The Evolution of Autism

What is Autism?
Autism is a developmental disorder that begins early in childhood; it is usually noticed in children by age 3. Defining characteristics of autism include communication deficits, poorly developed reciprocal social interactions, stereotyped behaviors, and restricted interests. These deficits occur at different levels of severity which has evolved into the contemporary view of autism as a spectrum disorder, and it is often referred to as Autism Spectrum Disorder (ASD), Autistic Disorder (AD), or Autism.
Traditionally, the autism range has included Autistic Disorder, Asperger Syndrome, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS).
Autistic Disorder is sometimes called classic autism. It is characterized by:

1. Significant language delays including reduced instances of language that has communicative and reciprocal intent.


2. Minimal reciprocal social interactions. For example, avoidance of eye contact, lack of appropriate facial expressions, inability to appropriately communicate emotions, lack of understanding of shared emotions, and inability to use verbal and nonverbal behaviors for social interchange.


3. Stereotyped behaviors and restricted interests. These may include unusual sensory interests toward objects, unusual or repetitive hand and finger movements, and excessive interest or reference to either unusual or highly specific topics or objects.

Asperger Syndrome, while somewhat milder than Autistic Disorder, has both similar and distinct characteristics including:

1. Difficulty with the social aspects of speech and language such as limited range of intonation, one-sided conversations, literal interpretations, and inability to shift topics. Vocabulary development is usually advanced while understanding of figurative language is a weakness.


2. Difficulty with social cognition a lack of social and/or emotional reciprocity, eye contact, and friendships. Social awkwardness such as not reacting appropriately to social interactions and not recognizing other's feelings or reactions. Difficulties with social cognition may result in behavioral rigidity.


3. Restricted and repetitive behaviors, interests, and activities. This may result in inflexibility in regard to routines. Preoccupation with a narrowed topic of interest which often dominates conversations and thoughts.

Pervasive Developmental Disorder-Not Otherwise Specified is used to categorize those individuals who meet some, but not all, of the criteria for Autistic Disorder or Asperger Syndrome. PDD-NOS is usually marked by fewer and milder symptoms than Autistic Disorder or Asperger Syndrome. Pervasive deficits in the development of reciprocal social interaction, communication, or stereotyped and restricted behaviors are apparent.
History of Autism
Assuming that Autism is a neurological disorder and not caused by "bad" parenting or environmental toxins then it has, most likely, always existed among human beings; however, it was not scientifically described or empirically researched until the 20th century.
Early 1900s
In the early 1900s autism was thought to be a form of childhood schizophrenia, feeble-mindedness, or childhood psychosis.
The term autism was first used by the Swiss psychiatrist Paul Eugen Bleuler between 1908 and 1912. He used it to describe schizophrenic patients who had withdrawn from social contact, appeared to be living in their own world, and were socially disconnected. The root of the word autism is derived from the Greek "autos" which means "self". That root is combined with the Greek suffix "ismos," meaning the act, state, or being of. Bleuler used the word "autism" to mean morbid self-admiration and withdrawal into self. It suggests a state of being absorbed by oneself, lost in oneself, removed from social interaction, and isolated from social interaction. While Bleuler described and documented characteristics of autism, his adult patients were diagnosed as having schizophrenia and children were diagnosed as having childhood schizophrenia.
1920s and 1930s
In 1926, Dr. Grunya Efimovna Sukhareva, a Russian psychiatrist described what would later become the core deficits of Asperger Syndrome in boys that she labeled as having schizoid personality disorder of childhood. In 1933, Dr. Howard Potter described children who would now be identified as autistic as having a childhood form of schizophrenia.
1930s and 1940s
The two main pioneers in autism research, Hans Asperger and Leo Kanner, began working separately in the 1930's and 1940's. In 1934 Hans Asperger of the Vienna University Hospital used the term autistic and in 1938 he adopted the term "autistic psychopaths" in discussions of child psychology. However, Leo Kanner of Johns Hopkins Hospital began using the term autism to describe behaviors that are now recognized as Autism Disorder or classical autism. Leo Kanner is the one who is usually credited for using the term autism as it is known today.
Kanner's 1943 descriptions of autism were the result of his observations of eleven children who showed a marked lack of interest in other people, difficulties in social interactions, difficulty in adapting to changes in routines, good memory, sensitivity to stimuli (especially sound), and a highly unusual interest in the inanimate environment. These socially withdrawn children were described by Kanner as; lacking affective contact with others; being fascinated with objects; having a desire for sameness; and being non-communicative in regard to language before 30 months of age. Kanner emphasized the role of biology in the cause of autism. He felt that the lack of social connectedness so early in life must result from a biological inability to form affective relationships with others. However, Kanner also felt that parents displayed a lack of warmth and attachment to their autistic children. In his 1949 paper, he attributed autism to a "genuine lack of maternal warmth."
In 1944, working separately from Kanner, Hans Asperger described a "milder" form of autism, known today as Asperger Syndrome. Asperger also studied a group of children who possessed many of the same behaviors as described in Kanner's descriptions of autism. However, the children he studied demonstrated precocious vocabulary and speech development but poor social communication skills. These children appeared to have a desire to be a part of the social world, but lacked the necessary skills. He also mentioned that many of the children were clumsy and different from normal children in terms of fine motor skills.
1950s
During the 1950s, Bruno Bettelheim, a University of Chicago professor and child development specialist, furthered Kanner's 1949 view that autism resulted from a lack of maternal warmth. Bettleheim's view of autism being caused by emotionally cold and distant mothers became known as the Refrigerator Mother Theory of autism. The idea behind the theory was that children became autistic because mothers didn't interact, play, or them; in a sense, they were "frigid." He published articles throughout the 1950s and 1960s to popularize this position. Proponents of this view were searching for a place to lay blame for autism.
It was also during this decade and into the next that parents were counseled to institutionalize their children in order for them to receive appropriate treatment.
1960s
Beginning in the 1960s there was increased awareness within the professional community that the refrigerator mother theory did not adequately account for autism. The theory ignored the fact that siblings of autistic children were not autistic despite having the same mother, and scientific advancements began to suggest more biological causes.
In 1964, Bernard Rimland, a psychologist with an autistic son, stressed the biological causes of autism in his book "Infantile Autism: The Syndrome and its Implications for a Neural Theory of Behavior." The publication of this book directly challenged the prevailing refrigerator mother theory of autism. In 1965, Rimland established the Autism Society of America, which was one of the first advocacy groups for parents of children with autism. He established the Autism Research Institute in 1967 to conduct research on treatment for autism.
In 1967 autism continued to be classified under schizophrenia in the International Statistical Classification of Diseases and Related Health Problems. This promoted the view that autism was a mental illness rather than a developmental disability.
1970s
There was a push during this decade to better define autism and, with scientific advancement, there was better understanding of autism as having a neurobiological basis.
1980s
The publication of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) in 1980 finally set autism apart from schizophrenia as it was now categorized as a neurodevelopmental disorder. Autism research continued to increase during the 1980s along with recognition within the scientific community that autism resulted from neurological disturbances rather than pathological parenting.
It was during this decade that Asperger's work was translated to English and published. The term, "Asperger's Syndrome" was first used in 1981 by the British psychiatrist Lorna Wing. She also developed the Wing's Triad of Impairments, which is Impairment in Imagination, Impairment in Social Communication, and Impairment in Social Relationships to describe autism.
1990s
In 1994 Asperger's syndrome was officially added to the DSM-IV as a progressive developmental disorder. Two nonprofit groups, the National Alliance for Autism Research and Cure Autism Now, were founded to stimulate autism research and raise awareness about the disorder. Research starts to suggest that autism is a spectrum disorder. Near the end of the decade, as autism rates rose, it was speculated that autism was due to mercury in vaccines.
2000s
In 2000, vaccine makers removed thimerosal, a mercury-based preservative, from all routinely given childhood vaccines. Public fears were that exposure to the preservative were related to autism. The National Institute of Health estimated that autism affected 1 in 250 children in 2001. The Institute of Medicine found no credible evidence of a link between thimerosal or any other vaccine and autism in 2004.
The prevalence of autism increased significantly during this decade as a result of better detection, broader diagnostic criteria, and increased public awareness. In 2007 the Centers for Disease Control and Prevention reported that approximately 1 in 150 children were diagnosed with autism. Part of this increase is a result of better understanding of autism as a spectrum disorder.
2010s
A hundred years later, the term autism describes a neurodevelopmental condition that results in significant social cognitive and social communicative impairment. Current research is focused on identifying biologically distinct subtypes of autism. The belief is that once subtypes are understood advance can be made in regard to understanding cause and developing effective treatments. The ultimate goal of this line of research is to eventually find a cure and be able to prevent it.
Until that time, the prevalence of autism continues to increase. In 2012, the Centers for Disease Control and Prevention reported that approximately1 in 88 children are diagnosed with an autism spectrum disorder.
The upcoming publication of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) in May 2013 will remove Asperger Syndrome and PDD-NOS as separate from autism. Instead, diagnosis will be autism spectrum disorder in an attempt to more accurately reflect the continuum and severity of the types of symptoms and behaviors displayed.
It will be interesting to see how these diagnostic changes and research into the biological subtypes of autism impact the future evolution of this neurodevelopmental disorder.

