How Much Omega 3 For Youths and Children and How to Get the Maximum Benefits Safely

When it comes down to how much omega 3 for youths and younger children to give, quality is actually more important than the amount of the dose. Find out how to ensure your child gets the purest and safest dose and the correct amount.
Generally speaking, fish oils are very safe if they have been purified (distilled) and only those annoying fishy burps are likely to put your kids off!
How much omega 3 for youths and children to use with a quality supplement are as follows. It is recommended that children up to around 7-8 years old have one 1000mg supplement a day, while older children and youths can take two.
What is extremely important is that the oil is proven to be pure or has been molecularly distilled. This process separates out the oils from the toxins like lead and mercury which can result in long term health problems as they are stored in the body.
This is because children's defense systems are still developing and they are not able to process these toxins efficiently and so it can be storing up problems for the future.
Getting the right oil can deliver benefits like improved comprehension, better vocabulary, improved IQ and better coordination. For those with autism or ADHD they have shown to have particular beneficial effects and help to normalize their behavior and improve their concentration.
I personally give my son, who has mild autism, one 1000mg capsule a day and have seen significant improvements over the last three months. As he cannot swallow them, I cut them open and pour the contents into his morning juice.
You should avoid cod liver oil because it contains only small amounts of useful omega 3 fatty acids and also high amounts of vitamin A, which can be toxic in high amounts.
You should also avoid oils especially for kids as they tend to contain sweeteners, colorings and additives that are unnecessary.
The best oils come from the whole fish like Hoki, Tuna and Salmon which contain the essential omega 3 fats DHA and EPA. If you want the full benefits for your children, then you want as much DHA as possible as this is responsible for most of the rewards.
I would recommend to get at least 250mg of DHA in each capsule and you should see improvements within weeks.
It is important to remember that these natural oils can also help with your health and well-being too, reducing the risk of a heart attack or stroke, ensuring correct brain health and helping to cure age related eye disease among others!
Now you know how much omega 3 for youths and younger children to give, you can introduce the right supplements knowing that they will be pure and safe and give lasting benefits.

Discover the best omega-3 fish oil for children available today.
Rich Hawkins is a dedicated researcher of the amazing health benefits of quality fish oil. Take a moment to visit his site now at www.best-omega-3-supplement.com and discover the latest DHA omega 3 supplements that he recommends after extensive research.

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What Are the 14 Signs of Autism and How Can Society Help?

A nurse in Baby Phat Scrubs encountered a young boy in the hallway of the hospital. The boy did not look her in the eyes and kept on repeating pointing at the poster on the nearby wall. Another hospital worker in Landau 8219 approached the young boy with concern and asked him about his parents whereabouts. The young boy just kept on pointing at the poster and did not answer the questions of the medical worker. Then, both of them realized the young boy has just showed signs of autism.

Autism is a rampant public health concern. It is a condition of the brain wherein the autistic individual does not seem to conform to social and behavioral development usually characterized by their having a world of their own. No social or third party stimuli can make them react in the normal way or make them behave according to the rules of society. Other than their social and behavior lack of development, they seem to grow normally in the physical aspect. They look like normal persons in the outside but once you get to know how they interact or the lack of interaction, there you can see the signs of autism.

First sign of autism is avoiding eye contact like the situational example of the young boy above. What people can do about this is try not to scare or insist on having their eyes met by autistic persons so they can calmly deal with them.

Second sign of autism is preference of being alone. The young boy example might be one of those kids who just stay on the sides of the playground and seems not to mind the other kids. Supervision for the autistic is important for their safety as they evade company and people most of the time.

Third sign is they echo words or phrases. Any person talking to an autistic person must be patient enough to understand the body language instead on relying on their words.

Fourth sign is difficulty in interacting with others. Like in the second sign, they usually stand out in the crowd because they keep to themselves most of the time.

Fifth sign would be spinning themselves or objects. Autism has the effect of repetitive body movements that explains why most autistic persons like to turn or twirl things over and over again without listening to the stop orders around them.

Sixth sign would be they insist on sameness all the time. Autistic persons do not like intervention in their routine tasks as they become more confused. Try to allow them this routine based actions so that they will not cause any disorder as they are prone to throwing tantrums when things do not go the way they have been going.

Seventh would be overly attachment to inanimate objects. Autistic individuals cannot identify a living from a non-living object so they are prone to have attachment to inanimate objects thinking they are real other individuals.

Eight sign would be unstoppable giggling or laughing. Do not be offended if an autistic person laughs or giggles at you for no reason. Their humors are very different from most people.

Ninth sign is they repel cuddling. These individuals are not socially decline so they do not like cuddling or affectionate gestures from other people.

Tenth sign of autism is using gestures to identify their needs. They do not have the right communication skills to interact with other individuals around them and so they usually use hand gestures to get what they want.

Eleventh sign would be insensitivity to auditory stimuli. They do not respond properly to sounds or instructions so they should be kept away from dangerous places as they do not follow warnings.

