Autism Symptoms and Cure in Children

Information related to autism in children reveals that one out of every one hundred and fifty children have this disease. Autism is a known neurological disorder which affects many vital abilities including attention, thoughts, interaction with others, and perception. Statistics show that children are at a far greater risk of having autism than adults. Early detection of autism symptoms in children is very important. Any further delay can mean crippling the child's future. A wide range of disabilities are covered under the term autism. These disabilities could range from mild to severe. Autism causes frustration in the patient as well as in the immediate spouses. There are no specific symptoms which can be directly linked to this condition and perfect clinical diagnosis or clinical tests that can identify the disease are non-existent as well. Doctors and physicians therefore rely on response of affected children to certain stimuli or random tests to lookout for signs of autism. A single cure of autism is still evading modern science and has yet to be invented.

Autism symptoms in children have to be detected at the earliest to best manage the disease and prevent further complications. Autistic children have difficulty in coming to terms with various situations in day to day life and as such are exposed to dangers most of the time. To overcome this, they are in need of special attention, treatment, and care together with love and have to be given enough confidence to build a sense of security. Researchers and scientists, in spite of making good progress in various aspects of treatments of the disease, are yet to find a sure cure of autism. There are many reasons behind this evasiveness of cure. For one, there is no fixed identifiable cause or causes for this disease. Secondly, not all individuals display the same symptoms for this disease. Thirdly, this disease cannot be diagnosed in true sense of the word. All these factors combine to make a single cure like vaccination difficult.

There are many medications available for treatment of autism available in the market. Autism natural treatment includes social treatment. Social treatment promotes interaction of autistic children with other children in a playgroup and socializing with them. This helps in gradual erosion of symptoms of autism and results in normalization of the child. Behavioral modification approach uses a technique of rewarding the child when displaying a good behavior and punishment in case of bad behavior. Natural environments are known to stimulate all the senses. Nature reduces stress and also stimulates the senses through images, sounds, and scents. Emotional, physical, and mental health of children affected by autism gets strengthened to a great extent through regular outdoor time. This boosts their immune system which helps alleviate symptoms of autism.

Nature therapy is a modern therapy designed to complement other autism therapies. Natural activities promote healing properties. Natural environments promote all the senses. New research promotes the soothing effects nature renders to autistic patients. Children with autistic disabilities benefit physically, emotionally, and psychologically by spending appropriate time in natural surroundings.

For More information about autism symptoms in children, and cure of autism.

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What Is Really Behind the Austism Epidemic?

I recently attended a lecture by Dr. Kate McFadden, M.D., of the Division of Neuropathology at the University of Pittsburgh regarding her thoughts on Autism Spectrum Disorder (ASD). This article was inspired by her talk.

In her talk, she said that there was very little evidence of any "non-inherited factors" in people with autism. This is a bit challenging for me because so much has been made for so long on all kinds of environmental factors potentially playing significant roles in the number of children being diagnosed with autism.

And yet I cannot cite one credible scientific study that substantially supports the hypothesis of environmental factors in the prevalence of autism or autistic children. Honestly, I don't know what to think. Based on the research that she shared at the lecture, I feel like I really don't know anything at all. So this article is my attempt to work out some of the connections that might make some more sense of the phenomenon of autism as it is presenting itself in our children.

Dr. McFadden pointed to stories of "Troll Babies" dating from the 14th century where people believed that their own children were taken by trolls and replaced with "troll children" who were identical in appearance to the original child yet lacked the empathy of typical children and sometimes had "unusual wisdom." The fuller description of the literature she gave in her talk leads me to think that autism has been around for a very long time. The fact that there is a 90% concordance of autism in identical twins and only a 10% concordance in fraternal twins would lead me to believe that there is a strong genetic component in the autism phenomenon as well.

Much has been made of the relationship between vaccines and autism. The original study linking MMR vaccines and autism has been removed from Lancet's website. The author has had his license revoked and has been disciplined. This pathological pathway has been studied extensively and rigorously without significant findings in favor of the link between vaccines and autism.

She presented a very strong case for prenatal causes of autism. The latest brain scan evidence indicates that people on the autism spectrum process information in the neo-cortex in markedly different ways from control subjects. The evidence is mounting that there are significant structural differences in the structure and density of the axons and neurons in the neo-cortex (the wrinkly outside part of the brain). The brain "lights up" differently in people with ASD versus age-matched control subjects in functional MRI scans.

In Dr. McFadden's work, she has been focusing on axonal formation. Axons are the main branches of the neuron that connect to other neurons though other processes or extensions which include the dendrites, the dendrite spines and the synapses on those spines. Based on the evidence at hand at this moment, she believes that one of the key factors related to the differences in brain development and structure in people with autism is to be found in the cell adhesion molecules (CAMs) that play all kinds of roles in the formation of axons, which in many ways determines which parts of the brain are connected to each other and how well they communicate with each other.

One of the most powerful points (to me) in Dr. McFadden's presentation was the fact that CAMs are not only critical in the development of the brain, but also in the development of the gut (which in a way has its own kind of brain) and the immune system as well. These are the three main areas that are consistently found to be problematic in people with autism, and so I find it to be compelling evidence that CAMs are very likely involved in how autism tends to present itself.

In this article I do not have the space to cover all of the supporting evidence that Dr. McFadden presented in her talk. For example, she suggested that if there is an actual increase in the frequency of ASD cases, it could be related to genetic abnormalities that tend to increase as people tend to have children later in life. These same kinds of age-related effects have been associated with Down Syndrome and Fragile X Syndrome, and yet I have not heard of any kind of increase in these two populations because people are having children in the U.S. at later and later ages. I'm sure more demographic research needs to be conducted to determine if there are any demographic factors related to the increase of diseases that have a strong genetic basis.

The questions that are still left unanswered for me after her talk include some of the following:

1. Can we explain the similarities in brain structure and function in people with ASD mostly through biochemical mechanisms?
2. How could biochemical processes account for the generally accepted functional strengths and weaknesses of people with ASD?
3. In ASD are there interaction effects between the expression of genetic factors and biochemical factors that may not even have a discernible causal connections? In other words, could relatively independent factors within someone's genetic makeup happen to coincide with each other without having the same root causes?)
4. Might it be the case that there is some other, overriding organizational factor or group of factors (beyond environment, beyond genetics, beyond population demographics, beyond biochemistry) that might account for the consistency of the patterns of form and function in the brains of people with ASD? (I'm suggesting that perhaps there is something going on at more fundamental levels of the cosmos like collective human consciousness and the quantum plenum, for example.)
5. Is there some other kind of larger-scale environmental factor at work, meaning that a more macroscopic global increase in various types and combinations of various toxins and energetic frequencies could be interacting with human genetics to create these kinds of effects? (I don't know how this would be tested scientifically.)
6. Is autism possibly some kind of unconscious response or feedback from and for the human species to help us wake up? (This one doesn't lend itself to scientific research either.)
Have we created such a complex and challenging situation because we have unconsciously made ourselves into complex people with lots of challenges? (Again, I admit, not a very scientific question.)

Dr. McFadden, in her talk made it very clear that there is a lot we don't know about ASD. I'm thinking we're probably about at 99.999% unknowing right now. She believes the search for some kind of silver bullet cure (e.g., "let's stop doing 'X' and that will make it go away") is very tempting yet will probably not be fruitful.

There's very little that I feel confident about when I think about ASD because I constantly find my assumptions and beliefs to be upended by my ongoing education and experiences. Despite this intellectual no man's land of not knowing that I repeatedly find myself in, there is something that deepens as I continue on my journey:

I believe that there are good reasons for the prevalence of autism in our children. I don't know what they are. I do believe that our children with autism are meant to help us wake up to the truth. To what truth are we being awakened? I believe we are being called to awaken to the truth that all people are loveable, including ourselves. The most challenging people in our lives (and not necessarily only those with ASD!) are in our lives to help us access deeper and more profound levels of love and acceptance, not only of others, but of ourselves. To think that autism is something to fight or eradicate is probably not a fruitful perspective. Wars of any kind always lead to suffering.

I believe we are being called to live in greater acceptance of what is the case right now. I also believe that as we live from a state of love in the present moment, we will discover the many gifts that lie hidden within all of the children and adults who live with Autism Spectrum Disorder. I believe that people with ASD in many different ways are calling us to become different people, better people. They are consciously and unconsciously calling us to transformation as individuals and as a species.

