Autism – Attacks the Infant

Autism is a term used to denote a disorder that is created within an infant within six months of its birth. The symptoms of this behavior become prominent as the child starts to grow. There are several symptoms which show that the child is suffering from Autism and one of such instance is lack of social interactions.

Autism creates a mental blockage in the mind of the child and the child can not interact with others in society. The term is also referred to Social deficit. The main syndrome lies here, children suffering from autism often show less attention to social gatherings, apart from this, social gestures like smiling, expression and other jovial ways of greeting each other are absent. Even, the response their own name is also very less, which is a very sorry situation. Taking an instance, a normal child would smile in a party and would run here and there and meet many people may it young or old and will try to enjoy the most, whereas a child who is suffering from autism will have less eye contact with other people present in the party. He will be least interested in communicating with other people and will always have a blank expression on his face as if; the party has no importance in his view.

Children in whom the symptoms of autism is heavier, who are more affected by it, in other words, have a greater resistance towards social interactions and always prefer to be alone. The case is exactly the opposite of what a non-autism child would do. At present there is no cure for such disorder apart from training by the family members and some management experts. In such a condition all a child can do is hope to get well soon from such a disaster and generally most of the children do get well as they grow up.

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Autism – On Going From Quite a Few Years!

The disorder of autism is not a new one. The suffering of autism has been witnessed by millions and the most hurting part is that the child has to face it in its infant days. The disorder posts a pathetic condition of a child who has to go through a series of emergencies and bad behavior. One of the most talked about symptom of this disorder is repetitive behavior. This behavior makes the child look like a stubborn and the child has to face humiliation from many of his friends who too belong to the same age but luckily do not suffer from this disorder.

The symptom of repetitive behavior is also accompanied by restricted behavior which not only compels the child to repeat the same actions but also restricts the number of activities to scant. Repetitive behavior scale-revised (RBS-R) has made an inquiry into such matter and they finally came up with categories of such behavior. Stereotype is the first form of such behavior where a child does repetitive actions again and again. Examples of such behavior can be head rolling or hand flapping or body rocking. Compulsion behavior follows after, where child follows a rule and keeps on doing a particular thing again and again. Arranging objects in a straight line or piling them on one another to form a long story can be said as the perfect example for such a behavior.

Along with it, restricted and self-injury behavior is also present where the former is in form of restricted participation in general course of life. Limited activity, interest and focus are example of such kind of restricted behavior, whereas the later is the most dangerous form where a child keeps on hurting himself by way of hand biting, skin picking, head banging, etc. Sameness and ritualistic behavior also falls in the category list.

Thus, it can be concluded that when a child suffers from autism disorder, then he or she may do unusual behavior which can be harmful to them or their surroundings.

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Autism – Some Important Details

Autism is a disorder which hurts every parent and it hurts them more than the one who suffers it, that is, their child. Autism is a situation where a child behaves in an uncommon manner where all his activities are restricted to certain useful ones and he has a lack of willingness to be in the social surroundings. The child is lost in his own world and often prefers to be alone. Research and studies have proven that there are certain common behaviors in children who suffer from autism.

Genetic behavior is one of the prime observations where the patients have a chromosome abnormality and other syndromes in the genetic composition. Autism spectrum disorder is also coupled with other genetic disorder. Mental retardation is another case, here, the mental balance of the child is very weak and even the easiest things appear difficult to child. As there is a restriction in the minds of the children that they tend to pick up at a very low rates and then, things start to get difficult for them. Physical anomalies is also a point of focus where, child is also restricted in the physical endeavors where a child is unable to perform physical movements, but these are not a major one, as physical anomalies can be possible in very rare cases of autism.

Along with the above mentioned behaviors there are also some other common factors such as anxiety disorder, preempted diagnoses, Epilepsy, sleeping problems etc. Autism is mainly caused by a complex series of disorders with different causes which occurs simultaneously. Autism has no specific cure but case have come where child gets cured all by himself at the later ages, but one must not lose hope and the remedy treatment should continue in form of family efforts to restore the mental balance of the child.

