All About Autism

Each year, Read Across America Week reminds us of the powerful role reading plays in shaping young minds, opening doors to imagination, and building lifelong skills. At the Elizabeth Lee Black School, this celebration goes far beyond books—it becomes a week rooted in connection, inclusion, and community. 

For our students, reading is not just an academic activity. It is a gateway to communication, independence, and confidence. Many of the children we serve learn in unique and highly individualized ways, and Read Across America Week provides meaningful opportunities to experience stories through shared moments, expressive voices, visuals, and relationship‑building. Whether a student is listening intently, engaging through assistive technology, or responding with a smile or gesture, every interaction with a book matters. 

This year’s celebration was made even more special by the participation of over 70 guest readers who volunteered their time to read with our students. These readers—representing community partners, staff, families, and friends of the Barber National Institute—brought stories to life while reinforcing an important message to our students: you are valued, supported, and surrounded by people who care. 

Why Read Across America Week Matters for Our Students 

At the Elizabeth Lee Black School, literacy is woven into a broader educational experience that supports communication, social‑emotional growth, and life skills. Read Across America Week offers a joyful and engaging way to reinforce these goals. Familiar stories and new voices help students practice listening, comprehension, and social interaction within a predictable and supportive environment. Just as importantly, the shared experience of reading together fosters trust, connection, and excitement around learning. 

For many students, these moments become memories associated with comfort, encouragement, and success—foundational elements that support growth far beyond the classroom. 

More Than a Reading Event: The Power of Friendraising 

While the week centers on literacy, it also plays a vital role in something equally important to our mission: friendraising. 

Friendraising is about creating meaningful relationships with individuals who become invested in our organization—not just as supporters, but as advocates and champions for our students. When guest readers step into our classrooms, they gain firsthand insight into the incredible abilities, determination, and joy our students bring to their learning each day. These personal connections transform awareness into understanding and interest into long‑term engagement. 

By welcoming guest readers into our school, we open the door to lasting relationships built on shared experiences. A single reading session can spark ongoing involvement, whether through volunteering, advocacy, partnership, or continued support of the Barber National Institute’s mission. 

A Community United by Stories 

Read Across America Week beautifully illustrates how stories can bring people together. For our students, the presence of new faces reading familiar books reinforces confidence and belonging. For our guest readers, the experience offers perspective, inspiration, and a deeper connection to the important work happening within our classrooms. 

Together, these shared moments strengthen our community and remind us that literacy, inclusion, and human connection are deeply intertwined. 

As we turn the final pages of this year’s celebration, we are grateful—for the stories read aloud, the smiles shared, and the friendships formed. Read Across America Week is more than a tradition at the Elizabeth Lee Black School; it is a reflection of who we are and how, together, we build a more inclusive and compassionate community—one story at a time. 

At the Elizabeth Lee Black School, engagement is more than participation—it is a deliberate, values‑driven practice that shapes culture, strengthens relationships, and builds a true sense of belonging. When engagement is intentional and sustained, it becomes the foundation upon which trust is built, alliances are formed, and collaboration and long‑term commitment naturally follow. 

Engagement begins with a connection. By fostering meaningful relationships among students, families, staff, and community partners, the school creates an environment where individuals feel seen, valued, and included. These connections are not incidental; they are purposefully cultivated through shared experiences, open communication, and opportunities for collaboration that extend beyond the classroom. When people feel they belong, they are more likely to invest their time, talents, and perspectives in ways that enrich the entire community. 

A powerful example of this is the school’s approach to community engagement. Initiatives such as Read Across America Week invite local leaders, families, volunteers, and partners into the heart of the school. These shared moments reinforce the idea that education is a collective responsibility and that learning thrives when diverse voices come together with a common purpose. Over time, these experiences transform one‑time interactions into enduring relationships—alliances rooted in mutual respect and a shared commitment to student success. 

Family engagement further deepens this sense of belonging. By viewing parents as true partners in their child’s educational journey, the Elizabeth Lee Black School builds trust and consistency between home and school. Parents are not only informed but actively involved in conversations, planning, and celebrations. This collaborative approach ensures that families feel respected and empowered, strengthening their long‑term commitment to the school community, and reinforcing a shared vision for student growth. 