The twelfth sign is that they have no fear of dangers. As in the previous sign, they just do not know how dangerous a thing, person, or situation is to be scared. They should be constantly monitored so they stay out of trouble.

Thirteenth is that they do not know how to feel pain. They cannot express their level of pain because they do not know how to make it known.

And lastly, the fourteenth sign of autism is that they have to be under sustained routine play and have different verbal and physical skills level. Patience is required to teach an autistic person in the most basics things a usual person should be taught like personal hygiene and other daily activities.

Society is finding out more about autism by the steady campaign for communal efforts to help people with the disorder to live a normal life as much as possible. This is the only way people can help these individuals find a place in society.

Richard C. Anderson enjoys writing for Uniformhaven.com which sells baby phat scrubs and landau 8219 as well as a host of additional products.

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The Link Between Autism and Celiac Disease

Both autism and celiac disease are fairly well-defined. There might be a link between them that hasn't been as well-defined, but there are some things we know. First of all, autistic people have a higher risk of developing celiac disease. Research has shown that this risk is almost three times greater than that of the average person. We're not entirely sure whether it's autistic people who are more likely to have celiac disease or the other way around.

Autism itself might actually be celiac disease or gluten sensitivity. This would not be too outrageous because the symptoms of these conditions are very similar. It might explain why a gluten-free diet can help treat autism.

Or maybe autism and celiac disease don't have any actual connection, but the symptoms of both simply improve on a gluten-free diet.

Or maybe the fact that celiac disease leads to leaky gut syndrome and severe malabsorption affects your body's ability to synthesize neurotransmitters, which promotes autism.

But maybe if there is a link and we put certain children on gluten-free diets, we could prevent autism from even occurring.

But regardless of the possible connections between celiac disease and autism, they do have one thing in common: leaky gut syndrome. Maybe it's this leaky gut syndrome that allows toxins to enter into the bloodstream that help promote autism.

The gluten-free/casein-free diet has shown some success with autism. The belief is that these proteins are causing some sort of reaction in autistic children and that removing them from the diet can remove these reactions. Now although there is no such thing as an allergy to gluten, there can be sensitivity...where similar symptoms can arise. Research is still looking into this.

There is another thing to consider. When certain autistic people eat gluten or casein, these chemicals are not broken down properly. They can actually end up in the bloodstream as morphine-like chemicals, which might be putting them in the "high" states typical of opiate drugs. This is called the Opiod Excess Theory of Autism, developed in the early 90s. It's also interesting to note the similarities in mental state between autistic people and opiate drug users. One is the tendency towards monotonous movements that you can see it autistic children. There is also the desire for a certain social isolation. And there is the preoccupation with examining the parts of a system or whole.

Actually if you examine the urine of autistic people, they typically have higher levels of these morphine-like chemicals than the average person, which has led to the urine peptide test. If the elevated chemical levels are found, a doctor might suggest that the person go on a gluten-free/casein-free diet.

Mark is an Internet Marketer and Electrical Engineer. His interests include meeting new people, making music, listening to music, travel and psychology. Come visit his latest website at http://www.cheapfloorlampssite.com/ which helps people find the best information on cheap floor lamps.

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A Spiritual View of Autism

The value of a spiritual view of autism is that it enables the pain of limitation and helplessness suffered by those who experience significant impairment and those who care for them to be held within a sense of purposefulness and meaning. This can support individuals and families with a sense of truth and love, even during times of greatest challenge.

To begin with, there are many layers of understanding that relate to the phenomenon of autism, and each has to be viewed in its own right.

Within one layer are the demonstrable expressions of impaired neurological functioning that are the basis for such things as seizures, aphasias, difficulty performing routine motor tasks, nervous gestures or tics, and other anomalies of nervous system functioning.

Within another layer are the problems of thought and speech that have to do with difficulties in communication, strange thought patterns related to non-ordinary perception, difficulty forming coherent thoughts or forming thoughts whose sequence is intelligible only to the person expressing them; also patterns of thought and speech that are pervasive that have to do with brain synapse functioning and the ways in which neural energy gets released. All of these aspects of autism are also within the layer defined by physical functioning.

Within a third layer are the social and emotional aspects of autism which are often considerable and which vary in degree from person to person.

Yet, there is still another layer within which lie the reasons that autistic functioning is more prevalent today and also more widely understood. It is this:

For a long time now, humanity's brain function has emphasized the left side of the brain, once the right-brain functions went into recession thousands and thousands of years ago. This left-brain functioning has overemphasized certain aspects of the brain's capacities and eliminated or significantly reduced other capacities associated with right-brain functioning. The need of the time we are in, however, is to bring into balance right and left-brain functioning, and for this purpose, heightened neural and brain activity is needed to connect the two hemispheres. This increased activity requires an adaptation by the human organism in order to tolerate the increased charge to the neural pathways, and sometimes, when this adaptation is incomplete or limited, it is possible for the system to become overcharged or overstimulated, with subsequent problems in releasing the excess energy that is taking place on a cortical level.