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Methods for Treating Autism

There are many strategies for treating autism. Lamentably, there is not one single way to totally heal a person with autism, although a lot of treatments can help with a variety of symptoms and assist the autistic individual in communicating more effectively. By virtue of all the different types of autism, the same healing methods will not work the best for each individual. The methods used to treat autism that we'll be discussing here have been used successfully, although in some cases they are controversial.

One of the most questioned remedies for autism is chelation therapy. This is derived from the concept that autism takes place, at least in some situations, from toxins in the air, particularly from heavy metals like mercury. Chelation therapy includes the use of antidotes that help the body clear itself of those detrimental factors. This is normally done with IV injections of amino acids, and there are additionally some dietary demands to assist in the repairing process.

This is an approach that is thought of as a substitution and predominant researchers do not credit it. Furthermore, there have been reports of autistic people become ill or even dying from the side effects of this process. Anybody who is contemplating this form of doctoring is recommended to investigate it and go forward with vigilance.

One way to treat autism is through social skills training. This is specifically for higher functioning autistic individuals, for example those with Asperger's Syndrome, who are in some way able to interact and communicate. Even higher functioning autistic people have a hard time understanding many aspects of social situations, such as tone of voice, body language and the normal back and forth of conversations. Where you are helping small children, this form of therapy could include showing them some pictures and teaching them to learn and communicate. The purpose of social skills training is to allow autistic people to become able to do simple but vital skills that are needed in every social interaction, making it simpler for them to interact with others.

If you are a parent or person involved in the healing of autism, it's crucial for you to recognize that several approaches have not been proven, as they are only experimental. This does not mean that they do not have a good omen or that you should not want to try them out, although you also have to be watchful. It's also a wise idea to try one technique at a time. If you try multiple approaches all at once, it can be a challenge to determine which one is actually working.

From time to time, parents become reasonably worried when it comes to getting help for their child, although this makes them decide to try out various regimens at the same time. The child can become disconcerted by this, and this makes it challenging to measure progress and recognize which regimens should be continued and which are pointless. So the optimal technique is to try one form of therapy for at least a few months.

The regimens suggested above for autism are still being researched, and in each of these cases there are professionals who believe they work and others who do not think they do. With confidence, in the coming years there will be a more thorough understanding of autism and some universally accepted remedies will be incorporated. Hitherto, until the present time, people have had to use discretion when testing out the curing methods available and find out which ones work ideally for their children.

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Autism – Teaching Verbal Communication To Free Your Child

Autism Teaching autistic children the art of verbal communication can be very challenging for parents with an autistic child.

Are you a parent or guardian who suffers from the roller coaster of emotions associated with this disorder?

It's no surprise as 1 out of every 110 children born today are stricken with autism.

Many autistic children deal with serious problems when it comes to verbal communication. Autism presents many frustrating roadblocks for autistic children and their parents. The speech challenges can be difficult to overcome.

Communication Breakdown – What You Should Look Out For …

Verbal communication between a child and the people around him or her can vary greatly from one child to the next. A child's intellectual development and social development can be quite different from one case to the next. Some children have no problems carrying on intensive conversations while others can hardly speak a word at all. And in worst case scenarios, some children who suffer from autism express themselves with inappropriate language and violent physical outbursts.

Some autistic children speak incoherently, mumbling words or phrases with no meaning. And some will repeat their words or phrases over and over; this is called echolalia. There is also a version called delayed echolalia in which an autistic child will respond to a question at a much later and time, completely out of context or connection with his or her surroundings.

Conquering Autism – There Is No Magical Cure, BUT There Is A Solution …

On the bright side, there are many options today for concerned parents to help their child improve their communication skills.

One of the first steps you can take is to consult with a speech pathologist to evaluate your child's degree of development and capacity for learning and speaking. A professional consultation can often yield a variety of alternatives to target your child's needs.

