Tips On Understanding And Living With A Child Who Has Autism

                

 

Growing up with a friend or a sibling who has autism can be frustrating if you don?t understand what having autism is all about for that friend or sibling.

Children with autism sometimes have a difficult time understanding what we say or what our facial and body expressions mean. You should not just stop trying to communicate with them because of this. Try showing them a picture or an object to help them understand things better. For example, if you are talking about the most recent basketball game at school, show them a basketball or a picture of the entire basketball team to help them understand what you are talking about.

To help you understand some of the behaviors common to kids with autism review the following list:

? Some kids with autism may have trouble talking and may make strange sounds, or they may not talk at all
? Some kids with autism may flap their hands, spin, or laugh a lot
? Some kids with autism will behave or play in unusual ways
? They may be very active or be very quiet and like to spend time alone
? They may have trouble looking directly at you
? Some kids with autism may say the same things over and over

Kids with autism, like all people, can get frustrated and angry. The difference is most often they cannot tell us why they are frustrated or angry. They may use actions instead of words to express their feelings.

A child with autism may make noises or spin around when he or she becomes upset, confused, or bored. When they are excited or happy they may flap their hands, jump up and down, or run in circles.

When surroundings or schedules change and/or things become different, many children with autism get upset. They may start to cry, hold their hands over their ears or run away. The reason children with autism react so differently to things that most of us do not even notice is because they have difficulty understanding or dealing with the world around them.

No one knows why some people have autism. There may be many different causes. Researchers continue to study and try to find out just what the causes of autism are and how best to help people with autism.

Kids with autism may be a member of your class or may be in a classroom that was set up especially for them. Some children with autism go to different schools; however, more and more children with autism today can go to regular schools and participate in after-school activities with classmates, friends and neighbors. This is so much better for the child with autism rather than continuing to separate them from the rest of the world.

Special arrangements may be used in classrooms to help a classmate with autism participate in the class. He or she may even have a special coach sit at their desk or table. He or she may use picture symbols to communicate with classmates and the teacher. There is special computer software that can ?talk? for a child with autism. The absolute best way for you to deal with a classmate, a friend or sibling with autism is to remain ?friendly.?

Autism is not a disease that is contagious. Others cannot catch autism from a classmate, friend or sibling.

Becoming a friend to a child with autism can be a rewarding and learning experience for everyone involved. Review the following ideas to help you be a friend to a child with autism:

? Accept the differences
? Protect your friend from things that bother him or her
? Talk to a child with autism in small sentences and use simple words with lots of gestures
? Use pictures or write down what you want to say to your friend who has autism to help him or her understand you better
? Join your friend who has autism in activities that interest him or her
? Be patient and understand that your friend does not mean to bother you or others
? Invite your friend who has autism to play with you and to join you in group activities
? Sit near your friend who has autism, and help him or her do things if they want you to
? Help other kids learn about autism by telling them about your friend

Source: Autism Society of America

Disclaimer: This article is for educational purposes only. It is not intended to be a substitute for informed medical advice or care. You should not use the information in this article to diagnose or treat any health problems or illnesses without consulting your pediatrician or family doctor. Please consult a doctor with any questions or concerns you might have regarding your or your child?s condition.

This article is FREE to publish with the resource box.

Connie Limon. Visit us at http://www.about-autism.info for more information about Autism Spectrum Disorder.

How To Recognize The Different Autism Types

                

 

You may hear autism referred to as a PDD. This stands for Pervasive Development Disorder, and is a blanket term for the many different autism types.

When talking about autism most people think of an autistic child in the classic sense, but that is only one of the types that are used to diagnose children with this condition in today?s world.

Though the film Rainman is probably the most well-known source that most people base their understanding on, there is more to this condition than what was depicted in the movie. Some children are very similar to Dustin Hoffman?s character, but there are many more different autism types and levels of function known today.

The Rainman type of autism, or classic autism, is otherwise known as Kanner?s, and was named for the doctor who studied it in the 30s and 40s. This is a lower functioning type of autism characterized by severe communication and socialization problems. These children are hard to reach, and do not interact with most people. They can be clumsy due to poor motor skills, and are prone to repetitive motions and actions. They might have tantrums when the smallest changes in their environment or schedule are made. Some do not speak, and others speak on a limited basis.

