Combatting Misinformation: How We Talk About Autism

Navigating an autism diagnosis can feel overwhelming—especially when you’re confronted with a flood of information, opinions, and misinformation. If you’re trying to figure out what’s real and what’s not, you’re not alone. Lately, public attention has turned to Robert F. Kennedy Jr. and his claims linking vaccines and autism, including the notion of an “autism epidemic.” These statements—such as “vaccines cause autism”—have been widely criticized by scientists, medical experts, and members of the autism community for being misleading, inaccurate, and harmful.

The truth is, autism is a complex neurodevelopmental condition. Understanding it means turning to credible research and listening to those with lived experience. So, let’s talk about what’s fact, what’s fiction, and what families really need to know when it comes to autism spectrum disorder (ASD) and support.

Autism has been historically underdiagnosed.

One of the most important autism facts to know: increased diagnoses don’t necessarily mean more people are developing autism—it means we’ve gotten better at recognizing it.

Since autism was first described in the 1940s, both the criteria and tools for diagnosis have improved dramatically. As awareness grows, more children—and adults—are being accurately identified as autistic, which helps explain the increase in diagnoses over time. But this doesn’t mean there’s a sudden surge or “epidemic”.

As Dr. Leigh Ann Wayland, Psychologist and Manager of Interprofessional Clinical Team at Surrey Place, explains:

We’re seeing real progress in how autism is being identified. Diagnostic assessments are becoming more nuanced and responsive to individual differences. This is especially important for recognizing autism in people who might have been overlooked in the past.”

Dr. Leigh Ann Wayland, Psychologist and Manager of Interprofessional Clinical Team

Importantly, many people from equity-deserving populations—including women, transgender and nonbinary individuals, Black, Indigenous and racialized communities—have historically been underdiagnosed and underrepresented in diagnosis data. Thanks to improved education and outreach, that diagnostic gap is slowly narrowing.

So, does vaccines cause autism?

No. Multiple large-scale studies across decades have found no link between vaccines and autism. Organizations like the Centre for Disease Control and Prevention, World Health Organization, and countless medical institutions have confirmed this. The original study that sparked this myth was retracted for unethical practices and flawed data.

Autism Is Diverse and Complex

Autism is not a single experience. People on the autism spectrum have a wide range of abilities, needs, and perspectives.

Autistic individuals may experience differences in communication, social interaction, sensory processing, and behaviour. But they also bring strengths—such as focus, creativity, expertise in specific topics, and innovative thinking. These traits are part of what makes the neurodiverse community such a valuable part of society.

Understanding autism—and moreover disability—means embracing diversity. It also means involving people with disabilities in shaping policies, services, and conversations—because lived experience is expertise.

The Strengths of Autistic Individuals

Let’s move beyond outdated ideas that frame autism only in terms of challenges. In reality, many autistic individuals thrive in environments where their strengths are recognized and supported.

Some common strengths include:

  • Hyperfocus and attention to detail
  • Exceptional memory
  • Unique problem-solving skills
  • Deep knowledge in areas of interest
  • Creative and innovative thinking

Unfortunately, societal norms and biases often define success in narrow ways. When autistic people don’t fit those molds, their strengths can be overlooked or misunderstood.

By creating inclusive environments, we open doors—not just for autistic individuals, but for entire communities to benefit from diverse ways of thinking. Liz Phipps, Service Coordinator and Caregiver Advisor at Surrey Place, and member of our Family Advisory Council shares:

We’ve learned to celebrate our child for who he is. Jack loves to swim, go on nature hikes and spend time with his family. He also lives by strict routines, requires sensory calmness, and prefers time on his own. These aren’t things to fix, they’re gifts to nurture. Watching him thrive when he is accepted and encouraged
has been the most powerful part of our journey.”

Liz, Caregiver

Why Language Matters

Words shape perception—and when it comes to autism, language can either empower or harm.

Terms like “autism epidemic” or “cure” reinforce the dangerous idea that autism is a tragedy or public health crisis. These ideas, often repeated in RFK autism vaccine narratives, dehumanize autistic people and spread fear. Instead, we should use affirming, respectful language. Many in the community prefer identity-first terms like “autistic,” though preferences vary. What matters
most is centering dignity and asking individuals how they identify.

Support Is Not About Prevention—It’s About Empowerment

Support for autistic individuals isn’t about “fixing” or preventing autism—it’s about working alongside each person to help them build skills, confidence, and self-determined lives.

At Surrey Place, we provide holistic, individualized and evidence-based care from childhood through adulthood. Services include:

Our approach recognizes that every person’s journey is unique. Whether you’ve just received an autism diagnosis or are looking for next steps, we’re here to walk with you.

The right support isn’t about changing who someone is. It’s about helping them thrive in a world that truly sees and supports them and helping push boundaries.

Dr. Nancy Freeman, Psychologist and Director of Autism Behavioural Services

So, What’s Important to Know About Autism?

