Defining Autism and New Autism Studies Results

                

 

The reported cases of autism seem to be sweeping the country like never before, and autism is frequently seen on the news and in special TV reports. Is there an epidemic going on or is it just that autism is now gaining more visibility? Recent studies indicate that as many as 1 in 162 children have autism to some degree.

The tough part about autism is that it is difficult to diagnose. It?s not like a broken arm where you can take an x-ray and determine yes the arm really is broken. Rather, much of the diagnosis of autism is somewhat subjective, although there are definite signs to indicate that a child has autism or autistic spectrum disorder to some degree. The other tough part is that the degree of autism varies from child to child. The very mild form of autism is known as Asperger?s Syndrome. But regardless of the severity, an accurate diagnosis as early as possible is extremely important, since the child can benefit greatly from different educational methods that are employed for autistic children.

Signs of autism or indications that might lead you to think your child has ASD (Autistic Spectrum Disorder) would be a very unusual response or a lack of response at all to noises and other people. Autistic children do not care to be socially involved with other children or adults, but rather they seem to live in their own world. Another sign is that affected children are engrossed with a toy or particular object. Engrossed may not be the right word however, it is more like they are totally 100% focused on that object, for as long as hours at a time, even an inanimate object.

Autistic children do not like a change of routine. If your child is subject to temper tantrums for what seem like insignificant events, you should examine the change that occurred which may have spurred the tantrum, since autistic children can get very upset and unsettled when their regular routine is interrupted by something else.

There is neither a known cause for autism nor a known cure. It is primarily thought to be a neurological condition and it is not thought to be hereditary. Many people believe that there is a correlation between autism and mercury contamination. The mercury contamination goes back to the normal childhood vaccinations that all children receive before they enter school. There is a preservative that has been used in some of these vaccinations known as Thimerosal which is almost 50% mercury. Although the dangers of mercury are well known, its link to autism is still just a theory and is not supported at this point by any scientific evidence.

A more recent report states that scientists in New Jersey have asserted that children who have been diagnosed with autism seem to be unable to metabolize key fatty acids that fight brain-damaging inflammations. This is an interesting find, although as yet unsubstantiated, since it is known that autism has a tendency to scramble the signals going to the brain and cause them to be interpreted incorrectly. More studies are being conducted, but if this latest study can be validated, a virtual cure for autism could be as simple as a "therapeutic cocktail of fatty acids".

Like anything else, early diagnosis is a key ingredient to finding the help your child needs to fight autism and get the necessary help, particularly during elementary school education, where special schools can provide the type of environment needed by the autistic child, whereas normal public schools are not equipped to provide that type of one-on-one special handling for a particular student.

Jon is a computer engineer who maintain a variety of web sites based on his knowledge and experience. For more information about Autism and Autistic Spectrum Disorder, please visit his web site at Autism Explained.

Autism and Diet - What Are Your Options?

                

 

When, as parents, you hear your child has autism, the first response is usually one of shock even though you may have had concerns that led to the diagnosis. After the shock wears off, you?ll probably be looking for things that can help your child. Unfortunately, information regarding a cure or even the root cause of autism is not yet known, so many parents turn to differing treatment options and there are a number of theories that suggest there is a link between autism and diet. More specifically that a special diet called GFCF that might help children with autism in many ways.

GFCF stands for gluten free casein free. Following a GFCF diet means foods with those proteins are eliminated from your child?s daily diet. Sounds simple right? Well, unfortunately it?s actually pretty difficult to do.

The problem is that these proteins are commonly found in foods that most of us eat each day, and therefore the diet can be somewhat restrictive.

Casein is found most commonly in milk and milk products like ice cream and cheese that are made with milk. Gluten is found in grains and also in oats and barley. It is also found in soy products, and many additives that are put in foods for coloring, flavor, or as a preservative. Both these proteins also appear in other food sources as well meaning you have to become an avid label reader.

Though studies are on going, there is no conclusive link between the GFCF diet and improvement for autistic children just yet. However, what is known is that some autistic children find if very difficult to digest these types of proteins in the same way as others can, and can lead the body to treat them as if they are poisonous.