This feature is often associated with a particular genetic picture or predisposition and so it is. However, it is also associated with the wider spiritual phenomenon that is occurring today which involves humanity's movement into the next level of its spiritual expression - one in which right and left-brain functioning will be more in balance and in which new capacities will emerge that will enable a wider range of mental and perceptual activities than are present today.

Many of those who are presently diagnosed as 'autistic', today, are the forerunners of this transition into a new level of brain functioning. They do not appear as such because of the limitation that autism brings to their lives on so many levels. But they have chosen to experience this limitation in order that further on in their development, they may express as more evolved and balanced beings and ones for whom more will be possible. The reason for this choice is hidden within the inner motivational pattern of each soul according to its own Divine essence and its need to manifest the truth of who it is. It is not something that can be seen from an outer perspective, or understood within any other frame of reference other than the drive of a soul to seek its own self-realization.

There are, of course, other reasons that are karmic that a soul chooses to experience limitation in this as well as in other areas of life, but the karmic purpose of limitation can also be employed in service to the larger spiritual purpose of evolving brain function and capacity.

To see those who are diagnosed as 'autistic' as forerunners of a new generation of capable souls who will emerge from these very limitations is a perception that requires a deep understanding of the sequence of lifetimes and how they contribute to and enhance one another. Without such a perspective, this context for viewing autism makes no sense. Within such a perspective, however, it may be seen that what has limitation on one side, may have advantage on the other, and that souls may have chosen to experience both the limitation and the advantage because of their desire to quicken their own spiritual development.

The problem of autism is indeed a problem for individuals, for families, and for society as a whole, with much hardship involved on a personal and familial level where the emotional and physical challenges are very great. However, as with any other physically manifesting problem, it can be considered to be an avenue of growth as well as of difficulty. One way of looking at the problem in its present context is to find ways of supporting the positive qualities of functioning and of life that are present within autistic individuals, and to know that these are always there, no matter what outer behaviors may suggest. Such support can go a long way toward affirming the value of a lifetime in which great limitation is present. It can also acknowledge the soul within that has chosen the limitation and can accord to that soul equal dignity and equal opportunity to live to the limits of their capacity, rather than seeing the diagnosis as a detriment to life. Such a view is optimistic and supportive, and allows families and society as a whole to view the sacred life within the limitation, rather than viewing the person as the limitation, thus enabling that person to live a fuller and more fulfilled life.

For other writings by Julie Redstone see Pathways of Light – http://lightomega.org/PathwaysofLight.html. For additional views of the soul's choice in relation to limitation, see "A Spiritual View of Depression," "A Spiritual View of Mental Illness," and "The Body's Consciousness: Encoding from the Soul," available within the Light Omega Ezine Reader – http://lightomega.org/Articles/Ezine.html

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How to Handle a a Child's Tantrums Who Has Autism/Asperger

Let me start from the beginning having a child who has this disorder is not easy. You have your fun days, your crying days, your frustrating days and your downright crazy days.

My son is now 10 years old he is defiant, he doesn't want to do any type of educational work. He is getting stronger and some days I don't want to fight with him. I know I as his parent must stay strong and work with him through this phase, but whew it is draining.

When he was younger I could come up with different types of games to get him to do homework, sort of make learning fun. Now he is always saying "this is baby stuff or this is so boring".

He is a wiz on the computer with programming and installing new kinds of gadgets to make the computer run faster and do different things. When I tell him it is time to do something educational on the computer he has a fit.

Oh, did I not tell you kids who has autism/asperger are know for their tantrums/meltdowns, or at least mine is, he screams, yells, kicks on the floor. He use to destroy his room flipping over his bookcase, his mattress, throwing toys.

The best I was told to get him to stop having those destroying tantrums is to wait until he or she is calm and tell them that they must clean up their own mess. Trust me, you will get this, Oh, I can't do it, it is to heavy, I need help, and of course I'm sorry, if your child is verbal.

What ever you do don't help them. They were strong enough to flip the mattress on the floor, they are strong enough to put it back, they were mad enough to knock all the books and papers on the floor, they have to take their time to put those items back where they belong.

When they have to clean up their disaster area enough. It will slowly dawn on them in the middle of a tantrum that. Hey, I am going to have to clean this mess up if I destroy it. It took my son 3 or 4 times of cleaning up his own mess before he got the message that this is no fun.

I know we want to help them when we hear them crying or saying Help I can't do this, and yes it will take them some time and yes it may not be to your liking, but this will be the best thing for them and help them to control their anger.

Anyway, when my son was younger and we went to the store, he would act out anytime he didn't get what he wanted.

Yes, I would get embarrassed, I would get mad, I would say why me, and I would even just leave the store when I couldn't get him to calm down.

Even though we would discuss before going that we are not going to the store for him, it
never fails that something would always catch his eye and watch out for the meltdown.

