The Warren Autism Link is a resource for teachers, parents, and community members to find information on early intervention, visual supports, social stories and other resources to support people with Autism.

Access this link for a handout with suggestions on how to best support students with autism


Children do not "outgrow" Autism, but studies show that early diagnosis and intervention lead to significantly improved outcomes.

Here are some signs from the Autism Society of America to look for in the children in your life:

  • Lack of or delay in spoken language
  • Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling objects)
  • Little or no eye contact
  • Lack of interest in peer relationships
  • Lack of spontaneous or make-believe play
  • Persistent fixation on parts of objects

If you have concerns about your child please contact your doctor. If your child is under 3 years old you can also contact your local First Steps, 1-800-545-7763. If your child is 3 years or older, contact the Warren Special Education Office, 317-869-4400, for possible support.

Identification information:


Modules are a way you can learn about a specific topic or strategy online. These "mini lessons" may include reading, videos, or a combination of both.

Modules for families and educators include: Visual Supports, 5-Point Scale, Structured Work Systems, Transition, and PECS 

Access website

Visual Supports

Visual supports are any tool presented visually that supports an individual as he or she moves through the day. Visual supports might include, but are not limited to, pictures, written words, objects within the environment, arrangement of the environment or visual boundaries, schedules, maps, labels, organization systems, timelines, and scripts. They are used across settings to support individuals with ASD.

IRCA Visual Supports Page
Social Stories

Social narratives are short stories, written by you and read with students with ASD. These give objective statements about a variety of social situations and read with students with ASD. You can use these stories to provide social cues and correct your students’ responses to situations in a nonthreatening manner (Gray, 1994). Social narratives often help you break complex activities into smaller steps for your students. They are also often referred to as Social Stories™ which were developed by former teacher, Carol Gray.

Social narratives have been shown to help your students with ASD with transitions, new activities, and daily routines. They have also shown to be helpful in addressing a wide variety of behaviors including displaying aggression, maintaining personal hygiene, and demonstrating classroom expectations (Ganz, Cook, & Earles-Vollrath, 2006). Social stories are most helpful when you read them immediately before the activity and consistently at the same time and place. The great thing about social narratives is you can use them in any environment including school, home, or community!

State/National Websites
Support Groups
Evidence Based Practices for Students with Autism

For any questions or additional information, please contact:
Christine Cahoe, Autism Coordinator
MSD Warren Township
975 North Post Road
Indianapolis, IN 46219