Hyper-Visual in a Verbal World - Autism and Communication Disorders

                

 

A child or adult with Autism or a Communication disorder will have difficulties fitting into our extremely verbal world. These difficulties can create isolation from others and threatening walls of silence. However, there is a specific sub group of people diagnosed with these disorders who have a hyper-visual system. In these cases, when the visual system is harnessed, teaching communication becomes much easier.

I Rode the Train, I Want to be an Engineer
Hyper-visual people are experiencing visually when speaking. Their communications may appear to be almost nonsensical rambling but in fact they are following a very logical pattern. The difference is the pattern followed is visual rather than verbal. The exchange below illustrates this point.

I asked Mark, a college student, ?How did you get here today??
He replied, I took the train in from Long Island. My family went to the beach (Mark was seeing himself on the train but did not say this). Maybe I will be a engineer. The reason I like engineering is that there are serious problems. (Mark was thinking about being a transportation engineering and designing train tracks and freeway intersections) I have always been good in math. When teachers are difficult to understand. (Mark is seeing himself at school doing well except when the teacher is confusing and then associating to a video he watched about Einstein)Like Dr. Einstein- There was an exhibit on Einstein at the history museum did you see it?

Mark was attempting to answer my question but his picture mind took him on quite a ride as one picture blended into the next from the train- to a vacation to an engineering career to Einstein, at the museum. The expected answer was ?TRAIN?. This very verbal illustration demonstrates how the visual pathway can create leap-frog thinking-which to verbal people can seem like impulsivity.

Instead of negotiating the world with verbal reasoning, a visual person often negotiates with patterns. As a result the ?sameness of routines? becomes the template to make sense of the chaos of everyday life. We refer to these visual learners as ?Mavericks.? We often ask Mavericks to adjust to changes in schedule or adjustments in plans based on how we typically explain things - by talking. These words can create more confusion and frustration as they may not be processed at the speed expected. This lag in processing time can create resistance, immature behavior, odd play, tantrums or reluctance to participate. As a result the normal teaching methods that are based on processing incoming language can fail.

Sequencing & Associating
Visual people often use the brain?s Associator to form memories. They learn of a new idea and they relate that idea to their own knowledge base. The opposite of the Associator is the Sequencer from the verbal pathway.

The Sequencer is rigid and ordering, one sound following another to make a word, words produced in specific order to form grammatically correct sentences and ideas linked in order to make paragraphs.

The Associator is time-independent and the Sequencer is very time based. Understanding consequences depends on a time based understanding of cause and effect.

My son, Whitney, at age 4, wanted to jump off of the roof to fly like Superman, without understanding, from verbal reasoning, the danger involved. Whitney would sit mesmerized watching Disney?s Snow White as if he were deaf. In fact, at times, I could scream in his ear and he could not hear me even though all of the parts of his ear to brain physiology were judged to be normal. At these times his visual brain powered by his associator were shutting down his verbal sensory system.

If the pictures drive the thought, children can appear to be oblivious to cause and effect. They may disregard threatened consequences. Often Mavericks feel that they must complete the pattern to finish the thought they have developed through the associator before they can transition to the next idea. If the thought is disrupted the Maverick may hit a wall and resort to talking with lines from a movie or echoing what was said or get stuck like a broken record and repeat the same thing over and over again.

With the appropriate training, Mavericks can learn effective verbal communication. The teaching methods must first then harness the visual system first before moving forward to teaching communication.

Dr. Cheri Florance is a brain scientist with training and clinical experience in how to teach the brain to replace symptoms of communication and language disorders. In her books, Maverick Mind, (http://www.penquinputnam.com) and A Boy Beyond Reach (http://www.simonschuster.com), she describes how she taught her own autistic son, Whitney to replace disability with ability and become symptom-free. To learn more about her own personal journey and successful methods visit her complimentary Learning Library at http://www.ebrainlabs.com

 

Autism and Intelligence

                

 

While the average IQ rate of the population seems to be about 100, patients with autism mostly have a decreased one due to the learning disability or creating the disabilities; some of the autistics though have shown a normal or even high IQ rate. From this reason many sufferers from the Asperger syndrome are able to lead a normal life.