The challenges with aspergers can be overcome. However, at the present time, no single person can determine a universal therapy that can yield the same results for ALL autistic kids. Autistic children, like ALL children, vary greatly in personality and personal make-up. The best thing you can do to ensure your child's success is to get autism therapy, start early, and maintain a regular schedule of evaluation to get feedback on different therapies and their results. Every child will have different needs and demands.

Music Soothes The Savage Beast …

It may astound you to know that music therapy can have an awful effect on your son or daughter's ability to communicate. This is because development of the senses regularly helps to improve the child's ability to interact with sensory information, and thus helps him or her comprehend what she or he is listening to by way of musical stimulation and seeing the world through both verbal and non-verbal communication.

In addition, you can ensure your little one's success by providing the proper diet and supplementation program. Regular therapy and feedback can dramatically improve your child's verbal skills. With the proper plan in place, autism can be conquered. Watching your child develop and become the best version of themselves is what every parent or guardian desires and describes.

To learn how you can improve the life of an autistic child, make sure to check out the # 1 guide for parents of autistic children … The # 1 Autism Teaching Guide is available to you today … see below.

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The Debate About Neurofeedback Treatment

As scientists and doctors are starting to gain a greater understanding on the function of the brain in relation to different diseases and conditions, new practices are being developed to treat these conditions. One of these developing technologies that is being used in practice already is neurofeedback treatment. This treatment is actually driven by the patient's own brain, in attempt to retrain flawed behavior that may be contributing to a medical condition. This technology is gaining popularity as a treatment for ADHD in teens and young children.

Neurotechnology functions by attaching electrodes to the scalp which monitor brain activity. The feedback from the brain activity is directed through a computer program which monitors for specific behaviors. If the readings show a positive feedback, a projector displays a positive image on the screen in front of the patient. If the patients brain is exhibiting negative feedback, the patient will see a negative display on the screen, indicating that they brain activity should be changed. By undergoing this type of therapy for extended periods of time, the treatment is intended to retrain the brain to avoid particular actions which may be linked to the medical condition that they are being treated for.

Although many practitioners and patients have indicated positive results for treating many different conditions, including ADHD and autism, the US Food and Drug Administration current only recognizes the treatment as a means of relaxation and not an cure or therapy for other conditions. Because of the nature of the technology involved and the lengthy sessions, this type of treatment can be very costly for patients. Also, the unproven nature of neurofeedback therapy causes it to be very rarely covered by health insurance. This means that patients are undergoing the therapy at their own expense and risk.

If you believe that you were improperly advised to undergo nuerofeedback treatment you may have legal recourse for recuperating the cost of your failed treatment.

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Autism Adult Services: Social and Economic Resources

As far back as the late 80's some states were closing their last institutions for people with developmental disabilities such as Autism. Everyone involved had to learn some new tricks for supporting people with disabilities in the world. It was at times uncomfortable for service systems, universities, and even families to learn how to do what needed to be done. Even now we are still learning.

At times it feels like we as parents have come so far. At the same time it can feel like nothing has changed. Some parents see placement in institutions or group homes as an answer to their prayers. Other parents see it as a failure of the system that so much of our tax dollars go to. Some people see supporting a single person as a waste when that same amount of money can be used to support three people.

It is important when looking at these issues to keep in mind the vision you have for your child. It is also important to keep a child with Autism's wishes and needs in mind as well. Then finding partners in the process becomes the next step. Some people who have vast knowledge about systems for people with Autism are proposing unique solutions to these issues.

The theory is that in the past and even now the system to support people with disabilities has been designed with the mind set of continuous inputs. Those inputs may be money, supports, and unfortunately endless waiting lists for those things. The change would be a system designed to produce outputs. The outputs would be social and economic resources for the person with Autism.

This is a huge mind shift for parents and professionals. Parents are not accredited to thinking and believing their child has and needs these types of resources. Professionals are heavily invested in a system where they provide the resources. So how can we move in this direction?

The first step is to become aware. Although supports will always be needed on some level, parents can contribute by consistently looking and working towards a system that values ​​human relations and economic self-adequacy. The levels might be different between one child with Autism and the next. The supports will be different. Starting to expect the social resources and economic resources is the start.