Engagement also plays a critical role in building alliances that shape the future. Partnerships with colleges and universities, for example, extend the school’s impact beyond its immediate community. Through internships, graduate assistantships, and service‑learning opportunities, the school creates mutually beneficial relationships that support both current students and the next generation of educators and clinicians. These alliances, built over time, foster collaboration grounded in trust, shared learning, and a commitment to continuous improvement. 

Similarly, workforce‑focused engagement—such as job shadowing programs—connects the school with young people exploring future careers. These experiences not only raise awareness of the school’s mission but also plant seeds for future collaboration and recruitment. By opening its doors and sharing its work, the school builds early relationships that may evolve into long‑term professional commitments aligned with its values. 

Engagement within the organization is essential. The Elizabeth Lee Black School’s emphasis on staff recognition and appreciation reinforces a culture where employees feel valued and connected to a shared mission. Celebrating milestones, contributions, and dedication strengthens morale and fosters loyalty. When staff feel recognized and supported, collaboration flourishes, and commitment to students, colleagues, and the organization deepens. 

Ultimately, engagement is the thread that weaves together belonging, alliance‑building, collaboration, and commitment. It is through consistent, authentic engagement that relationships mature into partnerships and partnerships into lasting commitments. At the Elizabeth Lee Black School, this approach ensures that the community grows stronger over time—united by trust, purpose, and a shared dedication to creating meaningful, inclusive experiences for all. 

Erie, Pennsylvania’s educational story is inseparable from the leadership, dedication, and vision of Black educators, leaders, and pioneers who helped shape schools, uplift students, and strengthen the broader community.  

Trailblazers Who Built Opportunity 

Long before equity, diversity, and inclusion became widely used terms, Black educators in the Erie region were already doing the work—teaching, mentoring, advocating, and leading with purpose. These individuals served not only as classroom teachers, but also as changemakers who helped families and students find success through education, often in the face of significant barriers.  

Their impact extended beyond academic instruction. Black educators helped establish trusting relationships with families, modeled resilience and excellence for students, and contributed to the cultural and civic life of Erie. Their leadership laid foundations that continue to support student growth today. 

Ada Lawrence was a true trailblazer. On September 3, 1946, she made history as the first Black person hired as a full-time teacher by the Erie School District. While her groundbreaking role is widely recognized, I am especially grateful to have known Ada not only as a pioneer, but as a mentor. 

A graduate of Strong Vincent High School, Ada earned her bachelor’s degree from Cheyney State Teachers College and later completed her master’s degree at Gannon University. Over the course of 36 years, she dedicated her life to education, with a deep commitment to uplifting students, particularly those with intellectual disabilities. In 1952, her passion for inclusive education led Dr. Gertrude Barber to invite her to help launch one of the first classrooms for children who had previously been sent away to institutions—work that would shape the future of special education in Erie. Ada later continued this commitment through her service on the Board of Directors for the Barber National Institute. 

As a new teacher at Wayne School, Ada was my guiding light. She helped me understand both the responsibility and the profound reward of working in special education, offering encouragement during difficult moments and celebrating my successes as if they were her own. She extended that same care to countless families, empowering them with knowledge, resources, and confidence. Through her example, she taught me that perseverance could overcome any obstacle and that all students deserve the opportunity to thrive. 

Beyond the classroom, Ada’s impact on the Erie community was vast. She was an original incorporator of the Bayfront NAACP’s Martin Luther King Jr. Memorial Center and served with the Erie Chapter of the NAACP, the Harry T. Burleigh Society, and numerous other organizations. Through education and advocacy, she worked tirelessly for civil rights and social justice. 

Ada Lawrence passed away in 2014 at the age of 93, but her legacy endures. I remain deeply grateful for the wisdom, kindness, and unwavering dedication she shared so generously—and for the lasting example she set for educators, advocates, and communities alike. 

Education as a Living Legacy 

Other important Black leaders have shaped the educational landscape, including musician and composer Harry T. Burleigh, whose work inspired many. Pfeiffer-Burleigh Elementary School, which is part of the Erie School District, was named in part to honor the legacy of Harry T. Burleigh. 

