How To Recognize The Different Autism Types

                

 

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

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

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

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

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

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

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

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

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

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

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

The Role Of An Autism Support Group

                

 

Having an autistic child or dependent adult is very draining on both caregivers and relatives. Knowing how to advocate and care for you your loved ones, while increasing general awareness, and caring for yourself are essential day to day necessities that require your immediate attention. the best resource to help you cope with an autistic child or dependent adult is an autism support group. These groups bring together professionals that are experts in the field of autism and those who interact with autism on a day to day basis. Together they use this forum to swap ideas, and encourage, and educate each other. An autism support group to be effective must play five critical roles on a day to day basis.

Partnership and Comprehensive Support

An autism support group must help bring people together and aid in the formation of partnerships to encourage interaction and growth between all involved. This support will provide a foundation upon which the groups members will grow and participate in the educational opportunities that are available and help match the needs of the autistic dependents with the needs of their families and caregivers. The support group should also provide Comprehensive support that is directed towards the objective that all autistic dependents receive a complete or traditional education designed specifically to the needs of the autistic.

Positive and Educational Support

Another major function of an autism support group is to offer positive support to the autistic child, and their caregivers by providing an atmosphere of encouragement and a safe environment to vent and express one?s emotions without fear of reprisal or judgment. This positive support will help break down barriers, and allow positive accomplishments to flourish and be recognized.

All the positive support in the world will accomplish nothing without building a solid foundation for education and the support group must promote educational programs to increase the knowledge of its members and prepare them with the information needed to be able to care for and support their loved ones. As an educational resource the support group becomes tasked with the responsibility for disseminating information about the disability, its symptoms, and treatments, and to provide support for the family's with autistic dependents.

Advocacy

The final and most critical function of an autism support group is their role as an advocate to protect and educate those that do not understand autism and often neglect the needs of the autistic patients as a result. An autism support group must represent the autistic community and push for the needs of the autistic community at large..

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/autism-books-are-a-tool

The Ongoing Mercury Contamination And Autism Debate

                

 

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

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

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

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

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

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

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

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

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

Understanding Autism And Irrational Fears - 5 Ideas You Can Try Today

                

 

Part of supporting an autistic means understanding autism and helping autistics cope with their fears. An autistic may fear many things including sudden loud sounds, physical contact, the dark, strange smells, etc. In fact, many autistics fear things they have no control over. However, not every autistic person has the same fears. Therefore, you need to learn what upsets your child and find ways to help them cope.

The following are 5 common fears suffered by autistics, and how you can effectively handle the situation to create a more positive experience for your child.

1. Fear of the dentist ? Many autistic children are afraid of the dentist. This shouldn?t be too surprising, considering the dentist can be hard to take for the average person.

Understanding autism and fear of the dentist is a matter of introducing your child to the right dentist. You need to find a dentist who is experienced with children with disabilities, particularly autism. If you have trouble finding a dentist with such experience, your best option is to choose one who has compassion and a willingness to learn.

Overcoming the dentist fear is about slowly introducing your child to the environment. The first few visits should only consist of getting your child to sit in the chair and the dentist looking in his/her mouth. Furthermore, distractions such as TV can help make the process easier to take. This process can take several months.

2. Fear of the dark ? Many autistic children fear the dark because they can?t control it and fear the unknown.

To help your child overcome this fear, try a game of peek-a-boo with the blanket, allowing your child to move from dark to light at their control. Other methods that may work in understanding autism fears of the dark include providing your child with a flashlight, lamp or nightlight.

3. Fear of loud sudden noises ? Loud sudden noises such as a fire alarm or thunder, often startles and upsets autistics. Sensitivity to sound may be desensitized through sound recording. Provide your child with a recording of the sound that upsets him/her and allow them to start the sound and slowly increase its volume. Having control over the playback of sound can help the child become familiar with the noise, allowing them to recognize it when it occurs.

4. Fear of looking at people ? Many autistics don?t look directly at others. Many researchers believe this is because autistics cannot accurately interpret expressions and emotions. Thus, autistics generally find it disturbing to look at people?s faces.

New studies on understanding autism have found that autistics respond well to cartoons that feature trains and cars that have people?s faces superimposed on them. These particular cartoons known as ?The Transporters? have been particularly successful at helping autistics learn about emotions.

5. Fear of socializing ? One of the biggest autistic fears is socializing. This means that it is often difficult for them to make friends. The following are ways you can help encourage them to socialize with those their own age:

- Encourage your child to get phone numbers of some of his/her schoolmates and bring them home so you can make calls.

- Schedule a playtime or invite another family of a fellow schoolmate over to your home for brief interaction (2 hour limit)

- Don?t rely on the friendship of only one child. Invite more than one child over.