Having this reaction to these proteins might lead to problems with bloating, gas, and diarrhea. Some also believe that these have an impact on social and emotional problems that are very common in children and adults struggling with autism.

Before removing any foods in order to follow a GFCF diet, it is a good idea to get approval from a doctor. The doctor might want to keep a close eye on the child because many important nutritional elements like calcium might be missing from the diet once milk is removed.

There are other foods that can supplement calcium, and a doctor can help with adding foods back to replace what following such a diet can miss. Vitamins and minerals are important to any eating plan, and if they are lacking, a child will suffer in other ways.

Continue reading for more information about GFCF diets and sign up to the newsletter for additional information on managing autism with dietary changes.

Some parents? report astounding changes in both physical and emotional problems, while others say that nothing changed when trying the GFCF diet. There are some in the middle that say the elimination diet helped with one problem but not others. How each child will react cannot be known until the diet is tried.

However, before jumping in and restricting your child?s diet to see if there is a link between autism and diet, parents should talk to the doctor and remember that the results for other families have been mixed. As long as a physician is overseeing the diet, and the child is receiving regular check ups, there should be no harm in trying the diet to see if it works.

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

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.

Understanding The Pdd Autism Link

                

 

Autism comes under the PDD (pervasive development disorders) umbrella For the longest time, kids who had PDD slipped under the radar and did not get the correct diagnosis, instead they were given labels by others who did not understand them. They were called shy, weird, or just ?different?. These problems, as it turned out, are related to PDD autism. Though classic autism was diagnosed long ago, there are high-functioning forms that are now just being understood and diagnosed. These are the children that were often misunderstood and teased. Research and understanding now allows these children enjoy a more ?normal? way of life.

The word normal is something that should be used carefully however. What is normal for one child is not for another. There seems to be a standard range of accepted behavior and development though, and those with PDD often fall outside those ranges in some areas.

Many with PDD can blend in, but they are often singled out eventually. Many of them say that PDD makes them who they are, and they would not change that for the world. However, because they want to interact with others who do not have autism, they do have to learn to adapt. There are programs now that are designed just to help these children with the social and communication problems they often have.

Almost every child with a PDD has communication issues. Some have no vocabulary, and some have a very extensive one. Some never utter a word, but instead, choose to communicate through hand motions. There are many problems, even for those with large vocabularies. Though they know the words to use, they often use them in the wrong context, or use them in the literal sense only, which can lead to misunderstandings on both sides of the conversation. Just think about the everyday expressions like ?raining cats and dogs? or ?going hell for leather? ? pretty confusing if taken literally.

Social settings can be huge problems for children and adults with PDD autism. Many want to interact with their peers just like everyone else, but it can be very painful for them. They lack the skills needed for this type of friendship. There are times when they say the wrong things, and they can have a problem with maintaining eye contact. Failed attempts at socialization can become frustrating and they may choose to retreat into their own world where they are safe from disappointments. Many think they want to be alone, but this usually comes after they have tried to relate to others and fail. Once they fail, they feel safer on their own, and begin to develop a preference for that.

In most cases, children will be diagnosed with PDD autism by the ages of three or four. Though this is not true in all cases, a majority will know before they reach school age.

Other than social and communication problem, there are other common PDD signs. These can include repeated motions, and a tendency towards having tantrums for small things like a shift in routine. There can be aggressive behavior is some, and that is usually due to failed attempts to communicate feelings or messages. Some are overly sensitive to noise and other stimuli, and others seem to be unaware of things going on around them. No two children will exhibit the same symptoms. It is thought that early diagnosis is best, and can lead to a better life all the way around for those with PDD autism.

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

Adult Autism Does Not Have To Hurt Your Relationship

                

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Understanding Visual Thought And Autism

                

 

The best way to help an autistic child cope with change is to understand the way they think, so you can present ideas and situations to them in a way they will effectively comprehend.