Rett?s Syndrome is also one of the lower-functioning types of autism. This happens in girls only for some reason, and is often paired with mental retardation. These girls are greatly impaired when it comes to movements, and they rarely speak. This autism type has been classified as a genetic defect. There seems to be no explanation as to why it only affects girls. All other types are attributed to males 75% of the time.

Childhood Disintegrative Disorder is something that is very shocking for parents, perhaps even more so than children who are identified early with Rett?s or Kanner?s. This is something that happens after a child has appeared to develop quite normally. They have the usual range of speech and motor skills for their peer group. Then at some point, usually between ages two and four, they regress into a severe form of autistic disability. No one is sure why this happens though some believe surgery or illness can bring it on. That is not true for all of these children, however, so nothing concrete has been proven.

The higher functioning form of autism is known as Asperger?s. These children can often be misdiagnosed in the early years. They have better communication and socialization skills, but they are still somewhat limited. However, many of these children aren?t diagnosed until they are in school when the difference their peers and themselves become more apparent. They often respond well to behavioral treatments, and can have a very ?normal? life if they are put through these programs and therapies at the earliest possible age.

There is another type of autism called PDD-NOS. This is when a child is thought to have autism, but their condition does not seem to be associated with the other four more definite types. They have autism, but they seem to fall out of each category. They may have symptoms or behaviors that fall within all of the other different autism types, but do not fit one type exclusively.

Most children with any of these five autism types will be diagnosed before the age of five, and the prognosis will depend on the function of the child, and how early they can begin to go through therapies.

There is no cure for autism, and because the reasons why some children develop this condition are so unclear, there is no way parents can prevent it from happening. More research is needed to find the origins of the condition. Once that can be found, perhaps a cure or more effective treatments can be administered, tailored to the different types of autism.

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 diagnosing autism

The Ongoing Mercury Contamination And Autism Debate

                

 

Classic autism was first studied and documented in the 1930s and 40s. Since then, ongoing research has yet to pinpoint an exact cause or cure. Some wonder if our lifestyle has something to do with the high numbers of children who are being diagnosed with one form or another of this condition each year. Is it just better diagnostics leading to the increased number of cases, or is something else might be the problem. There are many theories, though none have been proven. One theory suggests that mercury contamination and autism are closely tied together.

Though mercury can come from many places, the main problem seems to be the regular vaccinations that are commonly given in childhood. These shots are required for most children to enter school, and protect against diseases that were once dangerous. These life threatening disease are almost nonexistent now thanks to those vaccinations.

However, it?s not the vaccine that has people worried, but rather a preservative called Thimerosal that is used in some of them. Some vaccinations come in larger bottles which contain more than one dose. This preservative is used to keep the vaccine free from contaminants. The problem with Thimerosal is that is one half mercury in content.

Most people know that mercury can be toxic. The link that some make with this and autism is constantly questioned. Some recent research on autism links weakened immune system ?biomarker? as being present in children who are more likely to develop autism. That means they are more likely to have problems fighting off the toxins that are introduced into the body.

Autism is considered an autoimmune condition, so in a way, this makes a lot of sense. It is said that the majority of children are not bothered by the mercury content in Thimerosal, but a child with that particular biomarker will have problems removing it from their system. It is important to remember that vaccinations are not the only way mercury can get into the body. Studies suggest we all get a little each day from varying sources.

While studies seem to suggest that mercury has no tie to autism, there are some who are not convinced. Some parents are refusing to vaccinate their children, and though this will eliminate that source of mercury, they are putting their children?s health at risk. If you skip the shots, not only are your children vulnerable to the diseases they are designed to stop, you can?t say they won?t get the toxins elsewhere and develop autism anyway. It is a hard choice for a parent to make. There are mercury-free vaccinations on the market for each type of shot, but there might still be a trace of this mercury in there anyway.

It?s understandable that many parents would be concerned. Anyone can ask a pediatrician for mercury-free vaccinations. If this is something a parent feels strongly about, there is no reason why they can?t have them. If you look into the dangers associated with mercury, it is very understandable why many would be upset and would ask for these. Though most children can tolerate the regular vaccines with no issues, there is no way for parents to know this ahead of time as of yet.