- Ask your child what he/she wants to do when the friend comes over. Create a list of activities so things remain entertaining. Just remember, you need to teach your child to be flexible and accept suggestions from others. This can take time.

The more knowledge people have in understanding autism, the easier it will be for your child to make and keep friends.

By Rachel Evans. Sign up for a free newsletter & discover how understanding autism & autism symptoms can give your child a big advantage.

Autism Diagnosis

                

 

Autism is a condition that can be treated, this is the prime reason why in suspected autism cases it is best that the diagnose be made earlier than later, it must be pointed out however that autistic behavior is not a frequent thing among health communities and families, so this should not be a major concern for parents. Nevertheless it is always recommended to use experts to establish some kind of diagnosis as regards to behavioral abnormalities.

One of the many essential features concerned with children of autistic disorder is their tendency to create odd interests and poor attention and focus. Additionally, they also deficit in social interaction. Most authorities in this subject affirm that these features clearly indicate autistic factors yet they admit that these are not enough to diagnose autism among children younger than 3 years old.

Moreover, the inconsistency of symptom manifestation often hampers the proper diagnosis of autism more than the abnormality itself. There are virtually lots of factors affecting this inconsistency.

Autism can also be correlated with other conditions such as mental retardation, childhood psychoses, Asperger disorder and a couple of other neurological disorders.

Often, diagnosis begins through these three determining factors. Keep in mind though that evaluation of these three stages would not suffice the data so as to conclude that a child truly has autistic features.

Physical and neurological examinations
Examination of medical history including those that manifest through relatives. This also consists of birth history and developmental conditions, and
Medical tests to help rule out other diseases

Diagnostic criteria are used to formally determine if a child is truly subjected to autistic features. Comprehensive diagnosis can be done through routine developmental screening which concerns mostly all developmental features that are absent or deficient with autistic children.

After the recognition of these factors, the child may be given audiologic evaluation, screening test for autism and blood lead test.

During evaluation it is vital that the children are diagnosed by an experienced clinician. He must be well-learned with concerns pertaining to psychology and pediatrics.

For an initial evaluation, you as a parent can do the following:

Observation on social impairment which manifests through the following:
a. impairment of non-verbal interaction
b. weak ability to build peer relationship as observed during different developmental stages
c. lack of emotional and social reciprocity which is prone to isolation

Observation on communicational impairment which manifests through the following:
a.delay or lack of development in language facilities, more specifically the spoken language
b.lack of social plays suitable for each developmental stage
c.inability to maintain social conversation
d.idiosyncratic language or marked repetitive use of words

Noticeable patterns of activities, behaviors and interests manifested through the following:
a.continuous preoccupation with specific parts of an object
b.motor mannerism
c.limited patterns of interests
d.observance of rituals or non-functional habits

Due of course to the difficulty of diagnosing autistic features, it is best to subject the child to professional evaluation. It is not as easy though as with other diseases so be patient with findings means for efficient and effective diagnosis.
Autism is a major concern for parents and caregivers in the first few months of a baby?s development. Learn more about Autism Diagnosis at http://autism.advice-tips.com

Autism Education

                

 

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

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

Important Pointers in Teaching your Child with Autism

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

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

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

Special Schools for Autism Education

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

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

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

Child Autism

                

 

For nearly all parents, the most important things in the world to them are their children. They will probably do everything in their power just to keep them safe and make them feel loved. It would especially heartbreaking if your child is suffering from autism. What would you do? Studies have now found ways to reverse child autism and keep them from being distant forever.

According to experts, child autism is considered as an all-encompassing brain disorder. It is technically labeled as pervasive developmental disorder or PDD. Most children with autism find it difficult to communicate and interact with others. They also have an impaired ability when it comes to having close relationships. Talking or listening can also be difficult.

Autism is difficult to spot early on because the distinction of it being a medical condition or simply shyness is too fine. Generally, it is best to have your child checked for autism if, by the age three, you see that he is not interested in any kind of social interaction, having trouble communicating or is not reacting to direct stimuli, such as hugs.

It is also hard to diagnose child autism, as it has varied effects on different children. Some are autistic since birth while some start to show signs by the age of three years old. Children with severe autism are incapable of functioning on their own. It is important to do everything you can to reverse the effects of autism.

Things You Ought To Know To Help Your Child with Autism

There are now many ways to reverse child autism. Many books and printed materials that deal with this specifically are widely available. These reading materials mostly have suggestions and guidelines on how to educate and teach your child. Dietary suggestions are also included.

The Internet also provides hundreds of sites containing information about child autism. These web pages include proper care guidelines, symptom analysis, diagnosis and treatment. They may also help you find great schools that have the facilities and trained professionals that can cater to your child's needs.

