Showing posts with label Asperger's Syndrome. Show all posts
Showing posts with label Asperger's Syndrome. Show all posts

Wednesday, July 24, 2013

Medical Testing for Autism, Asperger's Syndrome, and PDD

It is generally accepted within the autism community - by parents and professionals alike - that autism is a behaviorally-based disorder, that is, diagnosis is based on observation of behavior and treatment focuses on alleviating challenging behaviors. However, a growing number of individuals within this expanding community also acknowledge that there exists an equally relevant biomedical component to the disorder that should not be overlooked in planning treatment programs for individuals with autism spectrum disorders. While recognizing the need for biomedical testing, both parents and medical professionals can be at a loss in understanding the array of tests available and how to determine which test(s) are most appropriate for a child or adult with an ASD.
The recommendations for testing that follow are based on my 10 years experience as a Laboratory Director of The Great Plains Laboratory, a medical laboratory which has performed more testing for people on the autism spectrum than any other place in the world. My recommendations are now also based on experience with my own 14-year-old stepdaughter, Paulina, who has severe autism.
Food Allergy Testing
The single most useful test for people on the autism spectrum is the comprehensive IgG food allergy test. The most common foods that are abnormal in children and adults on the spectrum are cow's milk, cheese, yogurt, wheat, barley, rye, spelt, and soy. We have documented these allergies at The Great Plains Laboratory by testing thousands of blood samples from people on the spectrum throughout the world. Multiple articles in the medical journals report similar abnormalities.
The incidence of high IgG antibodies to wheat and milk is approximately 90% in people on the autistic spectrum. Most individuals with IgG allergy or sensitivity to cow's milk are also allergic to goat's milk. Other common allergies include peanuts, eggs, citrus fruit, corn, sugar, and baking yeast. There are various allergy tests available, so it is very important to check which type of allergy test is being offered. Although helpful in some cases, I have not seen IgE food allergy testing to be as valuable for individuals with ASD. Unfortunately, this is the only kind of food allergy test that most laboratories offer.
Determining whether or not IgG food allergies are present is important. These allergies or sensitivites are associated with the reaction of foods with certain white blood cells that release powerful cytokines, protein substances like gamma-interferon that can cause profound behavioral changes and even psychosis. IgG allergies are found in children and adults on the entire autistic spectrum including autism, pervasive developmental disorder (PDD), and in Asperger's syndrome. These abnormalities are also very common in attention deficit disorder as well.
Wheat and milk restriction has been one of the most successful treatments for individuals on the spectrum. Prior to initiation of the gluten and casein free diet, Paulina spent most of the day screaming, crying, throwing tantrums and pulling things off the shelves. She could not go to dinner at a restaurant because she was so hyperactive that she would squirm out of her seat and wander around the restaurant. All of these difficult behaviors ceased after implementation of the gluten free and casein free diet (as well as an antifungal treatment).
Testing for Celiac Disease
Celiac disease is another common disorder of wheat intolerance with an incidence of about 1:150 among people of European descent. The incidence of this disorder does not appear to be higher in those on the autism spectrum than in the general population, although people on the spectrum occasionally have celiac disease also. Celiac disease can be confirmed by the presence of antibodies to the intestinal enzyme transglutaminase, which is involved in the biochemical processing of gluten.
Inhalant Allergy Testing
Allergies to things in the air is termed inhalant allergies. These allergies, in contrast to food allergies, do need to be tested with IgE tests. Some of the most common allergies are mold, mildew, pollen, cats, dogs, birds, and dust. One child with autism had a severe behavioral reaction whenever a certain special teacher entered the classroom. After testing for inhalant allergies, we found that the child had severe cat allergies. The teacher was a cat lover and had several at home. The cat hair would get on the teacher's clothes and trigger allergic reactions in the child. The child was transferred to another teacher and the severe behavioral reactions ceased.
Testing for Yeast
Another very common abnormality in autism is a gastrointestinal overgrowth of Candida. Candida is a member of the yeast family - a type of fungus. Drugs that kill yeast or fungus are called antifungal drugs. The greatest bulk of Candida is present in the intestinal tract, although it may occasionally enter the bloodstream and has been detected in the blood of children with autism by a highly sensitive test called PCR that measures the Candida DNA. There are about a dozen species of Candida but three of the most common are Candida albicans, Candida parapsilosis, and Candida krusei.
There are many reasons for controlling Candida overgrowth. Excessive Candida can inhibit normal digestion and absorption of nutrients into the bloodstream, as well as prevent the production of important vitamins needed for optimal health. Candida produces many toxic byproducts including gliotoxins, which can cause impairment to the immune system. In addition, large portions of a Candida cell wall protein (HWP1) have a structure which is virtually identical to the wheat protein gluten. Because of this similarity, Candida binds to the enzyme transglutaminase, which is present in the intestinal lining. This binding to transglutaminase anchors long strands of the yeast cells to the intestine like ivy vines climbing a brick wall. This anchoring inhibits the yeast from being mechanically dislodged as digested food passes by. The binding of Candida to transglutaminase also interferes with the normal function of this enzyme in the digestion of gluten. If pieces of the Candida cell wall protein (which is similar to gluten) enter the bloodstream, they may react with one of the blood clotting factors that also has transglutaminase activity, leading to interference in the blood clotting mechanism. These modified proteins may not be recognized by the immune system, which as a result, can lead to autoimmune diseases. Lastly, the Candida cells can also produce digestive enzymes like proteases and phospholipase that actually eat away the intestinal lining, allowing undigested food molecules to pass through into the bloodstream, and as a result, cause more food allergies.