So if we stop polluting the earth, will autism go away? Probably not. And yet, I believe that when we live from a place of deep love and acceptance of everyone and everything that is, we can make ASD disappear. How? In the fullness of acceptance, there is love. And when we live from love, everything and everyone is loveable. Love is not interested in fighting diseases and diagnoses. Love knows that its purposes will be fulfilled.

Perhaps our children are the means for the salvation of the world. We tend to think that our children will save us with their great intellects. Perhaps our children are really calling us to greater love. In that calling, we may find our salvation in the deeper and fuller acceptance of one another as human beings. For more information on autism and autistic children please visit http://www.autistic-children.net/

Bill Frase is a personal coach and writer who lives in Pittsburgh, Pennsylvania with his wife and son. For more information, check out his blog at http://spiritualpowerforall.blogspot.com/ or follow him on Twitter-BillFrase. The practical implications of spirituality are a really big deal too.

Brain Training for Functional Disconnect Syndrome and Other Disabilities on the Autism Spectrum

We have discussed the way nerves communicate and how they decide when they are going to send impulses to other nerve cells. We know that groups of nerves collect information and fire together in pathways that stimulate distant parts of the brain. We also know that it is essential for different areas of the brain to communicate well with each other for us to be able to do the amazing complicated things we do with our brains.

The brain is divided into the left and right hemispheres. In these hemispheres the vast array of jobs that must be done are divided up and organized. Each hemisphere is also separated into special sections or lobes. These are the frontal, parietal, temporal and occipital lobes. The parietal lobe is mostly concerned with sensation of the body and locating where things happen. There is a map of the opposite side of the body inside each parietal lobe. So the left parietal lobe of the brain feels everything on the right side of the body and vice versa. The same type of thing happens for the occipital lobes sensing vision, the temporal lobes sensing hearing and the frontal lobes controlling muscle movements on the opposite side of the body. The frontal lobe is also what we call the executive center because it is responsible for making decisions and carrying out actions.

Now, imagine you are in a toy store. A train on its track is making its way around the store chugging and whistling. You turn your head to see where it is. As it comes into view you see an egg on one of the cars and you want to pick it up. It sounds like a simple thing but when you really think about it, it involves the whole brain and is quite complex. First, the ears are stimulated, changing the sound vibrations in the air to electrical impulses traveling along nerves. The impulses are sent to the temporal lobe so we can know what we are hearing and to the parietal lobe so we can know from where we are hearing it. The temporal lobes compare all the different frequencies in the sounds and their relative volumes and figure out what that whistling sound is. At the same time both parietal lobes take information from the ears and compare between the two sides which one hears the sound louder and if the volumes are changing to figure out where the sound is coming from.

The temporal and parietal lobes then send their perceptions forward to the frontal lobe so it can decide what they are, what they are doing, whether the sounds are dangerous or not and what to do about it. The frontal lobe then fires the muscles in the neck and moves the muscles in the eyes in perfect sequence to pinpoint the position of the toy train and then track its trajectory. In order to do this, it needs the occipital lobe which is now receiving visual stimulation from the eyes and forwarding it to the frontal lobe. The sound from each ear, the sight from both eyes, and the position sense in all the muscles involved must be synchronized by an internal timer so that differences in lengths of nerves and processing times do not confuse the frontal lobe like watching a movie where the sound is delayed so you see the lips moving but the words don't make sense. I haven't even started to talk about what it's going to take to judge the speed of this train, time the movement of the arm, sequence the firing of the muscles in the arm and hand, and judge and re-judge the pressure on the egg so we don't break it.

Without communication, timing and sequencing within the brain we simply can not operate smoothly in the world. As we know many of our children are experiencing functional disconnections of these different parts of their brains that we may have previously described as "sensory integration problems", clumsiness, poor eye contact, unusually high pain threshold, difficulty following directions or so many other things. The Listening Program, the Integrative Metronome, the other therapies we do in our office and the exercises we have patients do at home are intended to connect or reconnect the different areas of the brain in the proper sequence so our kids can perform the majestic complexity that we all take for granted.

Dr. Martin Rukeyser DC, is a Chiropractor who lives and practices in Port Saint Lucie, FL. He maintains a solo chiropractic office called Life Chiropractic http://www.lifechiropracticpsl.com and is also one of the co-founders of the Brain Training Center of the Treasure Coast http://www.flbraintraining.com - a practice dedicated to improving the lives of children and adults with Autism, ADD, ADHD, Dyslexia, Aspergers, and other neurodevelopmental disorders. Dr. Marty has long held a personal and professional interest in brain function and development and the connection between a healthy body and brain.

Dr. Rukeyser graduated Magna Cum Laude from Life University Chiropractic College in 1998. Prior to coming to Florida, he directed two clinics in a medically under-served community in in rural Mississippi. Dr. Marty, was raised in Long Island, NY and met his wife Ashley while in Mississippi. They have two sons, Ben and Jonah.

Do People With Asperger's Syndrome Have Empathy For Others?

have Asperger's Syndrome. I have tremendous capacity for empathy for others. I have continued to increase my ability to express that empathy. Do Aspies really lack empathy or is it felt, experienced, and expressed differently? Perhaps in ways that neurotypicals (NT's) do not recognize as empathy or do not experience as being the way they expect to be given empathy.

As I've written about in other contexts related to Asperger's Syndrome, it seems reasonable to say that there are many differences in those who have Asperger's Syndrome (AS). Men and women seem to have differing ability and context as well as understanding when it comes to something like empathy and compassion as well. (Attwood) There is still a difference not only in the way boys and girls are socialized, what those social norms contain, but also in what society expects from boys versus girls. Attwood, in his book, "The Complete Guide To Asperger's Syndrome" talks about this and concludes that females find ways to learn to express and to care-give in ways that perhaps many aspie males don't.

In my own experience with empathy, as an adult with AS, I know that I feel tremendous empathy for others. That can be someone I am talking to, sitting in a room with, or someone I see on the evening news who has suffered a tragic loss. There is also a very profound sense of connectedness to humanity in its macrocosm that means I experience a lot of empathy and compassion for a lot of world events and things that I see on the news and so forth that aren't a part of my own life.

A lot of this empathy that I have and feel that is palpable within me there isn't maybe as much expression of it at times. It depends if I am coaching with someone, or writing. If I am just in my own world, doing my own thing, in the splendor and wonder of my narrow focuses of interest (which are in themselves paradoxically vast) then there is much more that I feel that others can't know - that isn't measurable.

The way that Asperger's Syndrome is defined, like many other pervasive developmental disorders, or even mental illnesses pathologizes and categorizes differences in what are highly divisive and negative ways. There is little if any consideration given to the different ability of many with Asperger's in and through which things are felt, experienced, processed, and expressed differently. Not being the same as the feelings, experiences, processing, and expression of neurotypicals (NT's) the presumbed NT's who set out the defining criteria of Asperger's Syndrome fail to give consideration to different ability. What is different about those with AS in the minds of those defining it and those who continue to forward that narrow definition of it, despite endless individual manifestations and expressions of AS from all the people who have it, is that there is a tremendous lack of tolerance for difference.

It's as if there is some segment of society, "professionals" (?) that are charged with defining the ever-illusive "normal". It's flawed logic to begin with. It leaves no room for each to march to the beat of his or her own drummer, to be introverted versus extroverted without scrutiny and/or without penalty of judgment and being patholigzed.

I don't happen to think there is anything particularly horribly wrong with my brain as someone with Asperger's Syndrome. Again, the differences between aspie brains and NT brains, see the NT's pathologize the aspie brains as "dysfunctional". Why not just different? For all that people with Asperger's have contributed to this world through the unique genius that is a bonus to our differences, geez, I don't see that being categorized as negatively as the ways in which we "don't get NT social". Who needs it? I mean I straddle that line. I have pushed myself way far to "get it". However, "getting it" to some extent, and being able to connect socially, feel and express empathy and receive it doesn't mean that I want or need to be in that "space" that often. I just don't. I do find myself in that space often in terms of the work I do, writing I do, and knowing what others need from me at times. The rest of the time, time I can have for me, in my splendid aspie world, is time cherised in that world. That is not a statement about egocentrism or being unaware. Again, it's difference.

The egocentrism of my Asperger's is something that I am now very aware of. There are ways around it. Do they feel natural - no. Will they ever - I doubt it. Does it matter to me - not any more.

