Treatment of Low Blood Sugar for Autism

Low blood glucose levels on blood tests is something I have seen from time to time in children on the Autism spectrum. Glucose is a fuel source, in the form of simple sugar, that our body and brain need to function appropriately. And while most test results come back in the normal range, which is between 80 and 100, often they do come back higher, 105 to 110, and periodically I do see them in the 60's.

Hypoglycemia or low blood glucose, can be a temporary issue or it can be an ongoing, debilitating issue. Of course people with diabetes have the situation where their blood sugar goes very high and then goes very low when they have imbalances in insulin. Low blood sugar can affect many things in an individual including cognition, attention, focusing, it can even affect behavior and mood. If you see that your child gets moody through the day when they do not eat frequently, they may have reactive hypoglycemia or low blood sugar issues.

Now there are quite a few things you can do to help. One of the simplest things to do is to make sure your child is eating enough and eating frequently. This is especially true during times of growth spurts and their appetites have changed and they need more food. A snack is needed when there is a long stretch in the day between meals, like 3 to 4 hours. If your child goes to school then the school should be informed that your child requires a snack every half hour to every 2 hours to maintain their blood sugar level. Adults can do the same thing, just eat smaller meals more frequently. Another important thing is to stay away from many sweet trees and juices with lots of sugar. Insulin is released is response to the sugar and then you get a drop in blood sugar which can be problematic.

So really it comes down to balancing more carbohydrates with fats and oils and proteins to appropriately maintain blood sugar. Dietary interventions can also be very helpful to aid with insulin sensitivity. The mineral chromium can be helpful at 100 to 200 micrograms per day. And a multi-vitamin, multi-mineral and antioxidant supplement can also be helpful too.

But really the focus should be cutting back sugar, balancing proteins, balancing carbohydrates, balancing fats and balancing simple and complex sugars. Snacks in the morning and afternoon between meals allows your child to eat more frequently and that is helpful as well. So if you see this kind of behavior, big fluctuations with mood, focusing or attention, you may be seeing the manifestation of a blood sugar problem. And basically, your child just needs to eat.

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Heavy Work Activities for Proprioceptive Input in the Classroom – For Kids With Sensory Issues

All children, but particularly those with sensory processing disorder, can benefit from movement activities in the classroom that provide input to the proprioceptive receptors in the joints and ligaments. In addition to providing exercise, these types of “heavy work” movements make it easier for the child to focus and attend. For the child with SPD, it's vital to get proprioceptive and deep pressure input throughout the course of the day as part of what's called a “sensory diet” of activities. It is not enough to get plenty of exercise and calming input before or after school, or during one session of OT. Most children with SPD need to be encouraged and guided to get the input they need through the course of the day.

There are many ways to help kids get this input within an ordinary bedroom and school building. The child who is a sensual seeker will likely promptly participate and even find her own ways to get the input she senses her body needs (be sure to guide her in finding appropriate activities, though). In contrast, the child with sensory issues who is underaroused or a sensory avoider may have to be reminded to follow the sensory diet the OT has set up. In either case, while it is great to provide opportunities for input, a child who is not disciplined or self-motivated enough to carry out a sensory diet on her own will definitely need guidance to ensure that it happens. Given that the alternative is a child who is unfocused, becoming more angry and agitated, and moving towards sensory overload and a fight-or-flight panic reaction such as aggression or total withdrawal, implementing a sensory diet during the school day during the school day is crucial.

When you integrate these activities into the classroom routine, and other children may participate as well, it helps the child with SPD to not feel quite so different or singled out. If the child is the only one doing the activity, give it a positive spin. Let her be the “playground equipment monitor,” carrying the balls and equipment to and from the playground, or the “whiteboard monitor” who erases the whiteboard at the end of each day. You might even have a team of kids, including the children with sensory issues, in charge of washing desks or helping the janitor, and give them an honorary name such as the “clean crew.” All of these strategies will reduce the stigma for the sensory child who must have an in-school sensory diet in order to stay focused.

Remember, the child who is focused on the discomfort in her body and her urge to move may be polite and obedient, appearing to pay attention when, in reality, her mind is not on what the teacher is saying. By incorporating a sensory diet tailored to the sensational child's specific, unique needs by a sensory smart school or private OT, you make it far easier for her to focus on what we would all like her to focus on: learning! If the child is verbal, be sure to include her in the setting up of a sensory diet. What works for one child may not work for another.

And check in regularly to be sure that she's really getting the benefit of the activities set up for her, and make it a goal to have her advocate for herself and meet her sensory needs in a socially acceptable way.