The autistic disorder is usually diagnosed during childhood, especially around the age of 3-4 when parents notice an abnormal behavior in their children. Some children however can remain undiagnosed until the age of 12 and the medical treatment is mostly hard to begin at this age. Many autistic children are only diagnosed after going to school as they show their poor social skills or a challenging behavior. Especially patients with the milder form called Asperger syndrome can remain undiagnosed until later opportunities occur.

No exact method of autism diagnose is known. Still, doctors must firstly eliminate other conditions by performing hearing and blood tests. Autism is diagnosed by the close observation of the behavior, social skills and ability to communicate. Parents and specialists must work together to identify a possible autistic disorder. If suspicion of autism persists, the child will be seen by a group of specialists such as a pediatrician, a child psycho loge and psychiatrist, a speech therapist and an educational expert. Every autistic child must have his personal caretaker which will closely observe the patient?s assessment and progresses.

An appropriate treatment for autism includes education, special behavior and speech training and even medications in some cases. Children with autistic disorders require special care in an appropriate school environment or in regular schools with additional help if the symptoms are moderate. The progresses of the patients very much depend on a well organized structure of the classes and classrooms. Schools must also use methods to help the patients find new ways of expressing themselves.

An adequate behavior therapy can only be provided by a clinical psychologist and will help the family to better understand the child?s needs. Some neurovegetative abnormal actions can be controlled by medications. Autistic children have frequent outbursts of aggressiveness, obsessions, hyper agitation and hyperactivity of their behavior. Used for a longer period of time, these drugs can show dangerous side-effects like provoking obsessions and repetitive actions.

Other therapeutic approaches are known, but they are however not approved by medical organizations as their benefits are not been proven. Music therapies can help calming down the patients while symbols and pictures might improve the communication skills. Another unscientifically proved method of treating autism symptoms is the use of the Secretin hormone.

The autistic child requires permanent care and the parent will need another qualified persons to help with the child?s observation. Caretakers of patients with such disorders are also entitled to an allowance for disabilities.

For greater resources on Autism or especially about signs of autism please click this link http://www.autism-info-center.com/signs-of-autism.htm

Autism Spectrum Disorder: The Role Of The Individualized Education Program Team

                

 

The fastest growing diagnosis within the disability of Pervasive Developmental Disorders is Autism Spectrum Disorder.

Children diagnosed with Autism Spectrum Disorder are from all socioeconomic groups, as well as cultural, racial, and ethnic populations. More students with Autism Spectrum Disorder will be found in every community and neighborhood due to the increased identification of the disorder. Estimated annual cost of educating and caring for individuals with Autism Spectrum Disorder is to be around 90 billion dollars according to the Autism Society of America. Early diagnosis and intervention is a key factor in reducing treatment costs by two-thirds.

There are five related developmental disorders placed under the umbrella category of Pervasive Developmental Disorders. They include:

1.Autism Spectrum Disorder
2.Asperger?s Syndrome
3.Childhood Disintegrative Disorder
4.Rett?s
5.Pervasive Developmental Disorder ? Not Otherwise Specified

Specific Aspects of Autism Spectrum Disorder

?Autism Spectrum Disorder affects the neurodevelopment system. The results are distinct learning and behavior characteristics
?Autism Spectrum Disorder has an underlying biological/genetic cause that produces organic and/or physical changes during brain development. This results in atypical cognitive and social development and behaviors
?Autism Spectrum Disorder affects individuals uniquely
?Autism Spectrum Disorder does not result from poor parenting
?Autism Spectrum Disorder affects the individual?s ability to integrate sensory information and regulate their emotions

There are five deficit areas to consider as diagnostic criteria for identifying individuals with Autism Spectrum Disorder, they are:

1.Communication
2.Socialization/Social skills
3.Restricted interests
4.Sensory integration
5.Behavior

Individuals diagnosed with Autism Spectrum Disorder exhibit varying degrees of difficulties in these five areas.

Recent research shows students with Autism Spectrum Disorder exhibit the same early symptoms that include:

?Lack of eye contact
?Lack of joint attention (attention to the same item or topic as another person)
?Atypical sensory/motor processing

Goals and Objectives for Students with Autism Spectrum Disorder

The general education teacher must ensure that students with Autism Spectrum Disorder have goals and objectives designed to promote the development of independent living, academic skills, and appropriate social behaviors and skills.

