Autism Routines

For a child with autism, a routine is something that they can understand and use. This is true for typical children as well. Everyday our children wake up and for the most part follow a series of events set before them which make their day full and effective.

At times our children's routine is disturbed or rearranged for reasons that may be in their control or may not be in their control. Children with Autism are the same as typical children. They find comfort and solitude in their daily routine.

When a child with Autism's routine is disturbed though, they become more unsettled than the rest of us. You and I possess the necessary skills to deal with unexpected events. We easily teach this to our children.

We are able to rearrange or deal with having to put some of the events in our routine for later or not at all. Again we teach our children this skill. Children with Autism do not easily learn the skills needed to deal with the situation. They many times do not fully understand why their routine is disturbed.

All children have an emotional response when their routine is disturbed. Sometimes they are angry, sad, frustrated, and at times happy. Because of a child with autism's complex sensory integration system they can deal with this disruption not so much in a different way but in a more intense way.

This intension way of dealing may fracture their ability to deal with the situation at hand. As they get angry they may become violent. They get frustrated to the extent that they hurt themselves.

They may withdraw from contact all together and make it very difficult to bring them back to communicating. The best possible tool looks, when dealing with disruption in a child with autism's routine is knowledge.

They must always know their routine is changing, why it is changing, and how it is changing. After that the child with Autism can better deal with what is to come. Just like any other child, preparation is the foundation for success.

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Autism Behavior – Communication

Behavior is something which all children display in one form or another. Our child's behavior tells those around them many things about their wants, needs, and desires. The most important thing to understand about behavior is that it is a form of communication. It is a complicated form of communication, but a truly basic one.

Typical children are much better at verbal communication skills than children with autism. Typical children do not always rely on physical behavior to refer a message. Often, children with autism are telling us a lot with their behavior. They can be giving an answer, asking a question or expressing a frustrated response.

Some behaviors expressed by children with Autism may be appropriate or appropriate depending on the situation. Inappropriate behaviors give a negative aspect to our children's learning experience.

It does not matter if the negative behavior occurs in a social situation or academic situation. A negative behavior must be deal with in so a child with Autism can acquire as much information as possible. Some undesired behaviors can not be eliminated. In that case those behaviors should be replaced with desirable behaviors the child can use.

One of the stories a family related to me was a teacher who was asking their child a question. Just for example we are going to say the question was 'What is 2 + 2?' This family's child did not understand the question. Their child did not even know how to answer the teacher.

The first thing their child did was to become withdrew. The well meaning teacher went closer to the child and asked again. Now this family's child became aggressive and used some really choice curse words.

A little understanding of a child with Autism and communication can help this situation. If a parent and teacher wish to change this undesirable behavior they need to replace it. This is done by teaching a child a different technique or method of getting what they want.

Tell the child with autism that when they do not understand what someone is asking they can raise their hand. This is a technique to let the adult know what is going on. Another technique is to teach the child to say a special word or phrase instead of cursing. This also gives adults involved a cue that they are feeling frustrated.

Then everyone involved has to understand if they do not respond to those cues the behavior will escalate. These are two simple but possibly effective way to help or change behavior in a positive way. Changing or shaping the behavior will help the child with autism have an environment more in line with their learning needs.

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Receptive and Expressive Language in Students With Autism

Some students with autism have challenges with receptive and / or expressive language skills acquisition. Understanding how this affects the dynamics of communication can be cruel when teaching or interacting with individuals on the spectrum. While every person with autism is unique, here are some guidelines when it comes to this:

“If I do not respond, it does not mean I do not understand.”

Making the assumption that 'not responding' indicates 'not understanding' can be misleading. If an individual has challenges with expressive language, he may very well understand what you are asking him, or stating to him, or saying in his presence.

“It does not help when you say it louder.”

Barring any auditory challenges the individual may have, speaking in a louder tone of voice will most likely not illicit a different response from them – and it is usually considered inappropriate.