There are also many feelings, such as love, empathy, compassion, and so forth, that are compromised to varying degrees with individuals with Asperger's Syndrome. This does mean they can't continue to learn ways to increase understanding these emotions and their expression. Within the social impairment (so called - I'd say again, different ability) of Asperger's Syndrome in terms of social relating does feeling or expressing empathy become more challenging or difficult for many with AS, yes. This has to do with the different ways that we process information. It has to do with the NT social context that most with AS, even when we understand it to varying degrees, do not find it to be the way that we engage, the way that we would relate that would be first-nature to us.

Many people with Asperger's Syndrome have a capacity for empathy. Some more so than others. Some maybe not so much. Again, Asperger's Syndrome is not the same for each and every person who has it. However, the blanket statement in the pathologizing DSM-IV definition of Asperger's Syndrome (which by the way is not even slated to exist as such in the up-coming DSM-V professionals now preferring it just be lumped in with autism so that everyone can get even more confused) that people with Asperger's lack empathy is not all that accurate. It is a statement without explanation. A statemment, black-and-white as it is, that doesn't take into account each aspie's individuality, and the reality that people can feel more than you can know. This is especially true when much that can be felt by those with Asperger's Syndrome isn't met with the same need for expression, socially or otherwise, often as it is for those who are neurotypical.

This begs the question how professionals can even really accurately assess what someone with Asperger's feels or has the capacity to feel. How can you know if I lack empathy just because perhaps I didn't express something that was wanted, coveted, expected or that NT's define as a "social norm"?

You really can't, can you?

Should we as people with Asperger's Syndrome, make up some book and pathologize NT's who have a greater need and/or desire to relate many things, empathy being perhaps one of those feelings, to others more often than we do because to us that is not "normal" or necessary?

I believe that most aspies do feel empathy. I also believe that they want to experience empathy from others but that often both are lost in terms of expression and reception to the different ways in which we think, process information and to the different degrees to which we feel the need to actually "socialize".

That does not a lack of empathy make. That makes for difference. More difference that is not understood, not tolerated and that is pathologized by the "powers that be" who decide how it is that we are all "supposed" to relate to one another.

Small box that, don't you think?

© A.J. Mahari - All rights reserved.

A.J. Mahari, herself a person with Asperger's Syndrome, is a Life Coach, BPD/Mental Health and Self Improvement Coach who also works with adults with Asperger's Syndrome in supporting them, and helping them to learn coping skills and compensatory strategies to take their different abilities and learn how to make the most out of what can be an incredible gift. If you'd like to read more about my own thoughts and experience with and about Asperger's Syndrome please visit my website at http://aspergeradults.ca

Autism and the Importance of Knowing the Funding Options

Ever since autism spectrum disorder has come to the public's attention, funding for research and education has increased dramatically. There was a time when ASD when misdiagnosed and extremely misunderstood, but as more and more cases were reported, the world realized that this was an epidemic of global proportions.

Government funding increased, along with private donations for scientific research and education, has had an a huge impact on the development of children and families how deal with this malady on a day to day basic. A large increase has come at the state level, with school districts now seeing the immense growth in students diagnosed with ASD. Some schools have hired autism specialists and teachers whose primary duty is focusing on the sensory needs and educational variances of the individual students. Tax dollars are responsible for this these extra funds, and with improvement rates skyrocketing, this funding appears to be a permanent fixture in the state schools.

Scientific research money is provided often at the federal level, with government grants making up more the ¾ of all funding. Private donations and fund-raising help to pick up the shortcomings in money needed to fully understand the disorder. Gift giving foundations, such as the Doug Flutie Jr. Foundation, raise the funds for scientists and researchers to try to find any genetic links or environmental factors that could be linked to the increase in numbers of reported cases. Autism Speaks gathers funds from various public and private donors for research, education, and family support.

The U.S. Department of Education has taken a proactive role in funding at the educational level. The grant money often goes to Early Childhood Intervention programs that offer services to children as early as the age of two. Some state Medicaid programs help offset any shortage in funding that may occur, providing a consistent support to children and families. This is due to the realization the these programs indeed do make a difference, since discovering the rates of improvement in ASD children who get educational assistance at an early age.

On a yearly basis, foundations are being set up to advance scientific knowledge and research in order to serve the community at large and to protect our most vulnerable of children. Special education classes globally have stepped up their curricula to serve those students with ASD, as their needs often differ from those with other disabilities. As children advance in school, the use of classroom 'shadows' have shown to make a difference as children with ASD are integrated into the mainstream curriculum.

For example, The Kinney Center Operating Fund collects funds for sensory camps and summer day camps, up to $35,000, as well as training for emergency responders, such as EMTs and police, with up to $30,000. State funding for CERT (Community Emergency Response Team) training in ASD modalities have also risen.

For parents, caregiver and educational specialists, knowing the funding options available can make a difference in the care and teaching of children diagnosed with this epidemic disorder.

Jason Alan Franklin has been working as a freelance writer ever since escaping the corporate time-clock in 2009. He is a content ghost writer for many web sites around the world, a music writer for OnixLink, and an envornmental writer for DetectEnergy.
He currently lives in Ashland, Oregon with his wife and two children.

Article Source: http://EzineArticles.com/?expert=Jason_Alan_Franklin

The Important Aspects Of Autism Care

Autism is prevalent in the news since one in every 150 children is currently being diagnosed with some form of autism. Autism is found in boys 4 times more often than it is found in girls. Autistic children often do not talk or think like so-called normal children. They have difficulty managing emotions and do not play or form relationships well with other children. Most cases of autism will present before age three, and generally displays some type of repetitive or ritual behavior. Verbal and non-verbal communication can be impaired, and some children do not speak at all. Infants often reject cuddling with parents and remain aloof when reaching the toddler stage.

Autism care can take on different aspects. Autism has no known cure, but people with milder cases of autism can live independently. When the autism is severe the individual will require livelong supportive and medical services.

Important Aspects of Autism

Effective autism care requires early recognition of the problem and quick intervention. This is the most important aspect of autism care. Common signs of autism can include language, social skills and behaviors.

Language - a child with autism may have delayed speech development. They often repeat the same words and/or phrases over and over, and may have abnormal and inappropriate tone of the voice. Often they cannot hold a normal conversation for their age.

Social Skills - an autistic child does not seem to be able to develop empathy or sympathy with others. The child will have a short attention span and generally cannot make eye contact with another individual.

Behaviors - autistic children have repetitive movements and rituals that must be followed at all times. They get upset with changes in routine and often bang their heads repetitively. They are also sensitive to light and sound.

While every child with autism will display different symptoms, these important aspects of autism are generally seen in some variation in children. The appropriate autism care is directly related to the symptoms presenting in the autistic child. Types of behavioral and developmental therapies include speech and language, occupational and sensory integration, and social developmental.

Understanding and recognizing key important aspects of autism will help the parents get the child in the appropriate treatment and educational programs early enough to potentially affect the improvement of the symptoms so the child can better interact in social situations. Autistic children often display an outstanding skill in another area such as music and rote memory. They display genius ability in some area, which finding social interaction beyond their scope of abilities.

Another important reason for understanding the basic aspect of autism is that there could be an underlying psychiatric or neurological problem. Some autistic children suffer seizures. If not appropriately diagnosed, the autistic child could receive the wrong autism care, treatment and medication. Early intervention with doctors and neurologists can pinpoint a diagnosis that will ensure the child receives the proper medication and educations support.

Early autism care could include medications to treat hyperactivity or mood changes, along with medications that can control seizures in the autistic child. There are also nutritional and vitamin therapies that have shown improvement in autistic children.

Find out more about autism care

Article Source: http://EzineArticles.com/?expert=Jamie_Simpson

The Powerful Use of Language and How It Impacts Autistic Children

When looking at the language we use with our autistic children it is useful to break it down into categories. There are four things on which to focus when you want to use appropriate language with your child.

1. Stay Away from Negatives

One thing to remember is that the subconscious mind does not "hear" negatives. When you tell a child "not" to do something, that child will actually do it because the negative word is filtered out by the subconscious. For instance, if you say to a child, "Don't run," the child will only hear the word "run." It is better to say, "Please walk," or "I would like you to walk," or simply, "Walk." Depending on how you generally speak to your child, you may have to work hard to change the way you phrase requests. Just try to focus on the positive and minimize the negative. This means that when you phrase requests for your child, you must use positive language and state what the child is to do, staying away from saying what the child is not to do.

