Minnesota-Autism and Developmental Disabilities Monitoring Network (MN-ADDM) is part of the Autism and Developmental Disabilities Monitoring (ADDM) Network funded through the Centers for Disease Control and Prevention (CDC).  MN-ADDM is a multi-source public health surveillance project that monitors the prevalence of autism spectrum disorder (ASD) and intellectual disability (ID).

Contact Information

For more information on the MN-ADDM project, you can contact autism@umn.edu

Geographic Area

Parts of Hennepin and Ramsey counties.

National Data- CDC Community Report

This is an infographic with four main pieces of information that outline the key findings of the 2014 MN-ADDM data collection. In Minnesota, 1 in 42 8 year-olds were identified with ASD. The average age at first clinical diagnosis of ASD was 4 years, 9 months. Of those children identified with ASD who also had IQ information available, 28% also had an intellectual disability. Finally, boys 4.6 times more likely to be identified with ASD than girls.

By Race and Ethnicity

Race and Ethnicity Children with ASD identfied/Total Population Prevalence estimate (prevalence per 1,000 children) 95% Confidence Interval per 1,000 Percentage of Children with ID Average Age at First Clinical Diagnosis
Overall 234 of 9,767 1 in 42 (24.0 per 1,000) 21.1-27.2 28% 4 yrs 9 months
Non-Hispanic White 92 of 3,793 1 in 41 (24.3 per 1,000) 19.8-29.8 16% 4 yrs 7 months
Non-Hispanic, non-Somali Black 53 of 2,145 1 in 40 (24.7 per 1,000) 18.9-32.3 41% 5 yrs 2 months
Non-Hispanic, non-Hmong Asian or Pacific Islander 14 of 766 1 in 55 (18.3 per 1,000) 10.8-30.9 27% 4 yrs 10 months
Hispanic 31 of 1,486 1 in 48 (20.9 per 1,000) 14.7-29.7 36% 5 yrs
Somali 22 of 574 1 in 26 (38.3 per 1,000) 25.2-58.2 43% 4 yrs 5 months
Hmong 15 of 810 1 in 54 (18.5 per 1,000) 11.2-30.7 18% 6 yrs 2 months

Using a p-value of  < .01, there were no statistically significant differences across race and ethnicity. To read more detail please visit the key findings page.

Acknowledgements and Funding

We want to acknowledge and thank our education partners including Minneapolis Public Schools and North St. Paul-Maplewood-Oakdale - ISD 622, Children's Minnesota, Gillette Children's Specialty Healthcare, Fraser, Park Nicollet, Rosenberg Center, University of Minnesota Health-Autism & Neurodevelopmental Clinic, and Wayzata Public Schools.

DHHS-ADDM-CDC grant # NU53DD001171.
Development of this website as supported by Grant DHHS-ADDM-CDC grant # NU53DD001171 to the Institute on Community Integration from the Centers for Disease Prevention and Control, U.S. Department of Health and Human Services. Grantees undertaking projects under government sponsorship are encouraged to express freely their findings and conclusions. Points of view or opinions do not therefore necessarily represent official CDC policy.

Key Terms

Autism spectrum disorder

Autism spectrum disorder (ASD) is a developmental disability that is caused by differences in how the brain functions. People with ASD may communicate, interact, behave, and learn in different ways. Signs of ASD begin during early childhood and usually last throughout a person’s life (1). ASD includes former diagnoses of autistic disorder, pervasive developmental disorder, not otherwise specified (PDD-NOS), and Asperger disorder. These diagnoses were collapsed into the single category of ASD in 2013.

Confidence interval

A confidence interval gives an estimated range of values which is likely to include the information (e.g., prevalence) that we want to know about.  The interval is a range of values that you can have confidence contains the true value in the population. There are different levels of confidence intervals; the most common is 95%. With a 95% confidence interval, we say that we are 95% confident that the value in our population will be included in our interval.  5% of the time, it will not.  So, we could say, “We are 95% confident that the prevalence of ASD in 8-year-olds in our surveillance area was between 21 and 27 per 1,000 children in 2014. Larger samples typically have smaller confidence intervals.  Smaller samples usually have bigger confidence intervals.

Developmental delay

A developmental delay is a persistent delay experienced by a child in reaching one or more developmental milestones—how children grow, move, communicate, interact, learn, and play.

Intellectual disability

Intellectual disability means that a person has difficulty learning at an expected level and functioning in daily life. In this report, intellectual disability is measured by intellectual quotient (IQ) test scores of less than or equal to 70.

IQ Test

A standardized psychological test or tool used to measure an individual's overall “intelligence quotient” (IQ). These tests often measureproblem-solvingg skills across a variety of domains.


Prevalence is a scientific term that describes the number of people with a disease or condition among a defined group at a specific period in time. Prevalence is usually expressed as a percentage or proportion of the defined group. For this project, we counted the number of 8-year-olds in 2014 who were identified with ASD and then divided that number by the total number of 8-year-olds in our surveillance area during 2014.

Statistical significance

The likelihood that a relationship between two or more variables is caused by something besides random chance.