“I can say,” Thank you “in different ways.”

If you know someone with autism who has expressive language challenges, you will learn to pick-up on their more humble responses. Work on helping him develop more language, but also learn to understand and accept these communications as well.

“I may be able to … if you ask me the right way.”

Many skills and activities do not require a verbal response if the learner is directed in the appropriate manner. When working on Math, for instance, asking a student, “Show me which number is larger” or “Write down the larger number” can be more effective than, “Tell me which number is larger.” The latter way of asking requires a verbal response from the student, which could be much more difficult than the math problem itself.

While it is important to work on developing a student's receptive and expressive skills, it is also important to understand, and apply appropriately to, the individual's current ability level in this area. There is always a fine line between requiring language from a student (to help them develop the skill) and accepting their approximations. Knowing how to balance these considerations will create a more effective teaching environment and help avoid frustration.

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What Are the 14 Signs of Autism and How Can Society Help?

A nurse in Baby Phat Scrubs encountered a young boy in the hallway of the hospital. The boy did not look her in the eyes and kept on repeating pointing at the poster on the nearby wall. Another hospital worker in Landau 8219 approached the young boy with concern and asked him about his parents whereabouts. The young boy just kept on pointing at the poster and did not answer the questions of the medical worker. Then, both of them realized the young boy has just shown signs of autism.

Autism is a rampant public health concern. It is a condition of the brain wherein the autistic individual does not seem to conform to social and behavioral development usually characterized by their having a world of their own. No social or third party stimuli can make them react in the normal way or make them behave according to the rules of society. Other than their social and behavior lack of development, they seem to grow normally in the physical aspect. They look like normal persons in the outside but once you get to know how they interact or the lack of interaction, there you can see the signs of autism.

First sign of autism is avoiding eye contact like the situational example of the young boy above. What people can do about this is try not to scare or insist on having their eyes met by autistic people so they can calmly deal with them.

Second sign of autism is preference of being alone. The young boy example might be one of those kids who just stay on the sides of the playground and sees not to mind the other kids. Supervision for the auto is important for their safety as they evade company and people most of the time.

Third sign is they echo words or phrases. Any person talking to an autistic person must be patient enough to understand the body language instead on relying on their words.

Fourth sign is difficult in interacting with others. Like in the second sign, they usually stand out in the crowd because they keep to themselves most of the time.

Fifth sign would be spinning themselves or objects. Autism has the effect of repetitive body movements that explains why most autistic persons like to turn or twirl things over and over again without listening to the stop orders around them.

Sixth sign would be they insist on sameness all the time. Autistic persons do not like intervention in their routine tasks as they become more confused. Try to allow them this routine based actions so that they will not cause any disorder as they are sooner to throwing tantrums when things do not go the way they have been going.

Seventh would be overly attachment to inanimate objects. Autistic individuals can not identify a living from a non-living object so they are pronounce to have attachment to inanimate objects thinking that they are real other individuals.

Eight sign would be unstoppable giggling or laughing. Do not be offended if an autistic person laughs or giggles at you for no reason. Their humors are very different from most people.

Ninth sign is they repel cuddling. These individuals are not socially decline so they do not like cuddling or affectionate gestures from other people.

Tenth sign of autism is using gestures to identify their needs. They do not have the right communication skills to interact with other individuals around them and so they usually use hand gestures to get what they want.

Eleventh sign would be insensitivity to auditory stimuli. They do not respond properly to sounds or instructions so they should be kept away from dangerous places as they do not follow warnings.

The twelfth sign is that they have no fear of dangers. As in the previous sign, they just do not know how dangerous a thing, person, or situation is to be scared. They should be regularly monitored so they stay out of trouble.

Thirteenth is that they do not know how to feel pain. They can not express their level of pain because they do not know how to make it known.