2. Break Things/Requests Down

Another thing to remember when talking to autistic children is that they do not have the same level of concentration as an adult or even another child does. For this reason, it is important to break tasks down for them so that they won't feel overwhelmed. It is so easy for us to just say, "Clean your room," but an autistic child wouldn't know where to begin. You need to break it down and ask her to clean up only her clothes. You can even tell her to pick up the clothes according to color. Tell her to pick up the red clothes, then the blue clothes, then the pink clothes. Then ask her to clean up her toys. You will get better results and your child will feel better about it too.

3. Offer Choices

Children of any age need to feel like they are in control of their lives and this need may be even more pronounced in the autistic child. After all, she is trapped within a mind in which she knows she needs to communicate, but also knows she cannot. Autistic children also do not like change, which is a part of life. This must be extremely frustrating. By giving an autistic child the ability to make choices, you can help alleviate some of the frustration of the child's situation. The key to doing this is to ensure that the choices are simple, otherwise you risk overwhelming the autistic child, which will very likely cause undesirable behavior instead of preventing it. Of course, there are some things that children simply have to do, but you can make it easier for them by offering choices around those things. For instance, they have to eat, but by offering them a choice of what to eat, they can have what they like and feel good about it. If your child is non-verbal or not very verbal, then you can still offer choices by using pictures of food and having her point to the picture of what she wants. This ability to control one's life is something we all want and we must value that need in our children.

4. Talk to Them and about Them in a Positive Manner

Your child will be whatever you tell them consistently and your positive message can make the difference between your autistic child growing up to be a functioning adult in a career that she enjoys or an adult that has a difficult time functioning in society. Have you ever met an autistic adult who was happy in her life and career and said that her parents always told her she could do anything she wanted and that she could achieve anything? Well, guess what? She did exactly that. But if those same parents had told that same child that she wasn't able to do certain things or that something was out of her reach because of her autism, she would very likely not have achieved much of anything. The adult standing before you would likely have a very different life.

If you complain that your child is slow, then she will be slow. However, if you tell her she is smart and that she can do anything she wants, she will take that into her life and you will see it in her efforts at school and beyond. It is important to convey to your child that she is great. When you do this, the child will be great and they will believe they are great.

The key is that when you use the appropriate language with children it becomes a win-win situation for everyone.

Rachael Mah is a Master Neuro Linguistic Programming (NLP) Practitioner and Coach. Rachael's passion is to help parents and teachers to coach their children and students to succeed in life as individuals. Please visit http://www.motivateschoolkids.com for details.

Day Schedule Strips to Teach and Calm Autistic Children

Schedule and Day strips are a great way to get an Autistic child to understand what is going on on a day to day basis. It teaches them language and can modify their behavior by understanding what is going on.

We found with our daughter and other Autistic children that one of the major causes of a meltdown is when they are confused about what is happening. This is often happens when a routine is changed and they don't know about it, or understand why.

By communicating with the Autistic child, by some means, well in advance, perhaps the day before, of what to expect for that day they will be exceptionally calmer even if it is a big change from their routine.

One way we found of communicating to the child is through pictures. Most Autistic children are highly visual communicators. They see the world in pictures, mainly because they can not process sounds and written words.

Compics, PECS and Boardmaker were developed for communicating with persons that have impaired or do not have language skills at all. They can be used for communicating and ultimately for teaching language step by step.

The day schedule strips are just one example of using pictures to communicate, but this for us was one huge step toward teaching and communicating to our daughter about what to expect for the coming day and any changes to her routines.

With this knowledge it was as if she was a completely different child, willingly following what was on the schedule, and accepting new and challenging experiences. However if the schedule had to change then there was a problem to contend with.

Over time however we found if things did change we would use the same method, only without as much advance warning, but it was just as effective in preparing her for the change.

How to make the Schedule Day Strips
The strips can be made up of laminated cardboard or plastic with a Velcro strip along the front. The pictures used for the strip are made up of either Compic, PECS or Boardmaker style pictures which have a Velcro pad adhered to them on the back. The strip is made long enough to fit sufficient number of pictures for the days events.

It is important to make the strips and pictures large enough to catch the child's attention and make it easy for them to see and read. The pictures should have words with them even if they can't read as this will aid to teach them words associated with the pictures.

How to use the Schedule Day Strips
For each day a schedule can be laid out in order of events from left to right. The child can see what day it is, for example F Friday and what they will be doing during the day. This can be slowly progressed in time as the child learns to read, or recognise the words, into cards with words or short sentences only, to describe the days events.

Now we have progressed Isy to using a diary which she refers to on regular basis during the day to see what her days schedule is. It is great to see her looking and reading her diary and knowing exactly what is in store for her for that day and coming days, such as planned events in the future.

It is important to know when to progress from pictures to words to sentences, and not done too early or too late. If done right they will transition easily and smoothly along.

To see the images for this article visit: http://isybeeautism.com/autism-teaching-aids/day-schedule-strips-to-teach-and-calm-autistic-children/

Hi, my name is Isabella, Isy for short. I was born in mid 1997 and was diagnosed with autism at the age of two. My parents originally started Isabella's Autism Pages and Isybee Autism web pages to help other parents in similar circumstances, and to give recognition to other people and organisations who have helped them help me. We hope to cover a lot of ground writing articles and providing information and resources for families and persons affected by Autism Spectrum Disorders (ASD). Please visit my website for more information and resources:

http://isybeeautism.com - Autism information and resources.

Is Your Asperger's Syndrome Teenager or Adult Becoming a Recluse? Article Source: http://EzineArticles.com/6176809

We all know that adults with Asperger's syndrome often are not very social...and this may be true in spite of years of therapy and treatment to improve social skills. But is your child at risk of becoming a recluse?

There are many teenagers and adults with Asperger's who almost never leave the house for any reason. They may be on the computer a lot, play video games, or just watch TV. This is often a result of an intense amount of social anxiety.

Social Anxiety

Several members of an Asperger's syndrome message board said that they were afraid of running into people they knew, or people from high school. And the fear of unexpected social situations creates so much panic and anxiety, that these young adults would rather avoid people all together.

They are not confident about their social skills at all, and have such high anxiety about meeting other people and having to talk to them, that they can't even bear the idea of leaving their house, where they feel safe. What will they say if they run into someone?

So what can you do to reduce your child's reclusive behaviors?

1. Try to identify the root cause of the behavior. What about the outside world is your child afraid of? What would allay his anxiety? Since social anxiety is so often a cause, you might want to try roll playing common interactions that your child might have with others in the outside world. Antidepressant medication might help lessen the anxiety, as well as therapy, if you can get your child to go.
2. Daily family dinners. If you haven't already, implement daily family dinners so your family can have a chance to check in with each other and foster a sense of connection. Also, being able to talk informally in a safe environment allows your Asperger's loved one to practice the back-and-forth of social interaction...and learn how to simply carry on a conversation.
3. Plan low key family outings on a regular basis. Going to a restaurant, a movie, a walk in a nature preserve. Try not to make it anything too overwhelming; you need to keep in mind the sensory issues of your child.
4. Have them go with you when you do errands if possible; if you have to bribe them with offers of buying them something small if they go out, so be it. You want them to get used to and become more comfortable going out in public...and dealing with people they may meet.

The older your child is, obviously the more difficult this will be, especially for adult children. The truth is, when push comes to shove, there isn't a lot you can do to make your child be less reclusive. This has to be a choice that he or she makes on his or her own. (And some adults with Asperger's do report growing out of it after a certain period of time.)

The important thing is to try to maintain connections with your child, so they know they always have someone to go to. Reclusive behavior is not always a bad thing; all that time spent on the computer could be your child socializing online, in their own way. If their needs are getting met, this is not necessarily a problem. But if you are concerned about your Asperger's child becoming a recluse, then the tips mentioned above may help you work through it.

And by following these tips, you will not have to worry that your child with Asperger's syndrome will end up completely isolated and lonely. There are many other tips and suggestions that can help your loved one live a fulfilling and happy life. For strategies for success and to find information to help both children and adults with Asperger's syndrome go to www.AspergersSociety.org. There you will be able to sign up for the FREE Asperger's Syndrome Newsletter as well as get additional information to help your loved one be happy and succeed in life.

Article Source: http://EzineArticles.com/?expert=Craig_Kendall

Famous People With Asperger's Syndrome

Did you know that there are actually a lot of famous people...well known, successful people...who either have Asperger's syndrome or have been rumored to have Asperger's?

