Essential Autism Services

Autism spectrum disorders (ASDs) or Autism is the disorder of neural development. This is noted in different types of development disorders like verbal and non verbal communication, repetitive behaviors and restricted interests. The symptoms of ASDs become visible before a child is three years old and normally has a strong genetic basis. Though there is no treatment available for ASDs, early diagnosis and medical help can improve self- care and communication skills in children. Yet again this does not completely eradicate the disorder. There is a need for different types of autism services that helps overcome these disorders and improve development skills in a child.
Some services include music therapy, occupational therapy, physical therapy, behavior analysis and speech and language therapy. These services are tailored depending on the child's need and focuses on increasing the quality of the child's life. The purpose of such services is to inculcate education, employment and social care. This involves educating and developing individuals with autism, helping them find and keep a job and supporting them through the help of a community.
Standard health services include designing and maintaining a healthy individual by including a range of treatments and therapies that are listed below.
The main service done in treatment of autism is medications. This involves directly or indirectly consuming prescribed chemical substances. These chemical substances are used in the medical diagnose, cure, treatment or prevention of a disease. Another core service use of alternative medicines like physiotherapies, natural medicines and pet therapies. This is again done depending on the physiological need and requirement of the affected child. Diets, nutritional supplements and hormones are also given key importance. This is also used as a complementary or alternative medicine.
On the physical level, behavioral and developmental therapies are one of the main services that are used in a large and diverse range. Behavioral is instilled in the child through teaching and coaching by therapists, teachers, and parents. While developmental targets the core dearth in the child. Psychotherapeutic is also an important aspect in this service. Here the child comes to a complete understanding of his/her abilities, difficulties, motivations or worries. This is done in connection with the therapist.
Motor and sensory therapies are yet another important service. Motor therapy aims at improving the motor function of the whole body or parts while sensory therapy aim at improving the sensitivity to, one or more senses. In some cases the child affected with autism finds it difficult to communicate through speech. Alternative communication therapy is undertaken for such problems. They are trained to use external device, electronic or sign languages. In some instances alternative communication enhances the usual means of communication.
Although there is no complete cure for autism such autism services help the child to recover gradually. Most children with autism lack social support, relationships, employment opportunities or self-determination such services train and support the child to overcome such liabilities and live independently.

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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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ABA Therapy and Data Collection

For decades, ABA Therapy has been the most effective form of treatment for Autism Spectrum Disorders. With many years of research having been conducted and showing time and again the effectiveness of the method, there is little doubt why it is the only treatment for Autism that most insurance companies will cover. One of the things that make ABA Training so effective is the rigorous data collection that occurs at every step along the way.
With ABA Therapy, data is collected after each section of teaching on a daily basis. This data is charted and typically graphed over a certain period of time. This helps parents, counselors, and teachers understand what areas of learning are progressing the most for a child as well as what areas need the most work. This helps significantly in designing an effective curriculum and can be the key to ensuring that a child learns everything they need to stay on par with their peers.
For home providers of ABA Therapy, data collection forms and graphs that are pre-made can be rather effective in helping parents form a curriculum that will be most effective. These graphs allow you to fill in the different things you are currently working on and help you to chart them in an easy to read and understand format that lets you see at a glance how progress is being made. By using these forms you can truly see all of the remarkable progress that your child is making from the objective viewpoint of hard data.
Many data collection packages come with a number of different types of forms. From graphs and probe sheets to reinforcement lists, there are many forms that can really help you maintain accurate data. While important for all providers of ABA Therapy, they can be especially important for parents to help them to see progress and hang-ups as data and to separate the emotional aspect of parenthood from the teaching aspect in order to best help their child.
In all, data collection is a very important part of ABA Training. Key to developing a curriculum that constantly teaches and pushes a child to learn and stay ahead, data collection helps children to learn as much as they can as quickly as possible. This can make a significant difference when preparing a child to enter school with their peers. With proper data collection, you can develop a curriculum that truly works, and when everything runs optimally, you can often help your child to not only go to school with their peers but to excel when they are there.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.
Maximum Potential has developed courses that train parents and school systems how to work with children with autism.
http://www.maximumpotentialkids.com

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The Benefits of Bean Bag Chairs for Kids With Autism