And lastly, the fourteenth sign of autism is that they have to be under sustained routine play and have different verbal and physical skills level. Patience is required to teach an autistic person in the most basics things a normal person should be like like personal hygiene and other daily activities.

Society is finding out more about autism by the steady campaign for communal efforts to help people with the disorder to live a normal life as much as possible. This is the only way people can help these individuals find a place in society.

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Signs of Autism in Young Children

You might notice sometimes that your child is behaving strangely and different when compared to normal children. You should never ignore these conditions; rather take it very seriously since this problem may increase at a later age. Your child may face lot of difficulties in interacting with others and communicating normally. He may find it difficult to adjust to the environment and play with other kids. These are some of the symptoms that you should take seriously and help him to improve.

Here are some general signs of autism that will help you identify the condition and you can detect them at an early state.

Signs of Autism in Young Children: How Can I Notice Them?

Detecting the easy and early signs is not very difficult and parents can find and trace them if they are vigilant. Being a parent you should keep a note of the behavior of your child and know the signs that you are looking for. Here are few facts that you should know and understand in order to analyze your child and conclude properly:

a) Try to study the activities of the child and try to find out what he or she wants. If the child is pointing at something, try to find out what it is.
b) When you are trying to point out something, find out how the child is reacting.
c) Try to Pretend play and bring imagination and record how the child behaves.

If the child is not reacting as expected, there is a chance of autism. These early signs can further be clarified if you refer few books and search on the internet. But, you should never ignore such signs and approach doctors as soon as possible.

Signs of Autism in Young Children Detected by Pediatricians or Primary Care Doctors

The primary care doctors are responsible for studying the child and find out if there is any real risk of autism. They can also predict the intensity and the state of autism the child is in. There are some special tests and diagnosis that can help you find the real threat and the cure required. These tests start with general questions and this is generally carried out in the concessions and the behavior of the child is analyzed.

The following tests are generally carried out by the doctors:

a) They try to make eye contact with the child and the reaction is recorded.
b) The child is given some toy or any other object for the intent of playing and the reaction of the child is noted.
c) The doctor might ask the child to build a building of bricks or similar activity.

If the child is not reacting as expected of gives very slow reactions, there are chances that the child might be suffering from mild or low risk of autism. This is where the doctors need to be very careful and determine the actual depth of autism properly.
How Developmental Specialists and Clinics Check for Signs of Autism in Young Children

Once you approach the doctors and they are aware of the entire case history, they can screen the incoming signs and find out the relevant points. They can refer the right doctors, neurologists or physiologists so that you get the best possible care.

The psychologists of developmental doctors have specialization on these developmental disorders and how to handle such cases. They have skills on how to identify the symptoms and the signs of such disorders. They can help you know more about different types of such disorders and the intensity of the disorder. The neurologists also help a lot in these cases and they can see across the scans and apply their techniques to solve the cases.

The skilled, experienced and highly knowledgeable professionals use DSM IV to study the behavior of the children and help them come with the situation. They also help them learn and cope up with the society and improve on their behavior.

Generally parents believe that these signs are a part of development and it will recede with growth and age. But, as soon as you detect such early signs or autism, you should see physician immediately and get confirmation. It is very important that the children get proper care and direction to deal with life. You should follow the advice of the doctor and implement the directions along with being patient.

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The Most Misunderstood Aspect of ABA

One of the most common misunderstandings, when it comes to concepts associated with ABA, is the idea of ​​negative reinforcement. This may not be surprising considering the widespread notoriety of positive reinforcement and the natural assumption that they are opposites. Many individuals I have met, who are doing their best to navigate the sometimes complex world of ABA, have insured that they are actually practicing negative reinforcement when confronted with behavioral challenges. Typically, the conversation includes something to the effect of, “I just could not get him to stop doing that, so I used negative reinforcement and sent him to bed without dessert.” While removing a reinforcer can be a powerful way to effect behavioral change, this is not an example of negative reinforcement.