David Pino school psychologist has worked in education for the last 20 years. He has significant experience and expertise with learning disabilities, psychological evaluations, behavior, and special education.
He is currently serving as an educational advocate to assist families with the special education process.

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Facts For Understanding Autism

Autism Symptoms and look different from one child to the next. But there are three core deficits that are looked at when diagnosing a child.

Lack of verbal language.
Limited in their ability to play.
No interest in socializing.
Now lets break these down to give you more examples of different autism sypmtoms. When we say Lack of verbal language that means that the child struggles to get his or her words out. If they are talking, they usually are have what is called echolalia. This is like a parrot. The child repeats what they have heard from a favorite movie. For example you may say, "Get your shoes on, we are going bye-bye." And the child repeats, "To infinity and beyond!" They give answers but they have no idea what they are saying.

Language Is Not Clear

Many children have apraxia. This is where they have language but it is not clear. They tend to leave a part of the word off when talking. For example, if they want to take a bath they would say, "I wa-- ba--, ps." You know what they are saying but the words have things left out of them.

Autism symptoms show that these children do not understand humor. The language they do have is very concrete language. They cannot talk or understand feelings and emotions. They often cannot feel pain. They often have their hands over their ears because their hearing is way to sensitive. Autism symptoms often are first recognized by a parent. Parents usually get a gut feeling that things are just not quite right with their child.
When these children are playing, they typically do not have imagination play. They are not the children who are into playing dress up.

A Fascination With Trains

Many of these children are into Thomas The Tank Engine. Trains are a huge facination. But if you watch them play the most interesting part of the train is the wheels. The wheels always do the same thing, they go around and around. It mesmerizes our children.
Other things that our children play with can seem very odd at times. They like, ceiling fans, the wheels on a vehicle (the vehicle itself), musical books (they love pushing the buttons over and over), numbers, letters or hidges on a door. They love battery operated toys because they say the same thing over and over. Our kids love repetition.

