Browsing: Autism

Asperger’s Syndrome Behavior – The 4 Top Ways to Know a Meltdown Is Coming

If your child with Asperger's syndrome has a meltdown, it can cause severe anxiety and trauma in your life. Preventing your Asperger's loved one from getting so overwhelmed that they meltdown can be difficult. And meltdowns can be scary! How do you know one is coming?

1. Know Your Asperger's Kid's Triggers

Does your child get upset if he misses his favorite TV show at 4:30 pm everyday? Do long lines at grocery stores overwhelm him? Is he particularly sensitive to loud noises? You should know what your child's triggers are – the things that are most likely to cause him to have a meltdown – and try to avoid them. If they can not be avoided, you should try to come up with some plans to reduce the impact they will have – earphones, Game Boy, anything to distract them – and also limit the exposure to a very short time. Anything else is inviting a meltdown to happen.

2. OK, my child has Aspergers's, so how do I figure out what my kid's triggers are?

Pay attention to your child's daily behavior. Keep a diary of what your kid was doing right before the meltdown happened. Occasionally, you will start to see a pattern emerge. Think of this as diagnosing your Asperger's child's behavior. Things that might have seemed perfectly harmless to you might be a major problem for your child. For example, maybe he was playing in the dirt, and getting dirty triggers him. Maybe it is a scary TV commercial. Maybe it is wearing itchy clothes. You almost have to be a detective sometimes, watching and analyzing the environment around your child, to figure out what causes your child's meltdowns. But the good news is, once you do, you can go a long way towards stopping them!

3. Look for Physical Cues

If you look closely, the signs of an impending meltdown are not that hard to spot. Your child with Aspergber's syndrome may have a strange look on his or her face, or be making strange noises, such as humming, whining or grunting. Is she more withdrawn than usual? Or is she talking a mile a minute? Is she fidgeting more than usual? If you know what your child's behavior usually looks like, then you will know that any deviation from it can be a sign of an impending meltdown and stress build-up.

4. Know Your Child's Limits

Again, being the parent of an autistic child requires extreme powers of observation. In order to prevent and predict meltdowns, you should be aware of your child's limits for any given activity. How much of the grocery store can he usually handle before he flies off the handle? If he's hungry or sick how does that affect his ability to cope? Is he okay with a crying child in a restaurant for a few minutes, or will the first note of it set him off?

Observe these limits, and do your best to remove him from the situation as soon as you see these limits being breached. Go to a calm, quiet area where your child can get himself together before it becomes a full blown Asperger's meltdown. Try to find an area without bright lights. If he is in a room where the lights can be dimmed or turned off, do it. If you follow these guidelines, you soon will become an expert in predicting and preventing your Asperger's child's meltdowns … after all an ounce of prevention makes all the difference.

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Autism and Families – The Routine

How do autism and families live in the same house without going down the rabbit hole? Routine is the key. This is a lesson we learned early on and has been a life saver to this day.

I was an only child until I was 8, then my parents decided they had so much love to give, they wanted to be foster parents. After working with juvenile delinquent boys for years my parents moved to medically fragile babies. Long story short they adopted 4 babies who shared the same birth mom. All of them were born with drugs and alcohol in their systems and had various physical and mental disabilities due to the exposure. The diagnosis that stopped us all in our tracks was autism. When my brother was diagnosed we had no idea what this meant. I thought he would become a world class poker player like Dustin Hoffman in “Rain Man.” He did not, sometimes he was able to count to 10.

The first thing we learned was the power of a routine. While being foster parents for troubled teens, my family had developed a rhythm and routine to keep the boys out of trouble, but we sometimes broke that rhythm and would go out for midnight ice cream or suddenly grab our skates and go ice skating. With an autistic child, you can NOT break the routine. This will lead to temper tantrums, regression in behavior (stop talking, drooling, screaming, hitting … use your imagination). You get up at the same time each morning, you do everything in the same order and often have the same discussion at the same time (for my brother it is waking up, asking what is for dinner, and then asking it again 10-15 times). If the phone rings or you run out of that specific type of cereal, the whole day is gone for that child.