Natalyn Gibbs, Ed.D., was appointed superintendent and chief executive officer of Erie’s Public Schools and began her tenure on July 1, 2025. In a letter to families posted on the Erie Public Schools website, Dr. Gibbs writes, “We believe that every child deserves a safe, inclusive environment, access to a high-quality education, and adults who care deeply about their well-being. This is our promise. This is how we ensure that every student discovers their unique path to success. Under Dr. Gibbs’ leadership, Erie’s Public Schools are making significant progress toward ensuring the path to educational attainment is achievable for students and that doors to a brighter future are open to unlock potential and benefit the entire community through continued educational growth and opportunity. 

Honoring the Past, Inspiring the Future  

As we reflect on the role Black educators have played in Erie, we are reminded that education is both an act of service and mobilizers of hope. The educators who came before—and those teaching today—have helped shape not only academic outcomes, but the character and confidence of countless students. 

By honoring their contributions, we affirm a shared responsibility to continue building schools where every student is seen, supported, and empowered to succeed. Erie’s future is stronger because of the Black educators who have helped lead the way—and whose legacy continues to guide us forward. 

Valentine’s Day is often associated with cards, candy, and romantic gestures—but at the Barber National Institute, love looks different. It shows up not just on February 14, but every day, in the quiet moments, the patient teaching, and the steadfast belief that every person belongs and has unlimited potential.  

For individuals with intellectual disabilities, autism, and behavioral health challenges, love is not about grand gestures. It is about consistency, dignity, understanding, and trust—values that have guided Barber’s work since its founding. 

Love Begins with Belief 

The Barber National Institute was founded in 1952 on a radical idea for its time: that children with intellectual disabilities could learn, grow, and thrive.

That belief remains at the heart of Barber’s mission today. Love begins with seeing everyone not through the lens of a diagnosis, but as a whole person with feelings, strengths, and dreams. Barber’s guiding philosophy affirms that all individuals are people of God with unique capabilities and inherent worth, deserving of respect and opportunity. 

Love Is Meeting People Where They Are 

True love is patient. For individuals with autism or behavioral health challenges, the world can be overwhelming—filled with sensory demands, social expectations, and emotional pressures that others may not notice. 

At the Barber National Institute, love means: 

• Creating structured, predictable environments 

• Teaching in ways that adapt to how a person learns 

• Supporting emotional regulation with compassion, not judgment 

• Walking alongside individuals through challenges, not rushing them through milestones 

This person‑centered approach is woven into Barber National Institute’s educational, residential, behavioral health and community‑based services for both children and adults.  

Love Grows Across a Lifetime 

One of the most meaningful expressions of love is commitment. The Barber National Institute’s services are designed to support individuals across the lifespan—from early childhood education and intervention to adult day services, employment support, residential living and behavioral health support. This continuity sends a powerful message: 
You don’t age out of care. You don’t outgrow belonging.  

Love means ensuring that as children grow into adults, they continue to have opportunities for independence, connection, and purpose—whether that’s through meaningful employment, social relationships, or a place to call home. 

Love Is Built Through Relationships 

At Barber, love is relational. It lives in the bonds formed between: 

• Students and teachers 

• Adults and direct support professionals 

• Families and care teams 

Staff are more than service providers—they are mentors, advocates, and partners in possibility. Barber recognizes that its professionals are the heart of its mission, bringing compassion, skill, and commitment into every interaction.  

These relationships create environments where individuals feel safe, heard, seen, and respected.  

A Valentine’s Day Reflection 

Valentine’s Day reminds us that love is not always loud or flashy. Sometimes it is: 

• Teaching the same skill again and again —with patience 

• Celebrating progress that others may not see 

• Listening when words are hard to find 

• Standing firm in belief when the path is uncertain 

At the Barber National Institute, love is action. It is education. It is advocacy. It is community. And it is the unwavering promise that every individual—regardless of ability—is worthy of dignity, respect, and joy. 

This Valentine’s Day, we celebrate a love that lasts all year long. 

Creativity has the power to connect us—across abilities, experiences, and perspectives. This February and March, the community is invited to experience that connection firsthand through Creative Connections, a gallery exhibition showcasing original artwork created by children and adults from Barber National Institute and the Elizabeth Lee Black School.  

