Coming Wave of Autistic and Asperger's Syndrome Adults

The latent brain of an autistic child has potential just beyond reach. However, gentle stretching may open a whole new world. I have been awe struck by the mental capabilities of those whom the world shuns. We can learn much from them.
Mental and motor skills of young people with autism, Asperger's syndrome, and other mental challenges span the mental spectrum. Autistic individuals may have above normal IQ while social skills too have a vast range. The objectives of the family, care givers, and friends should be to inspire and offer hope and life to the soul of the child. Introduce them to great music. The latent brain may be that of a savant or prodigy.
Over the years, I have observed and pondered the minds of savants and prodigies who manifest what the brain is capable of achieving. Allow me to introduce you to five savants.
Kim Peek, the real Rain Man, inspired Dustin Hoffman and crew to make the movie. He read 8 to 10 books a day with near perfect recall. He knew history and events: world, American, baseball, NASA, the Bible and much more. He could quote any verse and tell you were that verse was located. Give him any date and would tell you on which day of the week it fell. He knew every zip code of every town in America and memorized phone books for fun. Kim died in 2009.
Leslie Lemke was the first savant that I observed from his youth. He was May's Miracle. He was adopted by Mary and Joseph Lemke who brought life to his latent brain. Others called the baby a hopeless blob of flesh. Blind and speechless, he had to be helped in every step of life. Then one night, he started playing beautiful music on the piano and later broke out in fabulous vocal impersonation of any singer he chose. He still performs in public concerts as of 2012 at age 60.
Daniel Tammet can learn a new language in a week and make "impossible" mathematical calculations in his head. Stephen Wiltshire flies over a city by helicopter and later renders a detailed drawing of the skyline view with remarkable accuracy from memory. Alonzo Clemons loves to sculp horses and cattle. Moldable clay quickly becomes animal likeness in his hands.
These five savants are exceptions, but soon a wave of autistic adults will be exposed to a world unable to meet their needs. The autistic adult no longer has parents who can provide their vital support. Studies show that most autistic adults continue to live at home and about a third of them have never had a job or attended school.
This wave of autism struck US about 40 years ago. The truth is that many autistic individuals are smarter than the average person. Their brilliance is blocked by expression skills that leave the autistic frustrated and the observer confessed. Thirty years ago, the CDC estimated that there were two autistic children for ever 1,000 children. Today they say that autism has escalated to 1 in 88 children. Without pinpointing the cause, they admit that it may be an environmental factor.
Autistic children can expect to live as long as normal people. However, there is nothing normal about autism as each is unique. It is expected that many will live to be 80 or 90 years of age. The more challenging time of life for an autistic adult escalates at 20 to 25 years.
At an international autism conference, I sat at the feet of "experts" in the field who basically disagreed with each other. I do not claim to be the expert in autism but I do know that bad sugars seem to compound negative effects and Smart Sugars seem to have a positive beneficial effect in mental improvements. Evidence is that toxins, which contributed to the mental challenges, can begin to be removed by the polysaccharides.
Your homework for this Lesson is found online in short videos of five savants you will never forget. The short videos can be found online at The Endowment fro Medical Research.

JC Spencer has invested two decades in the research and study of glycomics, the science of sugars. He is CEO of The Endowment for Medical Research, Inc http://www.endowmentmed.org/
Author's book is available free at http://www.GlycoscienceNEWS.com
References from the textbook Expand Your Mind - Improve Your Brain and the ebook and Change Your Sugar, Change Your Life. The book, Change Your Sugar, Change Your Life is downloadable without charge.

