Did You Know These Facts About Autism?

                

 

There have been many conditions thought history that have been mistaken for something else, and before the human mind was understood, many with mental disabilities were placed in jail. They were deemed a threat and were then heavily medicated. Today, we have a greater understanding of what some people go through, and although different from everyone else, we know there is an underlying reason for it. We know do our best to help people like this instead of persecuting them. When looking back through the history of autism, it is obvious that though it was given a name in the early part of the 1900s, it was largely misunderstood by people for a long time.

Some believe that autism was first noticed as a condition around 1911, but it wasn?t really anything other than a theory at that time. A Swiss psychiatrist by the name of Eugen Bleuler is thought to be the first to use the term. The word ?autism? meant ?an escape from reality? and was based on behaviors he observed in adults and it was attributed to schizophrenia. Though that was false and misleading, it was a step closer to putting a name to a condition that was largely misunderstood.

New information was found from one of the earliest recorded studies of children with autism. From 1938 to the year 1943, a doctor by the name of Leo Kanner studied the behaviors of eleven autistic children. The children he chose to study were ones that seem to withdraw from interaction with others as early as age one. The type of autism that he recorded and named was what would be considered ?classic autism? and is often referred to as Kanner?s Syndrome.

These children were thought to have different characteristics than those classified as mentally retarded. However, at this time it was still largely misunderstood. Some believed parents were to blame, and these children were often removed from the home and placed with others to see if they would ?recover.?

It wasn?t until the 1960s when the disorder was finally being studied and understood for what it really is and the impacts it has on a person. The finger pointing at parents of autistic children reduced as understanding grew, but there was and still is in some cases a lot of misinformation about autism, and many parents feel the need to defend themselves, as if they?ve ?done something? to their child.

Higher functioning autistic children and adults are often said to have Asperger?s. This condition was documented by Hans Asperger in 1944, but was not something that gained wider awareness until later in the 1980s. He described this condition as ?autistic psychopaths? and some of the blame was put on the mothers of these children, claiming that they were cold and heartless. Though we know today that this is not true, it was widely accepted at the time.

Since then, PDD (pervasive development disorder) has been studied and is now more understood. PDD is a blanket term for the spectrum of autistic disorders that are now known today.

The history of autism is a rough one, but that can be said about many of the conditions that affect the mind and the personality. Though more understanding exists today, there is much that is still misunderstood.

Perhaps the most important thing is that parents are no longer blamed for the conditions of autism, and that more treatments are available to help a child with this condition. Recently thinking suggests Autism is an auto-immune condition, and that it can be genetic. There is no cure, but there are programs that can increase communication and socialization skills in some children and adults.

Hopefully by understanding the history of autism we can take steps to progress treatment programs further.

Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help you and your family find out about autism strategies

Top 5 Common Symtoms Of Autism In Children

                

 

There are more and more children being diagnosed with autism today. There are new forms of higher functioning autistics being diagnosed, and that leads to higher numbers. Many times children were labeled as being shy or painfully introverted when they really had autism. Though the lower functioning and more common form of autism are easily spotted, those with Asperger?s were often missed or dismissed. Parents that know more about the different symtoms of autism in children will have an easier time recognizing if their child needs further evaluation.

Social Relating: There is a common thread that seems to connect all children with any form of autism. These children have problems relating with others, and in particular, have problems with their peers. They struggle to relate, and they have huge anxiety when trying to form or keep relationships. This causes large amounts of frustration, and many end up alone, avoiding those feelings. They can?t really relate to many things emotionally, though that is different for higher functioning children. In many cases, group activities are just too much for them.

Communication: Some with autism never develop any type of verbal communication. There are others who begin to talk, but then regress. Higher functioning children can have a great vocabulary, but are limited in how they choose to share it. Many of them choose to use gestures rather than talk at all. Those who have some skill might latch on to phrases that they hear and repeat them over and over.

Reaction to Stimulus: Another symptom of autism in children that parents often notice early is that they seem to have exaggerated reactions to many things, or that they have no reaction at all. Many respond to things in the most inappropriate manner. They may cover their ears at tiny sounds, or they may not even blink if a horn were to go off nearby. Some have problems with touch, and seem overly sensitive when touched by others. They may seem like they are in pain from a slight brush of the hand or a simple hug. Others can react violently to bright lights maintaining eye contact can be difficult.