Candida can be detected by culturing the stool on Petri dishes or by measuring the amount of chemicals produced in the intestinal tract. These byproducts can be measured in the urine organic acid test (OAT), which also checks for inborn errors of metabolism, nutritional deficiencies, and other factors. These chemicals or fermentation products are absorbed from the intestinal tract by the blood vessels called the portal veins. These blood vessels carry these fermentation products to the liver where they are distributed throughout the bloodstream. The blood containing these fermentation products is filtered through the kidney and is excreted in the urine.
It is important to know that Stool testing can frequently miss the presence of Candida when there are high amounts of antibodies called IgA in the intestine. These IgA antibodies may coat the yeast cells and inhibit their growth enough to prevent them from growing in the Petri dish even though they may still be able to grow enough in the intestine to cause problems. Such a situation can lead to a false negative result.
By testing the yeast fermentation products in urine, this problem can usually be overcome. However, about 10% of yeast do not produce the common fermentation products. We have resolved this problem by offering a COMBO test for both the yeast fermentation products - the urine organic acid test (OAT) - as well as the yeast culture from stool. If the yeast can be cultured, there is the added advantage that the sensitivity of the yeast to various drugs or natural agents can be determined. Many yeast have developed resistance to various antifungal drugs because of the widespread use of these drugs in people with human immunodeficiency virus (HIV) infection. Like people with HIV, many people on the autism spectrum have a serious lack of immunity to Candida. One possible reason that people with autism have this problem is that the measles vaccine virus can severely impair the ability of the cellular immune system (Vaccine Jan 8, 2001) to control Candida. We have found this same lack of cellular immunity in people with autism. The Great Plains Laboratory expects to have a test for this defect available shortly and a possible treatment as well.
Alongside the GF/CF diet, reducing or eliminating yeast overgrowth has been one of the more effective methods of reducing autistic symptoms. Paulina had been on antifungal treatment (Nystatin) for several years but her behavior began to deteriorate markedly. Testing showed that her yeast had developed resistance to Nystatin. With this change, she had become extremely hyperactive and uncooperative. She spent much of the time crying and whining, had difficulty sleeping, and pulled things off the table. Within six hours of starting the antifungal drug Diflucan, her normal smiling behavior returned. Unfortunately, with prolonged use, Diflucan can sometimes cause liver damage so we implemented a limited carbohydrate diet to help control the yeast after we discontinued the Diflucan. With successful antifungal treatment, parents have reported reduced aggressive and self-hurtful behaviors, improved learning at school, improved focus and concentration, better sleep and reduced hyperactivity. Many parents don't realize that antifungal treatment is a long-term issue in autism; others treat with antifungal drugs that are ineffective. It's important that antifungal treatment be done under the supervision of a qualified medical professional. A less expensive microbial organic acid test can be done regularly to make sure that the yeast or harmful bacteria have not returned.
Testing for Clostridia
Several years ago, I began a collaborative study with Dr. Walter Gattaz, a research psychiatrist at the Central Mental Health Institute of Germany in Mannheim to evaluate urine samples of patients with schizophrenia. These samples were very valuable since they were obtained from patients who were drug-free. Thus, any biochemical abnormalities would be due to their disease and not a drug effect. Five of the twelve samples contained a very high concentration of a compound identified as a derivative of the amino acid tyrosine, which is very similar to but not identical to 3,4-dihydroxyphenylpropionic acid. I have since identified this compound as 3-(3-hydroxyphenyl)-3-hydroxypropionic acid or HPHPA. This particular compound has been linked to colonization of the intestinal tract with Clostridia bacteria.
How is this important to autism? HPHPA is found to be much higher in the urine of autistic children than in normal children. People with autism who have high values of this compound may have extremely abnormal or even psychotic behavior. One child with high amounts of HPHPA in urine kicked out the windows of the family car while being transported to school. Clostridia can be treated with the antibiotics Vancomycin or Flagyl. The first patient in a medical study improved after Flagyl treatment but then regressed when the drug was discontinued. The same child was retreated with a six-week course of Vancomycin. A developmental specialist estimated that the child had gained six months of development after the six weeks of therapy. Again, the child regressed after discontinuation of therapy. The use of beneficial bacteria, Lactobacillus acidophilus GG, whose brand name is Culturelle, is very useful in controlling Clostridia species in most cases and can be safely used for years if necessary. This product has about a millionth of a gram of the milk protein casein in each capsule but such a small amount is unlikely to have a significant effect in most milk-sensitive people.
Testing for HPHPA is also included on the full organic acid test or microbial organic acid test of the Great Plains Laboratory. It is important to be aware that some laboratories incorrectly measure DHPPA as a marker for Clostridia.DHPPA is a byproduct of chlorogenic acid, a common substance found in beverages and in many fruits and vegetables including apples, pears, tea, coffee, sunflower seeds, carrots, blueberries, cherries, potatoes, tomatoes, eggplant, sweet potatoes, and peaches. In addition, it is also a chemical byproduct of the good bacteria, E-coli and Lactobacillus.
The Toxicity of Mercury
Mercury is a naturally occurring metal found throughout the environment. Mercury can enter the environment from deposits of ore containing mercury due to wind or rain or from the actions of humans. In addition to mercury from the vaccine preservative Thimerisol, other major sources of mercury that contaminate humans are dental fillings, which are about 50% mercury and large fish such as tuna and swordfish.