Here are some easy ways to get proprioceptive and deep pressure input within a classroom and school environment (of course, the playground and gym offer plenty more activities during recess and gym time, too):

* Move stacks of books

* Deliver items from one bedroom to another place in the building (especially if it requires carrying something and climbing stairs)

* Stack items, such as reams of paper, books, or storage bins

* Erase blackboards and whiteboards

* Move chairs or tables, put chairs on top of tables at the end of the day and take them down at the beginning of the day

* Wash desks or cafeteria tables

* Set up and put away folding chairs and tables

* Carry bins of lunchboxes into and out of cafeteria

* Empty wastebaskets, sweep, mop

* Sharpen pencils with an old-fashioned, crank pencil sharpener

* Assist gym teacher or playground supervisor with taking out and putting away equipment such as bags full of balls, mats, scooters, etc.

* Do laps around the gym or playground

* Climb stairs

* Cut cardboard and heavy paper card stock

* Do pushups against the wall

* Do chair push ups (holding the chair on either side as you sit, then pushing up to lift the body)

* Bounce while sitting on an exercise ball (loose or in a holder)

* Press legs against a lycra band stretched around chair or desk legs

* Sit on an inflatable cushion such as the Disc O 'Sit

* Walk up a ramp or incline such as a wheelchair ramp or hill on the playground

* Hold open heavy doors, or open them for individuals entering or exiting the building

* Push or drag boxes, carts, or furniture across carpeted floor.

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Addressing the Vaccine Dilemma

While doing your research on vaccinations, keep the above questions in mind.


The immune system is an individual's mechanism for recognizing and responding to a pathogen. Our immune system is something we have evolved over millions of years. People who are alive today have evolved to fend off most of the pathogens we are exposed to.


The immune system is complex and made up of many components that work together to protect us from any harmful microorganisms that can get into our bodies to infect us and make us sick.

SKIN Component:
SKIN (impermeable), mucus membranes (semi-permeable): we need them to absorb food and oxygen from our environment to live, and excrete wastes.

CELL MEDIATED system incorporating INFLAMMATION and SPECIALIZED BLOOD CELLS. This involves chemicals that cause infection (definition, redness, pain – local or systemic – fever, malaise,

Why fevers are seen as bad:
Some fevers if left too long and too high, can cause potential complications. Homeopathy helps the body move through and recover from the fever faster, with less complications and suffering. It is supportive, not suppressive.

HUMORAL Component:
HUMORAL system which is the antibody production. While the body is fighting off the germs, another part of the immune system is making antibodies to the specific germs that have invaded. These antibodies circulate in the blood long after the germs are killed off and ateen. Their job is to recognize these same germs if they ever show up again and stick to their surface when they do. The humoral system is the only part of your immune system that a vaccine affects.

How do Conventional Vaccines Work?

Vaccines are injected in modified form to avoid causing a fever the immune system's natural response (fever / inflammation). There is no involvement of the cell mediated system. You do not get sick. The viruses are not disposed of in the way that your immune system is naturally designed to do. You may have viruses migrating to the susceptible tissues. This may be correlated to an increase in the potential for chronic diseases including autoimmune diseases. When an infection that we have not been vaccinated for coming along, the compromised immune system may be challenged to fight it off properly.

Many people who have been vaccinated end up catching a different strain of the disease anyway, and it may present in an altered form that is harder to recognize and treat. There is a potential to experience a more severe with complications such as what has been known as “Masked Whooping Cough” for example.

Development of the immune system: Developmental stages

Newborns are not able to form antibodies specific to different diseases. They get these from mother through colostrum (mother's milk secreted with antibodies and high protein content). The colostrum lasts 1 to 5years. During these growth stages, they can mount infection process including fevers and discharges. The ability to form antibodies to specific diseases happens from after first 12months up to age 5. The immune system development is fully mature by age 6.

What is Suppression?
A generalized reaction to attempt to rid the body of a viral pathogen is usually fever or runny nose. The body will attempt to isolate the pathogen in one spot in order to deal with it, usually the middle ear. If you give antibiotics, the child appears better for a short time. The fever is suppressed and the body is not able to completely get rid of the virus. When suppression wears off, the body tries again which results in another cycle of fever, ear infection etc … and the cycle begins again.

Are all vaccines safe for all individuals?