Negative Reinforcement is defined as removing an aversive stimulus in response to a behavior which then leads to an increase in the likelihood that the behavior will occur again. Let's break that down – first you need to be removing an aversive or undesirable situation. In the example above, the individual is sent to bed early, which is most likely removing a positive stimulus, ie staying up and having dessert. Therefore, that consequence is actually punishing a behavior. This is not necessarily bad or wrong, since the situation and the individual's history should determine the best course of action to take. The second part of the definition, “… leads to an increase in the likelihood …” implies whatever behavior you want to see more of. Remember that any discussion of reinforcement involves the goal of increasing a behavior not diminishing one (which would be a punisher). Again, in the example above, the statement, “I just could not get him to stop …” infers that he is seeking to reduce a particular behavior, not increase one.

So then, what is negative reinforcement? One of the most common examples of this is the practice of having an individual stand up at the dinner table if they, for instance, do not eat all of their vegetables. When they do, they can sit back down or be excused. Here, you are seeking to increase a behavior, ie eating vegetables, by removing the aversive stimulus of standing up. Notice how the parent created the undesirable situation and is subjectively allowing the individual l to remove it by completing the task. This is important because it allows the desired behavior of eating the vegetables, to be completed as opposed to punishment which often removes the individual from the situation. Ideally, the individual will quickly realize that life is better when they are eating their vegetables and will able to sit down. This is good but the way to gauge if this is an effective technique is to see if they eat their vegetables tomorrow as well. After all, the goal is to increase the behavior, not produce it each time through the use of negative reinforcement.

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Autism Supplements Treatment – Brain Chemistry Imbalances

Brain chemical support is a target therapy for many psychiatric or neurological disorders such as Alzheimer's, Parkinson's, Multiple Sclerosis, as well as Bipolar Depression or Schizophrenia. Autism treatment is no different. In autism, including those with various spectrum issues such as attention deficit, sensory processing and / or speech language delay or pervasive development disorder supplement treatment can help improve an individual's ability to function more optimally.

The following list of supplements I have as autism treatments for years in my practice to help support healthy brain chemistry. This is not incorrect because these following supplements are the only things available for brain chemistry support, but these often show nice benefits with respects to improved attention, focusing, and overall cognitive skills. Each supplement is unique and often they work synergistically to provide optimal results:

Nutritional Lithium – micro-mineral involved in supporting brain health. Nutritional Lithium has been used for states of brain stress, cognitive problems, aggressive behavior, irritability, mood instability. Lithium also helps protect the brain against various toxins. Typical dose is 500 to 1000mcg daily.

5-HTP – Amino acid that helps support serotonin production. Serotonin is necessary for mood control, assists with states of depression, and sense of well being. Serotonin is also supportive for melatonin production which is involved in promoting sleep. Typical dose is 50 to 100mg daily.

Methylcobalamin (methyl-B12) – Methyl-B12 is useful for focusing, attention and general awareness issues in autism. It can assist with speech and language problems as well. It is also helpful in other neurological disorders too. Typical dose is 1000 to 2000mg daily. Can come in various formats such as nasal spray, subcutaneous injections and oral liquid.

Vitamin B6 – A member of the B-vitamin family that is helpful for general cognitive awareness, better attention, improved mood and biochemical support throughout the body. Should be used along with magnesium to prevent against hyperactivity. Typical dose is 4 to 8 mg per pound of vitamin B6 in conjunction with 2 to 4mg per pound body weight of magnesium.

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Diet Considerations For Autism in Children

A proper diet is important for children, especially for those who are suffering from autism.

It is very obvious that the parents want to give their autistic children the correct diet in perfect intervals. So the parents do not want to disturb the care process, they need some special diet control. With help of this article autism child's parents can able to get idea about diet consideration.