Unusual Behavior: There are many different types of problems that appear in autism. Behaviors are often over-the-top and out of whack with others of the same age. They have a tendency to over-react to things and have tantrums at the slightest variation in schedule. They might be misdiagnosed with Attention Deficit Disorder before the proper diagnosis is found. Repetitive motions and actions are also quite common.

At Play: There is some play involved for some children with autism, but some do not play at all, at least, not in the traditional way. Many who do play will play on their own most of the time. They often feel great frustration and anxiety when they are expected to play in a group or with one other child. When they play on their own, it is marked by the repetition of the same motions or action. They appear to be in their own world while at play, and may ignore everything exclusive of the thing they are doing.

Many of the symtoms of autism in children are obvious right away, but they can remain hidden. Some function very well, and these things might not come to light until they are in school or pre-school. When a parent thinks there might be something wrong, they should look for evaluation. No matter what the diagnosis might be, it is smart to remember that some mistakes are made, and some children are said to have autism when they don?t, or that they don?t when they do. If the diagnosis seems wrong, consult with another doctor when there is a change in symptoms.

By Rachel Evans. Sign up for a free newsletter about aspergers and discover more on the signs and symptoms of autism.

5 Ways To Minimize The Negative Impact Of Change For Autism

                

 

Extreme change can be difficult for the average human being to deal with, but for a person with Autistic Spectrum Disorder (ASD), even the littlest change can be overwhelming. It is not uncommon for autistics to have trouble adjusting to a different schedule that breaks from a daily routine. Therefore, imagine the impact a dramatic change such as moving house would have on them.

Autistics have a hard time regulating their behaviour, so when they finally become accustom to a routine and are faced with change without warning, they may express their distress through:

• Verbal outburst
• Crying
• Self-injury
• Aggression
• Extreme withdrawal

The following are 5 ways in which you can minimize the negative impact of change by helping an autistic person become aware, prepared and involved in the moving process:

1. Calendar – Creating a calendar to help them become aware and prepared for moving can be helpful. Once you know the definite day you are moving, give notice months before moving day. You can cross off each day that passes, so they can see how many days are left until moving day. Make sure you Write “Moving Day” on the actual date so they can always see it.

If your child has difficulty understanding time with a standard calendar, use visual supports to help them understand time. For instance, if he or she relates time with day, creating a visual of a sun for each day and then a visual of a house on the actual moving day, will tell them how much time is left before the move.

2. Story books – Depending on your child’s level of comprehension, another helpful familiarizing tool is to read story books focused on moving home themes.

3. “Social Stories” – This is a specific learning program that helps autistics understand the reasons for situations they may find confusing or difficult. Social stories describe a specific situation in detail and focuses on a few key factors such as vital social cues, the actual event, and the reactions a person may expect during the situation and why. Social stories not only help to increase a level of understanding, they can also help an autistic child feel more comfortable when experiencing an event, and provide them with clues on how to react.

4. Creative Story – Create your own moving story to make the change more personal and easier for your child. In your story you can include different sections such as:

• Photos – Take photos of the new home, especially of their new room and the outside.
• Layout – Draw up a layout of the new home to show where their bedroom is located
• Maps – Show a map of where the house is and include important landmarks such as where the school, park, shopping mall, etc. is located from the home, and make sure to write down directions to each place.
• Similarities – Explain what will stay the same, such as the items in their room that will be coming along.
• Visits – Take them to visit the new home
• Questions – at the end of the story, take the time to answer questions.

5. Moving day - Moving is stressful on everyone. Therefore, when it comes to the day, you will need to decide if you would rather have them with you and provide tasks during the move, or keep them involved in their regular daily activities until moving is complete. Regardless of your decision, it is a good idea to make sure your autistic child’s room is set up first to help them feel more relaxed in the new environment.

Rachel Evans has an interest in Autism. For further information on Autism please visit http://www.essential-guide-to-autism.com/autism.html or http://www.essential-guide-to-autism.com/blog/2006/12/28/5-ways-to-minimize-the-negative-impact-of-change-for-autism/

20 Parent Tips To A Tantrum-Free Haircut For A Child With Autism

                

 

Does your child act out or tantrum during a haircut? As a mother of an adolescent child with autism, I can certainly identify with those of you whose children do not tolerate haircuts very well. This article will hopefully lead to more tantrum-free haircuts.