Odd Behaviors

Other autism symptoms are repetive behaviors. Most common are flapping of the hands, humming, flicking their fingers infront of their face, lining things up up in perfect order, spinning or jumping non stop. More bothersome are the behaviors that have to do with self injury. Such as biting the back of their hands, pinching and pulling on body parts.

Poor Eye Contact

Lack of eye contact is pretty common in children who are on the autism spectrum. The only way that I could get my son to look at me was to lay on my back and hold him over me with him looking down. Often, they work hard only use their peripheral vision.

Many Sensory Issues

Often these children have sensory issues. They don't like to be held or touched. They wince when brushing their teeth. They walk on their toes (a lot of times this is because of bowel issues). They crave deep pressure. They love it when you roll over them or smash them between pillows.

Selective Hearing

Alot of these children have very selective listening skills. They act like they are deaf. They often do not respond to someone calling their name. But yet whisper a word like, "milk" and they hear you!

No Play Dates

These are children who don't make friends. They are not the children asking for a play date.
Some of these kids are very into cause and effect. Like turning the lights on and off. Or opening and closing doors. They often can be found pushing a button over and over and over again.

These Kids Bolt

These are children who do not recognize danger. They bolt in parking lots or out into streets. They don't show fear from falling off of things that they climb.

High Anxiety Levels

Another autism symptoms is that these children show high levels of anxiety when asked to do something new.

What I Saw As A Mom

In each of the above core areas, you can see problems. In my son he had only 5 simple words by age 2. He could not point. He had no interest in playing with other children. He was obsessed with Thomas the train. He lined his toys up in straight lines. He had melt downs (a melt down is much stronger than a chid having a fit) whenever you removed a train that he had in a straight line. He would laugh uncontrollably for no apparent reason, for hours. He could not sleep through the night. He had a need for the same routine every day. My son couldn't even grasp the idea of potty training when other kids his age could. My son flapped his arms so much I was just waiting for him to lift off and fly. My son, pulled away when I tried to hug him. My son acted like he was deaf.

So as you can see from the above list, autism symptoms can show itself in many forms. And to different degrees. If you suspect your child may have autism, then I highly recommend that you start seeking help. The sooner interventions are started, the better the child does.

By: Al Terry

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By Kathy Medina at Finding God In Autism A leading resource to help parents who have children with special needs.

Asperger's Syndrome Child: Developing Social Skills at Home and School by Teaching Empathy

Many parents feel notice that their child with Asperger's syndrome of high functioning autism shows little if any empathy for others which inhibits their social skills. These children can seem aloof or selfish and uncaring.
But any parent with a child on the autism spectrum knows that outward appearances can be deceiving. Our loved ones with Asperger's syndrome of high functioning autism are very caring and feeling beings. But they often have difficulties understanding the feelings of others which is a contributing factor to the well known autism symptom -- lack of social skills. Often times, we see this inability to understand another person's feelings as a lack of empathy.
How Can a Person with Asperger's Syndrome Develop a Sense of Empathy and Improve Social Skills?
Lack of emotional readiness, sensory overwhelm, and lack of relevant experiences can all contribute and help explain why your child with Asperger's syndrome may seem distant or uncaring of others feelings.
In this article, we will talk about the process of developing empathy -- an important ingredient in improving social skills. Below, a young adult with Asperger's syndrome shares her experiences and feelings to help us understand how those with Asperger's syndrome feel and cope.
If a child with Asperger's syndrome or high functioning autism is disconnected from people when he is young, due to different brain wiring, this sense of difference is likely to persist and cause him to withdraw from people and experiences over the years. The more he thinks of himself as a person who can't connect with other people, the less likely he will be to try.
In order to develop social skills, one must practice. But if a child continually fails in his or her social interactions, they will eventually become discouraged and give up.
Experiences of a Young Adult with Asperger's Syndrome --
I moved to a house with a 94 year old, very vibrant and active roommate two years ago. This woman, Madeline, has the most welcoming smile and presence I have ever felt. I immediately felt calm and comfortable in her presence, which never happens for me. I started spending more and more time with her, watching TV and talking about nothing important -- just soaking up her gentleness and positivity, her utter acceptance of me. Every time she smiled at me, it made me happy.
I thought this behavior -- willingly spending time with another person -- quite out of character for me, but I kept doing it. Madeline was always happy to see me. Merely entering the room could make her face light up. Therefore I started feeling a sense of connection to her.
Some of these principles, especially high affect -- Madeline was a very passionate speaker with highly evident emotions -- as well as pure acceptance, gentleness and meeting someone on common ground are some of the very principles of the autism therapy floortime. (Floortime is a therapy designed to increase emotional and cognitive connections in an autistic person's brain, and to bring the person slowly into the world around them by first joining them in their world.)
Madeline had wonderful social skills. She had the ability to make me feel welcomes and to draw me out.
My Relationship with My Roommate Increases My Empathy and Improved My Social Skills --
After I had been living here about seven months, Madeline had to go to the hospital for about two weeks because of a problem in her leg. The first night she was there, I worried about her constantly. I kept thinking "But she was always talking about how much she hated hospital food!" I hoped she had something good to eat and was being well taken care of.
This probably sounds quite unremarkable, except I had never before worried about someone on quite an emotional level before. I had always expressed sympathy (when I remembered) and felt intellectually things like "I hope so and so gets better soon. That's terrible. Well, I hope it works out," but never really on a gut stabbing, stomach hurting, almost visceral emotional level before.
It rather took me by surprise. While the feelings were of a negative nature, I was so happy to have them (upon later reflection) because they made me feel so much more connected to the human race! I didn't feel so isolated inside myself when I had those feelings.
So That's What They Were Thinking!
Later on, at different times, two of my friends began having severe health problems of the same sort that I had experienced a few years ago. They were both long distance, so I was limited in what I could do to help them.
I had many long phone conversations with one friend, Elaine, trying to provide both emotional support and practical solutions. After the often hour long conversations, I was drained and in emotional turmoil. I felt helpless. I wanted to ease her pain so much. I wanted to make things better for her. I did what I could, but it wasn't much. It almost felt like too much to deal with, but I would never walk away from her.
After a few phone calls like this, I got an epiphany. So THAT'S what my parents and friends were feeling during all of my crisis phone calls to them! Years before I had called them during my own health crisis in tears. They tried to help, but I just felt more alone. I kept telling them "YOU DON'T UNDERSTAND!" I was convinced they didn't care, because they often had a hard time showing their emotions about the situation and I had an even harder time reading what they did say.
I would mention something that was bothering me and be hurt when my grandfather would change the subject without any response. "Why didn't you say anything?" I would ask him. "You know how I feel," he would say. "No, I don't!" I would tell him. "Come on, you know I feel bad for you," he'd say. "No, I don't!" I'd repeat.
I truly felt isolated from those that were trying to help me because I couldn't imagine how they were feeling towards me. Why? Because I had never felt that way towards anyone else. How could I even know those feelings existed, or at least know what they felt like?
Relationships Develop Empathy for a Person with Asperger's Syndrome --
If you can understand how others are thinking, you can feel more connected to them. You can understand their needs more and feel the desire to fill them. This, as I understand it, is empathy. Without the kind of interactions and friendships that foster this awareness (that so many on the autism spectrum don't have), you're stuck pretending to be functioning in a world you don't understand one bit, longing for emotional connection and having everyone around you think you're self-centered and uncaring about others. Without these emotional connections you never really can have sufficient social skills to develop deep and nurturing relationships.
I believe empathy lives in every single person -- but the right experiences and circumstances have to be present to bring it out.
Tips for Parents and Those with Asperger's Syndrome or Autism