Just like one person can eat peanuts, and another one can die from eating them; People have allergies to all sorts of things: house dust, pollens, pet dander, different foods. People can also be sensitive to the different substances that are found in the vaccines that are used as preservatives and stabilizers. This includes formaldehyde, mercury, and aluminum.

What happens?

Viruses can make proteins that stick on the outside of our cell membranes that makes the body see its own cells as foreign invaders, so it attacks them. The body sees its own cells as foreign and attacks those tissues. This can happen in the joints, nerves, connective tissues and intestinal linings. This is shown in the experience of Rhuematoid Arthritis, Multiple Schlerosis, Sclreoderma, Celiacs and Crohn's Diseases.

Learning from Mistakes?

Hospitals in Japan started vaccinating in the delivery room. After 37 infant deaths, the Japanese government raised the DPT (diptheria, perussis, tetanus) age from 3 months to 24 months and stopped the delivery room vaccinations. The results were that SIDS (Sudden Infant Death Syndrome) disappeared. Other deaths and complications fell dramatically, too.

HomeoImmunePro (HIP)

A 15 year study to assess the safety and efficiency was done for this protocol by Dr. Isaac Golden with the Australia University. The protocol was designed to target the infectious diseases that are appropriate in this era according to what is most of concern for parents (the infectious diseases that are commonly found and dangerous for children). This study's statistics showed that the protocol is 90.4% effective.

For the Homeopathic Immunization Protocol a homeopathic remedy is administrated in the patients mouth (oral dose). It comes in either a liquid, water based form or a pellet / tablet form. These are put into the mouth to be touched by the blood vessels in the gums and under the tongue for immediate entry into the blood stream. The basic HIP protocol covers for the following diseases: Pertussis (Whooping Cough), Influenzae, Polio, Meningitis, HIB Meningitis, Tetanus, Pneumococcal infections (including infections of the brain, blood, lungs and middle ear).

Although negative reactions to the Homeopathic Immunizations are statistically rare, the reactions are short lasting (up to two days long) and do not have lasting effects. If there is a reaction, the symptoms may include fatigue, irritability, and some mild symptoms mimicking those of the disease targeted.

OPTIONS: Vaccinate as recommended by conventional health authorizations; Vaccinate only against diseases which you feel are potentially very dangerous (most omit MMR and HepB); Vaccinate for some diseases, and use HIP for the rest; Use HIP only against diseases which you feel are potentially very dangerous; Use HIP against all the diseases recommended by orthodox authorities; Only use general methods to constitutionally strengthen your child in order to provide disease specific immunity.

Options: (taken from Dr. Isaac Golden's Homeoprophylaxis publication).

Vaccinate as recommended by conventional health authorizations;
POINTS FOR: substantive protection, support of the orthodontic health system, you will not be criticized
POINTS AGAINST: risk of short-term and long term correlated damage.

Vaccinate only against diseases which you feel are potentially very dangerous (most omit MMR and HepB);
POINTS FOR: Substantial protection, Support of orthodontic health system
POINTS AGAINST: criticized by some in orthodox system

Vaccinate for some diseases, and use HIP for the rest; Use HIP only against diseases which you feel are potentially very dangerous;
POINTS FOR: Substantial protection, Support of few in the conventional medical system
POINTS AGAINST: criticized by some in orthodox system

Use HIP against all the diseases recommended by orthodox authorities;
POINTS FOR: Substantial protected against the diseases you've chosen to cover.
POINTS AGAINST: criticized by most in the conventional health system

Use HIP against all the diseases recommended by orthodox authorities;
POINTS FOR: Substantial protection, Positive effects on general health
POINTS AGAINST: Criticism by many in the orthodox medical system.

Only use general methods to constitutionally strengthen your child in order to provide disease specific immunity.
POINTS FOR: Partial protection against all of the diseases in the vaccine program, High level of overall health, according to their individual constitution.
POINTS AGAINST: Criticism by many in the orthodox medical system.

Addressing the Vaccine Dilemma with the HomeoImmunePro (HIP)

Dr. Isaac Golden's research
Generation Rescue
Think Twice Global Vaccine Institute

For other sites discussing General Vaccine / Informed Consent Search these keywords:
NVIC (National Vaccine Information Center)
NMASeminars – Dr. Sheri Tenpenny
Well Within
Vaccination News
VIA (Vaccine Information and Awareness)

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How Autism Is Different For Everyone

Autism is a neurological disorder developed in young children usually before the age of three. Autism affects the information processing in the brain causing impaired social interaction, communication and restricted and repetitive behavior. Unfortunately autism is one of the disorders that we have not been able to figure that much about. Because autism affects the way that nerve cells connect to their synapses it is hard to determine where the mutation, genetic abnormality or association of other agents fit into this disease. Although we have come along way to discover how the body and its mechanisms work unfortunately in the case of autism we have yet to come up with how autism occurs.