When was the first time your child told you he hates you or I don't like you, thinking back he was about 6 or 7, he wanted to do something, I don't even remember what it was all I do remember was WOW WOW!!! and talk about hurt. I was hurt and sad tears welled up in my eyes and I had to turn away and get control of myself.

If you child ever does tell you that, the first time will hurt like hell. Unfortunately, it will not be the first/last time he or she does this.

Get ready for the downright hurtful things they sometimes say.

Autism/Asperger is a terrible disorder.

The children cannot read verbal or emotional cues. They don't know when they hurt your feelings. The most we can do as parents is to not take it personally, I know this is hard, but if I was to get upset every time my son told me he hated me I would be in the state facility for insane parents.

Anyway, having a child with a disability is difficult, but we as parents have to find the resources, support groups, other parents to help us deal with the emotional up and downs. I am a parent of a Asperger/Autism child and I also care about the environment we live in and what will be here when my son grows up.

Having the right tools can help you deal with the daily up and downs at http://autism-asperger.info can make all the difference.

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Why Children With Autism Refuse to Make Eye Contact - Understanding Autism - A Clairvoyant's View

Waiver

This information is offered for educational purposes only and is not intended to serve as medical advice. The information provided should not be used for diagnosing or treating a health problem or disease. It is not a substitute for professional care. If your child, teen, or you have any health concerns, please consult your health care provider. Names and other identifying facts have been changed. Any similarity to person's living or dead is purely coincidental

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The eyes are "the windows into the soul." When an adult avoids making eye contact, at that moment, he or she is often judged as "dishonest." An autistic child is different only in that his or her dishonesty is frequent and extreme.

Baby psychology and parent psychology are interconnected. The subconscious dimension is the truer and most influential dimension of our humanness. There is no understanding autism and the true causes of autism without understanding this key fact.

The autistic children that I have clairvoyantly read and reported about usually had a variety of reasons for not making eye contact with the people around them. The most basic reason was that they were being defiant. They were being dishonest and knew they were being defiant and did not want "the outside world" to see what they were truly thinking and feeling.

One might call this condition a "psychological disability," but, in truth, it was a subconscious and conscious, "willful defiance" of how the autistic children knew they should be. Many autistic children, if not all, felt guilty about their "autistic behaviors."

The children with autism whom I observed consciously knew that much of their behavior was wrong. Refusing to make eye contact was one of several favorite behaviors many opted to indulge-in.

Not to make eye contact was usually a conscious decision, unlike not speaking, which was mainly a subconsciously decided and a subconsciously orchestrated abnormality. Those mute children with autism consciously believed that they did not have the ability to speak. Their "inability" seemed due to totally subconscious choices.

The children with autism in my studies knew they had the ability to look into the eyes of another person and make eye contact. It was often difficult and emotionally painful and most did not understand why it was so difficult. Nonetheless, it was a conscious choice that they knew they were making.

Here are some experiences of the children and teens with autism who I clairvoyantly studied:

o "Oliver" would eye check a teacher when he sensed there might be a "perceived reward." He would not eye check other children because he thought if he did so there was something being said by each child during that eye contact. He did not want that kind of intimacy and believed that he could get away with more if he did not make eye contact.

o "Andria" was in much mental and emotional pain and felt isolated. She was trying to push through her resistance to making eye contact. However, that resistance was of her own subconscious making, nevertheless, she was consciously striving to push through and make eye contact when asked to do so. She wanted to cooperate, but it was extremely distressing for her.

o A teenager, "David," increasingly determined that he would not make eye contact. He certainly could because I saw him deliberately choosing not to do it. He did not want his parents and caretakers to see how he felt about them. He thought his life would be in jeopardy if they knew what he was thinking and feeling. In addition, he was hoping his perceptions about his parents were wrong, but he was right. What he was seeing about his parents' deepest thoughts and feelings about him were true as far as I could see.

o It was a tremendous emotional strain for a teenage girl to interact and make eye contact. It was also a physical strain because of her strong resistance to communicating being and present to her circumstances. When she attempted those things it became overwhelming, her skin actually felt raw and she experienced an intense physical pressure. The experience became a struggle between her conscious self and wanting to please her parents and caretakers, and her stronger subconscious decision not to be present to her situations.

o "Tommy" knew that he should make eye contact so he pretended to do that by not focusing his eyes and not actually looking at people.

Choices to avoid eye contact are essentially choices not to be honest, not to reach out, not to communicate, and not to give. They are selfish reactions. They are willful choices that the child does not have to make.

Making eye contact would be a great help to the autistic child's mental and emotional life and his or her entire inner world. When the child refuses to do this, he or she feels isolated with little sense of reality. If children with autism would make consistent choices to make eye contact, those choices could be the beginning of a path out of their reaction, isolation, and pain. []

Buy "Inner Profiles - Children & Teens with Autism" Jean Mastellone's groundbreaking book about hidden subconscious factors influencing autism. Instantly download the 320 page eBook for only $9.95 at http://www.AutismBuzz.com

Be amazed by insightful, clairvoyant full-length readings by Jean Mastellone on autistic children and teens.