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Strategies to Deal With My ASD Child Who Isn't Interested in the Holidays

Do you have a child with an Autism Spectrum Disorder (ASD) that is just not interested in the holiday fanfare?
Unfortunately, many children on the spectrum may be tuned out or just not interested in some or all that comes with the holidays.We expect the holiday excitement we develop as parents to be contagious and easily passed along to our kids from the very beginning and we certainly don't anticipate they will be disinterested. Typically, young children readily embrace the routines and rituals we offer without question. Eventually, the anticipation becomes mutually reciprocal and inspires ideas and activities that create new memories for the next generation.
As young adults, some of us can lose interest in the holidays and become Grinch-like or mumble a few bah-humbugs. Yet when we become new parents, we assume having children will reignite a new level of anticipation to the season that may have dimmed over the years. In addition, the holidays with young children in the picture are bound to trigger our own childhood memories and renew our feelings of excitement.
Our past experiences will always color the way we envision our holidays and how we want them to unfold. My husband and I may have different opinions when it comes to celebrating the holidays but we do our best to understand where each of us is coming from and show respect for each other's feelings. Despite our sincere attempts to accommodate our individual traditions and wishes, differences of opinions and attitudes sometimes arise.
But how do we deal with the disappointment that comes when our child with Autism does not reach the level of interest in the holidays that we hoped for?
What if your son with Aspergers does not want to help decorate the tree or your daughter with PDD-NOS shows no interest in gift giving?
What does a parent do when the spark and exhilaration for the holiday season is not present in their child?
Here are some suggestions for parents who find themselves dealing with such a situation.
- Accept reality. Acknowledge that your child may never be exuberant about the same things you are and reframe your vision of the holidays. This is just another exercise in accepting your child for who he or she is and honoring and respecting those differences.
- Examine your intent. Based on your values and your long term goals for your child ask yourself, What do I want the holidays to mean for my child? What message do I want to impart? This offers any family a wonderful opportunity to examine the real meaning of the holidays.
- Don't take it personally. This is not about you - it is not a rejection of who you are as a parent. Our job as parents is to expose our children to our values and way of life while teaching them to become independent thinkers and doers.
- Lower your expectations. Knowing what you know about your child's nuances, sensory sensitivities and ability to communicate remember to customize your expectations accordingly. Think out of the box when it comes to finding ways to engage them and get them to participate.
- View it from their perspective. Put yourself in their shoes and force yourself to walk through the holiday season in them. Pay attention to what might be getting in their way - situations that have the potential to cause anxiety or communication problems that might be causing roadblocks - and do your best to address these issues and make adjustments accordingly.
- Know how much to push. All children need to be motivated at times, even those not on the Autism spectrum. If your child is not interested in a certain activity, always start small by gently encouraging them to hang one ornament on the tree or give them the task of lighting one menorah candle.
- Pay attention to siblings. Find a way to honor the things your other children enjoy around the holidays even if it means hiring that special sitter, leaving your child with Autism with relatives or taking turns individually as parents. Trying to accommodate your neuro-typical children so they don't feel captive to the world of Autism is a challenge but can be accomplished with adequate preparation and planning.
All in all, don't over accommodate your child with Autism at the expense of everyone else's fun. He or she needs to learn that the world does not revolve around him or her and they should be expected to participate together as a family in certain activities when appropriate. Keeping the information presented above in mind will not only help you shift your mindset but will also guide your decision making as well.

Connie Hammer, MSW, parent educator, consultant and coach, guides parents of young children recently diagnosed with an autism spectrum disorder to uncover abilities and change possibilities. Visit her website to access Happy Parents, Happy Kids - Overcoming Autistic Behavioral Issues at http://parentcoachingforautism.com/how-we-help/products, a program to help you change behaviors, and get your FREE resources - a parenting e-course, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.