Parents usually start to notice signs of autism within the first two years of a child's life. Symptoms usually progress gradually over time however in rare cases children will develop normally and then regress backwards. Severity of symptoms varies from case to case. Some individuals with autism are able to live on their own and only have minimal developmental challenges where as others are completely reliant on the care of another person. Early recognition and intervention can facilitate the child to live a more socially competent life however this will not stop the child from living with autism for the rest of their life. As there is no cure for autism currently, autistic communities have cropped up to aid in the fight against this disorder.

Several theories have been offered, tested and disproved, however the search is still on. Currently the strongest theory is based on genetics, although even if autism is caused by genetic researchers, researchers are unsure whether it is a rare mutation of genes or whether it is a rare combination of genetic variants. Either way autism is on the rise and if it is genetic it is important to figure out these specific mutations or variants to stop the rapid increase of autistic kids.

Other theories include environmental factors such as heavy metals, pesticides or the most common childhood vaccines. Several research studies have been conducted over the years but not a single study can conclusively link childhood immunizations to the cause of autism. Although there is no scientific evidence to support the causal link between autism and vaccines some will not put this theory to rest. Even after a Federal court rule there is no scientific basis and it lacks biological plausibility, some parents can not give up the idea that a childhood vaccine could have caused their child's autism.

At this point in time research is still being communicated to find a cure for autism however until that time comes the American Academy of Pediatrics encourages parents to be their child's advocate. Learn as much as you can about your child's condition and the types of treatments that are available. The main goal when striving a child with autism is to less the deficits that a child with autism has and increase their quality of life and functionality. There is not just one treatment out there and the same treatment will not affect children the same. It's important to find the treatment that works best for your child's needs. Researchers have show that some type of treatment is better than no treatment in the case of autism. Special educational programs have improved autistic children's functionality to the extent that they have reduced the severity of the child's behaviors. These programs can also allow the child to acquire much needed social; job and self care skills for future independence.

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Autism Behaviors – What Signs Do I Look For?

One of the hardest parts of being a parent of a child with autism is figuring out the meaning of the different signs that my child shows me. Some behaviors are typically signs present in a lot of children with Autism Spectrum Disorders. Other behaviors that might seem to be signs might be typical behavior for a child that age.

Examples might be a child that does not play with other children. One of the first things to consider as a parent is how old the child is. Parents would want to have a lot more concerned about a five year old that does not want to play with other children than with a three year old.

We would expect a three year old to be doing more parallel playing and be more demanding about possessing a toy. It would help to know how much opportunity there is for the three year old or the five year old to play with other children. If there are few opportunities then it would not be surprising to see issues in playing with other children.

When parents look at a list of signs of Autism parents have to remember to look at more than just the description. They also need to remember not all children have even most of the items on the list. Then when we have a handle on which characteristics our child has we look at what else might be going on in our child's life.

This process is not like what parents do with their typical children. When issues come up they look at what exactly the issues or signs are. Then we look at what else is going on in our child's life.

This is also a similar process that a careful medical evaluation will use. Just the way no two typical children are alike, no two children with Autism are alike. A careful medical evaluation will also look at compensatory skills our child with Autism has learned to be able to survive and keep up.

Parents are the first line at looking for issues their children are having. With a little thought about the signs and their meaning, they can be the best reporters when participating in the evaluation process. They have insight and information no one else has available.

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Autism Behaviors – Physical Components

Over the years it has become better understood how different wiring can contribute to conditions like Autism. As far back as 1998, if not farther, people were talking about brains with faulty wiring. Through the research and understanding developed over the years faulty wiring has become understood as different wiring.

What is frustrating to parents is the fact that our children look the same as other children. It is not until our children react to a situation that we realize something is dramatically different. There are also the children with Autism who are only affected a little and do not have that dramatic response. In some ways they are more difficult to deal with.

Children with Autism may respond to the typical everyday sights and sounds with pain and discomfort. They may also have trouble controlling large and small muscles. They may have trouble doing different activities that children of a particular age can do easily. Skills from zipping, buttoning, writing, coloring, or any other activity may be a problem.

Fortunately whole system around these problems has been developed. This system is composed of activities parents can easily do on a regular basis. The activities can be taught to friends, grandparents, and other relatives as well. This system is called Sensory Integration.