Whether mercury contamination and autism are related is still unknown for the most part, some don?t want to wait around to find out. Questioning this is very understandable. Talk to your doctor about your concerns if you want mercury-free shots.

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

Autism Education

                

 

Autism is basically a brain disorder wherein a child is unable to interact, communicate and acquire language like other kids. Sometimes, autism can be diagnosed in a child at birth while some children begin to show signs of autism at the age of three. Until today, there are still no clear and sure findings on what really causes this disorder. There are now ways to reverse autism. One such way is autism education.

Experts believe that giving proper education to your child with autism can help improve their conditions and develop their interaction skills. Autism education includes teaching methods such as simple color and shape recognition, word matching and the like. Mostly, autism education includes basic and simple methods so that your children can cope easily.

Important Pointers in Teaching your Child with Autism

There are a lot of factors to consider in autism education. First, if you are the one to teach them, you obviously have to be very patient. Never rush them, or they might get scared. Getting frustrated easily will not benefit you or your child.

Take away any kind of distractions in the room so you will gain their attention. Children with autism can be sidetracked by almost anything. You should store away conspicuous things such as brightly-colored toys or drawings that are not related to the topic you want to teach. Gather quality teaching materials and prepare detailed instructional procedures that can aid you in one-on-one communication.

It is also important to employ materials that are uniform so as not to get your child confused. It will also help if you include special videos, toys and games in your teaching.

Special Schools for Autism Education

Autism education is now among the major concerns of parents. Hence, several schools for autism have been founded. In these schools, complete learning procedures and therapy for rehabilitation are available.

If you want to send your child to one of these schools, it would be better if you research first. Look into what services the school offers and the track records that they have. If you cannot afford it, you might want to check out special autism foundations.

Autism provides detailed information on Autism, Autism Symptoms, Autism Treatments, Cause Of Autism and more. Autism is affiliated with Dyslexia Testing.

A Look at the Evolution of Autism Research

                

 

Pervasive developmental disorders first began to appear in the early 1980's. Pervasive development disorders like autism are relatively new on the diagnostic scene. Professionals use the DSM IV as the primary diagnostic tool to classify these disorders. Autism research and other studies dedicated to these modern disorders are still in their early stages.

Autism research has yet to make significant progress in uncovering the causes of the condition. Numerous professionals have spent countless hours, weeks, and even years in an effort to obtain significant results to expand our understanding of the disorder.

One in every 175 children are said to be diagnosed with autism or related pervasive development disorders. Last year's statistics show that one in every 166 was diagnosed.

This drop although positive, is sadly insignificant considering that only one in 10,000 was diagnosed about ten years ago. The alarming increase in the number of children who were diagnosed has increased the clamor for more autism research.

Recent autism research has discovered some valuable information about the disorder and the data can be organized into three major categories: causes, treatment, and cure.

The exact causes of the disorder are still unknown but some tests indicate that genetics may be responsible. However, more information are still being gathered and results so far have been inconclusive.

Some experts have proposed that the cause of the disorder lies in vaccination shots, specifically MMR vaccines that were administered to infants when they were around eighteen months of age. However, no autism research has supported this claim and the debate about the disorder continue.

Fortunately, research has helped determine what treatments might work best for this population. Programs like Applied Behavior Analysis have proven to be successful in treating some cases of autism. Some agencies across the country use a combination of strategies and interventions to aid children and adults to function to the best of their capacity.

The efforts of experts and researchers involved in autism research have not yet found a cure. This disorder are still a mystery even to the most knowledgeable doctors in the world. It continues to frustrate numerous professionals, parents, and care givers who are eager to put autism and related pervasive developmental disorders to rest.

The treatment for autistic disorders has come a long way. Our understanding of the problem has grown almost as quickly as the rate of diagnosis. Hopefully, autism research will come up with more answers to help children and adults around the world just as quickly.

Morgan Hamilton offers expert advice and great tips regarding all aspects concerning Autism Research. Visit our site for more helpful information about Autism Research and other similar topics.