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Heart of a Champion - Working With Autistic and Disabled Individuals

Working with individuals with physical and intellectual handicaps can be a herculean task. Most educational professionals have some exposure and understanding of how to work with this population, but it takes a particular and exceptional educator to effectively and willing work with them. I'd like to illustrate some of these finer points to hopefully improve the quality of time spent with those who have special needs. It will require some special tools; you'll need a mask, a lightning rod, an hourglass, and a jukebox. If you have these four things, you can be an effective and effervescent educator of the people who need your passion the most. All of these things are encompassed by a heart, and with it you can be a hero for those who need one.
However, I need to confess something; I don't have the heart for it.
I am a student at The College of New Jersey, perusing an undergraduate degree in Health and Exercise Science with a specialization in education. One of the classes mandated in my core curriculum is a class called Adapted Kinetics; it's really a politically correct way to categorize physical education for the intellectually and physically disabled. A large portion of the class is working with disabled individuals and getting real-life experience on how to work with them. There is very little to no coursework otherwise, aside from a couple of tests. As a class we worked with the Special Olympics of New Jersey for a golf outing, and we had weekly visits from the Eden Institute, a local group specializing in the care and education of autistic individuals.
It's been the most uncomfortable and challenging class I've taken in college at any level, bar none. I'm a certified personal trainer and I've worked with an exceptionally varied clientele, from NFL athletes to 8-year old children. I was an assistant coach for a local high-school lacrosse team, and I consider myself well experienced for my age and education. From the accounts of others, I'm personable, knowledgeable, and talented in the development of athleticism.
None of that prepared me for the atmosphere and challenges of working with the students of the Eden Institute and the athletes from SONJ. It's definitely unnerving. Communication is different than with the rest of the world,, and there isn't necessarily payoff for the work you put in. It drives me absolutely crazy. I started training because I know what the power of progress and success in athletics can do for the body and psyche of an individual. I enjoy the nature of the client/trainer relationship, learning how to most effectively communicate with each person. I love the light bulb that goes on when a client achieves a goal that they would have never imagined possible for themselves.
Working with disabled people can rob you of some, if not all of these things. I would go as far to describe it something akin to a personal training hell. It's very difficult for me as a professional to accept that someone I work with may never achieve or appreciate the joy of success and progress as I have.
Approaching the situation is intimidating. No one wants to be insensitive or aloof to these individuals, but sometimes it's hard to mask our feelings of discomfort. Not all people get that way, but the first tool in successful education is being able to bury the negative stuff if it's there.
That's our mask.
The second tool is a lightning rod. A lightning rod is something that accepts and distributes energy from the world around it in a safe and productive manner as an educator, whether it is with disabled persons or otherwise, you are a lightning rod.
Disabled peoples, perhaps even more so then others, feed off the energy you put forth. If you're not jumping around like a buffoon and enjoying what you're doing, you can bet that the person you're working with definitely won't be either. The enthusiasm you show can go a long, long way in making the educational experience more effective and enjoyable for you and the individuals under your instruction. However, finding the energy for this isn't always easy. Sometimes, you need to manufacture it yourself. The students are usually not ones to supply inspiration without a stimulus. It is on the educator to work at creating some electricity That sometimes takes time and patience, represented by the hourglass.
The jukebox, unlike some of the other tools alluded to previously, isn't a metaphor. Music is a great medium to facilitate energy, and it is a form of communication that crosses all boundaries. Having music in the background can help block out noise that might otherwise distract the students, and you can use changes in songs to cue changes in activities. From my personal experience, autistic individuals enjoy and are very responsive to music. Experiment with the types of music and see what the students respond to positively.
While all of these tools may not seem extravagant or uncommon, having all of them available and being able to actively use them for the betterment of others isn't found often.Not everyone has the desire to work with disabled individuals. To those that do, and willingly test the boundaries of patience and understanding, I have the utmost respect. However, any fitness professional has a good chance of being responsible for the education of these individuals, and I hope this article helps you make that experience better for you and your students.

