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

Autism Therapy ? An Endless Job

                

 

Unfortunately autism at this point has no known cure and very little is known about the specific causes of this condition. Diagnosing this disorder is not easy either as often the visible signs of this condition are assumed to be ?bad-behavior? and behavior management programs are prescribed instead. One thing does seem to be certain and that is that autism therapy, started early enough does seem to help correct and at least control the condition and give the affected individual the best chance at living and integrating normally in the very often harsh day to day world we live in!

Tough on Parents

There is nothing tougher on a parent then learning that their child is autistic. The parent has to realize there is no cure and that life for their child may in fact be very difficult. The key is starting therapy as soon as possible and parents must realize that anything less can substantially worsen the odds for their child to be ale to integrate into the real world. Autism therapy consists of a series of exercises that are designed to take the child out of their own private world and bring them into the real world. Unfortunately as many parents of autistic children have learned this therapy is not always 100% successful. Once the child has a closed door and shut out the world it is often impossible to reach them and reopen it.

Since autistic children tend to isolate themselves from their environment, it is tough to teach them as they loose focus and stop observing. The most important tool for learning is the power to observe and autism therapy is designed to work around this problem and help the child learn despite this tenancy. there are different approaches that are used to accomplish this and progress is often very slow.

There is Hope

The good news is that there have been documented cases where autism therapy was started early and the children made huge advances and became able to integrate and function in the real world. It is these cases that provide hope for those that are struggling with autism. Unfortunately it is very expensive to educate an autistic child and resources are limited. The parents and their autistic dependants must fight an often difficult battle to help their loved ones survive and hopefully prosper despite their affliction. Home schooling seems to be the path most taken since government facilities are few and far between. Looking after their dependents is hard enough without having to fight the system to get what is needed. Still the hope that the child or dependent shines on with the promise of a possible cure sometime in the future.

Kerry Ng is a successful Webmaster and publisher of The Autism Info Blog. Click here for more helpful information on Autism: http://www.autisminfoblog.com

Adult Autism Does Not Have To Hurt Your Relationship

                

 

Those who have been diagnosed with high functioning adult autism have the opportunity to live relatively normal lives. This includes having a job, being in a relationship and even starting a family. However, developing an intimate relationship with another person can still be a difficult process for a high functioning autistic, though certainly not impossible.

The following are 10 tips on how to manage adult autism and have a healthy, strong relationship.

1. Don?t rush into anything ? Developing an intimate relationship with a person is often a slow-going and temperamental process, regardless if one is autistic or not. Therefore, although you may find it difficult to begin dating, remember that you need to start somewhere, and the more practice you have at this form of social interaction the easier it will become.

2. Educate yourself on social interaction ? Television, movies and books are ideal ways for autistic children and those with adult autism to learn about adult social interaction in intimate relationships. T.V. shows, movies or books that depict emotions are excellent choices. Although these adult themed books and shows may be trivial, they are still educational and can help a high functioning autistic better understand social interaction

3. Control Compulsiveness ? Autistics tend to resort to compulsive behavior when faced with a social situation that is new or lacks certainty such as dating or meeting someone for the first time. Compulsive behavior is a huge turn-off, because your date may feel they are pressured or intimidated by your sense of urgency. This overwhelming feeling can make a person lose interest fast.

4. Physical appearance ? Although you may have heard that appearance doesn?t matter when it comes to starting a relationship, think again. It?s important to like someone?s personality, but you also need to be physically attracted to them. Therefore, regardless if you are dating a non-autistic or an individual with adult autism, keep yourself well dressed, groomed and healthy.

5. Avoid social blunders ? Make sure you are aware of what is considered appropriate and inappropriate to say on first dates to avoid social blunders. For instance, you should avoid sensitive subjects such as sex, past relationships, religion, personal problems, money and other personal matters that can have negative repercussions.

Instead, try to make you conversation as casual as possible by focusing on personal topics of interests. This doesn?t mean only talking about what you like, but also what the other person enjoys. Try finding a topic you?re both interested in. If the other person brings up a conversation you don?t feel comfortable with, simply tell them you don?t feel like discussing it at this time.

6. Know your intimacy comfort level ? Don?t be afraid to say ?no? to a level of intimacy you are not comfortable with, and don?t push your partner if he/she is not ready either. You should both be comfortable with your intimacy and be able to discuss it openly before engaging in anything serious.

7. Confide in someone you trust ? If you have questions about dating or your relationship, it may be a good idea to address your questions and concerns with a close friend and/or someone you trust, whether they have adult autism or not. Just make sure you can completely trust a person and value their opinion before you confide in them.

8. Protect yourself ? You need to protect yourself when dating. You can?t assume that the person you are meeting is a safe and trustworthy individual. They could be an abuser, user, carrying an STD or may be the nicest, honest and reliable person you could ever meet. The point is, a stranger, even if they appear friendly is still a stranger. Always keep your personal safety in mind and don?t do anything you don?t want to do.