Sign of Autism in Your Child

                

 

Children develop very quickly at an early age. All parents prey that their children will develop normally and grow up in good health with a bright future ahead of them. Autism is a concern of many parents so what is the sign of autism in your child?

As parents we are on constant lookout for any sign of abnormal development such as autism in our children and of course it is so easy to jump to the wrong conclusions. A child will go through many phases and being able to spot anything abnormal is very difficult. However, we should look out for any abnormal behavior which could indicate autism.

Autism occurs in around 1 in every 700 children and statistically more likely to occur in boys. It is not an illness brought by an infection or some contagious disease. Autism is something the child is born with and results from an abnormal development of the brain. Autism results in a level of introvertive behavior with the child not willing to interact with other children and perhaps the most disturbing symptom is their lack of response to their parents. A child with autism lacks the interpersonal skills of a normal child.

Autism usually manifests itself between the ages of 18 months to 3 years although some signs can be detected in babies with autism. The main symptoms to look out for are as follows:

Babies

• An autistic baby does not respond to your presence - will not make eye contact with you and appears to be more interested in staring at some other moving inanimate object.
• An autistic baby will often appear too calm and may lie still for hours without crying.
• An autistic baby may not interact with other babies.

18 months - 3 Years old

• An autistic child may appear distracted and not look you in the eye when trying to communicate with them.
• An autistic child may have difficulty picking up the sounds of words and will need repeating many times.
• An autistic child may have unusual mannerisms which they like to repeat many times.
• An autistic child may lack imagination and not like role play or 'pretend' games.
• An autistic child may be disturbed by a change in routine.
• An autistic child may show a lack of interest in other children and not want to play with them.

This is not an exhaustive list by any means and we should be aware that some of these symptoms can be detected in 'normal' children. However, if your baby or child exhibits some or all of these symptoms then you are advised to seek advice from a doctor or child specialist. They will carry out some simple tests to either confirm your fears or hopefully in most cases ease your concerns and allow you to enjoy the ongoing 'normal' development of your child.

However, if your child is confirmed as autistic then you should not despair. It is not your fault and like any other child they will need your love and support. Just as the cause of Autism is unknown, there is currently no known cure either. Depending on the severity of the condition with your particular child it may be necessary for you to make certain allowances in your behavior towards them and in your daily routine.

Seek the advice of experts in this field - in more severe cases it may be necessary for you to arrange for your child to attend a special school. Often an autistic child will exhibit very special abilities and talents which need to be nurtured and controlled while helping them to develop the social skills which come more naturally to other children.

The condition of autism in children is well known and you should be able to receive plenty of help and support.

For more information on autism visit http://www.aboutautismhealthsite.info or for other health topics visit http://www.the-health-issues-directory.com

Parenting Autism ? Being Your Child?s Primary Resource

                

 

Don?t be Afraid of the Myths and Misconceptions about Autism.

Parents often feel sad, afraid and confused when they learn their child has an autism spectrum disorder, and It?s no wonder -- autism is often portrayed as a grim, lifelong disability, from which there is no hope of recovery.

Of course, these expectations are based on outdated information about people who grew up a generation ago, when only the most severe cases were diagnosed, and treatment was practically nonexistent. Unfortunately, parents are still given this outdated information, presented as if it?s still accurate and relevant in our present day.

These misconceptions lead to more fear, more sadness, limited expectations, and feelings of incompetence in parents about how to best help their child. As a result, some parents rely entirely on other people to work with their child and to make decisions for their child, instead of trusting their own instincts, knowledge, and abilities. Parents are their child?s best resource, yet somehow that?s not the message they?re getting from the experts.

Don?t be Afraid to Believe in Your Child?s Potential.

Each child has their own unique, unknown potential. Everyone who works with your child must believe in his ability to learn, grow, and have a bright future.

With effective intervention, the vast majority of children experience improvement, ranging all the way from slight recovery to complete recovery, and everything in-between. The degree of recovery a child experiences depends primarily on his unique potential, combined with whatever learning opportunities he experiences.

Learning opportunities are not just teaching style and content alone. A child's overall environment and expectations are also an integral part of his learning experience.