Specific Diet Consideration for Autism in Children: Considering Meditations

Some pharmacologic treatments are recommended for children with autism. Some of these medications are like Risperidone which is a form of Haloperidol that are specific to their targets and are applicable for children with high temperature and aggressive behavior.

Those having a tendency of being hyperactive are advised to take these medicines. Few other medications like clomipramine (Anafranil), naltrexone (ReVia), clonidine (Catapres), are used as stimulants to reduce the agitation of self-injury, hyperactive and obsessive behaviors with definite and remarkable output. The use of these medicines and drugs definitely affects diet considerations for autism in children.

Central Nervous System (CNS) drugs cause side effects and some of them are caused by Haloperidol, Risperidone and Clomipramine which can affect diet considerations for autism in children. For those who feel dryness of the mouth, artificial saliva or synthetic saliva is recommended by increasing water intake.

Apart from that addition, it is recommended that the CNS drugs should be taken in after meals. It is also advisable to avoid them since they may cause abdominal pain. In case of constipation, indigestion, and diarrhea it is recommended to increase amount of water intake and include more fiber in the diet. It is strictly advised to avoid alcohol at all times since it negatives interactions with CNS drugs like Haloperidol, Risperidone and Clomipramine.

New Research Sheds Light on Special Diet Considerations for Autism in Children

According to interviews, the research on diet consideration for autism is one of the interesting and emerging fields in children with autism gastrointestinal (or gut) function in the pathophysiology of autism. The research suggests that the “hostile” microbiologic environment and functioning of the digestive tract contributed to autism.

There are few limitations and medications lacking in identifying these below mentioned factors. These might be as a result of genetic change, environmental effect, even neuro developmental, behavioral factor or even immunological disorder. There is a huge need of experts who can work for the cause and develop some solution to the problem, combine the hypothesis and conclude with a concrete solution.

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Treating Autism Through Stem Cell Treatment

Autism is known as the complex brain disorder. This disorder can cause some problems such as the difficulty in communication which can lead to impaired social interactions. In addition, this kind of disorder can cause the acts of obsessive repetition or routine.

As the technology grows, there are some treatments which are recommended for autism. One of the latest issues for the treatment is by using stem cell. It can also be the main treatment for coping with autism.

The general problem which most of children with autism face is hypoxia. This problem is mainly caused by the condition in which the brain is lack of oxygen. It can cause the immune system not to work appropriately as those with sufficient oxygen. It has been widely agreed that oxygen is one of the most needed elements for the brain to work properly. Brain with lack of oxygen can cause some problems.

As a matter of fact, there is no therapy or cure which is accepted universally since there is no treatment accordingly. The latest treatment mostly focuses on the nutritional aspects of the behavioral of certain condition of the sufferer.

In addition, one of the most popular treatments available today is by using administration of mesenchymal as well as CD34 + stem cells. This therapy is claimed to be able to treat abnormalities of either hypoxia or also immune system.

Furthermore, umbilical cord cells of CD34 + will be beneficial for angiogenesis process or what is called as the collateral blood cells creation. This is able to cure the autistic patients with hypoxia. Instead of CD34 + treatment, there is another method which can be applied for curing autism. One of the most effective treatments for autism is through mesenchymal stem cells. These cells are able to cure the autistic patients with immunological abnormalities.

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Is There a Natural Treatment For Autism? One Woman’s Research Says There Is

Not many people have heard of a natural treatment for autism and I had not either until I did some research on the topic.

Here is what I found.

There is a woman named Amy Lansky who wrote a book called “Impossible Cure: The Promise of Homeopathy”, in her book, she explains how her son, who had moderate autism, was cured of autism through homeopathy.

What is homeopathy? Homeopathy is a system of medicine that treats a condition with natural ingredients, The natural ingredients help the body heal itself of whatever the condition is. In Lansky's case, the condition was autism.

Lansky is not a Doctor, however, she does not have a Ph.D. from Stanford and was a researcher for NASA so she is certainly credible.