It is essential that these goals be introduced early and addressed annually in the individualized education program. If these goals are not addressed until the child reaches secondary school, there is a higher potential for many students with Autism Spectrum Disorder leaving school not able to live independently, succeed academically or be gainfully employed.

In order to help provide a smooth transition to a post-high school setting, the responsibilities of the IEP (individualized education program) team may include:

?Developing goals and short-term objectives that promote self-monitoring and independent living skills

Secondary individualized education program teams have the responsibility to identify the long-term supports these students will require for academic, economic and social independence. They must ensure students with Autism Spectrum Disorder have long-term goals that specify the need for explicit instruction in the essential social skills necessary for all post-secondary academic, social, and/or vocational settings. Students with Autism Spectrum Disorder must be given multiple opportunities in a variety of social, academic, and vocational contexts to practice these skills.

Of highest priority is ensuring that students with Autism Spectrum Disorder acquire the essential social and daily living skills they need for a responsible integration into the community.

Transition Goals and Objectives of the Individualized Education Program team may include:

?Providing students with Autism Spectrum Disorder vocational and career exploration
?Experiences to assist them with learning which careers or college majors can accommodate their uneven academic and/or social development while at the same time utilizing their unique abilities and interests
?Opportunities to acquire vocational and/or work-related behaviors and skills required for successful employment and/or educational settings

Source: The Autism Society of America

This article is FREE to publish with the resource box.

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

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.

Autism Vs Sibling Rivalry

                

 

There?s always tension between siblings, but when one child has a mental or physical developmental disorder, this sibling rivalry can become even more pronounced. As a parent, dealing with disorders can be stressful enough without worrying about having to balance your time between two or more children. A number of things can be done to improve relationships between brothers and sisters when one or more child suffers from autism, but remember that children of all ages will quarrel, so time apart is important too.

First and foremost, it is important to educate your children about autism. Starting from a young age, your children who are not diagnosed with the disease should learn that their brother or sister has a different understanding of the world. This is especially important because when you and your spouse pass away, your other children will most likely have power-of-attorney over their autistic siblings, even if they do not have direct responsibility for them on a day to day basis. It may be beneficial to explain this to them as they mature, but even as a child, the sense of responsibility for a sibling who needs help can create more understanding. Get you child involved with taking care of your autistic child by learning fun educational games to play together or helping with everyday tasks such as dressing and eating.

However, remember that your non-autistic child needs plenty of care and attention as well. Plan family outing which all of your children can enjoy, but also treat your non-autistic children to other events as well. They may feel resentful because they cannot do all of the things with their family that a typical child and his or her family can do, so try to counteract this with other events. For example, perhaps your family cannot travel to the beach because your autistic child can?t handle the stress of the sand, water, and crowds. Instead, plan a family trip to a less-crowded lake destination or, if you live close enough, plan a day trip to the beach while your autistic child visits with grandma or does another activity.

Remember that your non-autistic children need attention at other points in the day, not just every once in awhile for special events. Schedule some time every day to provide these children with your undivided attention. Think of this kind of sibling rivalry as similar to the rivalry that occurs when a new child is born. Although the new baby needs your attention the most, you cannot ignore your other children. The same is true when you have an autistic child.

Lastly, take advantage of programs and organizations aimed at helping families through difficult situations. Many groups are formed specifically for siblings of autistic children to help them cope with the stress that this causes in their lives. If your child does not enjoy these groups, do not force him or her to go, but usually these meetings are fun and inspiring.

Consider joining a family counselling group. This not only helps parents deal with the stress of raising an autistic child, but also helps children, both autistic and non-autistic, learn to interact peacefully with one another. When there is a level of understanding between children and between a child and his or her parents, the family can work together to help their autistic member, as well as help one another be successful in life.
Rachel Evans has an interest in Autism. For further information on Autism please visit Autism or Autism Symptoms

Knowing The Symptoms Of Autism

                

 

Autism is a very confusing disorder that tends to affect a persons attention, perception, and thought. There is no clear definition of the symptoms of autisms, because it manifests in different people in many different ways. The manifestation could be from mild symptoms all the way to severe symptoms and everywhere in between. Behavior patterns are most notable when it comes to autism. Generally speaking, those suffering from any autism disorder will have behavior that is inconsistent to what is deemed appropriate for their specific age level.