Mercury exists in two major forms, inorganic and organic. Inorganic mercury consists of metallic mercury and inorganic mercury compounds called salts. Metallic mercury is a liquid at room temperature. It is the shiny silver material in thermometers and is commonly combined with silver as an alloy for dental fillings. Liquid mercury from thermometers can give off vapor if a thermometer breaks which could then be absorbed through the lungs. Mercury is also used in alkaline batteries. Organic mercury compounds include methylmercury, ethylmercury, and phenylmercury. Methylmercury is produced from inorganic mercury by microorganisms in the environment and perhaps by the microorganisms in the intestinal tract. Methylmercury is extremely toxic. Exposure to three drops of methylmercury to the gloved hands of a researcher was fatal. Mercury exposure should be avoided at all costs.
It is important to note that the symptoms of mercury toxicity closely mirror the clinical symptoms of autism.. Parents of a child who had developmental delays and a muscle disorder contacted me because the child's tests had revealed high levels of mercury in the hair and blood. They reported that their child ate salmon or tuna five or six times a week. Although fish are an excellent source of essential fatty acids, most large fish have significant amounts of methylmercury. The FDA has recommended that pregnant women abstain from certain fish high in mercury. Since methylmercury is fat soluble, it might also contaminate supplements derived from fish oils. In addition, mercury was used as an antifungal agent in paint prior to 1992. Therefore, anyone in an older house needs to be aware that peeling paint or sanding off existing paint could lead to mercury exposure. Mercury in the fillings of pregnant women may be a significant source of exposure to developing infants in utero. Ethyl mercury, the most common preservative found in vaccines, has been present as a preservative in other products as well: contact lens solutions, nasal sprays, and in ear and eye drops.
Testing for Heavy Metals
Heavy metals may often have combined effects so that exposure to multiple heavy metals at low levels might be just as toxic as exposure to one metal at a high level. Heavy metals found to be elevated in children and adults with autism and PDD include uranium, mercury, cadmium, arsenic, lead, aluminum, and antimony. Hair is the easiest sample to collect in most cases and is generally considered one of the best samples for screening for heavy metals since the heavy metals, such as mercury, may be 250 times higher in the hair than in the blood. However, the use of hair metal testing is controversial. The State of New York bans hair testing for heavy metals while the Environmental Protection Agency (EPA) of the US Government promotes hair screening for mercury as a very useful method. In New York State tests for heavy metals in blood or urine may have to be used instead of hair. Chelation treatment with the chelating agent DMSA is probably the most effective treatment at this time for those people with abnormal values.
Multiple tests can be very useful to pinpoint the most significant biochemical abnormalities so that treatment can be focused on the most important issues. Although each autistic child will experience varying levels of success with biomedical testing and treatments, I would like to share one success story that outlines what can happen in some cases. Three years ago, a family came to visit from Turkey with their four-year-old son with severe autism. They insisted that they wanted every single test offered by the laboratory. I tried to convince them to reduce the financial burden by suggesting which tests might be delayed to a later time. They would not listen and insisted firmly that they get every test available. Two years later I received a letter from the parents who had implemented all the therapies indicated by the testing. Their son had completely recovered and was successfully attending a regular school classroom without an aide.
The tests emphasized in this article have been useful to people with autism of every degree of severity. Parents and treating professionals who want to embark on biomedical testing should first start with this group. Many other tests may be useful to people with autism of every age; they are indicated in Table 1. Most tests are covered by insurance but HMO's generally do not pay unless the physician gets advance approval from a review committee.
As concerned parents and professionals, it is vitally important that we be holistic in our approach to treatment and investigate whether or not biomedical/biochemical agents are contributing to autistic symptoms. Only then will we be best able to successfully reduce or eliminate the behavioral challenges associated with autism spectrum disorders.
BIO
William Shaw Ph.D. is the Director of The Great Plains Laboratory, Inc., which specializes in metabolic and nutritional testing, especially in autism. Dr. Shaw received a Ph.D. in biochemistry, genetics, and human physiology from the Medical University of South Carolina and is board certified in the fields of clinical chemistry and toxicology by the American Board of Clinical Chemistry. He has supervised large endocrinology, nutritional biochemistry, toxicology, and immunology departments in positions at the Center for Disease Control and Smith Kline Clinical Laboratories in Atlanta, Georgia. He was Director of Clinical Chemistry, Endocrinology, and Toxicology at Children's Mercy Hospital, the teaching hospital of the University of Missouri at Kansas City School of Medicine. For more information telephone 913.341.8949; email: GPL4U@aol.com; website: http://www.greatplainslaboratory.com.
The Great Plains Laboratory, Inc. is the world leader in providing testing for nutritional factors in chronic illnesses such as autism, fibromyalgia, and ADD.
We offer a variety of metabolic tests such as immune deficiency evaluation, amino acid tests, essential fatty acid tests, glutathione levels, metal toxicity and food allergies tests. To find a specialist or to obtain a physician referral, our customer service department is available to assist you. Free 30 minute phone consultations to assist in the interpretation of our test results are also available.
The Great Plains Laboratory is located in Lenexa, Kansas, in the Greater Kansas City area. You don't need to travel to Kansas City to have a test done in our laboratory; you or your doctor may order test kits by phone, fax, or over the Internet. You can count on our experienced team of biochemists and lab technicians, as well as first-class customer service staff. We help patients from all over the world to reach their potential, and to live a healthier life. Read testimonials from people who have used our services.
Please contact one of our representatives if you need assistance ordering a test kit. When we complete the test, we will send copies of the test results to you and your doctor with the interpretation. For a more detailed interpretation, please call to schedule a consultation with our nutrition specialist.
For more information visit our website at http://www.gpl4u.com
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Tuesday, December 18, 2012