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Autistic Behaviors: How One Parent Deals With Three Troublesome Behaviors

All children whether they are autistic or not, have behaviors and habits that we parents wish they did not have.

As a parent it is our job to decide exactly which behaviors need changing. Also, with Autistic children in particular we need to find if it is the behavior or the intensity, frequency, or severity of the behavior that is causing the problem.

I often explain that the behaviors my daughter presents are not that unusual, it is the intensity of them that make them unacceptable.

The three that this article will focus on are: repeating a certain pattern, inappropriate and persistent verbalization in social situations, and severity in accepting things being done in a matter other than the norm.

PATTERNS: She likes to rearrange the cushions on the couch in a particular order, once arranged, she removes them and then arranges them again, and again, for an inordinate amount of time. Her attention will then shift to another area. This arranging and rearranging activity will continue for hours. Also while she is doing the rearranging she is vocalizing no, no, no, or yes, yes, yes, and if one gets placed wrong she will scream and scream until someone intervenes and puts the pillow where she wants it and she will calmly continue arranging.

Inappropriate social behaviors: She had been to her therapists office, then we went out to eat dinner. During dinner she started talking about some dolls she used during her session. The dolls were anatomically correct. She informed us, in detail, about the difference between them. She used a loud voice and could not be redirected. She was 12 years old. I got many strange looks and comments, I felt embarrassed to say the least. She was far too big to physically take out of the restaurant so we quit eating and left very quickly. One lady cornered me about it, I smoked and simply said puberty!

Rigidity: We traveled the same route, in the same way from our house to school everyday. I had learned not to vary the route or the times I changed lanes etc. My car was in the shop and a friend graciously picked us up to take her to school and me to work. My friend took a slightly different route and drve at a different speed, this induced screaming and crying to the point of being inconsolable. My friend did not deal well with the screaming-I wonder why? There was nothing I could do except to have her take us back home. Once we arrived home the crying ceased. I directed my friend the entire trip as to speed, lane changes etc. There were no further events on this trip.

You no doubt agree that rearranging cushions, talking about a new thing learned, or having a routine are not bad in and of themselves. However, when taken to extremes they can cause a parent to feel extreme exasperation, bewilderment, and stress.

It is behaviors such as these repeated on a daily basis can get tedious. Autism is a 24/7 365 day a year condition.

Are you wondering how I chose to handle the above situations? Her rearrangement activities I simply allow, no one is in danger, it calms her, I have no problem with it

Theappropriate talk, is a little more difficult. We discussed what is personal and what is not personal. We developed a cue that through repeated practice she learned to understand meant to change subjects or just be quiet.

Advance planning and discussion handle the change in the route taken. Reassurance was given that it was safe and acceptable ..

There is much more that could be said on this subject, my goal was to explain how even seemingly harmless behaviors can wear a parent down. Are children are inflexible but we are. There certainly are other ways of handling situations, this was the method I used.

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Types Of Assessment Tools For Children With Autism

Autism Spectrum Disorder is not diagnosed using biological tests like medical conditions; instead a child is assessed using objective and subjective observations. This includes the looking at the child's developmental history, ability to process information, speech, language and behavior. Rating scales are useful because they clearly describe the child's behavioral pattern at the time of the assessment. This provides a baseline that can help measure the child's progress over the years. Autism assessment tools are commonly used by Occupational Therapists. However there are some assessment tools available that can be tested by teachers and other health professionals. There are many different types of assessment tools because each one has a different focus.

The Merrill-Palmer Scale of Mental Tests
The Merrill-Palmer Scale of Mental Tests (MPSMT) assesses visual-spatial skills in children from one and a half years through to six years old. The test is also non-verbal. Children with autism often have problems with visual-spatial skills, and verbal expression. This test is helpful for testing children who have difficulty expressing themselves verbally.