Typical day for my brother:

6am – Wake up

6:15 – ask what is for lunch, 8-12 times

6:20 – ask what is for dinner, 8-12 times

6:30 – brush teeth and get dressed (ALWAYS in the same order underwear, socks, pants, shirt)

6:40 – eat breakfast while asking what is for dinner again

6:50 – get on shoes and coat and watch for the school bus

7:00 – walk out to the bus while asking what is for dinner and what shows are on after he gets home (the whole way out to the bus)

5:15 – come home (he goes to a rec center after school)

5:16 – ask what shows are on that evening (even though he already knows the answer)

5:20 – eat dinner

5:45 – put on pajamas, get blanket and get on the couch

6:00 – sit with the cats and watch shows

7:00 – tell cats a story

7:30 – go to bed while asking what is for dinner the next evening

If ANY of these things get out of order or if there is something different in the routine you can count on the entire day being shot. He will not cooperate at school, the rec center or home. He will have a hard time going to sleep. Until the next morning when the routine can get back on track he will be out of sorts.

I have always been a creature of habit, but this is on a whole new level. For autism and families routine leads stability and comfort. Change is uncertain and scary. Just think OCD and multiple it by a factor of 10, then you get an idea of ​​what it is like to be autistic.

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Asperger’s Syndrome Behavior – Three Steps to Controlling Behavior in an Asperger’s Child

My child with Asperger's syndrome frequently has negative behaviors, and I do not know how to help him stop them. What can I do?

Step 1. Try to Understand Your Asperger's Child's Behavior from Their Point of View

For meltdowns bought on by anxiety and overload, one useful strategy can be to help the child reframe the situation. Say, for example, your child is upset because you said you were going to go to the movies at 3 pm and it's now 3:15. Being late has thrown him over the edge, and he is yelling and rolling on the floor … not ideal behavior!

Clearly, he has lost control of his emotions. The world has now become a scary place for him. You need to try to think like him to figure out how to help calm him. Why would leaving 15-minutes late be so bothersome?

Well, maybe it took a lot of energy for him to wait patiently until 3 o'clock, and as the moments ticked past 3, the stress of waiting was too great. You are thinking about what will happen next, thinking sometimes of the movie – will it be too loud? Will I get to have popcorn and candy? Will we get there in time for the movie I want? Where will we sit?

These are all possible variables that your child feels the need to have control over. When another variable changes, the time of leaving, it can be too overwhelming and cause the meltdown and negative behavior.

Step 2. Reframing Situations that Lead to Meltdowns

Try reframing the situation for your Asperger's child. “Yes, I know we are later than I said but the movie does not start until 4 and we will still get there on time. ”

Step 3. Reminding Your Asperger's Child of Previous Successes

You then want to remind him of times in the past where he had to leave late for something but was still okay. “Remember when we left 10 minutes late for the movie two weeks ago? Remember how when we got there, there was still plenty of seats left, and you had such a good time?”

By doing this, you are reframing the situation from something big and scary to something small and manageable. This often works well with children with Asperger's syndrome.

By giving him something something to look forward to (skipping the previews, which some kids do not like), you are giving him something positive to focus on. Obviously, choose whatever positive side is suitable for your situation, as long as it is something positive.

If you can teach your Asperger's child these three steps when they are upset – reframe the situation into something manageable, remind yourself of similar situations you did well in, and look forward to something positive either about the situation or that will happen later on – your child with Asperger's will always be able to learn how to control his feelings and you can avoid the negative behavior that can occur all too often in a child with Asperger's syndrome.

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Types of Autism Your Child Might Be Diagnosed With

Autism is not a disease in and of itself, rather it is a group of symptoms that result in profound disability. Although many people think of all autistic children having the problems. This is not true. There are several common characteristics of autism, but any one child does not show each of them and the degree of severity can vary from very mild to severe.

All children diagnosed with an autism type disorder have some combination of developmental delays. The exact combination is what differentiates the types of autism. This diagnosis is made by a trained developmental therapist of a psychologist.

There are five recognized types of autism:

Aspeggers : Children with this diagnosis usually have high functioning autism. This condition may often be confused with obsessive compulsive disorder or social anxiety disorder. Aspergers is usually diagnosed later than autism.

Kanner Syndrome: A child with this syndrome is locked in his / her own world. They have great difficulty interacting with others. Extreme language difficulty and accessibility to express emotions are always present. This child is generally very resistant to change in routine, things must stay the same. They are generally low functioning and unable to live independently

Rett's Syndrome : This a rare disorder first described by Dr. Rett. It occurs almost exclusively in girls. Dr. Rett first diagnosed this syndrome in the 1960's but in the late 1990's a gene was found that might cause this disorder. The girls' with this disorder may seem normal at first, but they usually suffer from muscle atrophy and experience repetitive movements with their hands, and often show signs of mental retardation. The girls are low functioning and unable to live independently.