Well meaning professionals tell parents to employ firmer discipline with their child. They tell parents to maintain a stricter schedule or keep a better handle on their diet or television watching. All of these ideas and more are beneficial to many children. The parent of a child with an Autism Spectrum Disorder (ASD) knows there must be more.

Although all of these things and then some more may easily help a typical child, they do not gain a significant handle on children with ASD. The overlooked component is the physical. Sensory Integration seeks to build a structured framework to start addressing the physical / brain components of raising a child with autism.

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Autism Sensory Integration – Where Do Parents Start?

Unfortunately in this day and age there are still people who do not see Sensory Integration as a treatment therapy for children with autism. Unfortunately many people do not see it as a therapy in its own right.

It is a therapy so intense that is can be puzzling and daunting to people. It is also a therapy so simple with gains that are so important and significant. Whether working with a child who is over sensitive or under sensitive there is help to be had.

The first thing for a parent to think about when considering Sensory Integration is being able to suspend their thoughts and feelings. They have to be able to do that to acquire the empathy of thought and feeling needed to figure out what to do to help their child.

If a child is screaming because they are over sensitive to their environment they will not be able to learn. If a child is so under stimulated that they can not work up the energy to engage they will not be able to learn.

Parents can help a child with Autism that has these characteristics. There are several areas associated with Sensory Integration. These areas are oral, tactile, aural, visual, and proprioceptive. Another way to say this is mouthing, touching, hearing, seeing, and being able to tell where your body is in relation to people and things.

Early consistent speech therapy is critical to a child with autism. Some children with and without autism may not need speech therapy or as much speech therapy if they get it early. The same theory works with Sensory Integration.

Early consistent Sensory Integration in all areas may help a child to the extent is may not be needed or needed to that level later. It is not voodoo or magic. It is a consistent application of techniques that work.

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How to Help Children With Autism to Integrate With Others

How can we help our children with autism fit in with other kids?

As parents, it can break our hearts when we see our child with autism struggle with feeling different. Often children with autism may end up avoiding social situations alt because of the challenges of decoding social signs. In addition, the noises, sounds, and smells of those around them may be too much for them from a sensory standpoint. Finally, they may have episodes of being bullied, and that are afraid to deal with any more social situations.

Deal With Your Own Thoughts and Feelings About Your Child With Autism

Sometimes, we are unaware of the depth of thought and emotion we have with our child. We may be in denial of his / her differences. We may unconsciously be angry that they are not like neurotypical children, and we may be trying to make them be someone they are not. We may be either overly focused on their weaknesses.

Make sure, as a parent, that you take the time to read autobiographies of children, teenagers, and adults on the autism spectrum. Watch TV shows and movies that portrait Aspergers and Autism in a realistic, yet positive light. Go on YouTube, for example, and view the videos that Taylor Morris has put out. As parents, teachers, friends of individuals with autism, we need to give them the respect of understanding what autism spectrum is, and respecting the differences, strengths, and challenges.

Once You Have Learned All About Autism, Teach Your Child About His / Her Strengths

It's absolutely paramount that you let your child know how unique s / he is. Learn about his / her special talents, interests, and abilities. Help him find activities in which he can participate, which can help him learn more and build on those strengths. Once your child is involved in some of these activities, she may find out that she connects with other kids with those same interests.

Start Off Small

Be on the lookout for other kids in your child's class who may have connected with him / her. There are some special kids out there (NT's) who are genuinely nice, extroverted kids, and they will often serve as a kind of social buddy and friend to your child. Be proactive about getting your child together for play dates when younger, and help your child learn how to use the phone to invite another child over. By doing this on a regular basis, you can help your child appreciate her friend / s.

It's best to begin with one-on-one interactions, since triads (three or more kids) can be very confusing for your child.

Take Time to Teach: Before, During, and After

It's not always easy, but you are your child's best advocate and teacher. In as non-intrusive a way as possible, talk with your child about what a good friend is like. You may want to check your local library for kids' books that talk about and teach friendship in a story. This will hep prepare your child for the concept of friendship.

During the play date, you may need to intervene if you see really inappropriate behaviors, or if you see that your child is not very engaged.

After the play date, you can talk with your child about how the time went, and discuss what went well, and what can be done differently.

Realize That Your Child May Truly Enjoy and Need Time Alone

Being alone is not the worst thing in the world. In fact, individuals on the autism spectrum are often mystified by how appropriately NT's seem to want to connect with each other. Time alone in between time with friends allows your child to explore his / her interests, be away from distracting sounds and lights, and in his / her own comfort zone, which would normally be his / her room or home.