Knowing these things, we can do three very powerful things for our child:

1. We can love our child as he is now, and provide a positive, nurturing environment.

2. We can keep a completely open mind as to how far our child can go.

3.We can present lots of positive opportunities for learning and growth.

If we do these things, our child will have the opportunity to truly fulfill his unique potential.

Don?t Be Afraid to Ask Questions.

If your child has been diagnosed with an autism spectrum disorder, it?s important to ask questions. Ask as many as you need in order to feel confident in your understanding of the disorder. Even if you get most of your initial questions answered, you may find there are still many questions that no one can answer conclusively, because in many ways autism research is still in its infancy. Researchers are still gathering information regarding cause, prognosis, and what interventions are most effective.

Don?t Be Afraid to Explore Your Options.

Get to know all your options. It takes some time, but continue to seek opinions and advice from people with different backgrounds in autism. Even after your initial questions have been answered, it?s still a good idea to consult with additional people with different types of knowledge and expertise.

For instance, you may want to ask a few different doctors, psychologists, teachers, therapists, and parents with contrasting approaches to autism about their opinions and experience. Our understanding of autism is continually evolving, and one person may have knowledge that another does not.

As you gather more and more relevant information, you will make better and better decisions for your child. Remember, no decision is carved in stone. In fact, you?ll probably change direction and switch approaches a few times, and that?s okay. It?s all part of the process of learning what works best for your child, and adapting to your child?s changing needs.

Don?t Be Afraid to Work with Your Child.

Never believe that the experts have all the answers and that you should not get involved with your child?s treatment program. Talk with the experts to learn more about what you can do at home with your child. Do further research by reading books and articles on autism, attending classes and conferences, and talking to other parents.

You know your child better than anyone else. In addition, you have an undeniable bond with your child that no one else could ever possibly have. Take advantage of your bond to teach your child, build his self-esteem, and explore treatment options you feel will work for your child.

Regardless of their potential, children will seldom go beyond the expectations of their parents. We can't know how far our children can go, but we can take the lid off the box of low expectations, by having faith in their ability to learn, and by providing the loving environment necessary for them to achieve their highest potential.
Sandra Sinclair is a parent of a child with PDD-NOS, and a life coach for parents of children on the autism spectrum. She is author of ?Newly Diagnosed Autism Spectrum?- A free mini-course with 7 clear steps you can take to help your child. http://www.autismvoice.com/blog/7StepstoHelpChildrenwithAutism

Empowering parents to help children with autism and special needs learn through play

                

 

SenseToys specialises in providing a carefully selected range of toys and activities to help parents and professionals caring for children with poor or delayed language skills, autism related difficulties, impaired hearing, developmental delays, dyspraxia and physical disabilities.

As a parent, the early stages of learning about and coming to terms with even the mildest of special needs are extremely difficult and stressful times. One of the greatest frustrations is identifying practical ways to help your child - whilst climbing a very steep learning curve in terms of understanding the problem, including learning about whole new areas of health and education provision which most parents never encounter, there is the overwhelming desire to want to be able to do something practical.

Time is of the essence - early intervention for children with special needs can make a significant difference to the child, and indeed to the family and all concerned. Thus helping parents and carers find and understand what they need can be a real benefit - even when some of the toys are readily available it is often difficult for the non-specialist to know why a particular toy or feature might be helpful. For example the typical "inset" style farmyard puzzle can be extremely difficult for some children, particularly the youngest, to use and develop their fine motor skills, and so simply selecting puzzles with larger knobs enables them to make progress. Sadly most parents like ourselves just don't find these things out until much later, so with the right information and product selection we (SenseToys) should be able to make this advice more readily available.

I set up SenseToys to help people like me find and choose which toys we need, understand how to use them, and why they work - practical information and advice for parents and carers, especially for those learning about and coping with special needs for the first time, based on first hand experience.

SenseToys helps you to make learning fun and rewarding for children with learning difficulties - sometimes even "ordinary" toys can help you produce extraordinary results if you can find them and know how to use them effectively! Visit our website: www.sensetoys.com.

Lesley Burton established SenseToys after many fruitless searches for toys and activities to help with the special needs of her two sons - my eldest suffered a language delay through glue ear and my second son Edward has an autistic spectrum disorder (ASD). SenseToys range has been developed with several leading therapists and Montessori trained teachers ensuring that the products and play tips are appropriate.