Childhood Disintegrative Disorder: This is also a rare disorder in which the children seem to have normal development at birth and until age 1 or 2 when they regress, usually do not potty train. They lose language skills and the ability to interact with others.

Pervasive Developmental Disorder-Not otherwise specified:

PDD-NOS describes children having the same symptoms as autism. They need the same interventions. The differences between PDD-NOS and autism can usually only be recognized by researchers.

All five of these forms of autism fall under the umbrella of Autism Spectrum Disorder (ASD) they are also called pervasive developmental disorders (PDD). To the children and their families, exactly which label is given to their child, while helpful for specific therapies does not really make a difference in the income.

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High Functioning Autism – Three Facts

What comes to mind when you think of high functioning autism? If you are like most people, you have perceptions and realities that probably differ from the facts. Here are three facts about high functioning autism:

1. Many people with high-functioning autism are not diagnosed until they are older. This makes it harder for them in some cases than for those who are lower functioning and diagnosed at a younger age. In many cases, they have always known they were a bit odd or that they had unusual challenges but they did not know why. Even then once they do find out, it can be much more difficult to get help and funding to pay for any needed medicines, therapies, and programs.

2. Just because a person has high functioning autism does not mean that he or she does not need help. Being able to talk and communicate clearly while important to a person's life does not mean that they will be able to hold a job, get married, contribute to society, live independently and do everything that a person without autism will be able to do, unless they get the kind of help they need. Just like you would do everything you could to help a non-verbal child or one with seizures and other problems, you need to help children and adults who are higher on the autism spectrum too.

3. Most individuals who have this special need will be able to live productive and full lives. Yes there are some things he or she may not be able to do such as get a drivers license or succeed at certain jobs or careers but for the most part as long as he or she get the help they need and as long as they are encouraged to be themselves and to contribute to society, he or she will be able to. It is not the end of the world to have high functioning autism and those who have it need to realize this and they need to be encouraged and loved just like you would any other child or adult.

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Aspergers and Autism Spectrum – Understanding Your ASD Child’s Obsessive Behavior

If you are the parent or carer of a child diagnosed with an autism spectrum disorder, then you are probably aware that Aspergers / Autism Spectrum people often have obsessive tendencies. They can become completely fixated on their passion, whatever that may be. These obsessive behaviors may be quite intense and many parents become concerned that their child's preoccupation with his or her object of passion is impeding the ability to function in daily life. In extreme cases, it can potentially wreak havoc in your family life.

As the parent of your ASD child, you will have to rely on your own instincts to decide where the line is to be drawn. You may decide that you need to stop indulging your child in his or her obsession – or at least strictly control it. Only you can truly gauge to what extent the obsession has become unhealthy or simply unmanageable. Before you take action, however, it may help to understand what's going on for your child and what this obsession means for him or her.

The Autism Spectrum Mind

Your Aspergers / Autism Spectrum child's mind is unique and amazing. As a collective whole, our society tends to focus on the “disability” aspect of autistic disorders because we are acutely aware of what is not working for these children. Those areas which are under-functioning are high-lighted and brought to the forefront because we want to help our children learn to function in a “neurotypical” world.

This is inconvenient because, in fact, there are probably things your child can do that most other people can not – or at least not very well! There is almost certainly a part of your child's ability profile that far outperforms the other parts. And this part most likely functions above average for your child's age. It may already be highly developed or at least could be with the right support. Perhaps you already know this.

That is where the magic is for your child! If you can help your child focus on and expand this part of his or her functioning – turn it from a raw talent into a real strength – it will be your child's ticket to happiness and possibly independence. We all need a “purpose” in life in order to feel fulfilled – a reason for being here. Well, this is your child's purpose!

Your Autism Spectrum Child's Obsession

At first glance, your child's current obsession probably appears to be completely useless in the “real world”. In other words, it may well appear as though your child's obsession is of no benefit to him / her or anyone else.

But here's what you need to understand: if your child is obsessed with something, it's because that thing sparks the high-functioning part of your child's brain somehow. That's why your child is so passionate about it! Your child's brain is learning something from that obsession and strengthening the inherent talent.

This may be very difficult to appreciate at first, so I will give you a simple example. I will use Pokemon as my example because many ASD children adore Pokemon and share this passion – both of my sons included. (It's no surprise that the man who created Pokemon is an Aspie!)