Jean details subconscious exchanges between autistic children and their parents long before a child acquires verbal communication skills.

Find out more about Jean Mastellone and her unusual seeing ability at http://www.AutismBuzz.com/about-inner-profiles.htm

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How Autism Manifests Itself

As parents and as individuals, we want to fit in with everyone else. We want to feel loved, respected, and to belong.

Life happens, however, and not everyone fits into the mold. But then, think about it. Would you like a million of "you" walking around the planet? The world 'autism' may conjure up all sorts of associations. In older times, it unfortunately had the associations of mental institutions and disability.

I want to do something a little different with this article. Rather than talk about what is wrong with children on the autism spectrum, I want to talk about how they are unique. This uniqueness and particular hardwiring they are born with is what makes them who they are. As a parent, it's your job to become a lifelong student of your child and of his abilities, and of her challenges.

Generally speaking, autism manifests itself first in early childhood, from as early as six months to three years of age. Some children may appear like every other child, then suddenly lose all their speech (this is called regressive autism). Other children have unique patterns that distinguishes autism in them in what has been known as a triad of symptoms.

Social Interaction

Children with autism communicate differently than neurotypical children. They have their own thoughts, feelings, and experiences, but they may have difficulty communicating them in a neurotypical manner. Children with autism typically have difficulty maintaining eye contact, a hard time understanding emotions, and struggle to understand other people's facial expressions and social cues.

As a child gets older it's important that we, as parents, be understanding, compassionate, and respectful of these differences. We need to accommodate our expectations of our children at times, but they will also need to compromise at times in order to learn the "customs" of NT (neurotypical) culture.

Communication

This is where the rainbow spectrum of autism manifests itself. On one end of the spectrum are individuals who have no speech, but who are very much alive and attentive to what is going on around them. On the other end of the spectrum are children who can speak and appear to 'fit in' to a group of peers. They can actually be very gifted with vocabulary and memorizing facts. However, all individuals on the spectrum share the difficulty of understanding figurative speech, and non-verbal nuances of communication. Without the help of speech therapy and group skills, it's like you and I, as Americans speaking only English, being dropped off in Japan and told to "fit in". We would need a language helper and a consultant who could help us understand the language, customs, and culture of Japan.

Repetitive Behaviors and Restrictive Interests

Stereotypical movement is a fancy term for hand flapping, rocking, or making certain noises.

Compulsive behavior manifests itself, for example, in a child lying on the ground and watching a wheel turn around and around, or rewinding a videotape of Thomas the Tank Engine over and over to watch the same scene, or lining objects up in a certain manner.

Restricted Behavior may include preoccupation with a narrow range of interests, such as Pokemon cards, or baseball statistics, or any other subject.

Ritualistic Patterns, from my observation, seem to come about from a preference of keeping seems stable and predictable, perhaps dressing the same way every day, or driving a certain route to school every day.

In some children, there autism can manifest in the form of self injury. Some forms of self injury can include skin picking, eye poking, head banging or head biting. Not every child with autism will experience this, but it can occur in up to 30% of children with autism.

Other Ways that Autism Can Manifest

Autism can also manifest itself in unusual talents and abilities, such as an extraordinary grasp of music, or art, or the ability to memorize huge amounts of information. A child with autism may be able to focus and pay attention more than other children.

Sensory issues are common for nearly everyone on the autism spectrum. These issues can manifest in difficulty with eye hand coordination, or fine motor coordination, walking on one's toes, or even walking into things. Individuals with autism may be very sensitive to wearing certain textures, to certain noises, or even certain tastes or smells.

I may have missed some characteristics in this brief article. Please comment and let me know what positive characteristics of the autism spectrum I have missed, or what challenges I may not have listed here.

Steve Borgman is owner of the blog, Prospering With Aspergers, at http://www.myaspergers.net

He is a licensed psychotherapist with over 14 years of experience, dedicated to bringing insights from the personal development, excellence and positive psychology field to bear on your personal life, so that you can reach your next level of personal excellence.

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Autism - Different Structured Brains

There are people which convince themselves that if they cannot deal with something surely there must be highly trained specialists who can. These people believe that the specialist can take up where they leave off and fix what nobody can fix. With that theory in mind, they commit the child with Autism and go off to live their 'normal' lives.

One of the theories that so called experts have is that children with Autism can not assimilate or respond, basically they just mimic. This is very much like saying children with Autism are broken and can not be fixed.

Have you ever heard the saying, we learn by doing? Even average children, it is being discovered cannot learn unless they are first taught to mimic their parents. It seems all it is, is a different structured brain to do the job.

Another situation to look at is the person that lives a rather dull life, no crime, no arrests, and no tickets. Intelligence seems to be average on above, they marry, have children, and then one day in a normal length of life, they die. This person ends up on the autopsy table and it is discovered this person does not have a brain like everyone else, but instead has a lattice work brain.