Research Helpful Social Skill Materials and Share Them With the School Social Worker

School social workers have limited time, but they can be very helpful in helping your child on the autism spectrum learn appropriate social skills. If you are involved in your child's individualized education planning, I would suggest that you look up Michelle Garcia Winner on the internet. All her material on social thinking is worthwhile, and is written with teachers in mind, so that these social skills can be literally written into your child's individualized education plan. She writes in a way that educators can understand, so that social and emotional intelligence can be broken down into goals and objectives for your child.

I hope these tips come in helpful for you. Let me know of any other ideas you have!

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Eight Reasons Why Your Toddler With Autism Should Start The Piano

The discussion on whether or not to begin piano instruction with a child typically begins around the age of 5 or 6 years of age. This is large due to the perception that the piano is difficult to learn and that it is a more 'refined' instrument. When you consider that the piano is really a percussion instrument, it is very durable and it offers instant feedback to the player: you may begin to change your view! While these eight reasons can be applied to all young children, the possible benefits associated with an autistic toddler exploring the piano can be even more important.

1. Give Them a Head Start

When a 5 or 6 year old student begins to learn an instrument, a lot of time is spent on the basics; such as sitting appropriately, focusing on the page and using rhythm. By starting to teach to these basics earlier on, the student will be well on his way way to learning simple songs and using both hands while the former student is just starting to explore the instrument.

2. They Can Do It!

If your child can match – they can play the piano. It really is that simple!

3. You Can Do It!

Yes, even if you have no musical background! After all, these matching exercises are, relatively, not complicated and exploring more advanced material would most likely be counter productive here.

4. Help with Focusing

Even though your toddler will most likely not be practicing for extended periods of time, there are still benefits associated with starting the process. The act of designating short time periods which are 'only piano time' will begin to instill a sense of routine in the child. These time periods can gradually be increased over time.

5. Great Way to Introduce Other Instruments

Certain concepts such as reading musical notation and rhythm are shared by all instruments. Since learning the piano will eventually introduce both Treble and Bass Clef note reading skills, almost every other possible instrument will be available to them in the future.

6. Less Competition

School and an increasing amount of peer related activities will very quickly soon become a major competitor with any extracurricular activity. In these early stages of the child's development, you can devote more time to the piano and still have time to just have fun!

7. Social Skills Development

While the piano may seem like a stand-alone instrument, it can ever open the doors to many community based activities. This is especially important in toddlers with autism since many individuals on the spectrum have challenges, later on, with expressive language and socializing. Attending recitals, professional performances and interacting with otherurally inclined peers are all great ways to increase social skills development.

8. Changing Perceptions

Like it or not, many people still have an unclear view of just what individuals with autism are capable of. Learning how to play the piano can have a huge impact on the perception of siblings, family and friends and society in general.

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Positive Reinforcement is an Integral Part of ABA Therapy

One of the biggest problems that school systems have with providing a proper education for children with autism spectrum disorder is that they tend to display negative behavior patterns. These patterns can include anything from verbal disruptions to repetitive movements, self harming actions, and more. Unfortunately, too many of today's schools handle these behaviors by applying standard punishments. Instead, schools should be turning to ABA therapy, which is the most effective proven treatment for children with ASD. With ABA therapy, positive reinforcement is used to help children naturally overcome issues.

When treating a child with ASD, it is important for educators and school employees to understand that their brains function differently than most. When negative behaviors are met with punishment, these children do not perceive it as a negative thing. Instead, their minds simply recognize that they exhibited a certain behavior and that they were in turn met with attention. This can feed a negative cycle of behavior that is exceptionally hard to break. It is absolutely critical that school systems learn as quickly as possible that negative behaviors can not be met with attention. Without the child is in physical danger, the behavior must be ignored.

ABA therapy is an intensive form of treatment for autism. There are many aspects to the treatment that help to make it effective, and one of the largest aspects is that of positive reinforcement. Educators trained in ABA therapy are taught to encourage positive behaviors. When a child offers an appropriate response or behavior, they are rewarded verbally or physically and are given attention. When the response or behavior is negative or disruptive, it is ignored rather than punished. Over time, this helps the child understand that negative behaviors offer no benefit at all.