For my eldest, it is my belief that the cataloging and classifying aspects of Pokemon appeared to his mind – the differentiating, sorting and compilation into different types, abilities, powers and so forth of the different Pokemon monsters. My eldest is currently in his third year of a chemistry degree and I now understand that his mind works this way. He has an almost superhuman desire to “catalog” in this manner. This gives him a distinct advantage in certain areas of the study of chemistry. (Because of “profile testing” that had been done on my son when he was fairly young, I knew that sorting and pattern recognition were very highly developed parts of his ability profile, but I never made the link.)

For my youngest, the appeal was entirely different. It was the fantasy, the heroism, the feeling of power that engaged his mind. My youngest Aspie has a very rich inner, imaginary world. Stories like Pokemon fueled the flames of this fantasy. Now, at the age of 10, he is showing an amazing talent for writing creative fantasy stories.

For other autism spectrum children, it may be the visual appeal or the visual spatial (video game) aspect of Pokemon that fascinates them. Most ASD children would be hard pressed to tell you exactly what it is about the game that their brain craves, because they do not understand it themselves. All they know is that they love it and feel like they need it.

Trying to figure out how your Aspergers / Autism Spectrum child's obsession is benefitting him or her is not particularly fruitful – or what high-functioning part of the brain is being fed. It's much more about trusting that your child is passionate about his or her thing for a reason and that s / he is exercising a powerful talent and turning it into a strength.

What Does It All Mean?

In truth, ASD people feel that they need to conquer and master it, whatever “it” is. Your child longs for the feeling of success and accomplishment that enterprises mastering his or her passion. S / he is driven to understand it at the deepest level, to own it completely.

Your youngster will almost certainly outgrow whatever childish obsession is currently driving you mad. S / he will conquer it and move on. My eldest Aspie had a violent passion for video games. He played more than most parents would consider healthy. Then, miraculously, almost overnight, he took that same fervent passion and shifted the focus toward study – the study of chemistry and languages ​​in particular, which both call upon this “cataloguing” aspect of his mind.

The point is this: restrict your Autism Spectrum child's obsession if you must. You will have to listen to your instincts to gauge where the limit is. Do understand, however, that your child's brain craves something from that preoccupation and s / he is gaining far more than you can possibly imagine by indulging in it, regardless of how frivolous it may seem to you.

It's true that ASD people can be extremely obsessive. This is nothing new. What is new, though, is what's going on behind the scenes for your child inside that astonishing brain. Indulge the preoccupation to whatever degree you can tolerate. Feed that passion. Let your Aspergers / Autism Spectrum child's mind absorb what it warns to learn from the obsession and have faith that s / he will move on to far bigger things.

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Diagnosing ADHD and Autism Using Treatment Methods That Help Resolve Physical Compromise

Diagnosing ADHD and Autism is clearly the preliminary step to their treatment. Yet vice versa, an effective yet specific treatment can help in confirming and diagnosing ADHD and Autism, by virtue of its results. By definition a test is an assessment intended to measure a test-taker's knowledge or skill in a topic or topics. A performance test is an assessment that requires an examinee to actually perform a measurable task or activity or produce a predictable response to the experience offered by the examiner.

Researchers in two separate studies have concluded that hyperactivity in the brain in children with ADHD is causative in an inability of these children to control impulsive hand movements. A study of mirror hand movements on children with ADHD showed that testing the non-dominant hand (successively tapping each finger of that hand to the thumb) produced twice as many mirrored hand movements in the other hand during the test. This was four times more predominant in boys with ADHD than boys without the condition. “The findings reveal that even at an unconscious level, these children are struggling with controlling and inhibiting unwanted actions and behavior,” researcher Stewart Mostofsky, MD, of the Center for Autism and Related Disorders at the Kennedy Krieger Institute of the Johns Hopkins University School of Medicine in Baltimore, says in a news release. Another finding is that on motor development tests, children with ADHD and Autism also rated nearly 60% worse.

The cranium or skull is made up of several flat bones joined at the sutures (joints) to make up the cranial vault that houses the brain. The sutures allow for movement between the cranial bones. Dr. John Upledger, DO, developer of craniosacral therapy and founder of the Upledger Institute in Florida discovered that the craniums, especially the temporal bones (these are located on either the side of the head and commonly known as the difficulties) of children with ADHD and Autism They are very tight with little or no movement between the cranial bones. This could explain the hyperactivity if the brain, in its wait to break free from this entrapment. Releasing the cranium, with special focus on the temporal bones at their sutural link to the sphenoid in front, the parietal bones above and the occiput behind, is all that it takes to set free the cranial vault in order to decrease the pressure on the internal milieu of the brain. This has such a powerful effect, that some of these children have even been able to integrate into normal classes.