• Try to expose your child to social situations and experiences that they haven't had before, within the limits of their abilities. Social groups, summer camps, anything that will offer the ability to foster these forms of relationships. Make sure the programs are well matched to your child's needs, though.


• For children, social stories are also a good way for a parent to focus on development of social skills and empathy. You can create your own social stories with your child by drawing pictures of people and events and adding captions to the stores. Perhaps a relative that your child knows was in the hospital. Maybe a friend fell off their bike and scraped their knee. Think of an event that your child can relate to. By developing a story around this event, you can help your child fill in the emotions that the people in the story felt -- worry, fear, sadness -- to help your child with Asperger's syndrome practice empathy.


• You can also purchase books that are specifically designed to teach empathy and feelings. Check out Amazon.com which has arrange of these books.


• Many therapists can help your child with Asperger's syndrome learn social skills by focusing on developing empathy. Check with your school or a local Asperger's syndrome or autism support group. There may be a class offered by your local education department. So many children with autism and Asperger's syndrome need this type of training that classes are common.


• Consider purchasing videos or audio tapes. Many companies sell videos specifically geared to children to help them understand the feelings of others. After all, practice makes perfect. One good thing about videos is that they can help your child read facial expressions. Children with high functioning autism and Asperger's syndrome often have challenges reading facial expressions. Videos can make a point of highlighting the aspects of facial expressions. And by allowing your child to watch the video many times, they can pick up a lot of clues to reading the feelings expressed by a person's mannerisms, gestures and facial expressions.


• For adults with Asperger's syndrome, try to expose yourself to different social opportunities. Also consider therapy to try to help you work through these issues.

And for further tips and techniques to help your 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.

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Asperger Syndrome: Causes, Symptoms and Treatment

The Asperger's Syndrome was named after a Viennese pediatrician, Hans Asperger. In 1944, he explained the reason behind inefficiency in social behavior but normal intelligence in his male patients. This is a neurological disorder in which the person suffering shows a number of typical characteristics like odd patterns in speech, obsessions, poor coordination, inefficiency in social interaction and several other peculiar behaviors. The children who suffer from this disorder find it difficult to differentiate the various body languages and are able to show only a few facial expressions. They may be obsessive about their routines and may be unusually sensitive to some sensory stimuli.
It was noted by Asperger that though the males suffering from this condition show normal language development and intelligence, they find it hard to effectively communicate their ideas. They may have problems with paying attention for longer spans and they are also known to have a behavior that others find odd or eccentric. These conditions do not go away with age and an adult who has this condition shows the same symptoms. However, despite Asperger's Syndrome being a lifetime condition, if it is diagnosed at an early stage and proper services are provided, there is a chance that the symptoms may reduce with time.
Causes: Though there is no specific cause known for the condition, it is generally suggested that it is genetic, possibly running through generations in a family. Also, it is thought that some fetal development problems might cause this condition considering the differences in structure and function of specific parts of the brain. Some researches showed that the condition might be associated with depression, bipolar disorder and other mental disorders. There is a wrong idea that the condition is caused due to bad parenting. However, Asperger's syndrome is a neurological disorder and does not depend on the upbringing of the child.
Symptoms: In most cases, Asperger's syndrome is diagnosed in children in the age of 5-9 years. It might be difficult to differentiate the symptoms from troubles in behavior and this is why they can be evaluated only by professionals in many cases. The diagnosis of this condition is often confused with Attention Deficit Hyperactive Disorder or ADHD.
Treatment: There is neither a cure not an effective medical treatment for Asperger's Syndrome. There can be treatment for some symptoms like depression which are associated with the condition. The main treatment for this condition is training as in the case of Autism. Training for modification in behavior and social skills has found to be effective. Training may also be provided for decision making, problem solving and other skills.
The condition does not mean that a person suffering from it will not be able to succeed socially and academically. In fact, there are many people suffering from the Asperger's syndrome who believe that this condition is more of a "difference" and not a "disorder". There are people with this condition who are leading a full and happy life through proper education and support.