When her son was just two years old, he was diagnosed with autism. She refused to believe there was no cure for autism and so she did what she did well and researched the situation. In her research, she stumbled upon homeopathy and it ever cured her son of the condition.

Just an added note. From the people I saw who read her book online, 91 percent cave the book 5 stars.

Is there more proof that autism can be treated with homeopathy? Read on to find out about the following study.

A study was done that included six children with had autism (chosen from the same school). Four of them were considered high functioning and two were considered low functioning. Three of the six could speak and three could not … and with the three that could speak, they could not speak well enough to get their needs throughout their years 1 to 2 years of remedial teaching in a special school.

Each child was given a special homeopathic remedy … both according to the symptoms they displayed.

After at least 6 months of treatment, the behaviors that they were watching came down from severe to mild … and other behavior problems disappeared completely.

Also, two of the three children who could not communicate developed some speech.

After the study was complete, the children also had better eye contact and had more appropriate facial expressions.

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Autism and Generalization

Learning a new skill can be challenging and it often helps to begin instruction in a controlled environment like a classroom. Once this goal is achieved, it is equally important to learn (and teach) how to translate the skill into other scenarios. Literally, every skill or lesson learned should be able to be generalized by the student. The challenges associated with generalizing learned skills are a developmental characteristic of many students on the autism spectrum. These are three things teachers and / or parents should measure after the student has mastered a skill. The student's ability to generalize skills across:


If a student can individually and successfully complete a task (such as reading) only in the presence of a particular person, this will not lead to a self-sustaining situation for him / her. The student will be expected to read in the presence of any number of different individuals in the course of his scholastic studies. Each person will also have his / her own unique way of interacting with the learner which should not affect the outcome of the skill or situation. In instructional situations, these are large learner driven activities which currently require an instructor to be present. There are also a number of social and life skills which may benefit from conducting short generalization trials.


Life skills, such as tooth brushing, often run the risk of failure if the skill is taught at school and not typically taught in different areas as well. There are a high number of relatively small differences from one room to the next; the light switch location, faucet design, cabinets and so on. The goal is not to teach to each and every one of these different variables, rather it is to instill in the student the ability to recognize these differences and react appropriately.


Here again, while there are various minor and sometimes major differences associated with physical items used in a skill, the student should be able to use any of these items to complete the relevant task at hand. For instance, microwaves come in many different shapes and sizes and it looks that each one has a unique operating panel. Even so, there is a universal nature to completing this task which can be taught to; such as teaching to different door opening mechanisms, locating the number panel to indicate the length of cooking, and so on.

It is very important that the learner has mastered a skill, before any attempts at generalization take place. Generally speaking, if a student can not yet complete a task in a particular setting it is illegally that they will be able to complete it in another. Instead of teaching to each and every type of microwave or in dozens of possible locations one might brush their teeth, instructors can take performance data on several sample situations. This will give them a clear picture of whether or not the student will be able to successfully generalize each skill with any person, in any location and using various materials to complete the task.

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Comprehension Or Behavior Challenges?

This is a key question when it comes to teaching students with autism. A teacher needs to understand why a student is having difficulties so that they can adjust their teaching methodology. Sometimes, the learner may have challenges understanding the concept being put forth to them. Other times, certain behavioral challenges may be inhibiting his / her ability to successfully complete the task. And, at times, both of these factors play a role. If a teacher does not have an idea which of these factors needs to be addressed, effort and time can be squandered.

Often, these two situations are related; a student may not comprehend the material and therefore become frustrated and exhibit behavioral challenges. One way to combat this phenomenon is to begin by presenting relatively (and individually) less difficult tasks to complete. If the student still displays behavioral challenges, we can at least say that the material is not causing frustration by being too difficult for them. This is an example of errorless teaching. If a learner is presenting challenging behavior, we can not say whether or not he / she understands the material – we only know that they did not answer correctly. It is important to take performance data, but this alone, will not tell us why the student answered incorrectly. Being 'incorrect' includes; not answering at all, leaving the instructional area, echolalia related behavior, non-contextual vocalizations, etc. If this is the case, teachers need to focus on the learner's reinforcement schedule in an attempt to reduce these inappropriate behaviors in order to more accurately determine his / her understanding of the material.