The method described above is known as craniosacral therapy and along with lymph drainage therapy and visceral manipulation, more or less completes the circle of healing (sensory integration is also an important treatment here but falls outside the confines of this topic). Lymph drainage therapy offers relief through drainage of the dura, a tissue that completely encases the brain and spinal cord. This technique helps in decongesting the brain and brings relief from pressure. Visceral Manipulation helps to reduce gastrointestinal problems. These treatments help to:

1. Rebalance the nervous system in the release of both temporal bones resulting in improvement in language, learning and focus / attention, eye contact, social interaction and reduced sleep difficulties.
2. Improve motor control.
3. Improve intestinal health to reduce gastrointestinal problems (diarrhea or constipation) and ease up toilet training.

Diagnosing ADHD and Autism will soon be based on clear and specific clinical symptoms rather than being labeled as spectrum disorder. Just from this article it is obvious that among others, the following three symptoms are specifically present in these children.

1. Mirrored hand movements.
2. Delayed milestones. This may vary from very mild to more severe.
3. Tight cranial sutures.

Since “the proof of the pudding is in the eating”, the very fact that predictable results are obtained with craniosacral therapy, lymph drainage and visceral manipulation confirms that these are powerful tools in diagnosing ADHD and Autism. The value in diagnosing ADHD and Autism is that it will allow management through diet control, drug therapy and special schooling to give these children the best opportunities available to break free and come into their own to live a full life.

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Asperger’s Syndrome and Color Therapy: The Power of Orange

After packing three bright orange shirts in the luggage of my ten year old son so that his grandsparents could locate him easily during a trip, I accidently discovered what psychologists and color advocates have known for years. The color orange is a terrific color for children with Asperger's Syndrome.

Asperger's Syndrome, named after the Austrian physicist Hans Asperger who first identified the characteristics in the 1940's, is a disorder falling in the autistic spectrum characterized by other things by a lack of social skills and eye contact, obsessive interests, clumsiness, ticks or compulsive behaviors , and an unusually expansive vocabulary. Being a disorder and not a disease, there is no “cure” for Aspergers, but that is not to say that there are not treatments or that children with Aspergers can not learn to modify their behavior to better fit with their peers. And color is a subtle therapy that can be consciously used to help them learn moderate their emotional state and extremely their behavior.

Based on his skin tone and steel gray eyes, I tend to dress my son in blues and greens, opting for orange on this particular trip because it was his first long adventure sans parental supervision. Orange shirts, although popular in hunting circles, are rarely fashionable in tourist locations and I wanted to give his grandparents as much assistance as possible in keeping tabs on a youngster who tends to wander.

Not only did the boy wear the orange shirts exclusively during the trip, he had other choices, but surprisingly they made his favorite shirts upon his return. It was not until that point that I started researching how they must be making him feel.

The Eastern teachers have long associated colors with different body organs and systems. For my purpose, it was sufficient to realize that the orange robes donned by many eastern monks were not a random choice. Suddenly, orange invokes happiness, joy, creativity, and a positive attitude. It is a great color to mitigate depression, and depression is terribly common in awkward children who wantately want to fit in, but do not know how. Orange stimulates feelings of well being and social connectiveness. In short, the color orange subtly reinforces many of the areas where Aspergers children face challenges.

By dressing my son in orange during an adventure fraught with new experiences and no small sense of apprehension, I was arming him with a color that purportedly strengthened his emotional state, deepened his sense of calmness, and expanded his ability to be social. Talk about the luck of the draw!

My son's positive experience of the impact a single color had on his life opened up a universe of inexpensively and easily available options of alternative therapies and techniques that we can add to our toolbox in this journey of discovery and improvement.

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How to Stay Strong As a Family When You Find Out Your Child Has Autism

Every family has expectations and dreams for their children. We all want our children to have a better education, and better life than we have. When parents hear a diagnosis of autism, shattered dreams and expectations are the new reality. Their lives and the life of their child will be charting new territory.

No family is ever ready for that diagnosis. A variety of emotions come to surface. You have the child you dreamed of, but the future you envisioned is now gone and replaced with what? It is a type of grief and the feelings are very real and intense. You grieve for the life you had dreamed of. The normal steps of grief fall in place, denial, anger, quilt, and acceptance.

Anger is a common feeling when the child you love so much has autism. You are incredible sad, and feel like you are alone, bereft of support. This is the time that it is so important for the parents to bond and work in unison to do whatever the child needs. This includes intervention, early screening, and receiving needed services. You must understand and accept that these feelings are normal and expected.