Abortion Clinic. Dr. James S. Pendergraft opened the Orlando Women's Center in March 1996 to provide a full range of health care for women, including abortion clinic, physical examinations, family planning and counseling.

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Taking a Look at Aspergers Symptoms

Aspergers syndrome is on the range of behaviors classified as Autism Spectrum Disorder. Aspergers is considered to be at the high end of functioning for patients suffering from autism. Diagnosis at this end of the range can sometimes be difficult because symptoms can be subtle depending on the functionality of the involved individual.
The behaviors known to make up the spectrum of autism are very much social in nature. They can be detected in familial interactions as well as alone time. It is the social implications of the behaviors that speak to the necessity of its early diagnosis.
Probably the most commonly known symptom for autism comes in the form of repetitive behaviors. This particular symptom can be seen all across the spectrum. It is the degree to which such patterns are practiced as well as what it takes to cause cessation that can be useful in determining the severity of the disease.
Obviously, if an individual is so committed to knocking his/her head against the wall that he/she cannot be distracted, functioning is very much impaired and diagnosis would be on the low end of the spectrum. However, repetitive behaviors practiced on a much smaller scale can be seen by observers as annoyances instead of symptoms. That can be a problem for an undiagnosed aspergers victim.
Other symptoms of Aspergers are not so obvious. Individuals afflicted can have problems with social interactions and may present like they are not even interested in them. Difficulties with communication can look like speech issues when they could in fact be caused by an inability to read body language or other skills necessary for conversation.
Creative play, abstract thinking, and changing course outside their little box can be very difficult too making interactive play and teamwork a struggle. Aspergers kids can also be very literal setting them up to not understand the nuances of communication and cooperation. Understanding the concept of sharing and the importance of empathy can all be challenging to grasp.
Any combination of these aspergers symptoms leaves an afflicted person with a list of behaviors that interfere with social interactions and prevent relationship building. Despite the fact many look like they don't care about relationships, most want to fit in just like the rest of us. Early intervention to teach necessary social skills can give those diagnosed with Asperger's Sypmtoms the tools they need to lead happy, productive lives.

If you would like to know more, check out the many resources available on the web, and do not forget to view the Asperger's Sypmtoms

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Aspergers in Toddlers

Asperger Syndrome (AS), also called Asperger's, is a disorder in the autism spectrum disorder (ASD) range. It is characterized by repetitive and restrictive patterns of interests and behaviors, and difficulties in social interaction. It is not as severe as some of the other ASDs because cognitive and linguistic development does not tend to be impacted. There are several generalized symptoms of the disorder, particularly clumsiness, atypical use of language, limited empathy, and limited or no nonverbal communication skills. The disorder is named after the Austrian pediatrician, Hans Asperger, who first noticed these symptoms in children in his practice in 1944. Today, with the knowledge modern medicine has regarding neurology and symptoms, Aspergers in toddlers may be diagnosed much sooner than in previous decades.
No one knows the exact cause of Asperger's, although there is a suspected genetic basis. Most people diagnosed with the disorder improve as they mature, and although there is no one treatment or cure, people with the syndrome can manage the worst of their symptoms with behavioral therapy. Some people with AS deal with social and communication problems their whole lives.
The symptoms of Aspergers in toddlers are usually present, although the diagnosis is usually not made until the child reaches seven or nine years of age. Early warning signs may allow a diagnosis to be made much sooner, which would benefit a child who may receive therapy to help with the worst of the symptoms. Some kids with Asperger's fail to attain milestones like crawling, waving, other simple gestures, and unassisted standing within the first year. These kids may also fail to make eye contact, show an aversion to affection, and may prefer being alone. Repetitive behaviors may also appear in the first year or two, like rocking.
Other symptoms of Aspergers in toddlers include abnormal non-verbal communication, lack of social skills, advanced language development, poor coordination - clumsiness, reflex abnormalities, delayed concept of joint attention, delayed use of gestures, delayed pointing, preoccupation with certain topics or items, early reading, sensitivity to stimuli, and obsession with complex topics.
Children with an autism spectrum disorder like Aspergers may begin to develop verbal communication or social skills, but then start to lose those skills around age three. The sooner an autistic or Asperger's Syndrome child is diagnosed, the sooner behavioral therapy can begin. Early treatment can sometimes lessen the severity of the disorder and help the child to be more able to get along in life. Speak to your doctor if you feel your child may have Aspergers disorder.

Register for your FREE webinar training now and discover the key to unlocking childhood Autism and Aspergers syndrome.
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Aspergers Symptoms in Children 2012