Autism spectrum disorders (ASD) are a group of disorders characterized by significant impairment in social interactions, communication difficulties and repetitive, compulsive behavior. Approximately 1 in 150 children in the United States are diagnosed with an autism spectrum disorder, and symptoms can range from mild to severe. It is common for a child with an ASD to have an additional diagnosis of sensory integration dysfunction. This means that the child's brain doesn't process the sensory information it receives in a coherent, organized way. Therapy for autistic children with sensory processing difficulties often involves weight-bearing exercises and deep sensory input. For these kids, beanbag chairs are a low-cost therapeutic tool.
As a seating option, bean chairs help autistic children who have poor muscle tone, or hypotonia, which is a common problem with kids on the autism spectrum. Hypotonia isn't a medical disorder; rather, it's the name of the symptom resulting from any combination of neurological and muscle disorders that cause overall muscle weakness. Researchers are still looking into why kids on the autism spectrum often have hypotonia, but it is more challenging to address in children than adults by virtue of the fact that many weight-bearing exercises involve the use of adult-sized, overly heavy equipment.
Bean bag chairs have just enough weight to act as a weight-bearing exercise tool for kids on the spectrum. A child may use it for weight-lifting with his arms or legs. Additionally, because of the palpable inner components, a bean bag chair provides sensory feedback during weight-training exercises. Their flexible shape allows kids and therapists to shape and mold the chairs for whatever purpose they need.
Bean bag chairs help hypotonia in kids with autism in other ways. Many kids on the autism spectrum find it uncomfortable to sit in traditional chairs. The use of bean bag chairs in the home may provide kids on the autism spectrum with comfortable alternatives, since the chair molds itself to the child's body while providing the sensory feedback of its filler material. In an autism classroom, a teacher may use bean bag chairs for the students at least part of the day. Many kids on the spectrum find the sensory feedback of sitting in a bean bag chair very comforting. Best of all, they're easy to transport and lightweight enough so that even very young children can move them from room to room.
Two bean bag chairs used together can be a helpful therapeutic tool for kids on the spectrum. Many kids with autism find it comforting and calming to have their torsos surrounded by gentle sensory pressure. Some autistic kids like to sit on one bean bag chair while having a second bean bag chair placed across the torso. This gentle weight and the continuous sensory feedback can be very calming and relaxing for a child with autism, helping him to organize his thoughts and center his emotions. Bean bag chairs are more than just a comfortable option for children's furniture - for kids with autism, they can be an important therapeutic tool, too.

With the many features and benefits of beanbags, buying one which provides the comfort and affordability necessary to meet your needs is crucial. Comfy Sacks has bean bags in a wide variety of sizes and colors. Instead of being filled with beans, they are filled with a proprietary blend of shredded polyurethane foam. This guarantees that it will be soft, and durable for years to come.

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Informative Positive Approaches to Autistic Spectrum Disorders and Dyspraxia

Virtually everyone in our community is somehow connected to Autism Spectrum Disorders. Through a classmate, a family member, friend, or neighbor most of us know at least one individual living "on the spectrum".Autism is a severe developmental disorder that begins at birth or within the first two-and-a-half years of life. Dyspraxia is a condition, generally present in early childhood, that affects motor skills. Occasionally, dyspraxia can be caused by traumatic brain injury, but in most cases, the cause is unknown. Specific statistics on how many people are affected by dyspraxia are difficult to find because the condition is often undiagnosed. Estimates range from 2% to 10% of the population. Males make up about 70-80% of diagnosed cases.
Most autistic children are perfectly normal in appearance, but spend their time engaged in puzzling and disturbing behaviors which are markedly different from those of typical children. Less severe cases may be diagnosed with Pervasive Developmental Disorder (PDD) or with Asperger's Syndrome (these children typically have normal speech, but they have many "autistic" social and behavioral problems). Autism affects about 1 in every 150 kids, but no one knows what causes it. Some scientists think that some kids might be more likely to get autism because it or similar disorders run in their families. Knowing the exact cause of autism is hard because the human brain is very complicated.
A person with ASD may have difficulty empathising (understanding the thoughts and feelings of others or seeing the world from someone else's perspective). Because of this, they may sometimes make assumptions or say things which appear strange, rude or insensitive. It is very likely that it is not their intention to cause upset. Always stay positive with ASD children Being reliable is very important. Empathise with the issue that someone with ASD may be easily upset by unpredictable change and take simple steps to avoid this wherever possible (eg a post it note on a door to advise of a room change). If they say something that you would interpret as being rude, over familiar, or intrusive, be aware that they may not realise that their comment is inappropriate. Always get to know the individual first before communicating a certain way with them.