In time acceptance will come but until it does you feel a deep sense of being wronged. Your frayed nerves means even the smallest thing can set off on a tantrum. You feel you need to blame someone. It is common to blame yourself, and then your spouse.

This is a critical point in your marriage and your family. The diagnosed child may never experience these feelings, but the parents, siblings, and extended family do.This is a challenging time for every family. Each person processes the information and the future differently. Some will handle it better and others will experience more problems.

Parents may under-estimate the depth of their ability to cope with and help their child. You must advocate for your child; at the same time you need to take time for yourselves as a couple. You must also consider other children in the family, not to lock them out, but to include them and their opinions.

It is very important for family members to keep the lines of communication open. Talk about your feelings and emotions. Support each other, consider joining a support group. Autism is a multi-faceted disorder affecting every aspect of life. In time you see the world from a different perspective.You will become better parents and the family unit bonds with love and common goals.

Because you and your family are working together the family remains strong, and some families are even stronger after diagnosis.

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The IEP and Autism

One of the questions I am most frequently asked is, “Can you tell me about the IEP?” If you learn nothing more in my articles – I hope you will remember this – the Individualized Education Plan (IEP) basically outlines the path your child will take while s / he is in school. This is a mandatory, legal document. The IEP team (school personnel along with you and people you request to attend) must meet at least one time per year. During this meeting your child's goals for the next year are discussed and adopted.

So, how do you prepare for the IEP? First, I suggest you study (over and over) the Individuals with Disabilities Education Act, 2004. Next, you need to take action – after all, you are your child's advocate. The first item on the list is this: do not wait for the date of the IEP team to meet. Go to your child's school frequently. Meet with the teacher. Discuss the goals in the IEP and ask how well your child is progressing in each one. If your child is nearly half-way through the school year and the teacher has not started working on one of the goals, for example, this might be the time to request an IEP meeting. Since the IEP is a formal, official meeting you must give the school time to send out the required forms and make sure the key people will be able to attend the meeting. Why do you want to call for this meeting?

There are several reasons. First, your teacher has not informed you that your child has not started one of the goals, this is important. Second, you will want to know why the teacher has not started and why you have not been informed. Third, you want to know what the teacher intends to do about this particular goal and the team must make a decision that satisfies all of you (do you want to support it; do you want to eliminate it). During the initial visit, when you first learned the one goal had not been started, you will definitely want to review the other goals to see how well your child is meeting each performance goal. Check each goal, check the benchmark, and check the date to satisfy yourself that your child is on target to meet or exceed the goal during this IEP period. In my book, I offer some key information regarding the IEP, how to act, react, what I suggest you do if you are unhappy and options you have if you are not satisfied with the new IEP. The basic thing to remember is this: You are your child's advocate.

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Services for Autistic Adults

Adults who continue to suffer with Autism have new and advantageous avenues that they can choose from as opposed to years before. The health insurance providers together with the medical health care community offer a variety of services to help enhance the pleasures of life. Granted that many of the services offered are contingent to the state the individual resides, but the majority of services for adults who continue to suffer with Autism are nationwide.

1. Medicaid funded health care treatments

2. Non-voluntary community services

3. Sheltered work-shop programs

4. A program to enhance independence

5. Structured paid employment

The Medicaid-funded united health care treatments are specifically designed for the individual who has the desire to learn and improve to the best of his or her her ability. There are a variety of health programs offered that include registered nurses, physical therapists, psychologists, and speech therapists. This Medicaid-funded health treatment program works with each individual to ascertained the individual's level of learning and comprehension.

Structured daily activities that will help with the individual's coordination efforts in the hopes that one day he or she will have the capabilities required to hold down specified employment. This is a way for the medical health care community to help with teaching the individual ways to gain employment in a local grocery store, one of the local parks or any other community area.

The individual will continue with the learning process to help with increasing independence to a level that is appropriate for the individual. The individual with the assistance of a universal health care provider will learn to fine tune personal grooming habits, simple food preparation, and the necessary skills to understand the value of money and maintain a personal checking account.

The medical health community through the many providers also work closely with those autistic adults who want to learn the art of being a creative and productive citizen now that he or she has reached adulthood. A few of the skilled training will include a variety of responsibilities in a variety of different aspects of the employment world. Having the adult exposed to as many facets of daily living is what the health insurance provider is there to guide.