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Self-Stimulating (Stimming) Toys for Autistic Children

Stimming or self-stimulation is one of the many symptoms of autism. It is the way children with autism self-stimulate or self-regulate their reaction to overwhelming situations and their emotions. Stimming behavior could include; clapping, rocking, spinning and repeating of words and phrases. Some of the main reasons children with autism stim is to manage their emotions, challenging situations and overwhelming sensory input, such as from too much light, heat etc.
Among the ways to help children with autism stim in a fun,safe and creative way is to give them toys that helps to make self-stimulation tolerable for parents, other family members and caregivers. For children that do repetitive flapping, clapping or other hand gestures for example, it maybe best to give them a toy or game that doubles as a regulator or self-stimulating device that develops their creative side. An example of a device that can be used is a piano glove, that can be placed onto the child's hands just as you would a regular glove, and as the child claps or moves his or palms onto a smooth surface a range of melodies are created, with time and practice your child will begin to create his or her own melodies and style of music that are relaxing to him or her..
Often times it can be difficult to reach an autistic child when he/she has retreated into the serene world they have created for themself, and music maybe the ideal way for other children and adults to connect with the child. Most Autistic children have a great appreciation for music, such as; Derek Paravicini, Matt Savage and many others. Thus giving an autistic child the gift of music is a great way for the child to enhance his or her musical ability, in way that is fun and stimulating.
Other musical instruments parents and caregivers may consider using to engage an autistic child could include a synthesizer piano and LED drum sticks. The foldable synthesizer piano can be very convinent to take on the go and be used as a self-regulator in over-whelming situations before they arise. Optionally a pair of comfortable headphones can be plugged into the synthesizer piano, that allows children to create and listen to their music quietly without disturbing others around them. Or children may use the synthesizer Piano in the privacy of their room and entertain themselves for hours.
The drum sticks on the other hand offers double the sensory stimulation the autistic child appreciates. Each drumstick creates beats that allows children to create their own style of music. Using the built-in navigation buttons children can interchange the snare, tom and cymbals to create snappy rock melodies and more. Each drumstick have an impact sensitive tip with bright led lights, that adds to children's fascination with the drum sticks. There are also pre-installed demo songs to help children create amazing music.
To use the drum sticks, children simply push the on switch, using the navigation buttons on each drumstick, choose from a selection of rhythms and melodies, and by moving the hand in a rhythmic motion they can enjoy the music the light- weight portable drumstick makes.

http://www.tannipadna.com/Piano-Gloves-with-Musical-Fingertips.html
http://www.tannipadna.com/Flexible-synthesizer-Piano-Keyboard.html

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Coaching Basketball to Children With Autism