The exhibition will be on display Friday, February 27 through Tuesday, March 31 at the public gallery space at Erie Arts & Culture, located at 419 State Street in downtown Erie. The exhibit will feature artwork created through artist‑in‑residency workshops in Erie and Warren, alongside student artwork from the Elizabeth Lee Black School—each piece offering a unique glimpse into the creativity, self‑expression, and individuality of the artists.  

The public is warmly invited to attend Opening Night on Friday, February 27, from 5:00 to 8:00 p.m., part of Erie’s citywide Gallery Night celebration. The exhibition will also be open Monday through Wednesday, 10:00 a.m. to 4:00 p.m., through March 31, providing multiple opportunities for the community to visit and reflect.  

Creative Connections is more than an art exhibit—it is a celebration of inclusion and a powerful reminder that creative expression is a universal language. Each piece tells a story, not defined by disability, but shaped by imagination, experience, and personal voice. By sharing this work in a public gallery space, the exhibition invites the community to see creativity through a broader, more inclusive lens. 

The gallery exhibition serves as one of several activities planned in recognition of Developmental Disabilities Awareness Month in March, a time dedicated to raising awareness, fostering understanding, and celebrating the contributions of individuals with developmental disabilities in our communities.  

Visitors are encouraged to take their time exploring the exhibit—engaging with the artwork, reflecting on the rich stories behind each piece, and celebrating the power of creativity to build connection and belonging. Whether you’re an art enthusiast, a longtime supporter, or a first‑time visitor, Creative Connections offers an inspiring way to kick off a month focused on awareness, inclusion, and possibility. 

Each year, National School Choice Week shines a bright spotlight on one powerful idea: every child deserves access to an education that meets their unique needs.  

At the Elizabeth Lee Black School at the Barber National Institute, School Choice Week is more than a national celebration—it is a daily reality and a deeply held commitment. 

What School Choice Week Represents 

National School Choice Week is the largest annual celebration of opportunity in education, highlighting the wide range of options available to families, including public schools, private schools, charter schools, magnet programs, and specialized education settings. At its heart, School Choice Week recognizes that there is no one-size-fits-all approach to learning. 

For students with disabilities and complex learning needs, having choices is especially important. The right educational setting can unlock confidence, independence, communication, and lifelong skills. School Choice Week reminds us that families deserve the freedom to choose schools that honor their children’s abilities, celebrate their individuality, and support their growth. 

Finding Their Place at Elizabeth Lee Black School 

The Elizabeth Lee Black School exemplifies what it means to help students “find their place.” As part of the Barber National Institute, the school provides a highly specialized, student-centered educational environment designed to meet learners where they are—and help them go further than they ever imagined possible. 

At Elizabeth Lee Black School: 

• Instruction is individualized and purposeful 

• Students are supported by skilled, compassionate educators and therapists 

• Learning extends beyond academics to include life skills, communication, and independence 

• Each student’s strengths, interests, and goals shape their educational experience 

Families who choose Elizabeth Lee Black School do so because they are seeking more than a classroom—they are seeking a community that understands their child, values inclusion, and believes in possibility. 

Why School Choice Matters 

School Choice Week highlights an essential truth: when families are empowered to choose the right school, students succeed. Choice allows families to find environments that align with their child’s learning style, medical needs, social development, and emotional well-being. 

For the Elizabeth Lee Black School, choice means creating space where students feel safe to learn, supported to grow, and proud of who they are. It means fostering independence, celebrating progress—big and small—and partnering with families every step of the way. 

Celebrating Our Students, Families, and Educators 

During School Choice Week, we celebrate: 

• Students, whose determination and resilience inspire us every day 

• Families, who advocate tirelessly for the best opportunities for their children 

• Educators and staff, whose dedication transforms classrooms into places of belonging and growth 

Their combined efforts create an environment where students don’t just attend school—they belong. 

Looking Ahead 

As we celebrate School Choice Week, we recommit ourselves to the belief that every student deserves the chance to learn in a setting where they are understood, valued, and supported. At the Elizabeth Lee Black School at the Barber National Institute, school choice is not just a policy—it is a promise. 

A promise to meet students where they are. 
A promise to help them find their place. 
And a promise to believe in what they can achieve. 