While this form of treatment may not sound appealing to many educators and parents, it is crucial that you stop to understand that children with ASD operate differently. Their brains do not perceive things the same way as others. Offering positive reinforcement for the right behaviors and ignoring negative behaviors helps them learn how to act in a social setting. Over time, these processes also help them learn how to act and react in new situations. All children must be taught how to act in a social setting, and by understanding that children with autism need to be taught in a different way, you can equip them with the skills needed to interact more appropriately with their peers and their elders alike.

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Picture Cards Make ABA Therapy More Effective

ABA therapy is widely recognized as the most effective and beneficial form of treatment for children who suffer from autism spectrum disorder. The treatment is shown to help teach a variety of skills, from motor skills to social and academic skills. More importantly, research shows that these skills are carried with these children for the rest of their lives, helping them not only in school, but as they transition and make their way into the real world as adults. One of the best tools used in ABA therapy is picture cards.

One of the most basic elements of Applied Behavior Analysis therapy is the understanding that the minds of autistic children process information differently. Ideas, sequences, and concepts are not as easy for these children to understand. While most kids can watch a series of events unfold and put together cause and effect, it does not work the same way for kids with autism spectrum disorders. Instead, they must be able to see the process step by step and to learn specifically what happens. Over time, however, this repeated learning helps them develop the ability to recognize sequences and concepts.

Picture cards can be a major factor in teaching these elements to autistic children. These cards can show a series of events that must be put into order, a standard image with a single detail that is out of place, or even a concept. The cards help the children make a visual connection to different ideas and concepts. Picture cards can also be used to help teach language and expression. Cards with varied scenes and images can be used in a variety of ways, including enabling educators to ask general questions to help the child understand what is happening in the picture.

There is no doubt that ABA therapy is effective, and there is also no doubt that picture cards can help it work even better. When utilized with proper discrete teaching trials and as part of a standard ABA curriculum, these cards can offer teachers a much better way to help students understand ideas and concepts. Learning can be a very attainable goal for students with autism spectrum disorder, and offering the tools and supplements needed to make it easier can greatly improve the results. ABA has been proven to help many kids learn to function in a standard bedroom, and for many of them, picture cards have helped to pave the way.

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ABA Therapy Helps Teach Language and Communication Skills

For many parents, the first sign that their child may have an autism spectrum disorder comes around the time when they should be developing language skills. This is almost always the first sign that parents receive that something may be different about their child. While children in the same age group are often learning to say mama and daddy or asking to go to the potty, children with ASD are often content to play with toys and show no desire to communicate. ABA therapy can help to change this.

There has been a great deal of research completed on Applied Behavior Analysis therapy over the past thirty years. Not only do studies show that it is the most effective form of treatment for autism spectrum disorders, they also show that it can be the best tool for teaching language and communication skills. Research states that ABA therapy is most effective when started as early in a child's life as possible, and children diagnosed at the age of early communication certainly tend to see the best results from the therapy. In fact, many children treated this early are able to communicate on par with their peers by the time they reach school age.

ABA offers more than just a chance at language skills, it offers a chance at a better life. With intensive ABA training, which can be as much as forty or more hours per week, these kids learn to express thoughts, emotions, and concepts in an appropriate verbal manner. This often creates positive patterns of behavior that make it easier for them to integrate and fit into a traditional classroom setting. In essence, ABA can help teach kids how to learn.

ABA therapy is excellent at teaching language and communication, but it can do much more. It can also help these children learn how to recognize patterns and sequences. Learning through the discrete trials and repetition of ABA helps to create new synapses in the brain that can enable students with autism to start learning in much the same way as their classmates. This is certainly quite a remarkable feat, and it has given many children a great deal of hope. If you are the parent of a child with autism or an educator looking for a better way to teach your students, ABA therapy is a great choice. Designed to help teach language, social skills, and academic skills, it can equip autistic children with the tools that need to function both in the classroom and in the world as a whole.

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Early Intervention by Parents and Schools Can Make ABA Therapy More Successful

For parents with autistic children, dealing with school systems can often be a nightmare. Simply put, many of today's schools are underfunded, and as a result, many teachers and guidance counselors are underused when it comes to understanding how to treat children with autism spectrum disorder. No matter where the cycle begins, however, placing blame on schools offers little benefit. Instead, it is up to parents and schools to work together to provide ABA therapy for students who have been diagnosed with ASD. Studies show that the earlier the treatment is started, the more successful it will be.

Treating autism spectrum disorder using ABA therapy is shown to be the most effective method possible. There are more than three decades of studies that have been done on ABA, both through the government and through independent researchers. The one thing the studies have in common is that they show that ABA, especially when introduced early, can greatly improve a child's ability to learn, react, and thrive within a social or classroom setting. Better still, the skills learned through ABA will stay with the child for the rest of their life.