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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Saturday, August 18, 2012

How To See Autism As A Genuine Perspective And The Reasoning Of An Autistic Mind

For starters I am an Aspie, an individual with Asperger's Syndrome, a mild form of autism. It seems awfully strange that I am autistic, yet I have such great language skills, especially with typing. I would write with my hand, but my hand-writing is illegible. With that being said, I have a lot to say about my perspective as an autistic man.
First off, if you know someone with autism, then you have more than likely been touched by said person, as we are often very gifted in one way or another, despite our difficulties with communicating with those we interact with. We all feel a need to belong, whether we are autistic or not! We want nothing more than to please our loved-ones, and sometimes this is hard, as we tend to go overboard with things. Autism often comes with what is known as stemming, something that we use to normalize our environment.
Let me take you on an adventure inside of an autistic mind, and how you should view autism as a genuine, yet unique perspective!
Autism is a developmental disorder that affects the normal-functioning of the brain, in an otherwise healthy mind. The way we see the world is above and beyond normal understanding and functioning in the world, where we sometimes don't understand our culture and society, and when we oftentimes dislike the cultural-norms, as we see the world as too entangled with social-customs, where problems could be solved with instead logic and reasoning, while at the same time we could affect the world with a high-capacity of intuition.
Autistic people feel that the world is unstable, mostly because of the social taboos, which are otherwise natural to us. The world would be much different if we made more sense, and not trying to control how we consume our culture. People want us to eat certain foods, when really we just want to enjoy our meals the way we want, in a healthy way, a way that most people feel is immoral. Why exactly do people believe that all wild-strawberries are poisonous? They hear it from their parents, who heard it from their grandparents, but why don't they do their own research, or ask a professional?
We often hear that we can't use our imagination for fun things, that we must work hard, everyday, all day, something that we want to change, as we know that humans are very social animals, and all we want is to explore our imaginations! Our perspectives show our wish to reconnect with our true-nature, the nature of exploring and enjoying life, while everyone else puts too many expectations on us. Everyone should just do what it is that is most enjoyable in life, and not being a drone!
As mentioned above, an autistic person only wants to get enjoyment and entertainment out of life. If everyone were to do what they enjoyed, the world would be a very happy and satisfied place! There are always jobs that you will enjoy, even if it isn't extravagant. You, believe it or not, can enjoy being a janitor, but if you don't enjoy it, you only take the job because you feel that "somebody has to do it"! Look, there are people out there who would enjoy that line of work, so leave it to them, and go after what you enjoy!
The autistic mind takes in from their environment, but they take what they get out of it and turn it into something remarkable! They try to make their living more meaningful and enjoyable, also more entertaining. If you were to live as an autistic person, you would totally change your attitude about how people should function! All you would want is to live a life that is meaningful, and you would constantly try to make the world a better place to live, not just for you, but for all who are in your perception.
Joseph D. Smith employs the Aspiezine, a topical blog and social network for those affected by and with autism, whether you are autistic or not!
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Thursday, May 24, 2012

How Adults With Autism or Asperger's Syndrome Can Land a Great Job

When you have Asperger's syndrome, a form of high functioning autism, the job search and especially the interview can be markedly more difficult than for typical peers. You may be a smart, experienced candidate with great work ethics, but how are you supposed to get that across to the interviewer?
Some people on the autism spectrum have trouble looking others in the eye, they may fidget during job interviews or they may come across as if they are not serious and engaged. They may have trouble communicating in a way that shows the employer just how much they are really capable of. Here are some tips that might help.
Adults with Asperger's syndrome - 7 Job Search Tips
1. The Internet can help especially for adults with Asperger's syndrome
These days, a lot of advertisements for jobs are posted on the Internet. This eliminates the need for a daily paper or more complicated ways of searching (although you still should use those to complement your Internet searches if you don't find something right away).
Use the Internet to make an initial list of jobs that look good to you, and then start calling or filling out applications. The Internet in many cases means you don't have to send out physical applications, streamlining and making the whole process a lot easier. Make sure you look at Craigslist.org which lists job opportunities by city.
2. Consider a job where you can telecommute
For an adult with Asperger's syndrome, there are many advantages to a job where you telecommute versus a traditional office job. The most obvious one for adults with Asperger's syndrome is that body language, and reading other people's non-verbal language is rarely an issue. Many telecommuting jobs even let you interview over the telephone, which allows your best traits to come out. No worrying about looking the interviewer in the eye, fidgeting, or where to put your hands.
There are many jobs that allow for telecommuting, from writing and artistic endeavors to computer programming. There are some companies where most employees telecommute... that is, they will send you whatever equipment you need to do your job, and you do it from home. That is quite useful because you can apply for national jobs no matter where you live.
Not having to deal with office politics, at least as overtly, and being in an environment where you don't have to worry about sensory issues are also other advantages for adults with Asperger's syndrome. You can try to use Google to find these jobs.
A few websites list a wide variety of jobs where companies post listing, you respond over the internet and are hired over the internet. There is no actual in-person communication. A great site which lists many jobs in writing, computer programming, website work, and graphics design (all great jobs for adults with Asperger's syndrome) is Elance.com. Another is freelancer.com.
3. Take advantage of every opportunity in your area
If you can find recruiters to interview with that might be able to hook you up with a good job, then go for it. A recruiter (or "head hunter") may be able to help an adult with Asperger's syndrome navigate the challenge of the interview process. Most recruiters make a commission if you are hired. And they will talk directly with the hiring company, on your behalf, to try and explain or overcome issues that the company may have with you in order to get you hired.
If your local employment center offers networking classes or events, then try them out. If you have access to any sort of interview preparation programs either on the computer or in person, then practice, practice, practice. There may be some government assistance offered to those with a formal diagnosis of autism so ask at your local employment office. Even though it may seem pointless or fruitless in the short term, leave no stone unturned in your effort to find a job and successfully apply for it.
4. Practice, practice, practice
It goes without saying that the interview is the most important part of this process.
Find someone who will practice interviewing with you. Practice over and over again, until you can answer interview questions in your sleep. Look up common questions on the Internet.
Common questions include those about your strengths and weaknesses, particular instances of times when you delivered superior performance or used problem solving skills to solve a unique and difficult problem in your previous job.
When asked about your weaknesses, minimize them. Say something like "Some people say I take my work too seriously." You don't want them to know what your actual weaknesses are, but you don't want to say nothing, either.
5. Adults with Asperger's syndrome are visual so video tape your practice interviews
Adults with Asperger's syndrome are often very visual. If you could see yourself as you practice interview, you can see ways to improve. If you have a video camera, or if your phone takes videos, have a friend or family member video tape you while you practice your interview. Watching the video can help you see ways to improve. You may see that you are fidgeting or picking at your nose! Things that you did not realize as you practiced.
6. Don't worry - you can succeed!
The job search and interview process will drive most people crazy sooner or later. Adults with Asperger's syndrome, in particular, often have high anxiety levels and worry a lot. You may feel that there is so much to worry about... Did I do this right? Could I have done this better? Did I say the wrong thing? And so forth.
Find some ways to let off steam after an interview. Do something you enjoy. Hopefully you have people who can listen to you and give you support during this process. Remember, it's not easy for anyone. Don't isolate yourself...reach out for help.
7. Other Tips
Research the company ahead of time so you can appear knowledgeable about what they do.
Try to look the interviewer in the eye if possible, or look at the tip of his or her nose if looking the person in the eye is uncomfortable. Most with Asperger's syndrome have a nearly impossible time looking someone in the eye. But this is very important. At least look at the tip of the interviewer's nose...they will never know the difference.
Ask someone for tips on how to dress appropriately. You might even want to go into the office ahead of time to see what style others are wearing, and try to copy it.
Practice being short and to the point, and not going on for too long.
On your resume, don't feel compelled to put every miscellaneous job you have ever had (unless you haven't had much job experience.) Only put the most relevant things, and only put jobs where you are fairly certain you would get a good reference.
Remember that as difficult as this is, you will get through it. Many have been in your shoes. Somewhere out there, there is a match for your talents, interests and skills. You just have to be patient and try not to lose hope, and meanwhile keep practicing those interview skills!
And for further tips and techniques to help an adult with Asperger's syndrome live a happy and fulfilled life, go to the web site AspergersSociety.org and www.AutismParenthood.com. There you will be able to sign up for the free Asperger's and Autism newsletter as well as get additional information to help your loved ones thrive on the autism spectrum.
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Tuesday, May 15, 2012