Through my experiences as a volunteer basketball Coach at the Special Olympics New Jersey Sports Complex and working at various camps and clinics, I have encountered life changing practices through the teaching of developmental basketball. Many people assume that children with autism or other disabilities do not need to learn the necessary skills and concepts associated with basketball. However, I have discovered that it is essential to teach autistic children the same skillsets and concepts as children without disabilities but in a modified manner. As an aspiring College Basketball Coach, I focus on individual skill development, teamwork, and communication when volunteering. These three aspects of basketball are a few keys to success when coaching sports and are important to teach to children at a young age. As a volunteer, I was able to learn new and innovative ways to teach individual skill development, teamwork, and communication that will help children with autism develop their basketball skills and gain confidence and abilities that will help in the overall spectrum of living a healthy life.
Individual skill development is the foundation of becoming a better basketball player and players can improve by working on their weaknesses and expand on their strengths through individual skill development. When working with autistic children, I have experienced, as with some children without a disability, that the players are more incline to focus mainly on their strengths and are less interested in identifying a weakness. Furthermore, the players are usually reluctant to work on skills that could use more development. To overcome this developmental issue, I utilize a principle called "quick transition" to help children improve on weaknesses or areas where they aren't as competent. The "quick transition" principle focuses on the child's strength while quickly transitioning to a new task that needs more development and finally back to the player's comfort zone. Getting a child with autism to get out of their comfort zone is a challenge and is exciting for me when it occurs. I have been successful with implementing this principle and would suggest to anyone, whose challenge is to motivate children with autism to work on their basketball weakness as well as strengths, to use the principle of "quick transition". Individual skill development is an important element and is a much needed skill to facilitate the use of teamwork.
Teamwork is the backbone of basketball and all other team sports. Although it is important to have players improve on their individual skills, they must all play as a team in order to achieve one overall goal. Teamwork is the most challenging aspect of teaching children with autism but it can be done. The key here is to begin by introducing a basic concept of two individuals cooperating together to make a pass, score a basket, get a defensive stop, or any other concept of the sport. Once the players are comfortable with achieving a common goal as two people, appropriately transition them into a small group by adding another person into the equation. Once they become competent in this area, continue with adding other players until you reach the goal of five players on the team contributing to the conception of the overall objective. Coach Mike Krzyzewski, the head men's basketball Coach at Duke University has a quote that reads, "Two is better than one, only if two acts as one." This quote epitomizes teamwork and encourages players to understand the concept that working and cooperating as a team will get the job done more effectively and efficiently which is essential to get children with autism to learn. While teamwork is essential, teamwork needs to be cemented in communications.
Communication in basketball is one of the things that can separate a good team from being a great team. Communication is the voice that wills a team to victory because it creates energy, and provides structure and order. Children with autism may have different types of communication deficiencies. For example, I have coached children who communicated well with me using short precise words and sentences, and others who did not verbally express themselves at all. When communicating with children with autism, I've learned to keep my instructions direct, precise, and also to be repetitive and demonstrate exactly what it is I want them to perform. The act of demonstrating a specific skill or concept helps tremendously in the development of the players skills and they seem to enjoy being able to have a leader to mirror and imitate after. Of the three keys to success when coaching basketball to children with autism, communication seems most important in developing a great team and great players.
In conclusion, as an aspiring College Basketball Coach, I am constantly trying to teach and learn new and innovative ways to help players develop. Additionally, I am committed to helping athletes become socially conscientious and solid citizens of society. Children with autism need the same love and care as children without disabilities and need to be able to participate in physical activities if they desire to do so. Basketball is a great way to introduce the concepts of individual skill improvement, teamwork, and communication and will help with achieving an overall goal. The most interesting and fascinating element in coaching is the satisfaction of being able to coach and help diverse players. As I help these players from different background and abilities, they ultimately help me become a better coach, teacher, mentor, and leader. I hope that this article has introduced a few key concepts in coaching basketball to children with autism that you can implement into your playbook.

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6

Facing an Autism Diagnosis

An autism diagnosis is a shock for any family to bear - even though you know it's a possibility. It's not what you want to hear, and secretly you're hoping to hear something different. If you've questioned a diagnosis of autism - convinced that it's wrong and that it can't be the explanation for your child - you're not alone. It's a very usual initial reaction. And after that can come a flood of other feelings and emotions, turning these early days into a rollercoaster ride.
In this article we look at some of the common responses, and consider ways of coming to terms with to the autism diagnosis.
Diagnosis Denial
You are never fully prepared for a diagnosis of autism, and - as we said above - refusing to accept it is a very common first response. Rather than face the fact that there's a problem that needs addressing, you might blame the doctors for not understanding your child, or accuse them of getting something wrong.
But although denial is an initial coping mechanism, it's not helpful longer term as it could blind you to the fact that your child needs help. So even if you don't initially agree - even if the very thought makes you angry and sad - take time to listen to the facts and consider the information. Keep an open mind.
Sadness and Grief
These are well known emotions people have to deal with when they receive a serious medical diagnosis. And when that's an autism diagnosis for their child that seems to shatter the dreams they've had for their child, the sadness and grief can, initially, be overwhelming. But they are normal responses, so don't beat yourself up or try to bury the grief. Try to work through this real mourning phase and if you need a good cry, then have one. Just swallowing the pain can cause you more damage. Remember - you're not being depressed; you're experiencing a normal emotion and you can work through it to get to acceptance.
Anger
From the passivity of sadness to the exploding activity of anger - and it can happen in a minute, so don't let it take you by surprise. You can see-saw from one to the other throughout the day, and the anger can often be towards those closest to you or towards parents of healthy children. No, it's not pleasant, to experience or receive. But it is a normal response - a way of warning people that you are deeply hurt, and a release of tension. Keeping anger bottled up is bad for you, but so is letting it explode. So talk to people about how you feel, don't try and hide your emotions completely.
Finally - Acceptance
If you're having any of these problems with your child's autism diagnosis, be reassured that they are part of a journey, not the destination. The destination is acceptance and with it the ability of being your child's best and strongest advocate.
Be Gentle With Yourself
All this can take time, and different family members may need more or less time to adjust. Once there is acceptance the real work can begin and you can start to help your child. Research autism as much as you can, get an understanding of the treatments, and see your child begin to make progress. In summary: an autism diagnosis is just the beginning - and it can bring hope.