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

Parenting Autism - Getting Past the Embarrassment

                

 

One of the more difficult parts of parenting a child with autism, and something that can be hard to talk about, is the embarrassment you may feel about your child's behavior. As parents, we're not supposed to feel embarrassed about our children, yet we're also taught that children should behave, and if they don't, it's probably a result of faulty parenting.

This belief system can be very disempowering, especially for a parent of a child with autism, because it's impossible to control everything your child does. At those times when your child is acting strangely or falling apart, you can feel embarrassed or angry about the judgment you may feel from others. As a result, you may feel pressure to do something against your instincts, such as punish your child, just to save face, to look like you're in control, or to assuage your anger.

In reality, just like the sadness issue, how you feel about others' opinions is completely up to you. Believe it or not, you can choose to feel however you like when your child throws a tantrum in the mall. You don't have to feel unhappy just because your child is unhappy, or because others may judge you or your child. It's possible to empathize with your child in the situation while remaining happy and calm, or at least neutral and calm.

Next time you're in such a situation, ask yourself this question- "Which attitude would best serve me, my child, and this situation? Happy and calm, or embarrassed and angry?" My guess is that happy and calm would be the better choice in most situations, but ultimately your mindset is up to you. You cannot be influenced by others' opinions, your child's feelings, or anything else, unless you decide that you can.

Now let's turn for a moment to the person who is judging your child. This is someone who is judging a child with special needs. What exactly does that say about them? In reality, their judgment doesn't define you or your child at all. Instead, their judgment defines them as someone who needs to judge. It has nothing to do with you or your child.

If your child could do better right now, he would. In time he will do better, no matter what's happening at this moment. If you choose happiness instead of embarrassment, you can best support your child when he needs you most, even while he's falling apart at the mall.

Sandra Sinclair is a parent of a child with PDD-NOS. 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

Autism: An Incurable Developmental Disability

                

 

Developmental disability is an expression employed to refer to serious life long impairment that substantially reduces one or more of one's life functions. Such disabilities might adversely affect one's ability to make an independent living, ability to learn or move or express. One of such disabilities is Autism. If a child is autistic the signs are visible within three years of his or her birth. How pronounced are the symptoms varies from case to case and so the affect of the impairment on one's daily activities.

They have problems expressing themselves through speech and cannot speak well in most of the cases. An autistic child does not like playing with other children. He or she would rather find a small corner for himself or herself and confine to playing his or her own set of games that might appear very strange to any onlooker. They are very sensitive to light and loud noises and react to being subjected to them.

At times, they might behave as though they were deaf. They would not even respond to their own names. On other occasions, you name them and the head turns. It is primarily because on the occasions they do not respond, they are in their own world and have completely shut the rest of the world out. So, they are not receptive to external sounds or inputs naturally.

They can sit focusing on a single object for hours on one end without bothering to look around. It has also been found that some of them demonstrate exceptional fearlessness. For instance, an autistic may not budge even at the sight of a car dashing towards him or her at a very high speed.

The autistic children behave very differently. They do not like being cuddled or even touched. And if you smile at them, they might just keep staring at you unsmiling as though you were a dead wall.

They dislike socializing like anything and wish to live in the world of their own making. There are no known causes or cures for autism. We can only hope that someday we'll be able to find what exactly goes wrong with these people and how can they be cured, if 'cure' is the right term here.

Till that time all we can do is try to understand them and make them happy. Though they shun company but they still like being happy as much as any of us. However, it's not so easy to make them smile, for they smile only when they know you understand them and their very own, private world. Therefore, the key is understanding. Forget not, autistic might be similar in behavior but are still different as individuals. So, what works with one may irritate the other. Be careful, cautious and persevering.

To read more articles on disabilty, disability benefits, disability services and disability access visit http://www.about-disability.com/. To get more disability articles visit http://www.about-disability.com/

Sign of Autism in Your Child

                

 

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

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

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

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

Babies

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

18 months - 3 Years old

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

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

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

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

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

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

Dan! (defeat Autism Now)

                

 

In 1995, a group of thirty scientists and physicians were selected to try to get together and defeat autism. These forward thinking researchers were chosen due to their experience working with autism and hailed from the United States and Europe. Not satisfied with the available treatments for autism, this meeting of the minds was created to embark on a new pathway to understanding autism and finding different ways to treat it. Today the group still meets to share what they have discovered and further our understanding of autism.

It took them a year but the DAN! (Defeat Autism Now!) conference produced some sterling results. What they were able to come up with was a 244-page manual entitled Biomedical Assessment Options for Children with Autism and Related Problems. This manual was a progressive and cutting-edge approach to the treatment of autism and did not rely on using various drugs to treat autism. It was a more holistic approach that involved various components including diet, intestinal function, vitamin deficiencies, excess proteins, viruses, vaccinations, antibiotics, probiotics, amino acids, and more. Nearly every possible angle was researched in order to come up with the answers that had been obscured by conventional treatment for so long.