The Different Types Of Autism Treatment

                

 

Autism refers to a brain disorder, which typically affects a child's ability to communicate, form relationships, and respond appropriately to the environment. While some people suffering from Autism are relatively high functioning, there are others who are mentally retarded, have serious language delays, or are mute.

The actual cause of Autism is not known. But Autism is relatively easy to spot, and children as young as 18 months start showing symptoms. It is futile to believe that children will just grow out of it. In fact, the early years provide the best time for progress and improvement. So, intensive therapy should begin as early as possible. While different children suffering from Autism may have different problems, parents of such children have to face one overwhelming challenge - there is no single agreed upon method for treating this condition. Parents, researchers, and doctors have not been able to reach common ground here.

Autism treatment usually consists of a combination of behavioral therapy, language and speech therapy, and special education in schools. Reports suggest that play-based behavioral therapies and alternative treatments involving dietary restrictions and vitamin supplements are beneficial. But, there is no solid proof to support this. What makes matters worse is that many children are beset with additional problems like sleeping difficulties, anxiety, or gastrointestinal problems.

ABA (Applied Behavioral Analysis)
This is often referred to as the Intensive Behavioral Intervention (though there are differences between the two). Studies show that children suffering from Autism can make dramatic progress when they receive this kind of instruction. Parents and doctors mostly accept this treatment because this is one of the most researched of all treatments. This program involves intensive one-to-one interaction between the child and the teacher. Each skill is broken down into sub-skills and each of these sub-skills is taught intensely, one at a time. It is a reward-based program where toddlers receive a lot of positive reinforcement. Activities begin from simple actions (identifying colors) and progress to more advanced activities (language). ABA depends on prompting, positive reinforcement, and differential reinforcement.

Nutritional Therapy
This therapy is based on the surmise that certain ingredients in food can have a damaging effect on the brain of an autistic person. Leaving some substances out of the diet (milk and gluten, for instance) have shown startling positive changes in patients. Additionally, vitamin-B12 and magnesium supplements are administered to cover any deficiencies. These kinds of special diets curtail some of the more distressing symptoms like disruptive outbursts, restlessness, and sleeping disorders.

Anti-fungal Treatment
Since autistic children often suffer from poor bowel ecology, overgrowth of fungi and microbes is a problem. Therefore, autistic children respond well to anti-fungal treatments. These children are also found to have high concentrations of yeast and anaerobic bacteria. Evidence suggests that Candida Albicans, a form of yeast, may cause Autism and may also exacerbate the behavioral and health problems found in autistic children.

A detoxification treatment called Chelation Therapy is slowly gaining popularity among doctors. This treatment is based on the theory that some children's vaccines are exceptionally high in heavy metals like mercury preservatives, and this causes autism.

It is because of the vast multitude of therapies that many desperate parents opt for combination treatments. An estimated 30% of parents try special diets, non-traditional methods, or vitamin treatments. Music, vision therapy treatments, yoga and horseback riding are also used to treat autism. Unfortunately, it is not possible to predict which children will benefit from a program or whether there is light at the end of that particular tunnel at all.
Gray Rollins is a featured writer for ForAutism.com. To learn more about autism treatment and autism causes, visit us.

How to Detect Autism in Child

                

 

Every parent wants the best for his or her kid, wishing only the best, good health, bright future and prosperous life to the child.

But one morning it just hit you, your child is turning 3 years old next month but still remains unresponsive to you. Your child is not as interactive as other kids would usually be. 'Could my child be autistic?'

Any parent would be alarmed.

Autism may sound familiar to you. It is however important to first establish that this is not an infection or a contagious disease. This is actually a condition where the brain of the child has developed differently, resulting to certain ramifications that affected the system of the child and manifesting in the lack of interpersonal skills of the child.

This condition occurs to 1 child in every 700 in the population. It was found also that this is most likely to occur among the boys. The signs manifest at an early stage in a child's life. It is necessary that you be cautious of your child's behavior and responses.

How does one detect autism?

The signs of autism may be observed as early as 18 months to 3 years age of the kid.