Jane Howitt studied dentistry, went on to graduate as a psychologist and is an experienced teacher and a copywriter. She has written extensively about Autism and is committed to disseminating valuable information to those who need it. Visit her blog at Vital Info About Autism

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Toys That Help Autistic Kids Using The Multisensory Approach

One of the emerging techniques in helping autistic kids develop their sensory and motor skills is the multisensory approach, which uses baby toys and games that encourage the child to make use of two or more senses together. When you're selecting the right toys and games for an autistic kid, you should find products that produce music or some kind of sound when they're touched or pressed. For instance, a teddy bear that says "I love you" is a good idea for a toy to give to a special child. Other suggestions are included in the following discussion about educational and nurturing products for children with Autism Spectrum Disorder (ASD).
Some children with autism learn when presented with visual cues along with sounds. So, a therapist may hold up cards with colorful illustrations while saying the words printed on them. When a child with ASD has the ability to focus on visual stimuli even for a few seconds, this technique has a chance of improving the child's cognitive functions. As an alternative, the toy itself makes the sound, such as a pre-recorded voice speaking the word. This is most common with electronic toys that produce animal sounds when the child presses the key with an image of the animal.
However, among baby toys that are best used during a multisensory training with an autistic child is the set of nine blocks in the Plan Toys pack. The set includes three visual blocks, 3 auditory blocks, and 3 blocks for kinetic learning. Each block's surface has a different feel to encourage the child to identify various textures based on touch. The other blocks must be handled with an adult present to guide the child when determining the differences between the visual cues, verbal cues, and tactile sensations.
Auditory and olfactory senses are another pair of sensory stimuli that help kids with ASD control how they interact with their environment. A set of visually arresting cards that have been printed with colorful images of common fruits also contains small packets that exude the scent of each fruit. These common fruits include banana, apple, orange, and strawberry. A second set that works the same way contains images of foods, such as chocolate, milk, cheese, pizza, and ice cream. After learning which scents are associated with foods or fruits, the child may point to the cards to indicate the kind of food he or she wants to eat. Even when the child hasn't learned to speak the words yet, this ability to recognize objects visually is a great leap towards helping an autistic kid in developing cognitive functions.

Encourage positive interaction that strengthens bonding with your kids through creative play. Guide them through their discovery of the world around them using educational baby toys and nurturing products for children with special needs. Find them all at http://www.limetreekids.com.au where kids and parents can learn from each other.

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Overcoming Obstacles Through Faith While Dealing With Autism