Seven Tips for Selecting an Asperger's Syndrome Therapist

It can often be helpful for those with Asperger's syndrome or high-functioning autism to have a respected and knowledgeable therapist to help them process their emotions and understand more social nuances, among other things. People with Asperger's syndrome often have trouble understanding the world around them, and as a result often carry around a lot of frustration. They might have resentment from ways they were treated in the past that they don't understand. But what kind of psychotherapist would be most effective for someone with Asperger's syndrome or high functioning autism?
There are many different types of therapists out there. Many believe that the best therapists tend to be the ones who don't subscribe to any particular theory, but instead use a variety of therapies depending on what they think will help each individual client.
Seek Empathy and a Connection in a Therapist for Asperger's Syndrome
You don't want a therapist that makes you feel like you're talking to a wall and never gives you much of a response to anything. You don't want a therapist whose only contribution is to say "And how does that make you feel?" occasionally. While it's not bad to help you try to get to your emotions, they need to help teach you how to deal with the emotions, too. It's too easy for some therapists to just sit back and do nothing. Most children, teenagers and adults with autism need to be taught and given tips on how to process feelings and improve their communication. Seek a therapist who has this approach.
Top 7 Criteria for a Therapist for treating Asperger's Syndrome and High Functioning Autism
1. Engagement - You do want a therapist who is as engaged with you as possible.
They are asking questions, they are listening to your answers and showing they are listening (perhaps by repeating what you have said or some sort of verbal clue), and they are asking intelligent follow-up questions. Most children, teenagers and adults with Asperger's syndrome need to be constantly engaged in a social interaction in order to stay attentive and interested in what's going on.
2. Experience - It helps if the therapist has an intimate knowledge of Asperger's syndrome.
There are too many therapists who, knowing little or nothing about Asperger's, will attribute your social problems or anxiety to everything but what is really causing it. That's not helpful. In fact, it's a waste of your time. They will also fail to understand when you talk about how you see the world, because in all likelihood, they haven't spent a lot of time looking at the world in that way.
Now, this is not to say that all therapists without experience with Asperger's syndrome patients are ineffective, but they have to be willing to learn. And sometimes, you have to be willing to teach them. Don't stick with anyone who refuses to open their mind to your way of thinking.
3. A therapist treating Asperger's should have high affect/be able to show emotions well.
Most people with Asperger's have trouble reading nonverbal language. So, it only follows that a therapist that uses mostly nonverbal language to communicate is really NOT going to work for a person with Asperger's syndrome.
Most people with Asperger's want one thing -- to be understood. Now, a therapist likely thinks he or she understandings what the person with Asperger's syndrome is saying. But unless the therapist SHOWS it frustration may result.
A good therapist will communicate using exaggerated emotion in his or her voice and face, and by using verbal language such as "I see what you mean" and "You're saying that you feel like X". Unless a therapist uses these active communication methods, most children, teenagers and adults with Asperger's syndrome or high functioning autism will just sit there thinking that the therapist is yet another person who has no clue what their life and struggles are like.
In other words, don't bring your loved one to see a stone faced therapist who never cracks a smile, no matter how smart they are reputed to be. People with Asperger's syndrome want someone who understands what they are going through -- most people in their life won't.
4. The Asperger's syndrome therapist should be able to give advice or suggestions in a very concrete way.
Ideas presented should be short and to the point. They should be as blunt as possible. Nothing ever gets accomplished for a person with Asperger's syndrome or high functioning autism if the therapist is "beating around the bush". A good therapist treating a child with Asperger's syndrome can use visuals if necessary. Humor may help to break the ice. Above all, the therapist needs to be genuine. And no therapist treating a person with Asperger's syndrome should hide behind psychological terms. The therapist must ensure that the person with Asperger's syndrome is able to relate to them.
5. Physical environment of the therapist's office is important.
The physical environment is very important. The seats should be comfortable, the lights not too bright or dim, and there should be no aromatherapy or noticeable scents, as many with Asperger's syndrome and high functioning autism are sensitive to that. The receptionist, if there is one, should be friendly and helpful, as they are the first contact you have upon entering the office. There should be no blaring music. It should not be too difficult to get there. A stressful journey by bus or car will make it harder to get a person with Asperger's syndrome into an open state of mind upon arrival. This is not always possible, but it's one point to consider.
6. Patients should be able to feel some sense of connection or comfort with the therapist.
This goes for everyone seeking therapy, not just those with Asperger's syndrome. There are plenty of therapists out there. Don't stay with one you hate. You want to feel a sense of safety with them. (This may take a few weeks or longer to grow, however.)
7. The Asperger's syndrome therapist should be able to help you understand your own thoughts.
Many people with Asperger's, although by no means all, have trouble expressing their emotions. Children sometimes have trouble figuring out how they feel about a given situation--as do teen and adults. A good therapist will help the client verbalize their emotions, and ask yes or no questions to try to help sort things out.
If you are a parent, these are the qualities you should be looking for in a therapist for your loved one with Asperger's syndrome or high functioning autism. The same goes if you are an adult with Asperger's syndrome.
Finding the ideal therapist to treat may not be quick or easy and may take several tries. If you are having trouble finding a therapist, you may want to go to the Psychology Today site, which has a wonderfully useful listing of all the therapists in your area and what they specialize in. It is super easy to email them and ask questions to figure out which ones might be best for you. But typically the most effective methods to find a great therapist to help a child, teen or adult with Asperger's syndrome or autism is to ask for referrals from an autism society, friends with autism or with autistic kids, or local doctors.
And for further tips and techniques to help adults and children with Asperger's syndrome live a happy and fulfilled life,  go to the web site AspergersSociety.org and www.AutismParenthood.com. There you will be able to sign up for the free Asperger's and Autism newsletter as well as get additional information to help your loved ones thrive on the autism spectrum.
Article Source: http://EzineArticles.com/?expert=Craig_Kendall