There’s a lot of noise out there—especially when it comes to autism vaccines, RFK’s claims, and so-called “epidemics.” But the facts are clear:

  • No connection between vaccines and autism
  • Autism is not an epidemic; we’re getting better at diagnosis
  • Autistic people deserve respect, support, and opportunities—not fear-based
    narratives
  • Support means working alongside each person

Most importantly, what matters is listening—to decades of research, to expert professionals, and to the voices of autistic people themselves.

Creating a world without limits requires breaking down barriers together. We can only do this through empathy and collaboration, not alienation and dehumanization.

Learn more about how we can support your autism journey: Your Child Has Autism-Now What?

By 2 months

Has your baby had their hearing screened? YES NO

By 6 months

Does the child?

Startle in response to loud noises? YES NO
Turn to where a sound is coming from? YES NO
Make different cries for different needs (hungry, tired)? YES NO
Watch your face as you talk? YES NO
Smile/laugh in response to your smiles and laughs? YES NO
Imitate coughs or other sounds such as ah, eh, buh YES NO

By 9 months

Does the child?

Respond to their name? YES NO
Respond to the telephone ringing or a knock at the door? YES NO
Understand being told no? YES NO
Get what they want through using gestures (reaching to be picked up)? YES NO
Play social games with you (Peek-a-Boo)? YES NO
Enjoy being around people? YES NO
Babble and repeat sounds such as babababa or duhduhduh? YES NO

By 12 months

Does the child?

Follow simple one-step directions (sit down)? YES NO
Look across the room to a toy when adult points at it? YES NO
Consistently use three to five words? YES NO
Use gestures to communicate (waves hi/bye, shakes head for no)? YES NO
Get your attention using sounds, gestures and pointing while looking at your eyes? YES NO
Bring you toys to show you? YES NO
Perform for social attention and praise? YES NO
Combine lots of sounds together as though talking (abada baduh abee)? YES NO
Show an interest in simple picture books? YES NO

By 18 months

Does the child?

Understand the meaning of in and out, off and on? YES NO
Point to more than 2 body parts when asked? YES NO
Use at least 20 words consistently? YES NO
Respond with words or gestures to simple questions (Where's teddy? What's that?)? YES NO
Demonstrate some pretend play with toys (gives teddy bear a drink, pretends a bowl is a hat)? YES NO
Make at least four different consonant sounds (p ,b, m, n, d, g, w, h)? YES NO
Enjoy being read to and sharing simple books with you? YES NO
Point to pictures using one finger? YES NO

By 2 years

Does the child?

Follow two-step directions (Go find your teddy bear and show it to Grandma.)? YES NO
Use 100 to 150 words? YES NO
Use at least two pronouns (you, me, mine)? YES NO
Consistently combine two to four words in short phrases (Daddy hat. Truck go down.)? YES NO
Enjoy being around other children? YES NO
Begin to offer toys to other children and imitate other children's actions and words? YES NO
Use words that are understood by others 50 to 60 per cent of the time? YES NO
Form words or sounds easily and without effort? YES NO
Hold books the right way up and turn the pages? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 30 months

Does the child?

Understand the concepts of size (big/little) and quantity (a little/a lot, more)? YES NO
Use some adult grammar (two cookies, bird flying, I jumped)? YES NO
Use over 350 words? YES NO
Use action words such as run, spill, fall? YES NO
Participate in some turn-taking activities with peers, using both words and toys? YES NO
Demonstrate concern when another child is hurt or sad? YES NO
Combine several actions in play (puts blocks in the train and drives the train, drops the blocks off.)? YES NO
Put sounds at the beginning of most words? YES NO
Use words with two or more syllables or beats (ba-na-na, com-pu-ter, a-pple)? YES NO
Recognize familiar logos and signs involving print (Stop sign)? YES NO
Remember and understand familiar stories? YES NO

By 3 years

Does the child?

Understand who, what, where and why questions? YES NO
Create long sentences using five to eight words? YES NO
Talk about past events (trip to grandparents house, day at child care)? YES NO
Tell simple stories? YES NO
Show affection for favourite playmates? YES NO
Engage in multi-step pretend play (pretending to cook a meal, repair a car)? YES NO
Talk in a way that most people outside of the family understand what she/he is saying most of the time? YES NO
Have an understanding of the function of print (menus, lists, signs)? YES NO
Show interest in, and awareness of, rhyming words? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 4 years

Does the child?

Follow directions involving three or more steps (First get some paper, then draw a picture and give it to Mommy)? YES NO
Use adult type grammar? YES NO
Tell stories with a beginning, middle and end? YES NO
Talk to try and solve problems with adults and with other children? YES NO
Show increasingly complex imaginary play? YES NO
Talk in a way that is understood by strangers almost all the time? YES NO
Generate simple rhymes (cat-bat)? YES NO
Match some letters with their sounds (letter b says buh, letter t says tuh)? YES NO