Aspergers Syndrome - known as AS (and also called Asperger's) is a disorder that is included within the Autism Spectrum Disorder group. It was first diagnosed by an Austrian pediatrician named Hans Asperger, who noticed a group of symptoms within some of his young patients. The disorder itself as we know it was defined in 1981 and evolved until it was standardized in the early 1990s. Although most people are diagnosed with the disorder at age seven or eight - or older, Aspergers symptoms in children do appear at a much younger age - sometimes in kids in their first year of life.
There is a suspected genetic component to AS, although no solid causes have been identified. Likewise, there is no single treatment or cure for someone diagnosed with Asperger's - instead, the child (or adult) has the option to undergo behavioral therapy to minimize symptoms and to improve function. It works to address repetitive or obsessive routines, poor communication skills or abilities, and clumsiness. Fortunately, most kids appear to improve as they grow up, but in many cases, communication and social difficulties remain.
Aspergers symptoms in children may vary. Some kids show signs of the disorder at a very young age (under one year old) while some kids appear to be reaching developmental milestones as normal and then start to regress, usually around three. In other kids, symptoms appear in force around six or seven years of age. Each case is different, and the degree of severity of symptoms may affect whether the parents or caregivers notice there's a difference in their child.
Symptoms of Aspergers in children include deficits in physical coordination, communication, and development of varied interests. Typically, although not always, a child with AD will show lack of empathy, clumsiness, inadequate math skills, limited non-verbal communication, unusual speech, and obsessive interests. Younger kids, like toddlers (age one to four) may show advanced vocabulary, delayed pointing, delayed use of gestures, delayed potty training, limited eye contact, and preoccupation with a single topic. These toddlers often need a rigid routine and repetition in daily activities.
An infant may also show a group of symptoms that may mean the child has AD. Aspergers symptoms in children under the age of one include abnormal non-verbal communication, failure to reach certain milestones by age one, lack of social skills, obsession with complex topics, reflex abnormalities, and poor coordination. If you have noticed one or more of these signs in your child, mention it to your pediatrician. Although children are typically not diagnosed until older (around seven or eight), he or she may make a tentative diagnosis and you can begin treatment to help reduce your child's symptoms.

Register for your FREE webinar training now and discover the key to unlocking childhood Autism and Aspergers syndrome. autismininfants.org

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

Asperger's Syndrome in Adults Living With Your Adult Child

There are many issues involved in dealing with Asperger's syndrome in adults that you would not necessarily have with other adult children. The issue of readiness to live alone at 18 or 21 is one of them.
Many young adults without neurological disabilities are also living with their parents after graduating college or high school as well. The press has even given them the name "boomerang kids." Still, living with your adult Asperger's child does have its special challenges. So how do you make sure it works for both of you?
1. Set Clear Boundaries
To start with, you need to set clear boundaries and rules as to the living situation, and what will be expected of all people in the household. This is a good idea no matter whom you are living with. But if you are dealing with an adult child with Asperger's syndrome this has extra importance. Why? Because these adults crave clarity and direction. They completely flounder without it. They do not have the ability to read between the lines and understand what is expected of them. You have to spell it out.
2. Make Rules Clear
You can save yourself a lot of resentment in the future by making these rules clear ahead of time. Do you want your adult child to help with the chores around the house? Pay rent? Come home by a certain time of night? Limit the amount of people they have over? Then tell them in very explicit terms.
Never assume "Oh, a reasonable person would know to put the dishes away without being told" or "Anyone would know it's impolite to have friends over after 11pm" or whatever it may be -- and then get mad at your child when they break these invisible rules!
Common sense is not a strength of a person with Asperger's syndrome. Mostly, they march according to their logic, which makes perfect sense to them. But if you explain to them why you want something a done a certain way or why a certain thing is important to you, then they are perfectly capable of, and usually even eager to, follow the rules.
3. Pay attention to Emotional Maturity, Anxiety and Level of Detail
It can be a hard transition for anyone who is leaving the relatively sheltered world of education to whatever comes next. When dealing with Asperger's syndrome in adults, though, going from a structured existence where there were clear goals and ways to accomplish them to an aimless existence in which none of this exists can be very hard. You also have to remember that emotional maturity levels of this age group will be behind typical kids, due to the nature of developmental disabilities.
The Experience of a Young Woman
One young woman reveals the following about her experiences living with her parents after college.
When I lived at my parents' house after college, I was an extremely frustrated person. I had absolutely nothing to do with my time, and no way to get out of the house except for perhaps once a week. I didn't drive, and we lived far from town. I had no control over my life whatsoever.
I would go to my parents for sympathy but they'd just get mad at me. They would go out for dinner, and I'd spend the whole evening resenting that they were able to leave the house and I wasn't.
When they'd come home late at night, they'd ask me why I hadn't done the dishes or some other chore, and I'd explode at them about how lucky they were and get mad at them for asking me to help.
It is clear that I had very little emotional maturity at that time. I was drowning in self-pity and didn't even realize it, and it made me a pretty selfish person at that time in my life. I had no way to feel like I had any control over my life, so had no way to get out of it.
I should have been grateful for a place to stay and helped out around the house in return, but no one had made it clear to me that this was what I was expected to do. And I was so deep in my own feelings of remorse for the life I wanted to have that I couldn't see it.
What Would Help This Situation
In retrospect, there are a few things that would have made this situation better. When she came home from college, there should have been an in depth, very detailed explanation of "We're glad to help you out for a little bit and let you stay here, but we expect some things in return. We know the (circumstances of your life that brought you to this place) are very hard, but we still need you to help out." Then list the specific chores she would be responsible for, or at least the specific things she should make a point to look for to see if they needed to be done. Make a chart. Make it visual, make it stick, and most of all, do it at a time when no one is defensive and it's being done out of love rather than resentment.
The Method of Communication Matters for Adults with Asperger's syndrome
Telling someone to do something in a tone of voice that implies you are angry at them will not have the effect you want when dealing with Asperger's syndrome in adults. Adults with Asperger's syndrome are very sensitive to emotion, despite not always being able to display it.
They will pick up on the anger in your tone and be so overwhelmed by it that they will not be able to process what you are saying. The anger is scary to them and makes them go into "survival mode" or at least get very defensive. This takes all their mental energy, and they will totally not remember what you are saying.
Therefore, the mistake will be repeated again and again and again until tensions escalate to unbearable levels. Each party is just trying to do what seems right to them, but both parties fail to see that a lack of proper communication is causing all this resentment. It matters how you communicate.
Be Aware of Each Other's Emotions, and Pay Attention to Detail
The level of detail also matters. Telling your adult child to "help around the house more" is a very ambiguous statement. Adults with Asperger's syndrome do not do well with ambiguous statements. Telling them "You should know to do this without us asking" is not helpful either. The feelings of guilt and inadequacy that it creates gets in the way of any helpful message getting across. If they knew to do it, they would be doing it. Most adults with Asperger's syndrome are eager to please.
Be specific on what chores you want done when, how many friends is a "few," what time "by night" means, or any other ambiguous statement. You may think "They're so smart, they should know this stuff," but remember, adults with Asperger's syndrome have uneven abilities. They seem very smart in some areas, but can be quite clueless in others.
In most cases, it is not a case of laziness. It's a case of having no idea what one is supposed to do, or having too much emotional baggage or anxiety to pay attention to anything but the thoughts in their head. In either case, specific direction can work wonders.