Not noodle like or jelly like but like zigzags of tissue forming structure. 'Potato chip brains' is the term sometimes used by doctors. I wonder how much prejudice these people would have to endure if it were known beforehand. Again, it seems all it really is, is a different structured brain to do the same job.

No institution can give absolute one on one care and engagement the way a family can. Mainstreaming gives exposure, interaction, societal norms and function. The need for communication is met by family and school.

In school as well as the military it is found out what a person has an aptitude for doing. That is where you start. Children with Autism do not like change but we can many times figure out what they have an aptitude for.

This is particularly true when you take into account that an obsession may be that same 'aptitude' that typical people show and look for. At this point what causes the problem whether chromosomes, genes, RNA, DNA is not known. What is more important is dealing with Autism itself.

Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

Mylinda Elliott is the parent of five children. The third of the five has Autism which was diagnosed early on. The fourth of the five children has Aspergers. She is a self taught expert on Autism Spectrum Disorders. Mylinda Elliott has also worked professionally in the disability world for the past fifteen years. She is considered the "Go To" woman for advice or resources on disabilities.

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Discover How to Potty Train Your Child Who Has Autism

How to potty train an autistic child may not be as difficult as you think. Most parents with an autistic child are extremely intimidated by thinking of potty training, due to the fact of introducing new and stressful things into the life of an autistic child. This may appear to be overwhelming and seem impossible. A child may feel perfectly comfortable wearing diapers, even as they age. It has been known for autistic children to remain in diapers, or some form of diaper protection, throughout their life, due to difficulty that parents did not want to grasp the concept, or willingness to attempt potty training or communicate it to them.

Many therapists have cautioned parents not to underestimate the autistic ability to learn new behavior or schedules. There may be areas of lack of communicating, but, through a behavioral reward system this is possible that the child will learn and understand what he or she has to do and follow instructions. Every autistic child is different. If your child is unable to walk or use his or her, arms or legs, this would be a reason why it may not be a possibility. For the majority of people with autism, this is possible with the right knowledge and patience.

The first step most parents and doctors recommend is to eliminate the use of diapers. This may be a shocking step, and will at times be messy, but it is an important first step. The child needs to attempt to understand what you are trying to do, and by keeping the diapers in sight, you are sending mixed signals. You can transition into diapers, such as pull-ups, that have the look and feel of underwear during the initial transition. After a short period of time, you want to introduce the child to wear regular cotton underwear with a plastic outside liner. It might be fun to purchase colored and creative underwear with cartoon characters for patterns, or exciting designs, to relieve some of the stress and help the child to feel more comfortable.

During this transition, one must be patient. The child will need to feel the uncomfortable feeling of being wet to grasp what is expected of he or she. At this point, allow the autistic child to be in the bathroom with one of the parents, of the same, so they can imitate what you are trying to encourage them to do for potty training.

The challenging part is the next step, where you teach the child a signal, or verbal cue to give you, when they are ready to go to the bathroom. By this time frame, the feeling of being wet is not something they like to feel or smell, and they may begin to communicate to you, before you teach them a sign or cue. Make sure the child always has the availability to get to a bathroom easily, that doors are never locked and that the bathroom is a safe place for the child. If you see the child beginning to have an accident in their underwear, immediately take them to the bathroom, whether they are finished or not. By taking this action and going to the bathroom with them, this will become a regular routine to them, and they will start to progress on their own.

After the child begins to use the bathroom, it is important that all caretakers are strict with bathroom use, and any time you visit a new place you show the child where the bathroom is. Never get angry with an autistic child while you are going through this process. Reward them with praise is extremely important. How to potty train an autistic child is not something one should dread. Love and patience is the key along with consistency.

"Potty training for an autistic person could be a difficult task. Bonita Darula, who is known, world wide for her knowledge and patience on this topic, invites you to visit http://www.autismintoawareness.com to download your informational ebook and bonus products, that are waiting for you. Do not delay, you and your child are worth it."

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Do You Feel Alone and Lonely Because You Have an Autistic Child?

One of the major problems facing parent(s), caregiver(s), today with autistic children is loneliness and feeling alone. This has been my experience, as I see more and more families who have autistic children. They are requesting help and guidance on how to handle loneliness in their lives, due to the fact that they have an autistic child.

I have learned, when people experience painful losses in their lives, it is sad to realize that many never get over them. Sometimes when you receive unexpected news such as, your child is autistic, it hurts, it is unbearable. Without proper help or insight into the issue, there can be a sense of loneliness that will be created. It becomes heavy and does not want to go away or disappear. Sometimes the loneliness appears to get darker as time goes by.

When you have a child with autism, loneliness sets in and you may not know the cause or why it does. You become numb, and discouraged. You want to quit and give up. You do not have to live with loneliness, because your child has the disorder of autism. You can confront it and make positive changes.