9. Connecting online ? One of the best ways for an autistic to meet and interact with others before starting physical communication is through an online dating chat site. One of the best things about having introductions online are you can?t misread signals.

10. Don?t let rejection get you down ? Rejection can and will happen, so don?t take it personally and stop you from dating. Remember, there are plenty of other people out there, and the more people you meet and dates you experience, the better you will become with social interaction and building a meaningful adult autism relationship.

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 adult autism.

Social Skills and Autism - Where's the Best Place for Socialization?

                

 

Your child has autism and you?ve been told that social skills deficits are to be expected. So what can you do to help your child learn how to behave properly, make friends, and get along in the world?

Like me, you may have been told that your child needs to be in a school setting with other children to be socialized. Let?s consider for a minute what kind of social skills a child with autism may learn in school.

1. In a school or classroom setting, your child is exposed to both positive and negative socialization. This isn?t really debated by any of us who have been in school. The question is whether or not the ?good? socialization outweighs the ?bad? socialization.

2. There are typically two placements for children with autism when it comes to schools. Each comes with its own drawbacks as far as social skills are concerned.

For those who are lower-functioning, there is the special ed classroom. If your child is placed in a special ed class, they may actually pick up negative behaviors from the other students. Children who have never said a bad word in their lives come home with all sorts of words that the parents know they didn?t teach their child. Or maybe a child who wasn?t aggressive previously starts imitating the hitting, biting, or screaming of a classmate. That?s not what I think most parents are hoping for when they are told to put their child in school to learn social skills.

If your child is higher-functioning, they may be mainstreamed in a regular ed classroom. Will the typical behaviors of their peers be the positive socialization you hoped for? Unfortunately, many times children with autism become an easy target for bullies who cause them physical and emotional harm. Other classmates, who may be nice enough themselves, may still go along with cruel jokes or name calling at the expense of a child with autism just because they don?t want to be ostracized from their peers. Whether it?s bullying, teasing, or isolation, children who are ?different? and don?t possess the same social abilities as their peers often experience great difficulties just trying to survive a day at school. These children often exhibit signs of tremendous stress and anxiety, depression, and some even contemplate suicide.

So are there any alternatives? Families who are concerned about the educational and social well-being of their children often choose to teach them at home. Home-schooling offers a better opportunity for positive socialization while drastically limiting the possibility of negative social experiences. Home-schooled children are not isolated or ?unsocialized?. Home-schooling simply provides the opportunity for parents to expose their children to a variety of social situations when they feel their child is ready to handle them. Most communities have home-school groups that offer park days, sports teams, special classes or lessons, as well as informal get-togethers for home-schooled children.

It must be noted that children with autism do not learn social skills simply by being with typical peers regardless of the setting -- school or home. In order to master social skills, autistic children require specific instruction and opportunities to practice skills first in settings with one other child, then with two children, then in small groups, and then in large groups. To place a child with autism into a classroom situation (or any group situation) and assume that they will learn beneficial social skills just because other children are present is not supported by research or real life (See point #4 in the open letter from Dr. Ivar Lovaas, autism expert, at http://featbc.org/why_lovaas/letter.html).

Common sense tells us that we don?t teach a child with autism to swim by throwing them into the deep end of a swimming pool and telling them to start swimming. Likewise, if we want children with autism to ?swim? in the social world, we can?t just put them in a situation that virtually ensures their failure. We must teach them step-by-step and give them plenty of time to practice their social skills in a supervised setting. We can accomplish this via one-on-one play dates with peers, social skills small groups, sibling/parent relationships, community outings, etc.

So the next time someone suggests that you should put your child with autism in school simply because of their need for socialization, consider exactly what that means for your child. There?s not much compelling evidence to suggest that inclusion in school settings is accomplishing positive socialization or excellence in education for most children, especially children with autism. We can do better at home.

Mary Gusman is an educational consultant and an expert in the area of home-schooling children with autism. With over 8 years of personal experience home-schooling her own son with autism, she offers nationwide educational and home school consulting services to families with special needs children. Mary can be contacted via her website at http://www.ochomeschooling.com/specialneeds

Autism and Asperger's Syndrome

                

 

It is every parent?s nightmare for a child to be born with some form of disability. In the case of most physical disabilities this can be obvious or at least quickly diagnosed by a doctor. However, less obvious are disabilities or abnormalities associated with the child?s brain. Autism is such an abnormality and asperger's syndrome is a particular type of autism. Autism and asperger's syndrome in particular cannot usually be detected until the child has reached 18 months to 3 years of age. Asperger's syndrome may not become apparent until much later and sometimes into adulthood.