The Test of Nonverbal Intelligence (2nd ed.)
The Test of Nonverbal Intelligence (2nd ed.) (TONI-II) is also a non-verbal test that assesses the ability for children to think and problem solve. The assessment is used from age five years and up. It takes 10-15 minutes to administer the test, and from this it is possible to assess intelligence and reasoning skills of the child. This test can also be used for people with hearing impairments because speech and hearing is not required.

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How Autism Impacts Communication, Social Interaction And Learning In Children

Communication:
Speech is slow to develop in the child with autism or does not develop at all. Words, if used, may be used out of context or without the intent to communicate at all. Children with Autism may echo the words of others without appearing to understand their meaning. They may use words and then 'lose' them. They make infrequent eye contact and rarely understand or use gestures.

Social:
Children with Autism have difficulty interpreting and using language for social interaction; their motivation to interact is affected and their social use of language is impaired. They may appear indeterminate to affection and lack social responsiveness to the interests, needs and feelings of others. They may seek social contact in unusual ways and prefer to be alone rather than in the company of others. They may be unresponsive and may only tolerate approach from people very familiar to them. They are usually unaware of social rules and have difficulty taking turns in games.

Interests / behaviors:
Children with Autism may respond to objects in unusual and repetitive ways and show intents levels of interest in one area. They are unable to understand that an object may be used for another purpose other than the one they know. Their patterns of play and movement may be ritualized and they may have vocal rituals that involve unusual sounds and / or nonsense words. They are often resistant to change and exhibit ritualistic or compulsive behavior, abnormal attachments and unusual responses to sensory experiences.

Learning style:
Children with Autism are naturally repetitive and tend to memorize sequences of events or words. They do not typically integrate information and lack understanding of how to initiate and maintain interactions. They have difficulty screening out uneven stimuli and may be disturbed by subtle environmental conditions. They learn better visually and are very literal and concrete. They are visual thinkers and learn from experience. They have difficulty processing transient information, shifting attention, selecting relevant information and generalizing.

Sensory processing:
Children with Autism often have difficulty organizing and processing sensory input. 90- 100% of children with autism experience sensory processing deficits. These children work hard to retain a balance between arousal and organizing-many odd or ritualistic behaviors are likely to be a way of organizing sensory input. Their sensory system is very easily aroused. Autistic children may be distracted or overloaded by subtle changes in environmental conditions that would not concern other children, such as the sound of a fan working in an adjoining room.

There are many ways that parents, teachers and health professionals can support children with autism so they can reach their full potential. Read our other articles to find out more.

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What Autism Looks Like In Children

Characteristics:

  • Obsessional interests, for example only wanting to play with toy cars
  • Limited development of language skills
  • Limited social interaction
  • Sensory sensitivities, such as certain food textures or sensations

Learning Style:

  • Require routine so that they can transition between tasks smoothly
  • Good rote learning / memorizing skills
  • Concrete and literal thinking rather than abstract
  • Visual thinking style (90% visual, 10% auditory)
  • Difficulty learning categories (they do not use words to categorize, categorize visually)

Attention Problems:

  • Shifting attention frequently and getting bored of an activity quickly
  • Difficulty attending to multi sense information; for example they dislike eye contact because can not attend to what someone is saying if they are also looking at them
  • Difficulty sustaining attention if there is a lack motivation, however if motivation is there they can maintain attention for a long time.

Contextual Problems:

  • Difficulty understanding that words have multiple meanings
  • Difficulty understanding that things may have multiple labels
  • Use pronouns interchangeably, can not understand changes
  • May carry out tasks without understanding the meaning
  • Difficulty recognizing facial expressions and how to respond to these expressions.
  • Difficulty generalizing social skills, for example if the child is taught how to use empathy when a friend is sad, he may not know how to use empathy when a friend is angry or stressed.

There are many ways that parents and health professionals can support a child with autism so he / she can reach full potential. This involves working with the child's learning style so that the child can understand what is happening in the world around him / her and how to respond.