Having the feeling of being alone and lonely, sets in motion an inner ache, emptiness, numbness, or a craving of wanting attention and affection. There can be side effects from feeling alone and lonely. For example: These feelings can become emptiness, uselessness, or you feel you have no purpose in life and they can lead to depression.

You may be a single parent or caregiver, raising your child with autism on your own. You may feel desolate, rejected, deserted, because there is lack of companionship to help you with your child who has autism.

I have learned through my experiences, that there is a difference of being alone raising a child, but is does not mean you must be lonely in the process.

It may not always be possible to avoid being alone, especially if you feel you are alone with an autistic child, due to the fact, that many people do not understand what you or your child are going through or you are a single parent or caregiver.

The pain from loneliness may be felt for a long time, it is like a healing wound. To make change for recovery requires improvement on a daily level. You must be aware of your loneliness, but you do not have to feel alone.

Remember, there is a new life with your autistic child, that can bring you joy. There will always be challenges, in your life, but it is not over. Another new life will begin and grow with your child who has autism.

I would recommend that you do not sit and wait for something to happen or someone to come along and rescue you. Take action, go make new friends, search for other people who feel lonely as you do because they have a child with the disorder of autism. Learn to make friends with new people that are on common ground with you, concerning your loneliness.

Let your loneliness you feel, turn into compassion for other lonely people who are going through a similar dilemma. Take action, open new doors that lead to healthy changes. Loneliness does not have to become a lonely life, because your child has the disorder of autism. Do something about it. Life is a banquet.

"Bonita Darula provides you with an imperative E-book, about Autism, where you can find out more about a topic you are interested in, that is beneficial for your child and you. For further information, be her guest at ==> http://www.autismintoawareness.com

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Colostrum For Autism

Autism, better known today as autism spectrum disorders (ASD), is a pervasive development disorder (PDD). Through the introduction of colostrum into the daily regime with its many "whole food" constituents can have a major beneficial impact on the varying degrees of impairment in communication skills, social interactions, and restricted, repetitive and stereotyped patterns of behavior.

The autism spectrum disorders are more common in the pediatric population than some better-known diseases, like diabetes, spinal bifida or Down syndrome. A recent study in the United States estimated that 3.4 of every 1,000 children 3-10 years of age have autism. Males are four times more likely to have autism than females.

The hallmark feature of autism is impaired social interaction. As early as infancy, a baby with autism may be unresponsive to people or focus intently on one item, to the exclusion of others, for long periods of time. Some affected children appear to develop normally and then withdraw and become indifferent to social engagement. Children with autism also usually fail to respond to their name and often avoid eye contact with other people.

Many children with autism engage in repetitive movements, such as rocking and twirling, or in self-abusive behavior, like biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of "I" or "me". Some affected children speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking. In addition, they ordinarily do not know how to play inter-actively with other children.

Children with autism spectrum disorders also have a reduced sensitivity to pain, but are abnormally sensitive to sound, touch or other sensory stimulations. Some sounds - a vacuum cleaner, a ringing telephone or a sudden storm - can cause some of the children to cover their ears and scream. Many of the affected children find the feel of clothes touching their skin to be unbearable. These unusual reactions may contribute to behavioral symptoms, such as resistance to being hugged or cuddled.

The most severe forms of autism spectrum disorders are Rett syndrome and childhood disintegrative disorder. Rett syndrome almost exclusively occurs in females, with the frequency being one per 10,000 to 15,000. After a period of development, usually between 6 and 18 months, the child's mental and social development regress - she no longer responds to her parents and pulls away from any social contact. If she has been talking, she stops; she cannot control her feet; and she wrings her hands.

In addition to the behavioral and social impairments, children with autism spectrum disorders often have one or more of the following associated complications.

• Mental retardation. Some areas of ability may be normal, while others may be especially weak. • Seizures. One in four affected children develops seizures, often starting in early childhood or adolescence. • Fragile X syndrome. A defective segment of the X chromosome is the most common form of inherited mental retardation and affects 2-5% of individuals with autism spectrum disorders. • Tuberous Sclerosis. 1-5% of individuals with autism spectrum disorders have tuberous sclerosis, a rare genetic disorder that causes benign tumors to grow in the brain and other vital organs.

Recognition of autism as a medical syndrome more than 50 years ago led to a search for causative risk factors. Various research organizations came to the conclusion that mercury poisoning due to the use of thimerosal, a mercury-based preservative, in childhood vaccines was the responsible agent. Thimerosal was never used as a preservative in some childhood vaccines (measles, mumps, polio) and was removed from others (DPT) several years ago. Despite the fact that no childhood vaccines have contained thimerosal for several years, the incidence of autism rose from 0.3 per 1,000 births in 1993, to 1.5 per 1,000 births in 2003; to current estimates of 3.4 per 1,000 births.