Asperger's syndrome (AS) is one of five neurobiological pervasive disorders (PDD) which collectively cover deficiencies in social and communication skills. Asperger's syndrome specifically identifies a person with normal to above normal intelligence compared with classic autism. As with classic autism, the asperger's syndrome person will have difficulty communicating and interacting with other people but is more specifically characterised by limited interests other than a preoccupation with a particular topic to the exclusion of all other topics. Other characteristics include repetitive behaviours or rituals, peculiarities in speech and language, socially and emotionally inappropriate behaviour and interpersonal interaction, problems with non verbal communication and clumsy and uncoordinated physical movements.

More simply, the characteristics of asperger's syndrome can be divided into three main categories: social impairments, narrow but intense interests and peculiarities of speech and language.

Many asperger's syndrome sufferers will experience difficulty in life and the progress of treatment will depend on how early in their life the condition was diagnosed, development of language skills, access to suitable schooling and above all the love and support of parents and family. Usually, treatment can be provided alongside a normal life and mixing with normal people.

There is no specific cure for asperger's syndrome or any form of autism but it can be managed by using special behavioural management techniques, special education and medication. With the love and support of parents and family together with a good psychologist many autism and asperger's syndrome people are able to integrate into a normal life pattern.

For more information on Autism and Asperger's Syndrome visit http://www.aboutautismhealthsite.info/ for other Health Issues visit http://www.the-health-issues-directory.com/

Managing Tantrums In Autism Spectrum Disorders When Consistency

                

 

When dealing with tantrums and difficult behaviors in autism spectrum disorders, using behavioral approaches alone can sometimes fail. What is the missing piece to managing these behaviors that a behavioral approach alone may not address?

To start, we need to look at the reasons for behavior. According to behavioral approaches, most of the behavior we see results from one of three reasons: a request, seeking attention, or a sensory reason. Let's look deeper at these three reasons for behavior and the ways we currently handle them.

Handling a request is fairly straightforward. To put it very simply, a request is usually something externally controlled by both reinforcing appropriate requests and not reinforcing inappropriate ones, such as a tantrum.

For negative attention-seeking behaviors, we can eliminate the behavior by not giving the negative behavior attention and give attention for desired behavior - very straightforward, and again, usually externally controlled.

The sensory reasons arise from both the external and internal events that a child experiences through the five senses, and may or may not be externally controlled. In all of these situations, our internal responses - our feelings and thoughts about events fire us into action. In stressful situations, the resulting "knee jerk" reactions are often difficult to manage with a purely behavioral approach for a few reasons:

1. Thoughts and feelings are often lightning-fast, internally-controlled events, therefore difficult to manage through external behavioral modifications.

2. Thoughts and feelings can't be measured, and as a result, behavioral approaches simply don't address them. It doesn't mean that these things don t exist or aren't important. It just means that they're left out of the equation.

3. Behavioral approaches address the cause and consequence of behaviors the beginning and the end. But internal responses (i.e. thoughts and feelings) happen in the moments between the cause and the consequence. By not dealing with thoughts, feelings and solutions at these moments, we leave a child to figure out solutions on his or her own.

4. Children on the autism spectrum have a limited ability to adapt to new or changing situations, solve problems, compare past to present, or see possibilities. Because of this, if a child never learns how to think through a challenging situation during the emotional moments, when faced with it again, the same behavior will probably repeat itself, no matter what the consequence, or how many times they've been through it before.

This situation calls for tools to deal with overwhelming thoughts, feelings and strategies in the moment before the tantrum, not just consequences after.

In the book The Explosive Child, Ross Greene talks about this situation. This book applies to any disorders that have limitations in problem solving and executive thought, including all PDDs, such as Asperger's Syndrome, PDD-NOS, and all autism spectrum disorders. ADD, ADHD, and various other developmental disabilities also share these problem-solving / executive thought issues and can benefit from using this approach, according to Dr. Greene.

In the book, first we pick our battles carefully, and then talk through our thought process out loud. This way our children can hear us think through situations before tantrums. This also creates a memory of how they triumphed in the situation without resorting to negative behaviors.

Progress is made in small increments, but as time goes on, tantrums should decrease, and you can even start to ask your child to contribute ideas about solving problems during those emotional moments. In doing this, you help your child learn how to solve problems and become confident about handling new, changing, or challenging situations. You'll combine the best of all worlds, to the benefit of your child.
 Sandra Sinclair is a parent of a child with PDD-NOS. Sandra assists parents of children with autism spectrum disorders to create a life that they love - life by design, not demands - through her 6-step program. She is also author of Newly Diagnosed Autism Spectrum - A free mini-course with 7 clear steps you can take to help your child with Aspergers, Autism, PDD-NOS, and other autism spectrum disorders. http://www.autismvoice.com/blog/7StepstoHelpChildrenwithAutism