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Methods for Managing Behavior Challenges In School

Most people are aware of the fact that children begin their educational process long before they step inside of their first schoolroom. This is because it is the home life of the student that is the first part of learning to socialize, solve problems, and find answers. Because of this, when a student manifests behavior challenges in school, it is often also something that their parents are asked to help to address as well.
Certainly it might be difficult to somehow deal with any behavior challenges in school strictly through at home work, but when a student also has a condition relating to ASD (Autism Spectrum Disorders) it is normally essential that their home life is taken into account as well. For example, the National Institute of Child Health and Human Development notes that most students with some form of ASD will tend to be diagnosed very early in their lives so at home work is vital.
Because ASD is characterized by developmental disabilities, parents must accept and help to address the potential for behavior challenges in school by beginning a great deal of training well in advance of Kindergarten. This is not always something easy to handle, nor all that affordable, but there are now many high-quality programs designed for training parents in the best methods to use when beginning to teach their children with ASD.
It is interesting to note that changes in federal educational rules make it impossible for schools to shunt students with ASD into special education classrooms, and insist that they be educated in the same classrooms as students with the condition. To help teachers and classroom support staff to assist students with ASD, however, many school systems use specialized Autism training courses.
These courses are designed to teach the educators about Autism and about the methods with a proven history for success, including methods for managing behavior challenges in school. These same training courses are also made available for parents as well, though the best of them will tend to be re-designed or re-structured for the at home environment instead of the schoolroom.
The great thing about school or home Autism training systems is that they use the ABA or Applied Behavior Analysis principles known to be among the few accepted treatments for ASD. When parents and educators have these powerful tools for behavior modification available at an early part of a student's life, they can often prepare them to achieve greater educational and social success than ever before.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.
Maximum Potential has developed courses that train parents, therapists and school systems how to work with children with autism.
http://www.maximumpotentialkids.com
http://www.abatrainingcourse.com

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Back to School for Those With Autism Spectrum Disorders

When it's time to take your child with an Autism Spectrum Disorder to school, it can be quite a turbulent time, to say the least. All routine is thrown out the window and replaced with sheer and utter chaos. New overwhelming sights, sounds, smells, and touches will all be experienced in the first day of class. In order to make this transition a little more peaceful there are a few steps you can take ahead of time to prepare your child for success in a mainstream environment.
1. Take your child to the school a couple of times before the start of the school year. Walk them around the halls. Let the feel the walls, adjust to the lighting, and get used to the pattern of the tile on the floor. This might be a good time to map out their routes, if they will be changing classrooms. Show them where the restrooms are in relation to their class room/rooms. Let them see their classroom and become familiar with it as well. I understand you can't do this to far in advance, but the more visits you can get in the better.
2. Introduce yourself and your child to the teacher. Communication between you and your child's teacher through out the school year is going to be key in their success. You might as well make your self known right away, and let then know you are an involved parent. Let the teacher know you are their to help however you can. During this time your child will be able to become familiar with the teacher as well. This should help the transition if there is a recognizable face among all the craziness.
3. Rehearse, Rehearse, Rehearse! Devote a little time each day to going over scenarios that your child might encounter while they are at school. What to do when you get upset at a student/teacher is a good one. What do you do if you get lost trying to find your room. Who do you go to if someone is picking on you or bullying you. For that matter make sure your child knows what bullying is and understands that it is not OK.
This is just a general guide. You know your child, if preparing them ahead of time will only make them perseverate on it, then this will not work for you. I hope this has been a help[ to some.
I have more resources on my website at http://autismspectrumresources.blogspot.com

Robert, http://autismspectrumresources.blogspot.com

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ABA Therapy Treats the Whole Child and Not Just the Problem