It is now believed that genetics and the environment both play a role. Recent studies strongly suggest that some people have a genetic predisposition to autism. In families with one autistic child, the risk of having a second child with the disorder is approximately 5%, which is greater than the risk for the general population. A number of genes linked to the disorder have been identified. A recent study at the University of Chicago identified a micro-deletion on a particular chromosome in affected families. The micro-deletion represented the loss of about 25 known genes, with 12 of them being part of a single genetic network that includes genes involved in cell-to-cell signaling and interaction. At least three of these genes are primarily expressed in the brain and are thought to influence behavior. Studies at other institutions have identified micro-deletions on other chromosomes with similar consequences in affected families.

Other studies of people with autism spectrum disorders have found irregularities in several regions of the brain. It has also been shown that affected individuals have abnormal levels of certain chemical neurotransmitters, like serotonin and glutathione, in the brain. The combined abnormalities suggest that autism spectrum disorders could result from early disruption of brain development in the fetus caused by defects in genes that control brain growth and that regulate how neurons communicate with each other. It is possible that sudden, rapid head growth may be an early warning signal that will lead to early diagnosis and intervention.

The life of an individual with an autism spectrum disorder can often be further complicated by allergic reactions to various foods. At one time, it was believed that such allergic reactions, particularly to gluten and certain proteins found in dairy products were the cause of the disorders. As a consequence, specialized diets were developed and falsely touted as "cures" for the disorders. A further complication can be frequent occurrences of gastrointestinal infections with organisms that are part of the natural flora, particularly yeast (Candida species). These issues appear to indicate that the immune system may also be compromised in some, if not all, individuals with autism spectrum disorders.

The Benefits of Bovine Colostrum

Colostrum is an amazing material that, like many other things in nature, reflects the evolutionary development of a unique composition that will serve the needs of the offspring for which it is intended. The most unique of the colostrums from mammalian species occurs in bovines, where transfer of biological substances across the placenta to the developing fetus does not occur and everything required for the development of a healthy, productive offspring is provided in the colostrum. As such, bovine colostrum provides a specialized resource that offers the broadest possible spectrum of biologically active substances that can promote the development of a sound body mass, assure effective and efficient metabolism and support the activation and maintenance of a fully functional immune system capable of combating potential insults from microorganisms and other deleterious sources. Bovine colostrum is also compatible with almost any species and can readily convey its full benefits to humans by routine dietary supplementation without any significant adverse effects.

The active substances found in high quality first milking bovine colostrum may afford significant benefits to individuals with autism spectrum disorders.

Glutathione Deficiency

In addition to its role as a neurotransmitter, glutathione is the most significant antioxidant produced by a cell. It participates directly in the neutralization of free radicals and reactive oxygen compounds and maintains other antioxidants, such as vitamins C and E, in their active forms. In addition, glutathione can interact with many organic and inorganic substances and assist the body in detoxifying them.

Glutathione ingested by mouth has negligible uptake and, thus, it must be manufactured inside of the cell. It is a tripeptide made up of three amino acids, cysteine, glycine and glutamic acid. Both glycine and glutamic acid are readily available in the diet of most individuals, but cysteine is not, making it the rate-limiting substance for glutathione formation within a cell. As the free amino acid, cysteine is potentially toxic and is broken down in the gastrointestinal tract and the blood. The most stable form of this amino acid is as cystine, which is two cysteine molecules linked together by a disulfide bond. Cystine is not broken down by stomach acid or proteolytic enzymes and is readily absorbed. It is rapidly reduced to two cysteine molecules when it enters a cell. In addition, cystine can cross the blood/brain barrier.

The proteins albumin, lactoferrin and lactalbumin found in substantial amounts in first milking bovine colostrum are excellent resources for cystine. The amount of albumin is highest in first milking colostrum and diminishes with time after birth. Transitional milk, obtained at 96 hours (4 days) after birth of the calf, contains only about 20% of the albumin found in first milking bovine colostrum taken within 6 hours after birth. Thus, first milking bovine colostrum, obtained within 6 hours after the birth of a calf, contains approximately 5x more albumin than milk and, therefore, contributes at least 5x more cystine from albumin than milk.

Immune System Deficiency

Very early in life, the foundation of the immune system is established within a small gland-like structure in the upper chest, the thymus. It is within this structure that cells mature that will determine the appropriate type of response that the immune system should mount after an insult, whether from an invading microorganism or via an allergen. Cells from the thymus will also regulate the quality and intensity of that response.

Colostrum is an amazing resource of substances necessary to strengthen and support the immune system, potentiate the development and repair of cells and tissues; and assure the effective and efficient metabolism of nutrients. However, it is very important to recognize that all colostrum products are not the same and, despite the claims made by their manufacturers, they do not all contain every beneficial component at an optimum concentration. In many cases, they have been manipulated and may be missing some of the essential components. When choosing a colostrum product, one needs to be certain that it is made from only first milking bovine colostrum collected within 6 hours after birth of the calf and that the colostrum is "complete" and that none of the components have been removed, including the fat.

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