Sunday, February 5, 2012

Asperger's in Children

Asperger's Syndrome is named after Hans Asperger the Austrian physician who, in 1944, first identified Asperger symptoms. Although he described symptoms of Asperger's, the diagnosis wasn't widely accepted until much later. Recent Autism statistics suggest that up to one in three hundred children have Asperger's. Usually the Asperger Symptoms are first identified during the preschool years. Asperger's syndrome is a type of pervasive developmental delay. It is similar to mild autism when viewed along with the many types of autism.

Following is a list of frequently noted characteristics:

Signs of Asperger's include difficulty reading nonverbal cues and interacting socially with others.

Children with Asperger's Syndrome often concentrate on one topic filtering out other subjects that are not of interest.

Many children with Asperger's Autism experience difficulties when routines are changed.

Children with Asperger's often speak in a monotone with little variation in intonation, often in adult manner.

Children often prefer to stick to specific patterns when completing tasks and routines.

Many children are slightly behind their peers with motor skill development and coordination. They often hold a rigid posture and are known to exhibit unusual gestures.

Many children with Asperger's have difficulty understanding figures of speech, slang, and subtleties in language.

Playing and interacting with other children may be difficult.

The majority of children with Asperger's have an average to above average I.Q.

Signs of Asperger's become more noticeable when the child enters pre-school and/or early elementary school and begins to interact with peers.

Often there may be family members who display Aspergers symptoms in adults or who have been diagnosed with Asperger's Syndrome.

One or two of these characteristics doesn't necessarily mean that your child has Asperger's syndrome. However, if you are experiencing concerns it is recommended that you visit your child's pediatrician or speak with professionals in the field who can initiate a formal evaluation and provide additional information.

http://www.autism-aspergers-books.com/articles/

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


Friday, February 3, 2012

All About Autism Aspergers Syndrome

This article sets out to outline many of the characteristics of Aspergers syndrome in such a way that the information can easily be shared with others. Autistic Spectrum Disorder (autism) is a life-long developmental disability that affects social and communication skills. Each person with autism displays different symptoms and behavior; some people with autism remain non-verbal and will need life-long care. Other people with the condition live independent lives, hold down careers, go to university, get married and have children.

Aspergers syndrome is a form of autism that was defined by an Austrian pediatrician over 50 years ago. People with Aspergers syndrome are usually at this more 'able' end of the spectrum. Like autism, Aspergers syndrome, seems to be caused by a biological difference in the brain's development. In many cases there appears to be a genetic cause; there are many cases of autism and Aspergers syndrome running in the same family. One study has estimated that 3 to 7 in 1,000 people have AS. People with Aspergers syndrome share many of the same characteristics as people with autism but they usually do not have any accompanying learning disabilities. Explaining Aspergers syndrome isn't easy, no matter who you are talking to! It's not something that can be described in a single, snappy sentence! There are problems because you cannot tell by looking at someone if they have Aspergers syndrome. Also because the causes of Aspergers are yet to be clearly identified it can sometimes be difficult convincing people that the condition actually exists. You could try by explaining that, people with Aspergers basically have problems in 3 major areas. This is usually part of the criteria for diagnosing Aspergers syndrome. These areas are:

Social communication: This means knowing what to say to other people and understanding the meaning of what they are saying to you. Just imagine how many times a day the basics of social communication come into your child's life; at the shops, at home, at school, in the street. People with Aspergers Syndrome can have problems when talking to other people as they can take things people say literally. An example would be if you say to someone with Aspergers "I laughed my head off" they may become alarmed believing that your head really did come off of your body. It can be very hard for people with Aspergers to understand when someone is joking and that is why they may become angry or upset by something you have said that wasn't meant to be hurtful.

Social Understanding: This means knowing what to do when you are with other people. People with Aspergers have difficulty understanding social relationships, they do not understand all the rules involved in social relationships. As we grow up we learn how to behave appropriately in certain situations, for example we learn not to say things to people like "you look fat" (unless we are deliberately trying to be hurtful). A person with AS usually doesn't meant to be rude, even though it can sometimes appear so, it's because their understanding of how to behave is confused.

Imagination This is the ability to think about things that aren't real. Children with Aspergers syndrome tend not to be interested in games that involve pretending to be someone else (like cops and robbers). Some children with Aspergers can be very interested in things that aren't interesting to other children or exclude social interaction. They may like collecting items that seem dull or unusual to us.

There are also websites that provide a great deal of information about the condition. A good one is Sibnet, set up by the Seattle Children's Hospital Project. Sibnet is specifically for siblings of disabled children and is for both young siblings and adult brothers and sisters. The site contains information and resources for siblings of disabled children and allows them to subscribe to the site - a place where they can share information and discuss issues they may be facing.

