Autism - The Range Of Function

                

 

Autism is a syndrome that comes from exhibiting certain combinations or patterns of behavior. Low functioning autism is the term used to describe autistic individuals that are not able to function or deal with every day life. Normal to high functioning autism is used to describe people that exhibit autistic behaviors that are in fact able to deal with real world activities and normal day to day life. Many people diagnosed with autism end up living in less then ideal conditions. Autism is a developmental disorder, that affects many areas of human function such as language, and the ability to communicate. It affects self-help skills, coordination, and the ability of an individual to learn.

Common Behaviors

There are several common traits that will aid in the diagnosis of autism. These traits include, the tendency to stay in isolation or be away from others. Autistic individuals will have a hard time making friends and will seem very awkward in social situations. An autistic person will very rarely look some else in the eye. They will be very naive and easily swayed or manipulated. They are often quite gullible. When an autistic person speaks they will often so so using very formal language. They may speak in a monotone and their use of body language may be very poor. (such as nodding "no" while saying "yes". Autistic people will generally prefer common routines, they may be very literal in their use of language and may remember and recite a lot of detail without having a lot of understanding. They may also exhibit hyper- or hypo- sensitivity of the senses, have odd tastes in food and clothing as well as very fine or very grossly exaggerated motor coordination. The more of the above traits an individual exhibits the more severe the case of autism is said to be. In some cases the above symptoms may become helpfully in certain disciplines like science, math, and engineering. These disciplines require a lot of memorization and many autistic's are quite proficient in these subjects as a result.

Autism and ADHD?

There has been some discussion on about a genetic as well as behavioral link between ADHD and autism. Some experts believe that ADHD should be put considered as a form of autistic spectrum disorder. It is quite common to have children diagnosed with both ADHD and autism together. In children, the two disorders seem very much alike. As the individuals age, the disorders grow and become more apparent. Children with ADHD will often develop normal social skills and be able to communicate with their peers and with others. Autistic children however will continue to show symptoms even as they age. there is still much to learn about the autism spectrum. Even with current advances in technology and medical science, a cure for this condition remains a mystery. The more we study the sooner we will understand the disorder and be able to help those who are diagnosed with this condition.

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

Diagnosing Autism - What Steps To Take

                

 

Most children with autism are diagnosed at or before age three. There are times when it is obvious that there might be a problem, and other times things can go unnoticed. Children with classic autism have signs and symptoms that are rather obvious. However, those with higher functioning forms like Asperger?s may not show signs that are not so easy to pick up on. No matter why type of function these children have, there are some things that are used in diagnosing autism that will be noticed in all children. Parents with concerns should see a doctor for proper diagnosis.

Parents are the first step in diagnosis, but doctors may notice problems before a parent. There are many signs they can see as early as age one. A child with autism will be slow to speak or communicate, if they do so at all. They may be over stimulated or under stimulated by noises and actions. They may play alone, and they may also use repetitive motions. Some children might also be super sensitive to touch, and may cry out when held. Others may have tantrums that seem to come from things that other children handle well. Sometimes the smallest change in daily routine can trigger a tantrum. They might also ignore others, and cannot seem to maintain eye contact with anyone they don?t know. Many have problems with delayed motor skills, and might appear to be very clumsy.

There are some things that must be eliminated first. A hearing test might be one of the first things tested, as a lack of hearing can explain some behaviors and signs. A child might be non-verbal because they can?t hear, and this would also explain why they don?t react to noises and other stimuli. Genetic testing might also be done to see if there is a different explanation for many of the signs of developmental delay. A child might also be tested for seizure disorders.

After this type of testing is done, and everything else is eliminated, autism is diagnosed by behaviors. There is no medical test that can pinpoint it, and it is more of a process of elimination than anything. A doctor will study and ask for details about behaviors related to the child and determine what type of autism that child might have, and how high or low functioning they might be. The categories that will be looked at are communication, socializations, and overall behaviors.