Known as a pervasive developmental disorder, according to the American Psychiatric Association, the disorder is difficult to diagnose in patients thanks to the broadness of symptoms associated with this particular disorder. The diagnosis of autism usually occurs when the patient shows at least six of the twelve outlined symptoms of autism in regards to behavior, communication, and social interaction.

Behavior

For diagnostic purposes, the individual must possess at least two of the four listed symptoms of autism:

1. Is extensively preoccupied with restricted and stereotyped interest patterns that appear to be abnormal, due to focus or intensity.

2. Repetitive and stereotyped motor skills such as difficult movements of the entire body, twisting fingers, flapping fingers, or flapping hands.

3. Extensively preoccupied with specific object parts and pieces.

4. Does not associate well with rituals or specific routines.

Communication

For diagnostic purposes, the individual must possess at least one of the four listed symptoms of autism:

1. Lack of or delay in spoken language development. If the delay or lack of language skills is unaccompanied by any attempts of compensation, through other communication modes. For example, mime or gestures.

2. Has proper spoken language development with the inability to sustain or initiate in general conversation with peers, doctors, and family members.

3. Repetitive and stereotyped use of idiosyncratic language or language.

4. In ability to participate in social imitation playing or make-believe playing, spontaneously, in regards to their level of development.

Social Interaction

For diagnostic purposes, the individual must possess at least two of the four listed symptoms of autism:

1. Impairment is marked by using a variety of behaviors in a non-verbal manner. For example, social interaction gestures, body posture, facial expressions, and gazing eye-to-eye.

2. Has the inability to properly develop relationship with his or her peers in a many that is appropriate for their age and level of development.

3. Inability to spontaneously share with others in their achievements, interests, and enjoyment.

4. Inability to participate actively within social environments such as games or playing. The patient prefers to remain in solitude, when playing or taking part in activities. Other people are only involved as aids or tools in their play.

As you can see from the above, it is extremely difficult to diagnose a person even when some of the symptoms of autism are present. It is ultimately important to speak with your physician about your concerns and have your child tested for any one of the autism disorders, if you feel they are showing symptoms of autism.

Melody Franks works in the medical field and writes articles related to health and wellness. She regularly submits articles to Be Strong Live Long and The Search for Wellness.

Awareness of Autism

                

 

Promoting awareness can help people understand what autism is, how it affects people and appreciate that this is a condition that many people have. If everyone knew the symptoms, the behaviors and the way it affects others then autistic people would be treated according to who they are and how they think.

As long as there are people that don't understand autism, there are still people that stare at autistic people as if they are strange or don't understand why parents are taking care of their children in a certain way.

But awareness is not just about teaching the public about what autism is, it is also for people that don't recognise symptom behaviors in their children. It is for people that have autistic children but don't know all the facts or techniques available. It is for governments to be reminded there is a large population who have needs that should be respected. It is for schools and teachers to understand how autistic people think and feel so that they can talk to them and teach them in a way they can understand.

And Remember...

The more people are reminded that autism is around then we will see more things like child friendly places where autistic children are welcome, special foods that are sold on the supermarket shelves for autistic children that are on special diets or schools that have special needs teachers.

How to Promote Awareness - There are many ways to promote autism awareness in which you can help spread understanding without it seemingly as if you are preaching.

Display your support - Currently there are several products that you can buy that let you show your support. These are things like wristbands, and autism pins or ribbons.

Events - The autistic groups and societies are the best places to go to see the local events that are happening in your area.

Donate to your national society - The national autistic societies in your country are on the front line of medical research, government legislation and so on. Their role is to represent the entire population of autistic people. For this reason, donating to your national society groups goes a long way to advancing research and development and making sure the governments and all the small government organisations keep autistic people in mind.

Donate to your local support group - You can donate to your local group or your national society. Donating to your local group is a great way to give to the local autism community. It helps them with raising funds to organise forums, meetings and events. Helping these groups grow provides a local community of people that all understand what other parents and carers are going through.

Talk to people - Also, you can simply talk to people and ask them what they know and tell them what you know. The community works in a similar way to many other minority groups, the more people that are supporting the drive for awareness and recognition, the more people will take notice and accept their views.

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