As our son reached his first birthday and beyond, his hair began to grow longer. I would braid his hair twice a week. Eventually, he would lie down on my lap falling asleep while I braided. He wore his hair this way until shortly after his third birthday.

With all the combing and braiding, we were quite surprised to discover after his first haircut at age three, that our son had become highly sensitive to anyone or anything touching his head.

At this time, we didn't know yet that our son had autism. We did know he had a speech delay. He was also beginning to show some really odd behaviors. For example, he began behaving like our new puppy, and became fascinated with our steam iron.

Mostly he was a happy toddler, easy to please and smiled often. At age three he began communicating any unhappiness to us with a long, loud and high-pitched scream. By this time he did not talk at all, never pointed and would walk around our house clutching a plastic coat hanger.

He began closing any open doors, turning the lights on and off, and lining his toys up in a single row. Screaming loudly, he would tantrum if you dared to move any of his toys out of place.

We came to realize he was now also highly sensitive to certain noises. Low humming and high-pitched sounds made him very anxious and uncomfortable. While he was actually attracted to other loud sounds, like our garden tractor.

Years later, we learned he is hyperacusis in his right ear, and borderline in his left ear, meaning he has a hypersensitivity to sounds.

He was now also sensitive to light and needed to wear sunglasses or at least a sun visor whenever he was outdoors. He began blinking his eyes rapidly before having a meltdown. Later when he learned to talk, he told us he was 'making lightning'.

Our son has many sensory issues. He has trouble sitting still and following directions during haircut time. He would become non-compliant and resistant, covering his head with his hands, moving his head quickly from side-to-side, and would cry.

Over the years our son has been to many different barbers. Some of them were more patient with a difficult young client than others.

Sometimes while getting a haircut he would grab your hands or even try to smack you away from him. Often times, it would take at least two of us to manage the situation.

Mostly these sessions would grow worse, and ultimately lead to a full-blown tantrum, or meltdown. His barbers usually found these behaviors to be way too stressful. Eventually it became obvious that both our son and the barbers were miserable whenever we bought him in for a haircut.

My husband believing he had no choice, finally took on a new 'trade.' He learned through trial and error how to cut our son's hair. These experiences were filled with nervous tension. They were terribly stressful and unpleasant times for all of us.

Time and experience soon taught us how to prepare our son to get a haircut. Then later, learn to tolerate a haircut without having a tantrum or meltdown. Today haircuts are readily accepted by our son as part of his bi-weekly grooming routine.


Sensory Problems and Autism

In Autism Spectrum Disorders, the brain seems unable to balance the senses appropriately. It is common for a child with autism to have sensory problems. He may be hypoactive (low sensitivity) or hyper-reactive (high sensitivity) or lack the ability to combine the senses.

Autistic children often have a "fight or flight" response to sensation. This condition is called "sensory defensiveness" and may be diagnosed as a "sensory processing disorder."

A child with autism can be sensitive to many things, like the noise clippers make, the sensation of cutting hair, feeling loose hairs on their body, seeing hair fall on their clothing, or even the floor. Our son told us it also hurts to get a haircut.

When children's perceptions are accurate, they can learn from what they see, feel, or hear. On the other hand, if sensory information is faulty, their experiences of the world can be confusing. Many autistic children are highly attuned or even painfully sensitive to certain sounds, textures, tastes, and smells.

Sensory integration therapy may help desensitize a child. This type of therapy can be provided by an occupational, physical or speech therapist, helping a child to better rearrange his sensory information.

We have found 'desensitizing' our child to be key to a tantrum-free haircut and wish to share our 'tried and true' ideas and tips with you.

Remember to take long, deep breaths and try to be really patient. Don't worry, you will do fine.

Best wishes and good luck!

Tip #1

1. Take each haircut session one at a time. Observe your child, take notes if necessary. You will learn more about your child each time.

Tip #2

2. Buy a good quality home haircutting kit. Look for clippers with blade guards to avoid cutting the hair too short.

Tip #3

3. Use unscented shampoo and conditioner if your child is sensitive to smells or odors. African-American children may use hair pomade or other scalp conditioner to moisturize the hair. Before you begin a haircut wash the hair to remove any hair products build-up. Cutting clean, dry hair with clippers is much faster. The hair will cut easier. Some children do not like having their hair washed. Our son will not lean his head all the way back. So we began washing his hair with a sudsy shampoo on a washcloth, and rinse using a washcloth damp with clear water. We would condition his hair the same way. Now he is able to wash his hair on his own.