It is helpful to take a look at some of these people to show us that having Asperger's syndrome does not have to get in your way of being successful. In fact, sometimes it is the very traits in Asperger's that can make you successful.

1. Bill Gates

Bill Gates, one of the richest people in the world today, is the founder of Microsoft. Gates shows many traits of Asperger's, although he has never been formally diagnosed.

Gates was always more interested in machines than people as a kid, and had a single minded focus on figuring out how the computer worked. The first computers were just being developed when Gates was growing up, and he spent hours at his school's computer trying to figure out how to build software for it and learn how it worked.

His tenacity would serve him well later on as he developed the software that would become the basis of Microsoft. Videos show Gates rocking on television, and point out his incredible memory as a child. Gates had little time for social niceties and always preferred to get to the point of things.

2. Dan Aykroyd

The famous actor and screenwriter Dan Aykroyd has also admitted to having both Asperger's and Tourette's, diagnosed when he was 12. In an NPR interview with Terry Gross in 2004, Aykroyd said that he still had a "touch" of Asperger's, although he had mostly grown out of the physical tics that go with Tourette's.

Dan was one of the original members of "Saturday Night Live" and stared in such notable films as "The Blues Brothers" and "Ghostbusters".

3. Tim Page

Tim Page is a well-known music critic and author. He has won a Pulitzer prize for his work writing music criticism for the Washington Post. His memoir, "Parallel Play," talks about his life growing up with a feeling that something was not quite right, that he was alone in a way he couldn't quite describe. He was not diagnosed with Asperger's until age 45.

Page says that "it would be easier for me to improvise an epic poem before a sellout crowd at Madison Square Garden than to approach an attractive stranger across the room and strike up a conversation." ("Parallel Play," Tim Page). As a child, Page was obsessed with details of things, music, and movies, and was mostly oblivious to the social world around him.

4. Temple Grandin

Temple Grandin has made many great innovations in humane animal handling systems and more humane ways to slaughter livestock. She is also a celebrated author and has done much for awareness of Asperger's and autism.

People like Albert Einstein, Isaac Newton, Thomas Jefferson, and Steven Spielberg have also been suspected to, but not have been confirmed, to have Asperger's.

Having Asperger's syndrome does not limit your ability to do anything that you want to in your life. As we can see from these examples, some of the traits of Asperger's syndrome - focus, single-mindedness, and perseverance - can actually be a blessing in disguise in achieving your goals as many famous people with Asperger's syndrome have found.

Famous people have been able to overcome the myriad challenges of Asperger's syndrome and lead happy and successful lives. Do you worry how your loved one with Asperger's syndrome will wind up? For strategies for success and to find information to help both children and adults with Asperger's syndrome go to www.AspergersSociety.org. There you will be able to sign up for the FREE Asperger's Syndrome Newsletter as well as get additional information to help your loved one be happy and succeed in life.

Accepting Auism - A Parent's Journey From Suspicion to Advocacy and Acceptance

In this day and age with the rise in disorders that were not quite as common twenty years ago, such as Alzheimer's and Autism - both neurological disorders - it is easy to worry and fret. The fear that either of these will arrive at your doorstep can fill anyone with concerns and anxiety if they let it.

Confronting the fact that your loved one may have a neurological disturbance that challenges their ability to communicate, interact and socialize with you is difficult to face. The possibility that your precious child may receive a diagnosis of autism is news that can drastically alter the course of the life you envisioned for you and your family.

As devastating as this can be it unfortunately is a fact of life for too many parents in this day and age! With the Center for Disease Control (CDC) reporting a prevalence of an autism spectrum disorder (ASD) as 1 in 110 children this is a situation that can potentially present itself to a large percentage of families across the world.

Deciding whether or not to get a diagnosis for any life altering condition can be wrought with confusion, anxiety and doubt and feel like a double-edged sword. On the one hand, knowing exactly what you are dealing with might provide you with some relief by giving you clear direction for the detour your life is about to take. On the other hand, fear of the unknown can easily instill fear and helplessness, thereby halting you in your tracks. Either side of this coin is a very uncomfortable and daunting place to be.

Taking a step towards a diagnosis not only involves a conscious effort to put one foot in front of the other but the courage to see what may lie around the corner. Staying where you are may feel safe for the moment but as frightening as it may be, the sooner you know, the sooner you will be able to move toward your preferred future and have your child reach his or her full potential.

Whether someone has mentioned a concern about your child's rate of development or your gut has been sending you suspicious messages about your child's progress, being in this space can fill you with angst. As unique as we are as individuals, we all move at our own pace and in our own time but sometimes we all need a little push. This impetus may come in the form of new information, the support of others, or the simple matter of listening to and trusting that nagging voice inside our head.

Wherever you currently might be on this anxiety-provoking path, here are some thoughts to contemplate. Parents who are facing a possible diagnosis of autism for their child usually fall into three different categories:

1) The Land of Denial

All parents of special needs children go through this phase. No parent wants to believe that their child will face challenges in any area. Every parent want their children to be as close to perfect as possible, or without significant challenges for sure.

If you are a first time parent you may not have an accurate frame of reference to refer to. If this is not your first child but you notice the difference in your child's development it is easy to explain it away with the notion that ALL children are unique and grow and develop at their own pace which is absolutely true.

If you secretly harbor a suspicion about your child's development, yet fight the thought whenever it enters your mind:

• Take some time for reflection; time to really listen and objectively observe what is before you.
• Educate yourself and do your research on typical child development then contemplate the facts.
• Listen to your gut and what it is telling you. Don't block your ears because you don't want to hear what it might be saying - this is your child we are talking about.

2) The Dismissal Zone

Some parents come to terms with the fact that something may not be right early on and are prepared to address it. They may have found some confirmation for their concerns from various reliable sources yet have difficulty finding a professional that will take them serious enough to explore the issue.

If you are requesting a conclusive diagnosis from your child's pediatrician and are frustrated with the response you are getting, consider the following:

• Don't accept excuses. If the professional you share your concerns with refuses to listen to you and responds with "he's just a boy..." or " Let's wait another year and see where she is." - listen to your wise self and go to plan B. Time is of the essence and early intervention and treatment is one of the most important things you can set into motion.


• Get a second opinion. This is no time to be intimidated. Shop around for pediatric professionals and other developmental specialists who diagnosis. Ask to be referred to a Developmental Pediatrician or interview pediatric practices that have Psychiatrists/Psychologists on staff.


• Advocate, advocate, advocate. Be persistent in your efforts to help your child - don't let your worries and concerns fall on deaf ears. Remember, you are your child's best and only advocate.

3) Floating in Limbo.

Once you have acknowledged the diagnosis of an autism spectrum disorder for your child the experience can be devastating and overwhelming. The disappointment, anger and the feeling of isolation can leave you in shock.

If you have accepted the diagnosis of autism but are confused about what to do next and often feel as if you are adrift at sea:

• Get the ball rolling. Taking action will eventually give you a clear direction and focus. Early intervention is extremely crucial in making a difference for your child because rewiring the brain while it is most malleable produces the best results.


• Do your homework. Clear away the debris and alleviate your confusion by turning to reliable sources of information such as experts, associations, and veteran parents of children on the spectrum. The Autism Society of America http://www.autism-society.org or Autism Speaks http://www.autismspeaks.org are good places to start. Autism Speaks offers a 100 Day Kit to assist families in getting the critical information they need in the first 100 days after an Autism diagnosis.


• Find and join a support group. Don't let any embarrassment or shame you might be feeling get in the way of reaching out to others. There are many other parents who have been in your shoes and experts out there to help you - go find them.

If fear of the unknown resonates with you and you feel that you just can't face this ordeal on your own, search for experts who can support and guide you through this journey. There are a growing number of parent coaches and consultants that are available to help parents address almost any challenge and guide them to take the necessary steps forward. A parent coach can save you valuable time in finding the best route possible to get you to your destination.

Regardless of your situation, should your worries and concerns turn out to be negative, you have lost nothing. If your suspicions are confirmed, you can at least prepare yourself well for your unexpected journey.