There are many other issues involved when dealing with Asperger's syndrome in adults, and living with your adult child. Many are covered in detail in my book, Thriving in Adulthood with Asperger's Syndrome. But we cannot stress enough that the most important issue is communication, and communication in a way that your child can really understand. Asperger's syndrome in adults can present many issues, but with a little understanding of these issues, they can be easily overcome. For information about adults with autism see the site www.AutismParenthood.com.

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

Asperger's and Genius Share Same Characteristics

A famous psychiatric, Michael Fitzgerald from Trinity College, Dublin has claimed that many geniuses in the fields of science, politics and the arts have achieved success because they had Asperger's syndrome(AS), a mild form of Autism.
Michael Fitzgerald said that lots of geniuses showed autistic traits, such as Isaac Newton, Albert Einstein, George Orwell and H G Wells. According to the diagnosis after death, these people had Asperger's syndrome: Ludwig van Beethoven, Mozart Wolfgang Amadeus, Andersen Hans Christian and Kant Immanuel.
At a meeting of the Royal College of Psychiatrists' Academic Psychiatry, Fitzgerald argued that the gene linked to Asperger's syndrome were the same as those associated with creativity and genius. "Psychiatric disorders can also have positive dimensions. I'm arguing the genes for autism/Asperger's, and creativity are essentially the same. We don't know which genes they are yet or how many there are, but we are talking about multiple genes of small effect. Every case is unique because people have varying numbers of the genes involved."
"Asperger's sufferers can be so successful mainly because they are more focused and persistent, they do not get distracted and they are not interested in outside society." he added.
Michael Fitzgerald compared the charateristics of 1600 autism patients to some geniuses and found they have many traits in common. His book "Genius Genes: How Asperger Talents Changed the World" was pubilshed at the end of last year.
But there are also different opinions. Amanda Batten, of the national autistic society, said it is important to avoid stereotypes of people with autism as geniuses. Anyway, it is estimated that for every 10,000 people, there are 60 to 120 people with autism, and the percentage of genius is definitely less than that.
Resource:
http://www.autism-world.com/index.php/2008/03/02/aspergers-and-genius-share-same-characteristics/

http://www.autism-world.com

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

Autism Symptoms & Music - 5 Ways Music Can Make a Difference With Autism

Most people understand that music is very enjoyable. There are aspects of music that bring a peace of mind and spirit. There are also aspects that are very structured and scientific.

All of these elements can provide the autistic person with some great tools and experiences to help them reach milestones and connect more with those around them. Here are some ways music can help...

Nonverbal Communication: Many Autistic people have limited or no verbal skills. Music provides them a way to express themselves without words. Sometimes this is just getting feelings out. Music has also been shown to increase verbal ability in those with autism, particularly through singing.

Motor Skills: Providing musical opportunities to those with autism is a great way to improve motor skills. Holding an instrument, clapping hands, and moving to the music all increase dexterity and muscle coordination.

Motivation: Music is a great motivator. The love of the music and desire to do more leads those with autism to spend more time with the music and in turn more time developing the skills the music provides.

Structure & Repetition: Music is not random, it is very structured and includes elements that are more constant like the fundamental timing or tempo of the piece and also provides repetition such as the rhythm or the lyrics. These things are very important to a person with autism who finds repetition and structure to be a place of calm.

Spontaneity and Flexibility: Even though music is structured there is still much room to be playful and to change things as you go. This helps the autistic individual to build confidence in their ability to go with the flow and helps them better adapt to the lack of structure in the world around them.

As you can see there's much more music can do for an autistic person than just a chance at recreation. When used in certain ways music can give a person with autism a better quality of life.

Find Simple Ways Music Can Improve your Day to Day Life through the free four part mini course available at http://www.ourmusicalhome.com While you're there you can read more about how music is important for all of life and ways to reach your own personal goals.

More information about autism, Asperger's Syndrome, and PDD-NOS can be found at http://www.myautisminfo.com

We would love to hear your thoughts, ideas, and experiences. Comment areas are available at both sites.

From Deborah Lee --- who wants you to have a more musical home and a more musical life.

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

The Role of Visual Memory in Communication

Memory is how we move thought from our fluid attention systems to our crystal knowledge. Visual memory is a very powerful and dynamic set of systems that equips the brain with enormous capabilities. How we organize memory determines how efficient we are at thinking, responding, communicating, and comprehending.

The role of memory is critical to understand when you have a child diagnosed with a Pervasive Development Disorder such as PDD-NOS, Autism or Asperger's Syndrome.