If your child is experiencing difficulty in the following aspects, it would be helpful to consult a doctor or an expert:

* Looking at others - Can he or she not look at you straight to the eye when you try to communicate?

* Playing with other kids - Does he or she avoid other kids or automatically shies away?

* Imagining - Can he or she not handle make-believe games?

* Communicating - Are there words that he or she cannot say or will have to be said over and over before he or she can grasp it?

* Repetition - Are there mannerisms or motor movements that he or she keeps repeating for no apparent reason or purpose?

* Changes - Is he or she inflexible to changes? Does he or she get alarmed when you change a certain routine, like waking up while it is still dark?

Some babies can actually manifest signs of autism

* Babies that do not look in the eye can be displaying signs of autism, especially if they would rather stare at moving mechanical objects or parts of it.

* Too calm babies should also be observed. Are they able to lie for hours without crying?

* When babies do not play or do not interact with other babies.

How does one address this condition of autism?

The cause of autism is still unknown. That is why parents should not blame themselves if they feel that they had been negligent in taking care of their kids during infancy, or if a mother thinks she might not have properly taken care of herself during pregnancy.

Just as the definite cause is still unknown, there is no definite treatment to get rid of autism.

Even if the parent may not be able to free his or her child from the condition, the best option to the parents of an autistic child is to address the problem. It is best to consult an expert on this field. Know the various peculiarities of the kid. The family may have to stick to a definite lifestyle to adjust to the needs of the child. This would require extra patience also. Send the child to a special education school. If the autism of the child is relatively mild, be sure that you inform ahead the teacher or the principal of the condition.

You have a special child. The kid is special, because his or her abilities are different from the ordinary kid her age. Provide special treatment and care needed. Give your attention. Stay by his or her side.

More than anything else; simply make the child feel your loving care.

Masni Rizal Mansor is co-publisher of MyHealth-Info.com. He provide tips and review on aspergers syndrome and symptom of aspergers syndrome in child.

A Brief Overview of the Criteria For Diagnosing Adults with Autism

                

 

Currently, there is no one single medical test that will definitively diagnose audlts with autism. Instead, the diagnosis is made on the basis of observable characteristics of the individual. Here is an overview of some of the different diagnostic standards: I. Autism Diagnostic Interview-Revised (ADI-R) The Autism Diagnostic Interview-Revised (ADI-R) is a clinical diagnostic instrument for assessing autism in children and adults. The ADI-R is a semi-structured instrument for diagnosing autism in children and adults with mental ages of 18 months and above. The instrument has been shown to be reliable and to successfully differentiate young children with autism from those with mental retardation and language impairments. The ADI-R focuses on behavior in three main areas and contains 111 items which specifically focuses on behaviors in three content areas - they are: Quality of social interaction, (e.g., emotional sharing, offering and seeking comfort, social smiling and responding to others); Communication and language (e.g., stereotyped utterances, pronoun reversal, social usage of language); and... Behavior (e.g., unusual preoccupations, hand and finger mannerisms, unusual sensory interests). (ADI-R) Scoring The interview generates scores in each of the three content areas. Elevated scores indicate problematic behavior. For each item, the clinician gives a score ranging from 0 to 3. A score of 0 is given when "behavior of the type specified is probably present but defining criteria are not fully met"; a score of 2 indicates "definite abnormal behavior"; and a score of 3 is reserved for "extreme severity" of the specified behavior. ICD 10 (World Health Organisation 1992) Diagnostic Criteria Diagnosis requires that single words should have developed by two years of age or earlier and that communicative phrases be used by three years of age or earlier. Self-help skills, adaptive behaviour and curiosity about the environment during the first three years should be at a level consistent with normal intellectual development. However, motor milestones may be somewhat delayed and motor clumsiness is usual (although not a necessary diagnostic feature). Isolated special skills, often related to abnormal preoccupations, are common, but are not required for diagnosis. Diagnosis requires demonstrable abnormalities in at least 3 out of the following 5 areas: 1. Failure adequately to use eye-to-eye gaze, facial expression, body posture and gesture to regulate social interaction; 2. Failure to develop (in a manner appropriate to mental age, and despite ample opportunities) peer relationships that involve a mutual sharing of interests, activities and emotions; 3. Rarely seeking and using other people for comfort and affection at times of stress or distress and/or offering comfort and affection to others when they are showing distress or unhappiness; 4. Lack of shared enjoyment in terms of vicarious pleasure in other people's happiness and/or a spontaneous seeking to share their own enjoyment through joint involvement with others; 5. A lack of socio-emotional reciprocity as shown by an impaired or deviant response to other people's emotions; and/or lack of modulation of behavior according to social context, and/or a weak integration of social, emotional and communicative behaviours. Diagnosis also requires demonstrable abnormalities in at least 2 out of the following 6 areas: 1. An encompassing preoccupation with stereotyped and restricted patterns of interest; 2. Specific attachments to unusual objects; 3. Apparently compulsive adherence to specific, non-functional, routines or rituals; 4. Stereotyped and repetitive motor mannerisms that involve either hand/finger flapping or twisting, or complex whole body movement; 5. Preoccupations with part-objects or non-functional elements of play materials (such as their odor, the feel of their surface/ or the noise/vibration that they generate); 6. Distress over changes in small, non-functional, details of the environment. Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) Diagnostic Criteria A. Qualitative impairment in social interaction, as manifested by at least two of the following: 1. Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction; 2. Failure to develop peer relationships appropriate to developmental level; 3. A lack of spontaneous seeking to share enjoyment, interests or achievements with other people (eg: by a lack of showing, bringing, or pointing out objects of interest to other people); 4. Lack of social or emotional reciprocity. B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: 1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus; 2. Apparently inflexible adherence to specific, non-functional routines or rituals; 3. Stereotyped and repetitive motor mannerisms (eg: hand or finger flapping or twisting, or complex whole-body movements); 4. Persistent preoccupation with parts of objects C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning. D. There is no clinically significant general delay in language (eg: single words used by age 2 years, communicative phrases used by age 3 years). E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than social interaction), and curiosity about the environment in childhood. F. Criteria are not met for another specific Pervasive Developmental Disorder, or Schizophrenia. International Classification of Diseases (ICD-10) issued by the World Health Organization