Whether you're currently dealing with a major health issue for you or your child or you're in the midst of treatment and recovery...are you feeling overwhelmed yet? If you aren't yet you likely will at some point. Why? Because any health challenge can weigh you down. Treatment and recovery, whether it's to lose weight with a new diet and exercise routine or learning that your child has 20 new food allergies to somehow eliminate from his / her diet, can take you down roads with major Michigan type pot holes. Proverbs 24:16 has been an inspiration to me, "For a just man falls seven times, and rises up again: but the wicked shall fall into mischief [adversity, affliction]". So it's okay to fall we just have to be sure to get up again. Now that's the real question. How does one get back up?
Three ways I've found to lift me up when I've fallen down is by, seeking God each morning, transparency with trusted friends who will pray and bring me back into the light of hope, and acknowledging and confessing any bitterness I experience then thanking God for the issues I have before me knowing that all things work together for good. Sometimes just one of these can get you over the hump or bump. But sometimes it takes a few days and the combination of all of them to kick start your engine and get you back on the road again.
A few cautions, first be sure you are reading and receiving God's input more that you are dishing out your issues. Sometimes we talk (pray for ourselves) so much and miss hearing just what we need from God. Second, when speaking with friends, they must be on board with you and your journey to health and healing. Sometimes, it's newer friends who become your trusted ones as you run this race to health for you or your child. It's not that you ditch your other family and friends, it's simply that they may not understand and thus may hinder your progress especially when you are down. Surround yourself with those who are your cheerleaders and will lift you up to run the race before you. Then you can be who you need to be around your family and friends who may not understand but will eventually gain your respect as they see the progress you are making. Remember to keep your expectations from God and not others so you do not become bitter if those you think should be your support and understanding fail to fill that role. Lastly, acknowledging how easy it is to get caught up in the "why me" syndrome is important. For when you encounter challenges in health, especially ones that were a result of someone's mistake, especially with your child, it's easy to feel like a victim. However, Christ is our strength and our example during times like this. I rely on Proverbs 3:5-6, "Trust in the Lord with all thine heart and lean not unto thine own understanding. In all thy ways acknowledge Him and He shall direct thy paths."
Trusting also, that all things work together for good is vitally important to remember. For me, if my son had not been inflicted with Autism, severe enough to warrant institutionalizing, I never would have been motivated and embarked upon the journey I did to keep him out of an institution. This journey lead us to not only his recovery from Autism, but my own from Lupus no longer living with pain, lethargy, in and out of the hospital at times. Also, the recoveries for my other children from asthma, eczema, ADHD and allergies have been tremendous.
As we walk with the obstacles in our lives let's remember to overcome through the Lord rather than be overcome and without hope. It's not easy but nothing good and lasting ever is. However, the sweet victory in each step of progress is worth every bit of effort made. You will not regret pushing forward while running the race to the finish line. You can do it! Stay focused and remember, God first, Trusted friends, Defeat bitterness. You will win the race just don't give up.

Kristi Chrysler is a Motivational Speaker and certified Health Coach. She has helped her son in his Autism Recovery and has herself recovered fully from Lupus.

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Autism - Helpful Hints for Asperger Syndrome Child

Our grandson Ben was diagnosed as having Aspergers Syndrome when he was 9 years old. This mental disorder is a high performing form of autism. One of the many traits of autistic children is that they do not process language and verbal instructions the way normal people do. At least this is the case for Ben. A major problem Ben had during his school years was his inability to follow verbal instructions. If a teacher told the class what the next days homework assignment was Ben would never write it down or remember what she said. If, however, she would write the assignment on a piece of paper and give it to Ben he would be able to keep up with it.
One thing Ben's mother learned to do was to print his schedule of classes and tape it to the outside of his binder. This definitely helped him get to the correct class and get there on time.
Those specialists who work with Asperger students suggested we make detailed lists and post them where needed. This suggestion definitely helped. You may think that such a detailed list would not be necessary, but I assure you, it is necessary.
Here is an example of a reminder which was placed on the bathroom mirror in order for Ben to help Ben get ready for school each day:

1. Get a clean towel and wash cloth.
2. Get into shower and soap body thoroughly and rinse well.
3. Shampoo your hair.
4. Dry body completely with towel.
5. Brush your teeth.
6. Use deodorant under arms.
7. Get dressed using clean clothes.

Without this written list, Ben would fail to perform the basic tasks he needed to do.

If you suspect your child may have Asperger symptons Billy Moore invites you to visit his wife's webpage about Autism Asperger Syndrome. It is a must-read for those parents with Asperger children who are looking for help.

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