk:
- Simplify or pause nonessential stressors when possible
- Celebrate your child’s authentic ways of communicating and self-regulating
- Advocate for accommodations at school and in activities
- Provide sensory supports such as weighted blankets, noise-canceling headphones, or fidgets
- Engage with their special interests as sources of joy and regulation
- Keep routines predictable and give advance notice of changes
- Notice early signs of overwhelm and adjust supports as needed
Next Steps
If you are looking for a neurodivergent-affirming therapist to better understand an autism diagnosis, receive social and emotional support, prevent burnout, and advocate for yourself or your child in different environments, please contact me for a free consultation by emailing support@kennedycounselingcollective.com.
I bring over six years of experience working with autistic children, making accommodations and modifications in the school setting, and coaching parents on how to support their autistic children while managing their own triggers and needs.
Hilary Hauptman, LGPC
Certified in Autism-Informed Care
Kennedy Counseling Collective
References
[1].Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250.
[2].American Psychiatric Association. (1952). Diagnostic and Statistical Manual of Mental Disorders (DSM-I). Washington, DC.
[3].American Psychiatric Association. (1980). DSM-III: Diagnostic and Statistical Manual of Mental Disorders.
[4].Wing, L. (1981). Asperger’s syndrome: A clinical account. Psychological Medicine, 11(1), 115–129.
[5].American Psychiatric Association. (2013). DSM-5: Diagnostic and Statistical Manual of Mental Disorders.
[6].American Psychiatric Association. (2022). DSM-5-TR: Text Revision.
[7].Sandin, S. et al. (2017). The heritability of autism spectrum disorder. JAMA, 318(12), 1182–1184. https://doi.org/10.1001/jama.2017.12141
[8].Tick, B. et al. (2016). Heritability of autism spectrum disorders: A meta-analysis of twin studies. J Child Psychol Psychiatry, 57(5), 585–595. https://doi.org/10.1111/jcpp.12499
[9].Taylor, L. E., Swerdfeger, A. L., & Eslick, G. D. (2014). Vaccines are not associated with autism: An evidence-based meta-analysis. Vaccine, 32(29), 3623–3629. https://doi.org/10.1016/j.vaccine.2014.04.085
[10].Centers for Disease Control and Prevention (CDC). (2024). Autism and vaccines: What you should know. https://www.cdc.gov/vaccinesafety/concerns/autism.html
[11].Ji, Y. et al. (2020). Association of cord plasma biomarkers of in utero acetaminophen exposure with risk of ADHD and autism spectrum disorder in childhood. JAMA Psychiatry, 77(2), 180–189. https://doi.org/10.1001/jamapsychiatry.2019.3259
[12].Magnus, M. C. et al. (2021). Prenatal and infant paracetamol exposure and development of autism spectrum disorder. Int J Epidemiol, 50(6), 1793–1806. https://doi.org/10.1093/ije/dyab010
[13].Bauer, A. Z. et al. (2021). Paracetamol use during pregnancy—a call for precautionary action. Nat Rev Endocrinol, 17, 757–766. https://doi.org/10.1038/s41574-021-00553-7
[14].American College of Obstetricians and Gynecologists (ACOG). (2021). ACOG response to consensus statement on paracetamol use during pregnancy. https://www.acog.org/news/news-releases/2021/09/acog-response-to-consensus-statement-on-paracetamol-use-during-pregnancy
[15].American Academy of Pediatrics (AAP). (2021). AAP statement on acetaminophen use in pregnancy. https://www.aap.org/en/news-room
[16].Marco, E. J. et al. (2011). Sensory processing in autism: A review of neurophysiologic findings. Pediatric Research, 69(5 Pt 2), 48R–54R. https://doi.org/10.1203/PDR.0b013e3182130c54
[17].Lai, M. C., Lombardo, M. V., & Baron-Cohen, S. (2014). Autism. The Lancet, 383(9920), 896–910.
[18].Dean, M. et al. (2017). The misdiagnosis of autism in women and girls. Autism Research, 10(7), 1210–1220.
[19].Tek, S., & Landa, R. J. (2012). Differences in autism symptoms between minority and White children. Journal of Autism and Developmental Disorders, 42(9), 1967–1973.
[20].Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).
[21].Higgins, J. M. et al. (2021). Autistic burnout: An exploratory qualitative study of exhaustion, loss of function, and reduced tolerance to stimulus. Autism in Adulthood, 3(2), 132–143. https://doi.org/10.1089/aut.2020.0079