Connie Hammer, parent consultant, educator and coach, is your expert guide to the other side of Autism. A licensed social worker, with more than twenty years experience working with families, she supports parents of young children recently diagnosed with an autism spectrum disorder. Founder of Parent Coaching for Autism http://www.parentcoachingforautism.com, she will replace your worries and concerns with relief and results by uncovering abilities to change possibilities. To discover the support she offers with a membership in her Parent Chat Club, a coaching group that will take your parenting to a more confident level, visit http://parentcoachingforautism.com/coaching-services/parent-chat-club-membership/

The Powerful Use of Language and How It Impacts Autistic Children

When looking at the language we use with our autistic children it is useful to break it down into categories. There are four things on which to focus when you want to use appropriate language with your child.

1. Stay Away from Negatives

One thing to remember is that the subconscious mind does not "hear" negatives. When you tell a child "not" to do something, that child will actually do it because the negative word is filtered out by the subconscious. For instance, if you say to a child, "Don't run," the child will only hear the word "run." It is better to say, "Please walk," or "I would like you to walk," or simply, "Walk." Depending on how you generally speak to your child, you may have to work hard to change the way you phrase requests. Just try to focus on the positive and minimize the negative. This means that when you phrase requests for your child, you must use positive language and state what the child is to do, staying away from saying what the child is not to do.

2. Break Things/Requests Down

Another thing to remember when talking to autistic children is that they do not have the same level of concentration as an adult or even another child does. For this reason, it is important to break tasks down for them so that they won't feel overwhelmed. It is so easy for us to just say, "Clean your room," but an autistic child wouldn't know where to begin. You need to break it down and ask her to clean up only her clothes. You can even tell her to pick up the clothes according to color. Tell her to pick up the red clothes, then the blue clothes, then the pink clothes. Then ask her to clean up her toys. You will get better results and your child will feel better about it too.

3. Offer Choices

Children of any age need to feel like they are in control of their lives and this need may be even more pronounced in the autistic child. After all, she is trapped within a mind in which she knows she needs to communicate, but also knows she cannot. Autistic children also do not like change, which is a part of life. This must be extremely frustrating. By giving an autistic child the ability to make choices, you can help alleviate some of the frustration of the child's situation. The key to doing this is to ensure that the choices are simple, otherwise you risk overwhelming the autistic child, which will very likely cause undesirable behavior instead of preventing it. Of course, there are some things that children simply have to do, but you can make it easier for them by offering choices around those things. For instance, they have to eat, but by offering them a choice of what to eat, they can have what they like and feel good about it. If your child is non-verbal or not very verbal, then you can still offer choices by using pictures of food and having her point to the picture of what she wants. This ability to control one's life is something we all want and we must value that need in our children.

4. Talk to Them and about Them in a Positive Manner

Your child will be whatever you tell them consistently and your positive message can make the difference between your autistic child growing up to be a functioning adult in a career that she enjoys or an adult that has a difficult time functioning in society. Have you ever met an autistic adult who was happy in her life and career and said that her parents always told her she could do anything she wanted and that she could achieve anything? Well, guess what? She did exactly that. But if those same parents had told that same child that she wasn't able to do certain things or that something was out of her reach because of her autism, she would very likely not have achieved much of anything. The adult standing before you would likely have a very different life.

If you complain that your child is slow, then she will be slow. However, if you tell her she is smart and that she can do anything she wants, she will take that into her life and you will see it in her efforts at school and beyond. It is important to convey to your child that she is great. When you do this, the child will be great and they will believe they are great.

The key is that when you use the appropriate language with children it becomes a win-win situation for everyone.

Rachael Mah is a Master Neuro Linguistic Programming (NLP) Practitioner and Coach. Rachael's passion is to help parents and teachers to coach their children and students to succeed in life as individuals. Please visit http://www.motivateschoolkids.com for details.

Article Source: http://EzineArticles.com/?expert=Rachael_Mah

Have You Heard About Colored Lenses Helping Autistic Children?

I recently did some research about bright lights, fluorescent lights and sunlight, that can create problems for some autistic children. I started to read about these colored lens glasses. I had to find out more information and know what they were and what the effect is, by helping autistic children.

I discovered they were lenses that are a form of prism lenses. These type of lenses are useful for individuals who have autism spectrum and are hypersensitive to various kinds of lighting.

I remember when my brother had his disorder, he had a difficult time reading. He told my parents the words were like ants crawling on the page. Printed text with its many colors and color contrasts can be a challenge for people who have autism. Sometimes this will give a hypersensitive reaction.

I learned with my research that these lenses will improve the attention span and reading skills. In addition, they can help reduce the color sensitivities that your child might experience.

Some of the visual problems your child may have is peripheral vision issues, color sensitivity, light hypersensitivity, poor depth perception, and color contrast. This has been identified as Scotopic Sensitivity or Irlen Syndrome.

Autistic children have a common denominator of visual problems, which can cause reading disorders and learning disorders, that is a result from stress and appears in most environments.

Some of the symptoms of the sensitivity are:

* Bright lights, flashing lights, glare, certain kinds of lighting.

* Difficulty in reading, due to the fact that the words seem to vibrate on the pages.

* High contrast of color, may be difficult to see or read.

* To sustain attention and concentration may be a challenge,

* Tunnel vision and other vision problems may be difficult due to what is seen.

* Your child might get migraines and headaches.

Who is the founder and developer of Irlen lens system? Her name is Helen Irlen. She used two methods for helping children with autism.

1. Using colored overlays or transparencies to place over books, documents, and computer screens.

2. To better manage and look at what is surrounds the individual, Helen used tinted glasses to wear.

The reason this method seems to work or have value for some individuals with autism is, the transparencies reduces the stress they often have or feel from reading words and making them stable on the page.

The colored overlays are placed on printed text when reading., They are very simple to use. It has been proven most effective when they are used on a white background.

It has been reported that children with autism, who wear colored lens glasses, feel less stress from light and see better. They are more relaxed, have better motor skills, and experience fewer distortions of perception.

It might be beneficial to consider to do some research and find out if your child is suited for colored lens glasses. Ask your professional health care doctor for information on what he or she thinks would be good for your child. Check it out with your professional, for further advice.

Bonita Darula's informational web sight==> http://www.autismintoawareness.com is where you SIGN up and RECEIVE your FREE WEEKLY NEWSLETTER with updated topics that are imperative for your Autistic child and you. She also offers an e-book that has updated information about the signs and warnings of Autism. Check it out.

Asperger's Syndrome - The Pardox of Social Impairment and Profound Social Disconnectedness

The intricate labyrinth of this paradox exists within the assumption that a social impairment in and of itself, however that is defined and experienced in each individual (AS) life is tantamount to social disconnectedness

Gregory B. Yates, in his writing, "A Topological Theory of Autism," explains that the three founders of "autism", Eugen Bleuler, Leo Kanner, and Hans Asperger, "clearly saw other features of autism as secondary to social disconnectedness." and emphasizes that this disconnectedness "...is the central, eponymous feature of autism it is the primary feature..."- "it is social disconnectedness that most defines autism..."

The degree to which there are differences, generally, between autism and Asperger's Syndrome (AS), more specifically, in terms of this social disconnectedness varies greatly with each individual. It has been my experience that the manifestation of this social impairment and social disconnectedness also varies greatly between those with more classic forms of autism as opposed to those with Asperger's Syndrome (AS). Even within those with AS the extent to which this paradoxical synergetic syndrome is present depends upon many individual factors including age of diagnosis, intervention, support, counselling and general educational intervention.

I experience this social disconnectedness, as an adult with Asperger's Syndrome (AS), in ways that I imagine are more difficult for me and others like me than they may be for those with more classic autism. It is the awareness that one has with AS that often brings with it a more painful lack of connection. Many, like myself, with AS, to varying degrees, have strong desires to try to be as social as we can. This is, however, coalesced with what is an equally strong aversion to being social.

This paradox of simultaneously desiring and feeling aversion to social connectedness is born out of a lifetime of difficult and painful experiences in the social realm coupled with a lack of understanding and difficulty in truly being able to feel a sense of joining in what others are experiencing as a shared experience.

I am keenly aware, in the social realm, that while I have learned to do many things that one is supposed to do from all accounts and appearances I do not experience them in the same way that neuro-typicals (NTs) do. There is still this feeling of not totally understanding the feeling experience of the shared social experience. This reality is accompanied by the anxiety and the stress (overload to my system) that much of this activity produces within me. To state it outright and forthrightly, I do not derive joy from anything social.