Tip #4

4. Schedule a haircut when your child is least likely to be 'sensory overloaded' or feeling overwhelmed by the information he is taking in through the five senses: hearing, vision, touch, smell and taste. Try to avoid scheduling haircuts after school or when your child is ill or tired. Our son appears to be most autistic in the morning. So we do not plan to cut his hair then, preferring to do it later in the day.

Tip #5

5. For a child that is sensitive to the buzzing noise of the clippers or the repeated 'snap' of a scissor, try using soft, flexible ear plugs. Does your child like to sing? Sing a song. Play some of their favorite music.

Tip #6

6. Develop a routine for haircuts. Does your child need a haircut or trim every week, every other week or monthly? Try to schedule them for the same day of the week and time of day whenever possible. For example, every other Saturday morning. Be consistent.

Tip #7

7. Think of a few activities, toys or food your child really enjoys to use as his special reward or bonus. What does he like to do? What makes him happy?

Tip #8

8. Explain to your child exactly what you are planning to do during the haircut. Use short sentences and/or visual supports using personal pictures or icons. Take a picture while your child is getting a haircut. Take a picture of all the items used. You may also use icons or PECS.

Tip #9

9. Be sure your child has a cape, sheet or towel draped over him. Our son hates having any hair fall on his face, body or clothing. He covers his face with a hand towel to keep those fine, cut hairs off his face.

Tip #10

10. Under supervision allow your child to handle the clippers and other items used for the haircut. At home, allow him to help you prepare for it. For example, the child gets a towel, and the comb or brush. Teach him how to clean the clippers. For example, brush off any loose hairs from the blade and oil the clippers. This can be a good motivator and is fun.

Tip #11

11. Observe your child while cutting his hair. Is there anything in particular he dislikes or finds intolerable? If so, try to make it better.

Tip #12

12. Allow your child to give an old doll or teddy bear a haircut while their own hair is being cut. This may help your child learn to generalize the experience. You or the barber can also use the doll or teddy bear to demonstrate what it is you need or expect your child to do. For example, act out directions to 'turn your head to the right' or 'bend your head down.' These are strong visual cues and may be better understood.

Tip #13

13. Unless your child is better able to tolerate a haircut, keep their hairstyles simple. For example, 'fades' and 'parts' may take longer to cut. Try the 'Caesar' style which is a low even-blended cut all around the head.

Tip #14

14. Focus on the task at hand. Try to cut hair as fast as you can without rushing. For example, do not dawdle. Try not to stop cutting hair to talk to others, in person or on the phone.

Tip #15

15. Edge the front, sides and nape of the neck first for a 'shape-up' then cut the hair. Should your child not tolerate a haircut before you or the barber is done, a shape-up will give him a clean, fresh haircut look, even if the hair has not been entirely cut.

Tip #16

16. Reassure your child during the haircut. Explain each step of the way in a slow, steady voice. For example, 'Good job keeping your head still.' 'All done, after...' Let your child know that the is near. This step may be faded out gradually as your child becomes familiar with the process.

Tip #17

17. Once the haircut is done, admire your child's clean-cut appearance. 'You look handsome!' Show him how he looks in the mirror, if tolerated. Take before and after photos so they can see the benefits. Use this opportunity to begin to teach him how to comb and brush his own hair.

Tip #18

18. Remember to give your child a reward or bonus that he will enjoy. Give your child a choice for their bonus. A reward or bonus will show him that although we must do unpleasant things sometimes, at other times we get to do things that we enjoy.

Tip #19

19. At home, use this opportunity to teach other daily living skills, particularly hygiene and grooming. For example, your child may learn how to undress/dress, shower or take a bath independently (run his own bath water at the right temperature, wash his body properly, determine how long to stay in the shower or tub, clean the shower/tub, put his dirty clothes away, use deodorant, choose an appropriate outfit to wear, etc.

Tip #20

20. Other lessons and tasks on daily living activities may be expanded in time as appropriate. For example, your child may help put items away, clean and oil the clippers, sweep or vacuum hair off the floor, put their dirty clothes and towels in the hamper or washing machine. Learn to sort laundry, load and wash his clothes, put clothes in the dryer, fold clothing, learn to iron, etc.