“It is important to take performance data, but this alone, will not tell us why the student answered incorrectly.”

When a teacher approaches a learning challenge in this manner, it allows them to objectively determine a course of action. Attributing a student's incorrect response to a less definable explanation, eg “He's cranky today” or “This is just over her head”, does not allow for a reasonable response. In cases which there is not significant behavioral challenges – teachers can reduce the difficulty level or change the teaching methodology. When incorrect responses seem to primarily be the result of behavioral challenges, teachers can raise compliance rates for appropriate behavior. Far too many times I have been witness to a student, which is displaying challenging behavior, being presented with continuously less difficult material – because the assumption is that they do not understand it. This often leads to a situation in which the student is not challenged, intellectually, and is therefore bored and sometimes defiant. Each student's behavior and progress should be individually assessed but considering 'behavior or comprehension' is a good place to start.

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Natural Remedies for Autism for More Normal Living

Natural remedies for autism are helpful in improving and managing the known symptoms of autism. It is common for parents and caregivers of people diagnosed with autism to feel frustrated. Feeling ignored as patients go through their endlessly repetitive daily behavior is normal. It is a struggle trying to communicate and reach the private world of people with autism. And since the signs, symptoms experiences of autism vary from person to person; it is never safe to generalize anything regarding effective treatment approaches and methods. Conventional treatment approaches recommend patients to take prescription medications to control their anxiety and prevent feelings of aggression and tantrums. However, the circulating news regarding the horrible effects of incorrect and prolonged use of common autism medications in the ever increasing interest for safer and more natural options to managing and improving autism symptoms.

On natural remedies for autism

There is always a place for prescription medication in most cases of autism. However, there is always the risk and caution for the possibility of suffering minor to serious side-effects, especially with long-term use. On the other hand, patients are given options to try some natural remedies for autism, which usually combines herbal, homeopathic and holistic approaches to treatment to maintain systemic balance to the nervous system functions of the patients. In addition, they deliver many of the benefits of common autism medicines but with minimal risks of sedation or side-effects.

Food Nutrient Therapy

Vitamins and mineral supplements were found to deliver substantial improvements to the functioning of autistic people. Symptoms such as irritability, aggression, anxiety and tantrums are directly linked to missing or malabsoprtion of food nutrients. Poor diet and intolerances to certain foodstuff like gluten in wheat and grain products and dairy products trigger many othersome symptoms of autism. In this light, parents of many autism patients have noted remarkable changes to behavior with the elimination of such foodstuff to the patient's diet.

There is also a link that the deficiency in fatty acids found in fish is directly linked to childhood autism. The cell membranes of autistic children process fatty acids at a much faster rate. Similarly, the brain cell membranes are largely characterized by omega 3 and omega 6 fatty acids, substances that are found in abundance in salmon, mackerel and other oily fish. In a sense, deficiency in these fatty acids may be considered a partial trigger for autism.

Education and Therapy

Specialized education and physiotherapy are drug-free natural remedies for autism. Therapy approaches like occupational therapy, sensory integration and music therapy are helpful in offsetting the developmental delay caused by the disease. The combination of specialized education and physiotherapy is a powerful tool to ensuring the progress of any autism treatment plan. The impact of this treatment approach emphasizes that there are no quick fixes to overcoming the disease.

Herbal Therapy

Tranquilizing and antidepressant drugs are nothing new to autism patients. They are used to overcome highly distressing and volatile patient reactions towards seemingly small changes to their environment. However, the main downside of these drugs is that patients tend to develop tolerance with long-term use. In this light, the calming and soothing effect of herbal teas and tinctures proves to be an ideal and safe alternative to drug medicines. Herbs like passiflora helps keep patients less irritable, less easily frustrated and calmer. St. John's wort prevents over-metabolism of serotonin, which certainly improves mood and behavior and helps increase concentration.