My experience of joy is very much a by myself internalized proposition. Knowing this can be, at times, a source of frustration and pain. Even when I am social I am not really totally there. It's difficult to explain this but as Yates explains, "Autistic people live like Tantalus*, with the fluent social interaction of others suspended before their eyes, out of reach." I can relate to this. To try to actually join in and feel a shared experience socially is like reaching for forbidden fruit that moves ever so slightly back every time I reach up and forward toward it. I have been in many a social situation where I do just end up observing because the social interaction of others is suspended out there before me and for me is out of reach in terms of experiencing it the way that others appear to be and report experiencing shared meaningful times that fill them up. Trying to socialize, which I don't mind in small doses, despite the pain of it all, for me is so stressful most of the time that unlike my NT friends empties me out leaving me just wanting to retreat back into my own world.

The fact that most NT's describe socializing as being a "filling up" experience that adds something to them and I know that it is the opposite for me, I don't see this as needing to be defined as anything else aside from a profound difference after its recognition.

Yates continues with the assertion that, "Social disconnectedness is the horse of autism: Secondary features are baggage in its cart."

Not everything about this social disconnectedness is experienced as baggage. That said, I think it would be highly negating if I were to say that this disconnectedness doesn't in fact leave an adult with AS with some baggage. It does.

The most difficult aspect of this baggage, which I'm sure varies with each adult with AS, though having, no doubt, some common themes, is that we are left to fend for ourselves with it. There are (with rare exceptions) no services for adults with Asperger's Syndrome.

In my own experience, the mental health issues and co-morbid issues that can exist with AS and its incumbent or subsequent baggage, are not effectively being dealt with by traditional Mental Health delivery systems. While there are some therapists who will assist adults with AS they are not accessible to those without the funds and even then they are rare as most, if not all resources are currently focused on children with autism and/or Asperger's Syndrome.

Today's children are going to be tomorrow's adults. The baggage that they will encounter as adults will still be sitting here, as is mine and that of other adults with AS. I continue to not understand the lack of services for adults and for those who are transitioning from adolescents to adulthood with all its more complicated issues.

I must stress here too that not all that AS brings to my life is about baggage. In the arena of social disconnectedness and trying to navigate the world of social beings however, yes, I have some baggage that I am continually aware of, working through, and trying to come to terms with. In this area, this baggage does impinge upon my self-acceptance, still, though I'm getting through that more now too. This is the reality of a paradox that adults with AS must not only live with but wrestle with in order to not be left feeling less than. This is why I stress that we are differently abled as opposed to the common societal stereotypical assessment that we are just disabled

Yates also asserts, "While some secondary features of autism are unpleasant, in a social world one autistic trait is truly devastating. That is autism's defining characteristic itself - social disconnectedness.

I have found this trait quite devastating. While I continue to make progress in terms of what I have learned about mapping my social efforts I continue to find them often as painful as they are anything else. I am still in the process of dealing with this fact. The fact that I have to live with a high degree of social disconnectedness that I have enough insight about to feel saddened by at times. It is here, I have learned, that my self-acceptance depends upon my ability to continue to learn and grow in my ability to use compensatory strategies to meet my needs in the adult arena of relating.

Yates states that, "Autistic people vary in their desire for social interaction. However, even those who do not desire social contact can be devastated by its lack, for thriving in human society depends on social ability."

I agree totally with Yates here. I have known other adults with Asperger's Syndrome. I've seen vast differences between them and myself in many respects. I've also noticed that there are numerous and vast differences between men and women with Asperger's as well. (More on this in an up-coming article)

I have been devastated by "its lack". The lack of socialization in my life. By what remains (or certainly feels like) despite my best and most fervent efforts to socialize, relate, and be available in my primary relationship, a feeling of disconnectedness that often brings me back to a familiar pain that like a brick wall sitting between me and the world of social ability, has and continues to affect my thriving in the way in which most people define and value thriving

All is not lost here however. I am a great believer that even when diagnosed with AS in adulthood, as I was at the age of 40, we can make progress. I have learned a great deal. I continue to learn to compensate and to let those closest to me know what I need in order to be able to build bridges to them and have them build meaningful relational bridges to me.

I also believe that despite not experiencing a kind of social ability that clearly indicates thriving to our human society, I am thriving and will continue to build upon this thriving in my own way as defined by my own understanding, needs, wants, and my continued dedication to straddle what is at times a very unforgiving philosophical paradox.

What is defined as social impairment, again, can be construed as disabled or contrastingly as differently abled. One must take to task the notion that we are all supposed to be the same or that we all must have the same values and capacity in the social realm.

Having Asperger's and knowing it should be a gateway to understanding not some societally imposed label that implies lack and that sees that lack pathologized.

It is my hope and my intention the more I come to understand my Asperger reality and the more I write about it that my readers will come to appreciate the differences that manifest in many ways that are the indicators of difference in brain functioning. That NT brain wiring is not superior to the brain wiring of those with Asperger's and visa versa. This is all about difference and more specifically, acceptance of that difference and allowing each group of people to live as they must and flourish as they will.

To this end, coming out of this most basic difference in social ability and social connectedness or defined disconnectedness it is my hope that the system and parents of children with AS will stop believing and insisting on trying to normalize the autism/asperger's out of their children. We are born the way we are for good reason. Let society expand its definition and understanding of worth, and change itself, and stop requiring that those of us on the autistic spectrum change or have to fit the NT mold in order to matter, to be functional, and to be able. We are very gifted and talented in our own ways. Who we are needs to be "good enough". It needs to be "good enough" firstly to parents, secondly to society and equally to each adult diagnosed and left to fend for themselves, with Asperger's, in adulthood.

We need bridges of understanding to and from each other. We do not need to be the same. We are all okay as we are, differences and all.

© A.J. Mahari - All rights reserved.

A.J. Mahari is a Life Coach, BPD/Mental Health and Self Improvement Coach who also works with adults with Asperger's Syndrome in supporting them, and helping them to learn coping skills and compensatory strategies to take their different abilities and learn how to make the most out of what can be an incredible gift. If you'd like to read more about my own thoughts and experience with and about Asperger's Syndrome please visit my website at http://aspergeradults.ca

Pervasive Developmental Disorder - Consists of Five Neurodevelopmental Disorders Including Autism

Pervasive developmental disorder is a number of neurodevelopmental disorders classified under one umbrella. They are called either pervasive developmental disorder or, as they are more commonly known, autism spectrum disorders. There are five disorders included in this group. The most common one is known as autistic disorder, or Kanner's autism, and is considered the most severe. Asperger's syndrome is the milder form. They both share the same symptoms, verbal and non-verbal communication difficulties, lacking the ability for imaginative play with repetitive play instead and poor social interaction skills.

A third is Pervasive Developmental Disorder Not Otherwise specified. This one is for all the people who have many of the symptoms of these neurodevelopmental disorders but not enough symptoms to be definitely placed in one category or another. So, as they are not specifically sufferers of either Asperger's syndrome or Kanner's autism or either of the regressive autisms, they get lumped into this category.

The regressive autisms are more frightening because the child starts out making normal progress, which then not only stops but also disappears. All the progress made by the child is gone in a short period of time leaving the child to start again and the parent's completely bewildered. Both of these are very rare but they do occur. Rett Syndrome has another oddity; almost all those that suffer from this disorder are girls. The other autism disorders are more likely to affect boys, though girls do have autism too. The regression with Rett Syndrome begins as early as six months of age and not later than a year and a half. The child stops any of the developmental progress she has made, stops being that cuddly baby and pulls away, then begins to show the signs of autism. She also loses control of her feet and constantly wrings her hands.

The other regressive type of autism is called Childhood Disintegrative Disorder. This is worse to watch as the child meets all their milestones including speaking until they hit the age of three or at the latest four years of age. Then in the space of a few months it's all lost. They lose their sunny disposition, the ability to talk, and they can no longer control their bowels or bladder despite having already been potty trained. This regression can be very confusing for the child and earth shattering for the parents who watch their smiley child lose all interest in normal physical contact.

No matter which pervasive development disorder your child has early intervention is a must to give them the best chance in life. This should include occupation, speech and physical therapies.

If you think that there is "something not right" with your child you must find out as soon as possible if autism is the issue. Treatments are less effective with each passing day as we grow older, so find out now with the complete autism resource for determining symptoms and goes into depth about ALL treatment options for autism, natural AND medical. So do your family a favor and check out the information at Autism Symptoms.