A parent who is concerned should see their doctor about diagnosing autism as soon as they can. Most children are diagnosed by age four, but some can be diagnosed sooner. An early diagnosis means that the child can begin treatments at a younger age, and this can greatly improve the quality of life. This is especially true for the higher functioning children with Asperger?s. Though there is no cure for autism, there are some programs these children and parents can use to help with communication and socialization problems. Though it is a difficult diagnosis to accept, early treatment is best.

By Rachel Evans. Sign up for a free newsletter for more information about diagnosing autism. In the newsletter you'll find out more about the signs and symptoms of autism.

Picture Schedules for Autism

                

 

Children and adults with autism are known to have difficulty understanding spoken language. Images, and sometimes text, convey meaning for people who are unable to process spoken language. Research has found that children who use picture schedules are more engaged and less likely to exhibit challenging behaviors. Picture schedules are images and/or text arranged in a sequence that describe upcoming events or activities. Individualized schedules may act as a form of antecedent intervention to reduce challenging behaviors as they may limit the impact of new settings, demands, or activities.

In an article published in the Journal of Autism and Developmental Disorders in June, 2005, a student with severe autism was exposed to an activity schedule that had been carefully prepared based on functional analysis. This analysis examined contexts in which self-injury did and did not occur. These contexts included attention, demand, play, and alone. The authors found that the student exhibited the most self-injurious behaviors during academic demand contexts and not during the no interaction or play contexts. The authors also found that if a demand session was followed by an attention session, self-injurious behavior seemed to carry over.

A schedule that consisted of a sequence of demand-no interaction-play-demand was compared to a no schedule condition. Results of the comparison of the no schedule/schedule condition found that there was significantly less self-injury during the Schedule condition. In addition, levels of engagement were relatively high during the Schedule condition.

O'Reilly, M., Sigafoos, J., Lancioni, G., Edrisinha, C., and Andrews, A. (2005). Journal of Autism and Developmental Disorders, Vol. 35, No. 3.

Our website www.languageimages.com features picture schedules and communication boards for children and adults. We have generic picture schedules that you may find appropriate or you may customize your schedule or board with our database of over 5000 images. The site is easy to use and completed boards or schedules may be downloaded or we will print them for you.

Julia Lynch is a speech language pathologist with a special interest in autism, visual supports for communication, augmentative communication, and assistive technology.

Her website, http://www.languageimages.com features race and culture neutral images appropriate for children and adults.

 

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

The Benefits Of Music Therapy For Autism

                

 

A professional who specializes in autism can suggest different treatment for autistic?s that can have a significant positive effect on their behavior. One such treatment is Music therapy.

Music therapy is a controlled music experience that is used to facilitate positive change in human behavior. Each session of music therapy is carefully planned, carried out, and evaluated to suit the specific needs of each patient. Music therapy can include any of the following musical activities:

? Listening to music and/or musical creation
? Playing musical instruments (any instrument can be used)
? Moving to music
? Singing

As far as autism is concerned, studies have shown that music therapy has a significant, positive influence when used to treat autistic individuals. Participating in music therapy allows autistics the opportunity to experience non-threatening outside stimulation, as they don?t engage in direct human contact.

As was previously mentioned, music therapy is made specific to each individual. This is extremely important, because what may be positively received by one autistic may be negative to another. That being said, let?s take a look at the positive influence music therapy has had on autistic individuals.
Music therapy -

Improved socio-emotional development: In the first steps of a relationship, autistics tend to physically ignore or reject the attempts of social contact made by others. Music therapy helps to stop this social withdrawal by an initial object relation with a musical instrument. Instead of seeing the instrument as threatening, autistic children are usually fascinated by the shape, feel and sound of it. Therefore, the musical instrument provides an initial point of contact between the autistic and the other individual by acting as an intermediary.