At the Elizabeth Lee Black School (ELBS), Barber National Institute, every hallway tells a story—and every staff member helps write it. Rooted in the legacy of its founder, Dr. Gertrude A. Barber, ELBS is a place where compassion meets innovation, and where educators and support professionals come together to “make dreams come true” for students and families. 

From your very first day, you’ll experience a school culture that is intentionally crafted: supportive, dynamic, collaborative, and deeply human. This isn’t just a workplace. It’s a community—a place where your work matters, your ideas matter, and you matter. 

A Culture That Feels Like Family 

Ask anyone at ELBS what makes this school special, and the answer comes quickly: the people. 
Staff consistently describe the culture as family‑oriented, team‑driven, and grounded in genuine support. One staff member shared how the encouragement of teachers, therapists, paraprofessionals, and administrators inspired them to return to school to become a special education teacher—so they could continue teaching at ELBS. 

That sense of belonging is woven into every part of the school day—from the way colleagues collaborate on how leaders make themselves available to support new and seasoned staff alike. 

A Place to Grow, Learn, and Lead 

Growth isn’t just possible at ELBS—it’s expected and nurtured. 

Whether you’re new to the field or a seasoned educator, ELBS offers: 

• Opportunities to expand your skills 

• Mentorship from supportive colleagues 

• Access to professional development 

• Encouragement to bring forward your ideas, creativity, and authentic voice 

“Be engaged,” the school encourages. Stay curious. Ask questions. Share your thoughts. At ELBS, your input isn’t just welcomed—it’s celebrated as part of a shared commitment to continuous improvement. 

Supportive Teams and Open‑Door Leadership 

Your work team is your backbone here—colleagues who help you navigate challenges, celebrate successes, and stay grounded when the days get busy. Supervisors take an active role in helping staff feel prepared, confident, and connected. 

The leadership team remains visible, approachable, and deeply committed to supporting every staff member. 

A Mission That Inspires Every Day 

The heart of ELBS beats for its students. 

The school is known for providing: 

• Innovative, research‑based strategies 

• Individualized programming 

• Collaborative problem solving 

• A joyful, uplifting learning environment 

Here, you make a real difference—and you feel that difference every day. ELBS staff change lives, support families, and help students thrive in ways that remain unforgettable. 

Why Work at ELBS? 

Because here, you belong. 
Because here, your work has purpose. 
Because here, you’ll join a team committed not only to students’ success—but to your success, too. 

Whether you’re beginning your career, seeking a meaningful change, or continuing your growth in special education, the Elizabeth Lee Black School, Barber National Institute welcomes you with open arms, open minds, and open hearts. 

There are so many wonderful reasons to join our team! For more information, visit https://www.barberinstitute.org/career-opportunities.  You, too, will make dreams come true! 

Opening of Adaptive Kitchen  

One of the most exciting initiatives at the Elizabeth Lee Black School in 2025 was the opening of the new adaptive kitchen—a fully accessible culinary learning space designed to empower students of all abilities. Funded through a grant from the Edith L. Trees Charitable Trust and proceeds from the 2024 Ladies Only Luncheon, many of the appliances have a large, topple-free base, allowing students to pull on them without moving the appliance or risking injury. All touchpoints are highlighted in gold, guiding them to learn about appliance safety. It’s not just a kitchen—it’s a gateway to independence, confidence, and community inclusion. The adaptive kitchen has received much use since its opening, allowing students to diversify their skills and enjoy a variety of foods, including a full course Thanksgiving dinner that was guided by our speech, occupational, and physical therapy teams.  

Teacher Brianne Egelston poses with two of her students in the new adaptive kitchen. 

AI’s Impact on Early Childhood Development & Growth  

In mid-October, I had the privilege of attending the Fall 2025 Grow Up Great Council Meeting in Pittsburg, and I left inspired and informed. A key focus of our recent meeting was the emerging role of Artificial Intelligence (AI) in the lives of young children. While AI’s impact on the workforce and older students is widely discussed, its influence on early childhood development is just beginning to surface.  