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Helping the Person With Autism Manage His Anxiety

“I can not 'come back' and defend myself. I can not respond to others. This is scary, beyond scary. It is terrifying. Sometimes the words seem to be accessible, but as I open my mouth they disappear. , I instantly forget what I was going to say. This happens over and over. I just want to talk, but I just forget what to talk about, but I like a little slate. me to talk. Sometimes I watch very carefully to see what would be a good answer and give them back what they want. I am good at this. Becoming my middle name. Who would ever understand that I am a blank slate? When I am alone I am not blank, but in the presence of others, I am. This is too much for me to know. Who will listen to my burden? ”

Let us make sense out of this autistic child's experience. We can only deduce what is going on within him. He seems to be telling us he has no ability to respond to others and this scares him very much. He says to wishes to talk, but in the presence of others, he goes blank. By himself, he is not blank, can form ideas, and probably has feelings. Finally, he feels burdened by this experience and there is a sense of hopelessness and desperation in his writing. We can understand this experience as a lack of freewill and control over his environment.

This child is describing the experience of not being able to express himself as he sees others do. It is a tortuous experience, which seems to lack the ability to change on his own. I believe it is important to note that this phenomenon is probably going on with others with autism spectrum disorders as well. He is describing how relationships cause him tremendous anxiety and cause him to collapse. He is not 'falling apart' because he wants to, but because of his anxiety when in relationship to others.

How can we help this child who sees to collapse when in relationship to people? Some steps that may be helpful for the child with autism and yourself are 1) recognize that he has the potential to communicate, but the presence of another makes him feel too awkward and he 'goes blank' or goals what is on his mind, 2 ) he is not going blank because he is willful or difficult, 3) help him to understand that you understand his predicament, 4) help him to become more comfortable with others including you. Until his anxiety is under control he will continue to go blank and finally 5) give him the time and space to talk. Create opportunities for the two of you to dialogue.

Anxiety is something that people on the spectrum are always trying to manage. We need to put ourselves in their shoes. If they lack self-agency and dissociate in the presence of others, which creates an inability to communicate their needs than their daily existence will be one of coping and anxiety management. People in general remain anxious when they do not have a way to self-regulate. 'Typical' people talk about their problems with others and hopefully find new solutions to manage a given situation or their anxiety in general. Because people with autism do not have the ability to communicate their feelings, we have to find other methods to help them to self-regulate.

What can we specifically do to help the individual with autism who is anxious? There is not an easy answer, but some thoughts to consider: 1) talking about anxiety in general may be helpful. If the child is nonverbal, speak about how he might be anxious doing the specific thing he is doing. If he does have words, ask him either how he is feeling or interpret what his anxiety might be like. Let him respond to you. It is important to not expect that he will be able to speak about his anxiety, but at least allow this to be part of the discussion between the two of you. By doing this he is acknowledged for how he is feeling and hopefully in turn feels understood, 2) make room for the discussion of anxiety as part of the dialogue, 3) Let him have the time he needs to warm up to new situations and not be pressured to reply to others' time frames and 4) work on developing a relationship with him that allows for mutuality, dialogue and direct expression of feelings.

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Autism Intervention and Liquid Zeolite – Diary of a Mom

As mother to a young son with Down Syndrome and Autism, I know the trials and triumphs involved in daily life with a child on the autism spectrum. I also understand that we are all searching for ways to give better health and a better quality of life to them. To that end, I am researching and publishing the things that I find helpful in Autism Intervention, particularly the role of liquid zeolite.

Autism has been around for quite some time, but we all wonder what is the reason for the great increase of children on the autism spectrum. There are approximately 50 children diagnosed with Autism every day! Do I think that genetics are involved? I do. I also have a nephew on the autism spectrum and have noted many autistic characteristics in my family. Not enough for a diagnosis, but enough to see that heredity is part of the puzzle. What then causes autism? No one has the answer to that question, but one can surmise that the causes are environmental.

A safe and effective way to detoxify your body and remove heavy metals is with an activated liquid zeolite. One particular product has been shown to remove heavy metals in a clinical trial and publication of yet another clinical trial with children with autism is forthcoming. There are toxins in the air we breathe, the food we eat, and the water we drink. Activated liquid zeolite is, in fact, a product that is not only useful for individuals on the autism spectrum, but for anyone living in our world today! Liquid zeolite, of course, is not the only answer, but I feel it is an important tool in guiding our children and ourselves back to health.