At the same time are adults with Autism enrolled and participate in any of the workshop programs is completely protected in all activities that they want to learn and try their hand. The medical health provider will need to possess a great deal of understanding and patience to see the student through from start to finish.

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Asperger’s in Children

Asperger's Syndrome is named after Hans Asperger the Austrian physician who, in 1944, first identified Asperger symptoms. Although he described symptoms of Asperger's, the diagnosis was not generally accepted until much later. Recent Autism statistics suggest that up to one in three hundred children have Asperger's. Usually the Asperger Symptoms are first identified during the preschool years. Asperger's syndrome is a type of pervasive developmental delay. It is similar to mild autism when viewed along with the many types of autism.

Following is a list of frequently noted characteristics:

Signs of Asperger's include difficulty reading nonverbal cues and interacting socially with others.

Children with Asperger's Syndrome often concentrate on one topic filtering out other subjects that are not of interest.

Many children with Asperger's Autism experience difficulties when routines are changed.

Children with Asperger's often speak in a monotone with little variation in intonation, often in adult manner.

Children often prefer to stick to specific patterns when completing tasks and routines.

Many children are slightly behind their peers with motor skill development and coordination. They often hold a rigid post and are known to exhibit unusual gestures.

Many children with Asperger's have difficulty understanding figures of speech, slang, and subtleties in language.

Playing and interacting with other children may be difficult.

The majority of children with Asperger's have an average to above average IQ

Signs of Asperger's become more noticeable when the children enter pre-school and / or early elementary school and begin to interact with peers.

Often there may be family members who display Aspergers symptoms in adults or who have been diagnosed with Asperger's Syndrome.

One or two of these characteristics does not necessarily mean that your child has Asperger's syndrome. However, if you are experiencing concerns it is recommended that you visit your child's pediatrician or speak with professionals in the field who can initiate a formal assessment and provide additional information.

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Dealing With Autism Day To Day

In order for an autistic adult to live a fully functional life on their own they need to have a detailed autistic friendly education as a child. When an autistic child is given one on one instruction they become more able to function outside of specialized care homes, although sometimes with the right childhood teaching to get a child with autism ready for the real world sometimes sometimes do end up with their parents or in a full time care home as adults.

People who are given the diagnosis of autism do have a hard road ahead of them, it is a very hard disease to live with. Much debate has happened relating to the right care for every case of autism, because the disease is such a large spectrum disease. Each person who is diagnosed with autism raises their diagnoses with a different reaction.

There are different levels of care needed by autistic patients, some can lead fairly independent lives and are brilliant in a few areas, while some others have to have long term personal care. Across the United States there are specialized groups to help adults with this diagnosis to help them cope with living outside of a care home. Research shows that adults who live with autism work well in jobs where they can use their individual strengths.

The majority of adults who have autism have very little short term memory, but have outstanding long term memory so they can work exceptional in a job that plays on their individual strengths. Even though services are needed some of the time to assist autistic adults to perform day to day tasks, most patients can live quite well on their own outside of a care home. Sometimes even patients who are living in full time care homes can live a major of their lives without much help.

A majority of adults with autism can work outside of their home and live very fulfilled lives. The biggest worry that adults with autism have is that they will be viewed as weird by other “normal” people in the world. Being unable to react in the right way to different social settings is not the fault of the patient it is simply part of the disease.

A large number of adults with autism in the world today have educated themselves to the point of getting college degrees, these patients are considered exceptional in their certain fields and have any social social fluctuations in their lives because of the disease. Lastly it is crucial that people educate them on everything that is associated with the disease.

Although medicine has made great strides in other fields it has not been able to stop the diagnosis of autism from rising to one in a hundred and sixty six children. Since the numbers are so high relating to the diagnosis of autism, almost everyone will have someone in their life that has been diagnosed with the disease.

Unfortunately care homes geared to autistic patients are not abundant in the United States and a lot of adult autistic patients are still living at home. Just like any other person with a handicap or disability autistic people have a lot of special needs. Although people with autism can be drastically different then other people, with the right care and teaching they can lead very independent and fulfilling lives.

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Asperger’s Syndrome Behavior Tips: How Can I Effectively Discipline My Asperger’s Child?

Asperger's syndrome behavior in a child can often be challenging. You've tried everything to discipline your Asperger's child. What do you do now?

1. Make positive reinforcement the rule of the land.

It is important to understand that kids with Asperger's syndrome will not always understand when they have done something wrong, and they will often not connect that incident to any punishment that occurs later.