This article set out to provide a simple 'user friendly' overview of the indicators of Aspergers Syndrome in such a way that you could explain it to other people who might have no idea what the condition was. Providing people with a simple and straightforward account of the condition will help them to understand the condition better, and provide you and your family with a much needed support network!

Dave Angel is a social worker with families who have children on the Autistic Spectrum and is the author of a new e-book that answers the 46 most asked questions by parents of children with Asperger’s. To claim your free 7 day Mini-Course for parents of children with Asperger’s Syndrome visit: http://www.parentingaspergers.com today.

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



Here's a Way to Teach Children With Aspergers About Personal Space

In his book, Social Skills Training for Children and Adolescents with Asperger Syndrome and Social-Communication Problems, (2003), Dr. Jed E. Baker provides a helpful exercise called, "Don't Be a Space Invader."

The concept itself is pretty easy to teach. Draw a picture of two stick figures. The rule is, "Stand at least an arm's length away."

The second statement is, "Don't Get Too Close."

Here are some suggested activities to help teach this activity:

1. Role-play with the student a situation in which s/he must change her/his personal space. You may want to enlist the help of another student or a sibling as an outside observer. The observer's task is to say when the two actors (yourself and the child with aspergers) get too close, and when they are the right distance from each other.

People can switch roles. Here are some other situations to role play the proper personal space distance:

a) Greeting others the first time you see them, and saying goodbye when you leave.

b) Standing in line at school or in public (for example, at a movie, or at a store).

c) Interrupting someone to ask a question about what was said, or to ask permission to do something.

d) Riding public transportation (for example, not sitting too or standing too close to others)

e) Requesting something from someone (asking for a snack someone else is holding, or asking to play with someone's game or toy).

f) Using a public restroom (for example, not using the urinal right next to another person if there are others available further away)..

2. Give the student incentives to practice the skill. Tell the student you are going to test his/her ability to stay at least an arm's length away. Then, at random times, get too close to him/her at different times, and see if s/he catches on.

3. Correct inappropriate distance when it happens. Tell the student, "Don't be a space invader because it will make others uncomfortable, and then they won't want to play with you. Keep an arm's length away."

4. Provide rewards for when the children get it right, keeping appropriate distance:

a) Give verbal praise for correct or partially correct distance.

b) Consider giving tokens, pennies, or points for times during the day in which the child maintained an appropriate distance from others. When the child builds up a certain number of points (5 tokens, for example), give a special reward, such as snack, stickers, or privileges to play a special game.

A child with Aspergers can be given 'homework' of maintaining appropriate distance. Here are some good homework questions:

Who will I try this with?

When?

What happened?

How did I do?

About the Author: Stephen Borgman is a licensed clinical professional counselor and author of Prospering With Aspergers ( http://www.myaspergers.net ). Stop by for more hopeful articles about understanding, hope, and solutions for persons on the autism spectrum and their families.

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

Teaching Communication Skills to a Child Diagnosed with Asperger's Syndrome

Asperger's Syndrome is a milder variant of Autistic Disorder. In Asperger's Disorder, affected individuals are characterized by social isolation and eccentric behavior in childhood. Though grammatical, their speech is peculiar due to abnormalities of inflection and a repetitive pattern. They usually have a circumscribed area of interest which usually leaves no space for more age appropriate, common interests. Some examples are cars, trains, door knobs, hinges. The name "Asperger" comes from Hans Asperger, an Austrian physician who first described the syndrome in 1944.

If a child is showing symptoms of Asperger's Disorder because highly visual thinking is interfering with the ability to generate language fluently then we may have child who is suffering from a very trainable communication disorder rather than a psychiatric disease.

Children who are highly visual with communication problems can have as many as 50 symptoms that are very similar and predictable. I call these children Maverick Minds.

To begin working on improving language and communication, we start with teaching visual attention skills.

In my consulting practice I teach parents methods for improving attention, memory and communication skills to replace many of the off-target behaviors they have. Before we begin teaching attention we do an evaluation to determine if the child is naturally turning to visual attention and memory skills rather than the auditory-verbal counterparts.

When I build exercises to teach attention I use the natural strengths of each child so that each exercise is easy, fun, and successful because it is critical that emerging communication abilities feel natural and flow fluently. To see my examples of children learning to become symptom-free go to my ebrainlabs website and watch the videos in our video viewing studio. You will see parents y using a pace and methods that result in success. The goals of the exercises are to help your child improve daily and achieve at least 80% success consistently.

We evaluate the "just-right" difficulty level to begin the exercise so that we understand how your child learns best. There are only two rules for the pace of learning:

  • You and your child should be having lots of fun.

  • Your child should always be 80% correct or better.
  • In our seminars, we discuss how we build the visual attention system first because it is the stronger system and is often shutting down verbal development. For this reason we begin our training with very little talking, which is one step toward stopping the antagonism between the visual and verbal systems and initiate a supportive relationship. Thus, we want you to minimize your talking during the exercises. As a result, your child will be able to isolate the visual attention system and begin to load visual memory. The more you talk, the more you reduce visual memory capacity. So by talking during this training, you could reduce your child's capacity from 200 data bytes to 25.

    As you work, you'll establish a tri-level sequencer. The sequencer is another important brain function that is the engine of the verbal thinking pathway and the most underused component of verbal biology. The sequencer is often very painful for autistic children so initially you teach it as a "treat," or what feels like a reward.

    The parts of the sequencer are:

    Continuous - After every correct answer, ping a penny into a cup. Feedback that occurs after every correct answer facilitates rapid learning.

    Fixed-ratio - After every three pennies, give your child a treat such as a sticker, a raisin, or a chocolate chip. Fixed-ratio sequencers begin the process of self control.

    Variable - At the end of your session, go on a treasure hunt with your child. Hide clues around the house that lead to a surprise under the pillow. Varying the elements of the treasure hunt helps your child transfer learning and generalize it to daily life.