Autism is not a well-understood condition. According to research it is a biological disorder that affects the brain. However, the causes of the disorder are not fully understood. There appears to be a variety of causes that are in someway related. Autism usually has a strong effect on social functioning. Cases can range from mild to severe and over the years more and more autistic people, children especially, have been able to attend school in regular classes and thrive in such environments.

DAN! was created in order to address the limitations of available treatments and the understanding of the disorder. The participants wanted to move away from traditional thinking and invent their own paradigm. It seems to have worked! If this approach to the treatment of autism interests you, then you can find out information about how to contact a DAN! practitioner quite easily. The first step is to visit www.autismwebsite for information on DAN! and access to scientifically-researched information on autism. Within the website you will find tons of resources that will give you a better understanding on the mechanizations of autism. There are also a variety of scientific papers and studies that you can review. In addition, there are helpful links to detailed lists of DAN! practitioners in the United States and around the world. There are not just thirty anymore! Since the revelations from the DAN! conference have become public more and more medical professionals around the world have adopted the suggestions the original doctors and scientists discovered.

Not every DAN! practitioner is a medical doctor, although the lion?s share are physicians. However, since the treatments are fairly new there is no information about the competency of the DAN! practitioners. In the future this may become a reality, but the best way to go about finding a DAN! practitioner near you is to do your own research. Ask around. Read up on the topic. This is an important step in helping a loved one with autism and your own education on the topic should come first and foremost. The list of DAN! practitioners can be found at https://www.autismwebsite.com/ari/dan/dan.htm.

If you want to find out more information about DAN! don?t fret. There are a ton of resources on the web that discuss the effectiveness of DAN! and how to go about finding someone who understands the group?s findings and can help you apply it to your loved one. You can find personal stories and testimonials, journalistic articles, and many other resources that stand as a testament to DAN!

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/2006/09/05/dan-defeat-autism-now/ .

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

Dealing With Autism In Public

                

 

Autism is a developmental disorder that affects roughly one out of 100 children. It is characterized by a lack of ability to function socially and in more severe cases, the process of communication.

Discovering that your child has autism can be a traumatic experience. Oftentimes, parents may believe there is something developmentally wrong with their child, but accepting that autism is the culprit can be difficult to say the least. Accepting that your child is autistic and getting him the help he needs is just the beginning. There are many other factors that go into parenting an autistic child.

At first, having an autistic child can be embarrassing for some parents. Autistic children do not have the same social skills as most of their peers. They are often prone to fits of anger and violence due to their inability to properly communicate. Oftentimes, these ?tantrums? occur in public.

There are many people that do not understand the first thing about autism. This means that they are more likely to make rude or insensitive comments about autistic people. People, on the whole, are an understanding bunch, although there are plenty of people who will make insensitive comments, ask inappropriate questions, and even stare at autistic children.

The first instinct for many parents may be to meet this insensitivity with anger. This is not the best approach. Consider that the person who makes an insensitive comment is ignorant to what autism is. They just don?t know any better!

What you should do as a parent, is try to ignore the comments if possible. This may be easier said than done, but it falls upon you to be the voice of reason. In addition, you should always focus on providing a good example for your child. Remember, the well-being and safety of your child is paramount. Everything else is secondary.

If ignoring rudeness is impossible, you should approach confrontation with the aim to educate. If someone understands that your child is autistic they will be less likely to make any further comments.

In addition, it is a good idea to have a plan when you go out in public. Understand the types of situations that can upset your child and do your best to avoid these circumstances whenever possible. It is also a good idea to keep a journal of your child?s behaviors and cross-reference them with locations. This will allow you to understand the triggers for bouts of violent or aggressive behavior.

To minimize disruptive behavior, think about the particular outing you have planned and what the worst case scenario would be and then plan for it. Take along a favorite toy or snack for placating your child, if they do ?act out? or make unusual movements/noises have some stock answers at the ready i.e ?Sam has autism and lots of people/noises/new environments upset him. His movements/noises helps him cope with stressful situations?. Try going out in small groups of friends or family who know your child and can help you cope with any public outbursts or comments from strangers.

Dealing with autism in public is not an easy task. There are many people out there who will make judgments, comments, and other rude gestures at your child. Parents of other ?normal? children may also make insensitive comments. This is a negative part of human nature ? but it is impossible for you to change it. What you can do is to provide information about the disorder and offer insight that will help others understand. If this does not work do not initiate a confrontation, as that will probably only upset your child and probably attract further attention.

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/2006/08/29/dealing-with-autism-in-public/ .

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

                

 

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

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

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

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

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

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

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.