Parent Resources

Click here to read more about a child with autism, find information on autism, autism treatment, autism medication, autism resources, autism symptom, sign of autism, autism characteristics, autism aspergers, autism statistics, history of autism, autism education, autism schools, teaching child with autism, autism in the inclusive classroom, autism support group, autism awareness, adult with autism, autism picture and autism help.


Additional Resources

Below is a list of books, articles and useful products we use to learn how to help our son become better able to process sensory information and grow to better tolerate getting haircuts, and become more independent.


Books on Sensory Integration

The Out of Sync Child
by Carol Stock Kranowitz
ISBN: 0-399-52386-3


The Out-of-Sync Child Has Fun
(Activities for Kids with Sensory Integration Dysfunction)
by Carol Stock Kranowitz
ISBN: 0-399-52843-1

Books on Activity Schedules and Visual Supports

Activity Schedules for Children with Autism
(Teaching Independent Behavior)
by Lynnn E. McClannahan, Ph.D. & Patricia J. Krantz, Ph.D.
ISBN: 0-933149-93-X

Making Visual Supports Work in the Home and Community
(Strategies for Individuals with Autism and Asperger Syndrome)
by Jennifer L. Savner & Brenda Smith Myles
ISBN: 0-9672514-6-X

Videos to Help Your Child Learn in Their Natural Environment

Model Me Kids: Videos For Teaching Social Skills by Peer Example



Developmental Products to Help Teach Life Skills

Visit Attainment Company and http://www.attainmentcompany.com/AB1031005/showprod.cfm?&DID=11&CATID=3&ObjectGroup_ID=8&AF_ID=49"> click here for Life Skills



Free or Low Cost Materials

Do 2 Learn offers free picture icons you can download to make visual schedules and to-do lists for your children.



Articles

Home Activities for Children with Sensory Processing Disorder offers parents good ideas for incorporating sensory input into daily activities.



Parent Networking and Support

Sensory Integration Dysfunction

Sensory Integration Disorder Group W.R. Brown is wife, mother of four children, grandmother, volunteer, presenter at parent support groups, member of local autism support groups, national autism organizations, former legal assistant, service coordinator, served as Board member to non-profit organizations, autism Advisory Groups, appeared on Cable 6 TV and XM Radio One.

Cure For Autism

                

 

There are many methods and therapies that have been shown to improve the symptoms of autism. However, at this point in time there is no single method that has been medically proven that will cure autism.

Unfortunately there are many techniques that claim to cure autism and that claim to have medical proof. Possibly the worst are those that claim they have developed antidotes creating the belief that a single potion will cure autism.

The route for producing an actual cure must start with a concept. The concept is then tested and after a certain amount of medical research, there has to be a medical report or publication that is published for review by the medical community. Once the medical papers have been published the medical community support or reject the medical data presented.

After a certain degree of acceptance by the community and by an established medical society or institution, preferably a government organisation, can a cure actually be known as a cure.

False treatments and medicines that have been labelled as a cure are either not supported by any medical research or by recognised institutions.

Finding an autism cure is a minefield for parents because on the internet there are many websites and sales pages that try to convince people that they have a cure. The products or techniques that are offered may actually work, and they may even be supported by research but until the research is published and accepted - it's not a proven cure.

The main reason for this is because medical research can be easily distorted and misrepresented to show numbers and figures that make it look like the research is an absolute certainty. This is why it has to be subject to, what are often called, medical pier reviews.

Other doctors and clinicians will weed out the speculative data and false research. This is basically what happened with one Doctor that claimed the MMR vaccine was a cause of autism. The medical research came under speculation and has been rejected by government medical bodies.

Although there is no known cure, there are many therapies that are shown and proven to help improve the symptoms such as music therapy or occupational therapy. These are non-intrusive therapies that seek to improve skills such as moto-neurological skills and improve the central nervous system.

These help autistic people gain more control over their sensory processing or body. However these help autistic people manage and overcome their autistic symptoms which may lead to what could be considered a cure, but they do not remove them as a cure would.

So don't be fooled by claims and hype about cures and potions for autism and be cautious about spending money on techniques and therapies until you have a good idea what the therapy does and how it can help.

Ben Sidman is a Parent of an amazing autistic child and founder of http://www.autism-support-community.com - an informative and friendly web site for parents with autistic children