    As you work, you'll begin to vary your sequencers to increase the flexibility of this component of training. After you have used pennies, raisins and a treasure hunt, for example, you might change to printing out a picture of a desired toy and cutting it into pieces. Then, you can have your child earn pennies, stickers, and then a piece of the puzzle. Tape the piece on the wall. When the picture is complete, go to the store to buy the toy.

    You can also vary the elements of each part of the sequencer, depending on your child's needs. For example, you could change the Continuous to macaroni, marbles, poker chips, or small post-it notes. You could change the Fixed Ratio to tickles, chocolate chips, pretzels, stickers, or nickels. Or you might change the Variable to coupons for privileges. The goal is to keep your child interested and challenged, and to have lots of fun.

    Dr. Cheri Florance is a brain scientist with training and clinical experience in how to teach the brain to replace symptoms of communication and language disorders. In her books, Maverick Mind, (www.penquinputnam.com ) and A Boy Beyond Reach (www.simonschuster.com ), she describes how she taught her own autistic son, Whitney to replace disability with ability and become symptom-free. To learn more about her own personal journey and successful methods visit her complimentary Learning Library at http://www.ebrainlabs.com

    Article Source: http://EzineArticles.com/?expert=Cheri_Florance,_PhD



    Monday, February 21, 2011

    Asperger's Syndrome Symptoms in Adults - Overcoming the Top 4 Challenges Asperger's Adults Face

    Asperger's syndrome symptoms in adults is a topic less often discussed than Asperger's in children -- but it is an important topic because kids with Asperger's syndrome grow up and become adults with Asperger's. Asperger's syndrome is a form of high functioning autism. Irrespective of whether or not an adult has been officially diagnosed with Asperger's syndrome, many adults know they have it...either from the symptoms they exhibit or from informal tests that they may have seen on a web site or in a book.
    Many adults did not have the opportunity to be tested for Asperger's as a child and were never formally diagnosed. Therefore, they did not benefit from early Asperger's treatment or intervention. In many ways, this makes it especially difficult for many adults with Asperger's.
    There are many unique challenges to being an adult with Asperger's, from social issues to employment to feelings of self-worth. What does it really feel like to be an adult with Asperger's disorder?
    The Top 4 Challenges Asperger's Adults Face
    A survey of adults with Asperger's revealed that the following issues loomed largest in the adult with Asperger's syndrome.
    1. Employment Issues And Asperger's
    Employment is a big issue with adults who have Asperger's. In order to be independent in our society, one usually needs a job. A lot of adults with Asperger's want to be independent and live on their own, but to do so they need to be able to pay the bills. And that means getting a job.
    Adults with Asperger's are usually very intelligent and capable people, but they need a compatible environment for them to be able to thrive. What they need is usually not compatible with what most work places require. They need control of their environment; co-workers talking, snapping gum, or playing the radio can drive them to distraction. The lights may be too dim or too bright; perfumes or other smells may be bothersome; and in general, there may be too much sensory stimuli in a typical workplace environment to screen out.
    Then there is office politics, which is something most adults with Asperger's have problems with, and getting along with others in general. Jobs that require working with the public have their own problems. And even getting past the interview to get the job can be a problem. This is all very frustrating to the adult with Asperger's who just wants to prove that he can make it on his own and feel like he is contributing something to society.
    2. Asperger's Syndrome Leads To Feelings Of Inadequacy And Social Anxiety
    Often times, adults with Asperger's syndrome have to work twice as hard just to keep up with their typical peers, and often still fall behind. They see their peers getting jobs, living alone, getting married, and having an active social life, and they often feel jealous and a bit bitter if they are having problems in any of those areas. This is not to say that all adults with Asperger's will have these issues, but often issues will crop up in one area or another. There is pressure to compare themselves to others their age, and they always find themselves wanting. This can lead to feelings of inadequacy, anxiety and depression.
    They may have a job, but still be living with their parents; or perhaps they have a job and live alone, but still rely on their family for a lot of help with everyday tasks. Keeping an apartment up, cleaning, cooking, and bill paying can all pose challenges, and trying to be social out in the world takes far more energy for an adult with Asperger's than the typical person.
    3. Difficulty With Friends And Relationships
    Many adults with Asperger's want to have friends, but their lack of social savvy makes it hard to do. Their difficulties picking up social cues and social anxiety get in the way of having friendships. Romantic relationships are even more difficult. Relationships are hard even for people without Asperger's; there is so much communication and understanding that is required; so much give and take.
    These are all things that can be hard for someone with Asperger's. They are not impossible, but they can be difficult. Adults with Asperger's are often lonely due to problems in this area. Social groups and activities with other people who also have Asperger's can lessen some of this loneliness.
    4. Feelings Of Meaninglessness
    A lot of adults with Asperger's are just plain brilliant in some areas. They know everything there is to know about the solar system, electronics or some obscure part of history. They like to think deeply. They have things they would like to do with their lives, goals and dreams. Some of them do accomplish these goals with a lot of work. Others are not so lucky.
    Sensory issues, a tendency to get easily overwhelmed, or other issues get in the way of them achieving what they would like to. A large number of adults are on disability and cannot work. Finding things to fill their time can be a challenge.
    They get to a point where nothing in their life has much meaning anymore, because all they're doing is trying to survive. They have no activities that make them feel good about themselves and their place in the world. Again, this does not apply to everyone, but there need to be more programs to address these issues.
    There Are Ways To Thrive With Asperger's Syndrome
    These are four of the main areas of difficulty for adults with Asperger's. Do not despair, however, because there are ways to address all of these issues, especially if an adult can find a support group and good counseling. The future does not have to be bleak for adults with Asperger's. There just needs to be people and programs in their lives who are sensitive to their needs and can improve the quality of their lives. With treatment, adults can overcome the symptoms of Asperger's syndrome and lead a successful and fulfilling life.
    There is a great deal of free information to help also. A great site to find information to help adults with Asperger's syndrome is the web site 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.