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5 Things That May Cause Autism

Autism is a neural disorder that can affect how a person interacts and communicates socially. It is also characterized by either restricted or repetitive behaviors. It affects the way that information is processed in the brain because it affects the way that the nerve cells and synapses in the brain communicate and process information. Symptoms can begin before a child is before a child reaches the age of 3 years old.

Often, genetics are the cause of this disorder, while the entire range of genetic reasons are not completely understood, it is the result of some rare mutations or combinations of genetic variants. Studies at the, "National Institute of Health" have found that families that may have one Autistic child have a 1 in 20 chance of having another with Autism, while an autistic twin presents a 90% chance that the other twin is Autistic. Now, those are some scary statistics.

Conditions in the brain that affect the levels of neurotransmitters such as dopamine and serotonin can cause Autism. These conditions in the cerebral cortex area, affect concentration, mood and movement. Pharmaceuticals are possibly another cause of Autism. Unborn babies who have been exposed to various pharmaceuticals while in the womb have been born Autistic. The use of Thalidomide, a drug used for morning sickness, anxiety and sleeplessness in the 1950's, on expectant mothers, resulted in a number of Autistic children and birth defects.

While there is currently a difference of opinion, regarding whether or not vaccines and immunizations can lead to Autism; it's a fact that many of these contain levels of mercury and other neurotoxins that can lead to a number of disorders. Science has long known the neurological effects that mercury has had upon the human body and amalgam fillings, once used widely, are no longer used because amalgam is a form of mercury. Other vaccines contain Botulinum or BoNT/Z; also a neurotoxin that was introduced in the 1930's and has resulted in Botulism, which can lead to respiratory problems, even death. So, the possibility exists that vaccines and immunizations can lead to Autism, despite the opinions of numerous medical experts and government organizations.

A third reason for Autism is the exposure to chemicals like pesticides, insecticides and herbicides. Many of these are neurotoxins that are sprayed on our plants, trees, crops and are remain in our food supply. There is a definite link between the disease and these neurotoxins.

According to Dr. Mayo at Baylor College of Medicine in Houston, TX; these can interfere with genetics and the nervous system. These chemicals can also affect anyone predisposed to Autism and cause the disorder. Chemicals used to genetically alter foods, can also bring on the disorder, as well as, those in artificial sweeteners such as Splenda and Sweet-10. These sweeteners and others have been linked to Autism among other diseases.

Bacteria like that of Lyme disease and many viruses, like Hepatitis-B and Candida, also lead to Autism. Fetuses have yet to have their immune systems to form and are susceptible to all sorts of bad bacteria and won't have enough good bacteria to fight the bad. Viral infections can help to weaken the immune systems of babies and young children, leading the onset of Autism.

Lastly, the scariest cause of all is our modern technology. Electricity, microwaves and electro-magnetic waves and ultra-sonic waves have shown a definite link to Autism. These wave lengths are in our homes, offices, emitted by our appliances like televisions, radios, computers, microwaves, stoves, heating systems, iPods and iPads, cell phones and cell towers, satellite dishes, electrical lines outside of the home, power plants, cable boxes and towers and dishes on the tops of our office buildings; all emit wave lengths that can affect a fetus and cause Autism. The very environment in which we all live and work is toxic enough to cause this disease.

A 2007 study published in the "Australasian Journal of Clinical Environmental Medicine", says that: "...wireless communication and technology may be responsible for accelerating the rise in Autism." According to this study, these waves keep the body from detoxifying heavy metals in our food, water and air. Other studies show that they also increase our vulnerability to oxidative stress. These electromagnetic radio waves can negatively affect our cell membranes causing harmful heavy metals to build up in our bodies.

Heavy metals are all around us, in our food supply, our water supply, especially our air. Chemtrails and contrails are full of these toxins that we breathe daily. They are in all of our processed foods, shampoos, shower gels, soaps, detergents, etc., and can be absorbed by our bodies in place of minerals and other nutrients and they can, with long term exposure, cause a number of chronic ailments, including being passed to the unborn fetus.

There are ways to fight these toxins; vitamins and other nutrients; consuming a diet rich in fruits and vegetables, especially when conceiving and when pregnant because the anti-oxidants fight free radicals, molecules that are responsible for our tissue aging faster. These free radicals are multiplied by heavy metal toxins in our bodies.

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The Autistic Difference: From Correct Diagnosis to Accurate Treatment

Autism is a very complicated neuro biological disorder. It is actually part of a group of disorders known as ASD or Autism Spectrum Disorders. It is becoming a rather common ailment with 1 out of every 150 people being diagnosed with it. That is more common than diabetes, pediatric cancer and AIDS combined. It seems to afflict boys more often than girls. The main symptom of autism is the individual's inability to communicate and relate to others. They may also be very socially impaired, frightened around others or extremely shy. Other symptoms include being obsessed with a rigid routine or arranging and organizing objects. An autistic person may display repetitive behaviors, like constant hand or body gestures, rocking motions or eye blinking. These symptoms can be very mild or extremely severe. Sometimes autism symptoms are hidden behind more serious and debilitating handicaps. Asperger's Syndrome, a close "relative" of autism, has many of the same symptoms and characteristics.

There are no medical tests that can be administered to check for autism. Diagnosis takes place by observation of symptoms over a period of time. Scientists are not completely certain what causes autism, but they have concluded that both genetics and environmental causes can play a role. The Autism Research Institute believes strongly that environmental factors such as exposure to toxic substances and over-vaccinations of infants are key possible triggers for autism. This is due in part to the fact that the majority of individuals with autism do not present a strong family history of the illness. Recent research also seems to support the environmental connection theory, stating that autism is a whole body illness caused by a biological brain disorder.

There is at present no known cure for autism. However, there are treatment plans in place. And doctors agree that the earlier in life the treatments begin the better chance of improving symptoms. Traditionally, these involve drug therapies and behavioral interventions. These treatments are none the less designed to alleviate only the symptoms of autism. Risperdal is one such drug therapy that many doctors are using in connection with autism. It has also been used to treat bipolar disorder. The FDA recently approved its use in connection with treating children with irritability, aggression and temper tantrums. Originally, it was prescribed for people with schizophrenia as an antipsychotic drug. Parents should be aware that there are some pretty severe side effects with this drug, including weight gain, fatigue, rapid heart rate, dry mouth, respiratory infections, movement disorders, tremors, involuntary movements and muscle stiffness.

Another drug that is being used to treat autism is Secretin. It is a polypeptide neurotransmitter involved in digestion. Several reports have suggested that this drug may help alleviate some of the symptoms of autism. However, according to the American Academy of Child and Adolescent Psychiatry, the available evidence does not suggest that this drug is a useful treatment for children with autism. But many times, parents are so desperate in their attempts to treat their children's severe symptoms that they willingly participate in these types of treatment programs. A fairly recent method of treatment that is gaining popularity is Biomedical Treatment or Intervention. Biomedical means the application of natural science to clinical medicine.

At this point in time, the American Academy of Pediatrics still considers Biomedical Treatment to be an alternative method of therapy. That being said, there is some pretty convincing evidence presented by thousands of parents as to the benefits of Biomedical Treatment with regard to the treatment of autism and other developmental disorders like ADHD. Doctors and practitioners that promote the use of Biomedical Treatment consider the symptoms of autism to actually be an indicator of a more serious underlying condition. When the underlying condition receives proper treatment, then the symptoms of autism seem to diminish. The program starts with a systematic examination of the child's entire physical internal and external environment, starting with a gastrointestinal diagnosis to the regulation of the immune system. Metabolic and genetic abnormalities are also closely examined and treated with nutritional therapy.

More often than not, the child is put on a gluten and/or casein free diet. The system uses a combination of mainstream and alternative medicines to heal the child along with the removal of heavy metals in the body. These treatments are combined with behavior and social therapies among others. Another therapy that shows promise is the use of Methyl B12 (a vitamin) and Valtrex (a prescription drug for the treatment of certain viruses). Dr. Amy Yasko developed this method that focuses on treatment of specific genes and the removal of viruses and bacteria in the body. Therapeutic clay baths are also gaining popularity in the treatment of autism due to the powerful detoxifying effect that they claim to have. It was discovered that specifically bentonite clay draws out toxic chemicals and heavy metals through the pores in the skin when used in a bath.

It has also been reported that clay baths stimulate the immune and lymphatic systems and deep
clean the skin. Since so many children today are being diagnosed with developmental disorders like ASD and ADHD and many others, there is certainly a need for something that offers hope to these desperate parents.

By Suzanne Leavitt

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