While the average person thinks in language, the average person with autism thinks in pictures. This thinking process is known as visual thought. Visual thought is when a person thinks in pictures, images or even movies, instead of actual words and concepts. Therefore, for most autistics, words are like a second language. Written and spoken words are transformed into moving pictures with sounds in their mind. It is through the comprehension of their visual thoughts that they can either identify with a situation and words, or not understand.

Recent research on autistic thinking has found that people with autism are inclined to focus on specific details instead of the bigger picture. Unlike a normal brain that connects all of its different processing parts together, the brain of someone with autism is not entirely connected to each of its systems. This is what sometimes makes autistics excellent at one thing and unskilled at something else.

Visual thinkers have difficultly forming concepts. This is because conceptual thinking usually occurs in the frontal cortex of the brain; the part of the brain that has unusual makeup in autistics. The frontal cortex incorporates information from the thinking, sensory and emotional areas of the brain. Due to the fact that the frontal cortex of autistics is not properly connected to the other parts of the brain, they encounter problems when it comes to carrying out normal functions.

Most autistics excel at visual spatial skills, but have difficulty with verbal skills. Instead of developing new conceptual ways of thinking through emotions and words, they can create new visualizations by taking small pieces of other images they have stored in their memory banks to create new visual concepts of understanding. They translate words into pictures, and piece pictures together with actual experiences to create video-like images that make up their thought process.

Autistic individuals have difficulty learning things that cannot be visualized as a picture. For this reason, nouns become the easiest words for children to understand and learn because they can be directly related to images. However, prepositions, verbs, etc. are more difficult for autistics to process because the usually do not understand these words until they are associated with an actual event they remember doing. For instance, the word “under” may be understood through a memory of going under a table. Usually, an autistic has difficulty with words that cannot be converted to pictures and have no definite meaning on their own such as the word “and”.

One of the best ways to help the average person understand the autistic brain is to visit an online image based search engine (IE Google Images) and type in words. The images these words produce can give you an idea of how autistics think and use pictures to form concepts.

The best way to teach an autistic child is to build on their strengths, not just on that which they have difficulty. Thus, teaching and communicating with a visualization aid can be very effective and help them process their thoughts. In most cases, the more someone with autism learns, the more they will comprehend and understand that they think and feel in a different way than the average person.

Just remember, effectively communicating with a person with autism can take time. Therefore, you need to be patient, understanding, and engage your sense of humor.

Rachel Evans has an interest in Autism. For further information on Autism please visit http://www.essential-guide-to-autism.com/autism.html or http://www.essential-guide-to-autism.com/blog/2007/01/04/understanding-visual-thought-and-autism/

How Is A Child With Autism Syndrome

                

 

Autism is not a disease, but a developmental desorder of brain function. Symptoms of autism syndrom usually appear during the first three years of childhood and continue through life. Children are social creatures who like to smile, laugh, cuddle and play. But there are also children taht seem to exist in their own world, where there are repetitive routines, odd behaviors, comunication problems or total lack of social awarness or interest in others.

A child with autism syndrome who goes to school is generally withdrawn and he will not even make eye contact. Many cildren engage in repetitive movements such as rocking and hair twirling in self-injurious behavior such as biting or head-banging.

Children with autism syndrome tend to start speaking later than usual and tahey refear to themselves by name instead of "I" or "me", they may speak in a sing-sang voice or use peculiar language.

There are some cildren with autism syndrome that are very bright and do very good in school and they may be able to live independently when tahey grow up. There are autistic cildren with talent in art, music and other area.

There isn't one specific cause of autism syndrome and for taht it remaind unknown. Research has focused on wether chemical inbalances, differences in the brain, genetics or problems of the central nervous sistem. However, what do we know is that parents do not cause autism.

There is no cure for autism syndrome and children will have it throught taheir live. Children with autism syndrome need educational programs and a comprehensive evaluation. Psychiatrists are trained to diagnose children and adolescents with autism sindrome and also to help their families cope the stress. Also a rege of medication can be prescribed to help reduce aggressive and violent behaviour.

With educational programs designed to meet cildren wit autism syndrome individual needs and specialised adult support services, they can live and sometimes work in the society.

More informations abiut child autism or about autism can be found by visiting http://www.autism-info-center.com

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.