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What Autism Means And How It Affects Communication

Autism is a developmental disability that involves dysfunction of parts of the central nervous system, with males being four times more likely to have Autism than females. Autism causes disruptions in the development of language concepts and communication, the ability to relate to and empathize with people, and the capacity to process and respond to sensory stimuli. These distortions can lead to the child experiencing feelings of confusion, anxiety, frustration and fear that may be manifest through bizarre or problematic behaviors.

Autism Spectrum Disorder (ASD) is a broader definition of autism that includes the range of intensity, symptoms and behaviors that are associated with Pervasive Developmental Disorders (PDD). Common adverse events in social interaction and communication. Restricted / stereotyped behaviors and interests are characteristic, such as an obsession over toy cars. PDD is usually evidenced by age three in children. Children with PDD have difficulty talking, playing with other children and relating to others, including their family. Types of PDD include: Autism Spectrum Disorder, Asperger's disorder, Rett's disorder, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)

Children with PDD's have delayed communication and understanding of language. Their ability to express their feelings and recognize the feelings of others is impaired. Autism results in injury in communication and social relating, both initiating and responding. Inappropriate behaviors are often exhibited because the child does not know how to initiate social interaction when they want it. Children with autism often have limited play interests; their play is more often centred around certain objects and is often repetitive, such as lining up toys in rows. Information presented in visual form is more permanent for them. They have difficulty processing auditory information, particulty in analyzing and retrieval spoken information and filtering background noise. They are alert to some sounds but not others and have difficulty interpreting which sounds are relevant. Children with autism often excel in tasks involving rote memory such as times tables, and interpretation of permanent visual material such as recognizing countries on world maps.

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How To Support A Child With Autism, What Ways You Can Support Your Child!

Strategies for supporting children with autism:

  • develop a system for organizing environments so that they can easily locate items and can focus on the task at hand eg remove unnecessary clutter or visibly distracting objects
  • develop appropriate activities and help the child know what is expected of them
  • provide positive, meaningfulful environments using positive behavioral support for optimal learning that reduces stress, anxiety and frustration
  • organize physical environments so that details in them clarify expectations and decrease the need for reliance on social information for example place a series of pictures in the bathroom of each step when brushing teeth
  • provide a visual sequence for regular routines eg bathing, dressing, brushing teeth
  • establish predictable activity routines with familiar, consistent activities that allow the child to anticipate what comes next and reduce confusion eg regularly read a book before bed
  • simplify language and use visual supports and gestures to argument language
  • SHOW them how rather than tell them how (because they are 90% visual learners and 10% auditory)
  • teach whole sequences rather than individual activities to help them understand the purpose of the task
  • organization instruction using cues, prompts and consequences to encourage them to as independently as possible
  • make sure visual support contain the relevant information, are durable and portable eg print in color, laminate it and stick velcro on the back
  • use visual strategies to support communication, organization and independence skills, as well as increase ability to understand self and manage own behavior eg use labels in the house

Strategies for communicating with children with ASD:

  • match your language to the child's level of understanding
  • get the child's attention before giving instruction / s, try saying their name, getting eye contact or using light touch to gain their attention first
  • state things briefly and simply, the less language you use the better
  • allow the child time to process / think about instructions; providing many instructions together and trying to reason or persuade can overload the child with information
  • use repetition; it may not be necessary to paraphrase an instruction, simply repeating it may be adequate
  • break down instructions for tasks into separate parts or simple steps as it would be difficult to process all the information at once
  • Be concrete and specific with instructions, and clear and explicit about what is expected of the child eg “It is pack up time. Thomas can you pick up the cars from the floor and put it in the bucket.” Just saying “its pack up time” is too vague and so the child would not know how to respond
  • use positive instructions, tell the child what to DO not what not to do; use phrases such as “please do …” rather than “would you like to …?” Egypt “can you …”

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