This makes them more upset and makes their behavior worse. Imagine getting your favorite toys or favorite activities taken away without having any idea why. This is why positive reinforcement usually works much better.

When you see your child talking to their brother or sister calmly, or sharing their toys, say in a calm, even voice, “Kevin, you are doing such a good job sharing your toys.” If you see him being calm in other situations, verbally reward him. Praise can be a powerful motivator, and this way you are reinforcing the behaviors that you want to see.

2. Use a point system of some kind to reward good behavior

Many parents have used a point or sticker system to motivate good behavior.

Write out a list of positive behaviors you'd like to see in your child. Include household chores, behavioral expectations, and things like school work and being nice to your siblings. When your child does these things, they get a pre-determined amount of points or stickers.

Your child may not be able to understand why he should do these things at this point in his life, but if you motivate him with something he wants, he will learn inevitably and do it anyway in the meanime. Points can be redeemed for prizes that have meaning to your child.

3. Find the trigger

It is important to remember that most challenging behaviors for kids with Asperger's have a specific trigger to them. You should try to find the trigger and modify the situation that caused the behavior. A behavior diary that records what happened just before an outburst can be helpful.

4. Is any punishment appropriate?

The most important thing to do in the event of a tantrum or meltdown is to remove your child from the situation and give him a chance to calm down. Remove him to a room that is quiet and distraction free. Do not try to bargain or reason with your child when he is in this state; it will only make him more hysterical. Wait until he is calm to do it.

Some parents will use the removal of favored activities or possessions for punishment, but as a general rule this should be done as little as possible and only when absolutely necessary.

A much better solution is to take away points on your point system or to remind the child of how many points they could be getting if they (insert desired behavior here).

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Top 9 Signs That Your Infant May Have Autism

Here are some signs that could indicate your child is on the spectrum as early as six months of age. Signs and symptoms will vary, as can the severity of the symptoms. Make sure to monitor your child's development, and consult your doctor if anything concerns you. It's necessary to note that autism in infants is recognized by a lack of normal behavior, rather than the presence of strange behaviors.

1. DELAYED MOTOR DEVELOPMENT

Developmental delay is usually suspected in some babies soon after birth because of unusual muscle tone and feeding problems. Some babies may not be able to crawl normally or may learn to walk very late. In other children, developmental delay is suspected much later when behavioral and learning difficulties come to light. Developmental delay can manifest in the following forms:
• A child appears very floppy
• Muscles appear very tight, legs held stiff with little or no movement
• Problems holding up their head
• Inability to roll over by 6 months
• Inability to sit on the floor without support by 8 months
• Failure to crawl by 12 months
• Failure to walk independently by 18 months

2. REPETITIVE BEHAVIORS

Does your child sit or stand in uncommon postures? Will your child be engaged in repetitive behaviors such as stiffening his hands, arms or legs? Do they display unusual body movements like rotating his hands on his wrists?

3. LACK OF GESTURING

Does your child gesture at objects or people to communicate? Does the child wave their hand, point, or reach for things? This is a stone that is typically reached by 9 or 10 months old.

4. INFREQUENTLY SEEKING ATTENTION

Does your child initiate cuddling or make noises to get your attention? Does the child reach up toward you to be picked up? Having disinterest in seeking a loved one's attention or bonding is a sign of your baby may eventually have a problem relating to others, which can be a struggle for those on the spectrum as they grow up.

5. POOR EYE CONTACT

Does your child maintain limited eye contact with you and other loved ones? Do they follow objects visually? When the baby grows an early indicator is that they face a severe lack of eye contact, as it is a form of communication and comprehension.

6. UNRESPONSIVENESS TO NAME

Is your baby unresponsive to his or her name from 6 to 12 months of age? Parents who can find this in their child are often concerned it may be hearing loss and are unaware it can be a sign of autism. If you find this type of behavior in your child, be sure to monitor the signs and consult a doctor.

7. DELAY IN BABBLING & COOING

Is your kid making “baby talk” and babbling or cooing? Will they do it repeatedly? Your baby bought to usually reach this milestone by 12 months.

8. RARE IMITATION OF SOCIAL CUES

Some of the rare imitations of social cues are done your child give the mimic to sounds and movements of others? Will they share expressions back and forth? Rare mock of sounds, laughter, smiles, and facial expressions by 9 months older is an early indicator of autism.

9. LACK OF SMILING

Does your child smile back at you when you give them a warm, joyful smile? Does your child smile on their own? By the age of 6 months, your child should give you big smiles or happy expressions.

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