As autism became pandemic in the Western world, it continues spreads worldwide. Here, having more options to treat gives patients more chances of overcoming the disease regaining a more normal life. The natural remedies for autism gives you a variety of treatment approaches to improve the symptoms and overall well-being of autism patients.

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Using Music to Treat the Problems of Autism

The use of music to treat a patient of autism is quite new, but even so it should not be ignored as it could bring about good benefits. The benefits that a patient with autism may experience as a result of music therapy include better temperament and greater learning skills. The reason this works is because the music connects with the subconscious part of our mind making it an amazing form of therapy where the patient has problems communicating with others, examples include autism. If you have tried different methods in the past without success or know of someone that could benefit from this then please go ahead and do further research that could help you out a lot.

Using music to treat autism can be a very effective way for the individual to learn different social skills. Music is something that is enjoyed by the world over and so works great in terms of therapy, as there are many games that can be played to help improve the behavior of the autism patient. A therapist can encourage the patient to do all sorts of social activities while using music as the medium that connects the two.

So there you go, if you want to try something new and what could possibly be very revolutionary in term of improving the social skills of an autism patient, then by all means try it. It could change the life of the patient for the better, and all thanks to the wonderful tone of music.

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Facts to Know About Autism

Autism was first described in early 1940's by a child psychiatrist Leo Kanner. Autism is a developmental disorder present during the first day of life or soon after birth which is characterized by detachment from reality. It is the worst classification of Progressive Developmental Disorder. Autism can typically be tested and diagnosed when the child is in toddlerhood, about 1-3 years of age wherein at this stage, the child should be demonstrating an interest in communication verbally, possessing the ability to become skilled on his surroundings which an autistic child fails to perform.

From 1940's to 1960's, child psychiatrist believes the mother of autistic child is the primary reason for the emergence of this condition. The mother and child attachment has been linked in this issue since studies during these times shows that “refrigerator parents” who are passive and indeterminate somehow contribute to the autistic behavior of these children. Later, experts come up with one theory that autism is caused by many factors such as hereditary, viral agents during pregnancy, metabolic disorders like phenylketunuria, immune tolerance and problems during pregnancy like anoxia.

Classicly, a child with autism keeps away from individual contact like crying while being hugged, stiffening when being held in the parent's arms and playing on his own which seems like he has his own world. Unlike other normal toddlers, autistic kids are not calmed by being held or cuddled. That's why in dealing with these circumstances, during tantrums for example, as an alternative to hugging the child in giving comfort, offer him his preferred toy and transport him to a safer area with a less stimulating environment.

Other characteristics of an autistic child includes not capable to differentiate his own environment, so the child talks about himself in third person, slow maturity of self-help activities, like feeding him, wearing his clothes on, and using the toilet, difficulty in learning to communicate and sometimes these children repeats the last word you have just said to them or at worst, being mute; they do not reply to people or other environmental stimulus, which causes no eye contact for the most part of conversation. They love to stereotype body actions like shaking, spinning, hand flapping, and repetitive activities while they stick to habits and rituals with hatred to changes.

The focus of care among children with autism is more on safety. Parents should be taught about safety measures at home. Autistic child may not be familiar with hazards because of their impaired logical maturity. In giving instructions to a child about safety, one should build up habit not judgment. Measures include locking all doors and gates when child sleepwalks during night time, wrapping the child's arm with a blanket if he is engaged in biting his arms, using helmet if he is fond of head banging, pads corners of all furniture at home if the child is clumsy because this may be a cause of skin breaks, head injury and other accidents. The home environment should be highly structured and changed to provide the best way to keep the child safe.

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