Assisted in both verbal and non-verbal communication ? When music therapy is used to aid in communication, its goal is to improve the production of vocalization and speech, as well as stimulate the mental process of comprehending, conceptualizing and symbolizing. A music therapist will attempt to establish a communicative relationship between the behavior of a child with autism and a specific sound. An autistic person may have an easier time recognizing or being more open to these sounds than they would to a verbal approach. This musical awareness, and the relationship between the autistics? actions and the music, has potential to encourage communication.

Another form of music therapy that may help with communication is to play a wind instrument (IE flute). It is thought that by playing such an instrument, you become aware of the functioning of your teeth, jaws, lips and tongue. Thus, playing a wind instrument almost mirrors the functioning required in order to produce speech vocalizations.

Encouraged emotional fulfillment ? Most autistics lack the ability to affectively respond to stimuli that would otherwise allow them to enjoy an appropriate emotional charge. Thus, since most autistics respond well to music stimuli, music therapy has been able to provide autistics with an environment that is free of fear, stimuli considered threatening, etc.

During a music therapy session, an autistic individual has the freedom to behave in specific ways that allow them to discover and express themselves when they want and choose. They can make noise, bang instruments, shout and express and experience the pleasure of emotional satisfaction.

Musical therapy has also helped autistic individuals by:

? Teaching social skills
? Improving language comprehension
? Encouraging the desire to communicate
? Making creative-self expression possible
? Reducing non-communicative speech
? Decreasing echolalia (uncontrolled and instant repetition of the words spoken by another)

Keep in mind that although music therapy can have positive effects on autistic individuals, it is vital that an autistic receives such treatment from a trained and experienced musical therapist.

For more help and advice regarding autism therapy please browse through the rest of the autism articles on the Essential Guide To Autism blog.

Parasites to Blame For Autism?

                

 

Maybe no two topics go together these days like controversy and autism. The fact that medical science is completely in the dark about the cause of autism, as well as any cure, makes for a perfect breeding ground for conspiracy theories. Tales of fluoride in the water, a la Dr. Strangelove, and inoculation poisoning have become the stuff of legend with many parents definite about the link to autism. One possible cause that many prescribe to is the presence of a parasite. While there is little to no evidence that this may be the case, let?s take a look at why so many people think that this might just be the cause.

? Hearsay ? The Internet has quickly become one of the greatest resources in human history. It can bring people together from across the world instantly and more effectively than any other form of communication. But it can also be a huge source of misinformation. A quick Google search reveals that approximately one doctor believes that a combination of lead or mercury poisoning and a parasite could be the cause of autism. He recommends getting a mechanical device called a ?clicker? that is reported to kill parasites inside the body. In what seems to be the only ?case? of this working that has been passed around Internet chat rooms and message boards like a mutant game of Telephone, a young boy was cured of autism with a four month treatment regimen involving this ?clicker? and shots of amino acids. Of course, there is no real proof given, no media stories on this miracle cure and no follow up. This story has all the making of a classic Internet tall tale.

? The Power of Positive Thinking ? Every parent, when presented with the reality that their child has a lifelong, debilitating disorder like autism, tend to grasp for any possible hope they can. And who can blame them? Most parents, myself included, would probably do exactly the same thing. This is why most conspiracy theories, including parasites causing autism, survive and flourish. Every parent wants to believe that their child?s condition has an easy cure, we just haven?t found it yet. The power of positive thinking rationalizes that if we wish hard enough and long enough, a simple and reversible cause of autism can be found.

? Hope ? This ties into the reason stated above. Every parent needs hope. These bogus theories allow parents to cling to the idea that their child can and will recover and that autism can be overcome. It?s human nature, but it?s also detrimental to provide false hope and to not be living in reality.

As long as the human spirit is alive, theories like these will flourish. Autism is a scary, confusing and mind-numbing reality to have to deal with. It?s comforting to think that the condition really isn?t permanent and that that intelligent, happy and ?normal? child that is locked inside the prison that autism creates can and will be let out. Until an ironclad cause for autism is put forth by the medical community, theories like these will only get more common.

Rachel Evans has an interest in Autism. For further information on Autism please visit Autism or Autism Symptoms .

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

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.

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.