DIAGNOSTIC CRITERIA FOR AUTISM DISORDER (ICD-10) (WHO 1992)

At least 8 of the 16 specified items must be fulfilled. a. Qualitative impairments in reciprocal social interaction, as manifested by at least three of the following five: 1. failure adequately to use eye-to-eye gaze, facial expression, body posture and gesture to regulate social interaction. 2. failure to develop peer relationships. 3. rarely seeking and using other people for comfort and affection at times of stress or distress and/or offering comfort and affection to others when they are showing distress or unhappiness. 4. lack of shared enjoyment in terms of vicarious pleasure in other peoples' happiness and/or spontaneous seeking to share their own enjoyment through joint involvement with others. 5. lack of socio-emotional reciprocity. b. Qualitative impairments in communication: 1. lack of social usage of whatever language skills are present. 2. impairment in make-believe and social imitative play. 3. poor synchrony and lack of reciprocity in conversational interchange. 4. poor flexibility in language expression and a relative lack of creativity and fantasy in thought processes. 5. lack of emotional response to other peoples' verbal and non-verbal overtures. 6. impaired use of variations in cadence or emphasis to reflect communicative modulation. 7. lack of accompanying gesture to provide emphasis or aid meaning in spoken communication. c. Restricted, repetitive and stereotyped patterns of behavior, interests and activities, as manifested by ate least two of the following six: 1. encompassing preoccupation with stereotyped and restricted patterns of interest. 2. specific attachments to unusual objects. 3. apparently compulsive adherence to specific, non-functional routines or rituals. 4. stereotyped and repetitive motor mannerisms. 5. preoccupations with part-objects or non-functional elements of play material. 6. distress over changes in small, non-functional details of the environment. d. Developmental abnormalities must have been present in the first three years for the diagnosis to be made

Born in Oklahoma, in 1951, Karen L Simmons had her first book published in 1996. The book, Little Rainman, Autism Through The Eyes of A Child was written to raise awareness about the early detection signs of autism and has sold over 10,000 copies worldwide to parents and educators of these special children.