When it comes to children with Autism Spectrum Disorders, there are a wide number of treatments out there. From medications to control behavior to a wide array of therapies, there are many treatments that are designed to treat Autism. After many years, however, ABA Therapy is still the only treatment for Autism that many insurance companies will cover. The reason for this is simple. Not only is ABA Training the only method that is proven to work, but it is also a treatment that is designed to change Autism and your child and not just to mask or alter symptoms.
While medication may be necessary to keep a child from injuring themselves or others, many doctors use it in the absence of any other answer. ABA Therapy, on the other hand, effectively teaches new methods of behavior and teaches children appropriate ways to react to stress and other stimuli that create a safe environment. ABA Training teaches behavior and critical thinking skills among other things, but most importantly it treats the child rather than simply working to eliminate symptoms.
The symptoms of Autism that many parents find difficult to handle, such as self-injurious behavior and screaming are innate responses. Because Autistic children do not learn new ways to behave by observing their environments, behavior modification therapies such as ABA Training must be implemented to help them learn these basic skills. While medications and other methods may make a child to tired or afraid to act inappropriately, ABA Therapy serves to teach children appropriate responses that help them to express themselves and meet their needs in a safe and socially acceptable manner.
ABA Therapy is designed to treat the whole child. It has many functions, all of which are specially designed to help children with ASD learn to think independently and to literally learn to learn. Autistic children are remarkably intelligent, but many lack what is needed to help them properly express their thoughts and emotions. With ABA Training, these children are truly able to shine.
In all, ABA Therapy has long been the most accepted and effective treatment for ASD. While medication may be needed temporarily to keep a child safe from themselves, ABA Training can help teach them how to express themselves fully and safely. No child should ever be denied medication that is expressly needed, but parents of a child with ASD should consider ABA as a way to give their children a chance to realize their maximum potential as well as a way to help them live a life free of mood altering medications and as close to the lives of their peers as possible.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.
Maximum Potential has developed courses that train parents and school systems how to work with children with autism.
http://www.maximumpotentialkids.com

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Understanding School Autism Training

You may know that teachers and educators are usually obliged to take ongoing classes or courses. This might fall under the description of continuing educational units, or even help them to qualify for an advanced degree. Interestingly enough, educators and even many parents can benefit tremendously from alternative training too. Just consider the immense value of school Autism training.
This is an organized way for educators to learn the best policies and practices for supporting their students with ASD (Autism Spectrum Disorders). School Autism training will usually help educators to understand the alternative approaches necessary for students with any of the Autism disorders. Remember, Autism is not a standard condition and it is found in a diversity of forms and levels of severity. Some students may have only a mild range of symptoms and others may have a wide range of difficulties with communications, socialization, and repetitive behaviors.
Clearly, the student who cannot learn in the same manner as a majority of the other students in a classroom is going to need teachers and classroom staff with additional skills. Because the standard guidelines for most schools are geared towards inclusiveness, it means that school Autism training can be easily seen as relatively essential.
A lot of teachers and educators worry, however that school Autism training will be too difficult to manage or too comprehensive to demand of their already busy teachers and staff. Fortunately, there are training systems that utilize today's most convenient technologies. For example, video instructional courses, printed manuals and workbooks and online access to questions and answers are all part of the best programs.
It is also important to note that a very good or high-quality program will make itself available to more than just the teaching or educational industry. For instance, many parents of children with ASD simply cannot afford the kind of extracurricular or advanced teaching and training that would be so beneficial to their child or their children. A good training system, however, will make all of the materials available to parents as well as teachers. In fact, some of the best actually design specialized courses for parents who hope to intervene as soon as a diagnosis is made.
This is actually one of the critical issues where ASD is concerned because the sooner the child begins to learn how to overcome the symptoms of their condition, the better the results. This usually means that parents who deal with pre-school age children are the most likely to have success, and a home-based program is a very powerful tool for them to use.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.
Maximum Potential has developed courses that train parents, therapists and school systems how to work with children with autism.
http://www.maximumpotentialkids.com
http://www.abatrainingcourse.com

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Babies Suffering From Autism

Being a baby involves rapid development in basic fields of feeling, seeing, eating, talking and walking. From a social point of view, attachment is a central feature. This means that the baby will try to attach to people in its surrounding; that means trying to bond with these people. It uses everything it has to bond: babbling, smiling, grabbing, and crying. Many autistic children resist or ignore contact with their parents as a baby.