Dr. Dana Suskind led a thought-provoking session on how AI devices may soon replace tablets and television as digital companions for children. With 75% of three-year-olds already using tablets, the implications are profound. During the first three years of life, a child’s brain grows to 80% of its adult size, making this a critical window for development. Rich, responsive conversations with caregivers are essential for language acquisition, emotional growth, and social engagement.  

Yet, interactive AI bots and toys are on the horizon. OpenAI’s recent partnership with Mattel aims to introduce age-appropriate AI toys to the market. Dr. Suskind cautioned, “We still don’t fully understand foundational brain development. Introducing young brains to responsive AI may alter them in fundamental ways we cannot yet anticipate.”  

AI is here to stay—but so is our responsibility to ensure it enhances, rather than hinders, the developmental journey of our youngest learners. As we move forward, we must continue asking hard questions and seeking evidence-based answers to protect and empower the next generation.  

Retirement of Cindy Priester & Welcoming of Christoper Boyd 

Cindy Priester, Director of Children & Youth, retired on December 19, after over 40 years of service to the Barber National Institute. Serving in many capacities throughout the school, including occupational therapist, special education supervisor, and ultimately the Director of Children & Youth, a position she held for the last several years. Christopher Boyd was hired as the new Director in the last months of Cindy’s employment, allowing them to collaborate and create a plan for success. Chris has demonstrated strong leadership coupled with valuable experience, skills, and education. From 2018–2025, his roles have included Vice Principal at the Northwestern School District, Principal of the Charter School of Excellence Skills Center, and most recently served as Educational Principal/Program Director of Operations at NeuroRestorative’s Adolescent Residential Treatment Facility. He has been recognized for designing creative curricula, strengthening teacher evaluation and professional development, ensuring compliance and fiscal stewardship, and leading accountability initiatives. Equipped with a K–12 Principal Certification and an M.Ed. in Curriculum & Instruction from Gannon University, plus teaching credentials in Business/Computers/IT, he brings a solid academic foundation to our school and organization.  

Artist in Residence Program Updates  

During fall 2025, the Elizabeth Lee Black School collaborated with Erie Arts & Culture on an Arist in Residence program featuring mural artist Steve Mik. Steve Mik is a local artist who has been painting murals for the last 15 years. He has a passion for working with community and inspiring people using public art. Working with four of our classrooms, Steve guided students in creating a symphony of color and geometry, a rhythmic medley of shapes that transforms a simple hallway into a gallery of imagination. Squares, circles, triangles, and clovers march in harmonious rows, each block a bold declaration of red, blue, yellow, and green. The repetition feels like a visual heartbeat—steady yet full of surprises—where familiar forms become playful patterns. An official unveiling of the mural occurred on December 16. Steve, along with members from Erie Arts & Culture, joined the celebration. The mural is a kaleidoscope of possibilities, inviting every passerby to pause and see the beauty in order, color, and joy. 

Steve Mik, far left, poses in front of the newly unveiled mural on December 16 with teacher Robert Adams and his students who participated in the Artist in Residence program.  

Former Graduates Who Are Going Places: Daniel Gillespie and Thomas Kopec  

Recently, Daniel Gillespie, a former student with autism, reached out to share his achievements. Despite challenges, he and his brother David, who also has autism, persevered to lead fulfilling lives. 

Daniel started receiving services from the Barber National Institute early on and developed strong skills in time management, communication, and critical thinking. After high school, he explored different jobs with the Office of Vocational Rehabilitation and worked in various fields before deciding to pursue college. He graduated from Mercyhurst in May 2024 with a bachelor’s degree in criminal justice and now works as a courtroom tipstaff, applying his education to assist judges and maintain order. 

Daniel and his brother also launched the Brown Side of Autism blog to share their experiences as Black and Brown individuals with autism, raising awareness about both the challenges and strengths of people with autism. I’m proud of Daniel’s ongoing journey and all he continues to accomplish. 

Daniel Gillespie  

Thomas Kopec’s journey is a testament to perseverance, character, and the power of early support. A few weeks ago, he graduated from the University of Nevada, Las Vegas with a Bachelor of Science in Mathematics, earning cum laude honors with a 3.54 cumulative GPA—an achievement built on years of consistent effort and self-discipline. Throughout his studies, Thomas never needed prompting to complete homework or prepare for exams; his quiet drive and steady focus became hallmarks of his success. Just as notable as his academic credentials are the qualities that define him daily: humility, honesty, kindness, and a genuine warmth that makes him a joy to know. 