For schools that can not afford to send all of their educators and guidance counselors for special training, there are still options. In fact, a well designed DVD course can provide teachers with all that they need to properly administrator ABA therapy. The courses, when offered along with necessary materials such as data sheets, picture cards, and other items, can help teachers learn the most important parts of providing ABA therapy as well as how to integrate it into their teaching style. So often, children with autism are forced to simply sit in the back of a special needs classroom when they are capable of so much more.

A DVD course that helps educators learn to provide ABA therapy can be an integral part of learning for children with ASD. These courses enable teachers to begin providing therapy as soon as the child enters the school system. Repeated studies show that ABA is more successful in youngger children, and that early intervention provides the most successful output rate. With this in mind, and with the availability of well designed, professional DVD courses known, the only question is why you have not talked to your school system about using these classes to help teach your child or other children with autism spectrum disorder.

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ABA Therapy Can Help Curb Negative Behaviors For Autistic Children

Time and again, I hear from parents who say that their children are punished in school for negative behaviors. These kids are often chastised, suspended, or even spanked for engaging in behaviors that are considered disruptive to other students. Unfortunately, most school systems have rules in place that mandate that all children be punished in a similar manner. While this is designed to help prevent discrimination, it is certainly not the best way to treat children with autism spectrum disorder. These children require a different method of behavior teaching, and ABA therapy offers the best way to provide it.

Negative behaviors in autistic children are typically not done for the purpose of disabling a class or for the benefit of anyone else. Instead, these behaviors are the result of the consequences that follow. While most children perceive punishment as negative and so learn to stop the behavior, children with autism instead see that the behavior was met with attention, making it more likely to continue. ABA therapy is designed to ignore negative behaviors and actions, which in turn teachers children with autism that acting inappropriately will provide no result.

With ABA therapy, positive reinforcement is used to help create behaviors and actions that are not disruptive. For example, a child can be met with praise whenever they raise their hand or say please in order to ask a question. Positive reinforcement rewards appropriate responses with attention, encouraging the child to repeat the behavior in the future. By providing this reinforcement whenever the right behaviors are presented, the child actually learns how to be in a social setting or environment. While there are many who argue that this is simply a form of memorization, studies show that the repetition actually helps to map the brain so that it understands how to act rather than acting based solely on memory.

ABA therapy is proven to be the most effective when started at an early age. Studies also show that because many children need intensive therapy in order to receive the most benefit, it is especially helpful when the therapy is offered both at home and within the school system. ABA training is available as a DVD course for parents and school systems alike, and when everyone is on the same page, it becomes much easier to provide students with consistent, quality training that can help stop negative behaviors for good.

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School Based ABA Therapy Teaches Positive Behaviors

In many school systems, children with autism spectrum disorder are forced to remain in special needs classrooms until they have reached the age of 18 or until they are no longer enrolled in the school system. In many cases, this is not because the children are not intelligent, but instead because they exhibit behavior patterns that are disruptive to other children and to the learning process. For school systems, and excellent alternative to this arrangement is to implement a quality ABA therapy treatment.

ABA therapy is well known as one of the most successful and world recognized treatments for children with autism spectrum disorder. It uses positive reinforcement, prompting, and other specific techniques to help children learn new ideas and concepts, as well as behaviors. Studies show that children introduced to ABA at a very early age are often able to learn the proper behavior patterns and social skills needed to allow them to integrate fully into a classroom of their peers. ABA also makes it easier for these children to learn academically in a standard classroom setting by literally helping their brains make the connections needed to put together broad concepts and ideas.

What few people seem to understand about children with autism is that their brains work differently. These children are not by any means stupid, and they absolutely do not choose to act in such negative or disruptive ways. ABA therapy teaches them better methods of communicating and helps them to understand what behavior patterns will be recognized and rewarded with attention. The end result is a child who is capable of functioning within a social or academic setting and who is no longer forced to sacrifice the quality of their education due to behavior patterns and issues.

The reason that many school systems simply send autistic children to these special classes is that they simply do not have the tools needed to properly treat them. Paying for specialized ABA training for an entire school system can cost a fortune, and the price is something that most districts can not afford. The good news for these systems, however, is that it is possible to purchase DVD courses that teach ABA and that include include it into the classroom. With everything that educators need, including access to trained professionals who can provide support, these courses can literally help educators change the lives of many autistic children forever.

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