They often cry, they hold their arms limp along their body when they are picked up, they hardly if ever smile, and sometimes they push the other away. The toddler too is actively involved in keeping his caretakers near to ensure help is there when it is needed. Kids with autism are not able to do much bonding. This makes it more difficult not only for themselves but also for their surroundings. The caretaker, usually the mother, will try to make contact with the child. A parent may feel rejected when the baby doesn't make contact or even does not seem to be interested in making contact. The young child with autism seeks even less consolation or help and seems deeply involved within himself. Some parents will feel rejected. Others, however, will feel very close to their child because it will not break the symbiotic relationship with the caring parent. So it is not a first example of the stubbornness phase, which is part of healthy development and is an illustration of the first separation from the parents, while the child keeps depending on the parent or caretaker at the same time.

The parent will keep supplying the help that is needed. As said before, some parents will feel rejected and others won't. The child will keep using the parent as if the parent was an instrumental part of itself. For instance it will grab its parent's arm and point to an object it would like to have. It doesn't reach the point of being able to function autonomously on its own. This is another illustration of the fact that the child has difficulty in bonding in a safe manner, because this child is not able to let loose. It hardly makes eye contact, and the gaze is often seen as empty, gazing past another person or fixating on the tip of somebody's nose.

This gaze is perceived as 'penetrating.' Bonding is a complicated social activity and requires development of social insights. It means actively working on the 'theory-of-mind,' which implies the development of a theory over one's own thoughts and feelings and those of others. In this phase, children are not at all occupied with bonding. Sometimes they are still busy with subjects that ripen quicker with the average child. For instance the body still has to learn how to digest food, the immune system needs to be activated, their senses still need to develop further, their motoric senses need more development too, language needs to be formed and the child needs to be toilet trained.

By Raymond Le Blanc. If you want to know more about Autism Spectrum Disorders please visit Asperger's Syndrome in Laymen's Terms

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The Psychiatrist and Your Child With Autism Spectrum Disorders

If you have a child with an intellectual disability such as Autism, Aspergers Syndrome, or Pervasive Development Disorder then chances are you have a psychiatrist in your life. They are responsible for putting mood altering substances into your child. Often times this is very necessary, and is done for good reason. The problem that occurs is that often times the psychiatrist is making their determination based on ten to fifteen minutes of face time. With fewer and fewer providers accepting Medicaid, it is just a fact of life that they are stretched so thin. They are the experts when it comes to pharmacology, but you are the expert when it comes to your child.

Here are a few things to remember when you are going to see the psychiatrist. The first thing that is inevitably going to happen is that they are going to talk to you rather than your child. They may talk briefly to your child, but 90% of their determination of treatment will come from what you have to say. You should be prepared for this ahead of time. Write down your concerns. Possibly in short bullet points and give it to the doctor when you walk into their office. You want these issues thought out ahead of time for two reasons. The first is that you want plenty of time to think about these before you get into the office. You don't want to say "Oh he seems agitated lately", only to think about it later and realize he hasn't been sleeping well. He could be agitated because he hasn't been sleeping. The doctor may prescribe a med to control the agitation, that doesn't address the sleeping. You want the time to think thing through. The second reason is that you want all of your concerns addressed. If you hand the doctor a short concise bullet pointed note, then you have a much better chance of succeeding in this. Don't make it long and drawn out. Remember the psychiatrist is well intentioned and wants the best for your child, but is limited on time.

The last thing you should do before you leave the psychiatrist's office is ask them how they would prefer you communicate with them in between visits. I have found that a lot of doctors would appreciate a short email from time to time. Emphasis on the word short. The psychiatrist is a part of your child's team, but they are often the outsider. Find out from them how, and how much they would like to be informed on your child.

These tips will take you a long way when it comes to your visits with the psychiatrist. Everyone wants whats best for your child, you just have to assert a little. To ensure that your child gets the best care possible.

More information and resources about Autism Spectrum Disorders can be found at my website http://www.autismspectrumresources.blogspot.com.

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