This milestone also reflects a broader story of partnership and guidance. Beginning early as a three-year-old student in our autism program, Barber National Institute, Thomas and his family found a community that nurtured his growth.  Thomas graduated from us as an elementary student and his family moved to Las Vegas.  

As Thomas steps forward, his achievement stands not only as a personal triumph but as an inspiring reminder that when commitment, character, and the right supports come together, doors open—to learning, to opportunity, and to a bright future with possibility. 

Thomas Kopec  

Autism spectrum disorder (ASD) is a neurodevelopmental condition that affects how a person interacts socially, communicates, and behaves. It is called a “spectrum” because symptoms and abilities vary widely from one individual to another. ASD is typically diagnosed in early childhood, though some individuals are diagnosed later in life. Causes are complex, involving genetic factors (which account for most of the risk), as well as possible environmental and biological influences. 

A groundbreaking study published in Nature Genetics from July 2025 and reported by The Washington Post has identified four distinct autism subtypes, offering new insights into the complexity of autism spectrum disorder (ASD). Led by Princeton University and the Simons Foundation, the research analyzed genetic and behavioral data to better understand patterns within the spectrum. Here’s a summary of the four subtypes: 

1. Social and Behavioral Challenges 

This group represents about 37% of participants and is characterized by prominent social communication differences and repetitive behaviors, with developmental milestones like walking and first words generally on time. Individuals in this subtype often experience higher rates of ADHD, anxiety, depression, and OCD. 

2. Mixed ASD with Developmental Delay 

Comprising roughly 19% of the cohort, this subtype includes individuals with early motor or language delays. Social challenges and repetitive behaviors vary widely within the group. These individuals are more likely to carry inherited genetic variants rather than new (de novo) mutations and tend to have lower rates of anxiety or disruptive behaviors. 

3. Moderate Challenges 

About 34% of participants fall into this category, which features milder social and behavioral differences overall. Developmental milestones are typically on time, and psychiatric comorbidities are less common compared to other groups. 

4. Broadly Affected 

The smallest group, at 10%, faces more severe challenges across multiple domains, including social communication, repetitive behaviors, and cognitive impairment. This subtype also shows higher rates of psychiatric conditions such as anxiety and mood disorders and is enriched for de novo genetic mutations. 

Why This Matters 

These findings underscore the diversity within the autism spectrum and highlight the importance of personalized approaches to support and intervention. Understanding these subtypes can help clinicians, educators, and families tailor strategies that meet individual needs. 

Last Friday was bittersweet for me and many others throughout the Elizabeth Lee Black School and the Barber National Institute. I say goodbye to Cindy Priester, Director of Children & Youth, as she retired from the organization after serving over 40 years. She wore many hats and took on many roles during her tenure, leading by example, inspiring others, championing meaningful change and fostering collaboration.  

I’d like to share some of Cindy’s thoughts on what she learned during her time at the Elizabeth Lee Black School.  

Every day is a fresh start – so don’t panic…frolic! 

Dream big, support each other, and never forget to smile.  

The simple joys – like dancing in the gym or reading to a student, are often the most magical.  

Imagination is everything. Be thankful, stay curious, and always listen. 

Learn something new, explore the unknown, and yes – try a new hairstyle just because! 

Be unique. Be different. Be open to new ideas. 

Celebrate the small steps, birthdays, and breakthroughs. 

Make something out of nothing. 

Sing the clean-up song and the days-of-the-week song like it’s your anthem.  

Be content with the chaos, eat on the run, and embrace the balance of working hard and playing harder.  

The Elizabeth Lee Black School has taught me that joy lives in the little things…  

…and that every moment is a chance to grow, laugh, and love what you do.  

I am deeply grateful for Cindy’s unwavering dedication and commitment. Throughout her remarkable career at the Barber National Institute, she has made a lasting impact on countless students, families, and the entire community. Even in retirement, Cindy’s passion endures—she will continue to volunteer in our school library, and her presence will always be cherished as an integral part of the Barber National Institute family!