Many children diagnosed with PDD-NOS may have symptoms in language processing and communication because their highly visual thinking is interfering with the development of verbal skills. A child that is a highly visual thinker and has highly visual "brains" in the family tree can show as many as 50 specific symptoms in communication, attention and memory. I call this group of children "Maverick Minds."

Visual thinkers experience visually what they are thinking. They follow a visual pattern rather than verbal to negotiate the world. To verbal thinkers, their communications may seem like nonsensical rambling. In fact the communication is following a logical pattern but it is a visual rather than verbal pattern.

Visual people often use the brain's Associator to form memories. They learn of a new idea and they relate that idea to their own knowledge base. The opposite of the Associator is the Sequencer from the verbal pathway.

The Sequencer is rigid and ordering, one sound following another to make a word, words produced in specific order to form grammatically correct sentences and ideas linked in order to make paragraphs.

The Associator is time-independent and the Sequencer is very time based. Understanding consequences depends on a time based understanding of cause and effect.

Creating associations

Visual memory involves the brain function called the associator. The associator creates memory by linking concepts or ideas. An associator works optimally when it can complement the sequencer, but for Mavericks the associator can become the enemy or the antagonist of the sequencer. The associator can multi-task, leapfrog ahead conceptually, intuit solutions, see patterns and relationships readily, and manage an enormous workload effortlessly.

A simple example of the associator is the ideas that come to mind when you see a fire truck. This fire truck could make you think HOT, RED, FIRE, TOY, DALMATIAN, or 911. For Mavericks, associations are a constantly available and very user friendly thinking tool.

Visual memory is one of the four brain pillars that are essential for developing a symptom-free life for a Maverick child. Visual memory is the thinking powerhouse that is your child's greatest asset/liability. You use it not only to process and retain visual input but also as a mental refresher.

You can train your child's visual memory so that it becomes an asset rather than a liability. Visual memory can be harnessed by training the skills needed for immediate memory, short-term memory, and long-term memory.

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, and A Boy Beyond Reach she describes how she taught her own autistic son, Whitney to replace disability with ability and become symptom-free.

To learn more about creating a customized training plan for your Maverick Mind, visit us on the web at http://www.ebrainlabs.com or contact our office at 1-866-865-9820. We have helped many children who are visual thinkers move into verbal land.

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

College and the Autistic Student

Autism, a neurological-based developmental disability, affects an estimated one in 166 people, according to a 2004 study by the Centers for Disease Control Prevention. Both children and adults with Autism typically show difficulties in verbal and nonverbal communication, social interactions and leisure or play activities, according to the Autism Society of America. Autism affects individuals differently and to varying degrees.

Experts agree on the following advice upon detection of Autism:

1. Seek immediate treatment for your child.

2. If possible, find someone to work with the child at least 20 hours a week, i.e. a therapist, teacher, parent, grandparent or someone from your church or group. Look for progress after one month.

3. Do not allow the child to sit and watch TV all day. Get them engaged and play as many games as possible that require taking turns.

4. New parents learning they have an autistic child must recognize immediately that they cannot do it all by themselves. They should immediately contact Autism societies or chapters to find resources, join support groups and talk with other families about their experiences.

5. Help the child to develop their areas of strength, particularly among high-functioning students with Asperger's Syndrome (a neurobiological condition characterized by normal intelligence and language development with deficiencies in social and communication skills), and get them job experiences during high school.

Marshall University in Huntington, West Virginia is one of the few colleges in the US that has a special program in their Autism Training Center, which works with Autism spectrum disorders like Aspergers. Although many colleges have counselors and staff familiar with Autism, only Marshall has a program tailored specifically for autistic students. The program serves three of the university's 16,360 students and may eventually accommodate 10; it will remain small by choice.

"The goal is not for all students with Autism to attend Marshall, but for the program to become a model for other colleges," says Barbara Becker-Cottrill, the Center's director. "The true goal is for students to have the ability to attend the university of their choice. Our work will be working with other universities on how to establish a program such as this on their own campuses."

Kim Ramsey, the Marshall program's director, had this to say, "The problem is, social and daily living issues are interfering."

This is not to be confused with a special education program. Like all students, they must meet and maintain the university's academic standards. The Center offers tutoring, counseling, a quiet space to take exams, and help in the navigation of the bureaucracy and social world of college, i.e. how to schedule classes, join clubs, buy books and replace ATM cards that don't work.

In a recent issue of the bimonthly, Asperger's Digest, Lars Perner, an assistant professor of marketing at San Diego State University who has Asperger's Syndrome, said, "How many college students have forms of Autism is impossible to determine as many go undiagnosed or are simply perceived as a little bit strange. The exact cause is unknown, although both genetics and environmental factors are suspected of playing a role. Some of these students might be able to get into college because of fairly strong academic credentials and a reasonable academic showing. That may not mean they will be able to stay in college." Perner is also the author of a college selection guide.

Sadly, most autistic students either drop out or don't even apply to college because they have difficulty with such tasks as doing all the paperwork, time management, taking notes and sitting for exams. Stephen Shore, who is finishing his doctoral degree in special education at Boston University and has been diagnosed with atypical development with strong autistic tendencies, said, "More programs like Marshall's were needed. I think they would do much better and there would be a much higher rate of success if this type of program were available elsewhere." However, as researchers learn more about Autism and public school services for Autism improve, more autistic students will graduate from high school and be academically, socially and emotionally prepared for college.

College Selection - Your Number One Priority

The following must be considered, but only after the family has visited the campus and is convinced their student will be able to "survive" at that school:

1. Accommodations: If proper accommodations are not made available to the student, then it would be futile to attend that particular college.

2. Curriculum: Ideally, there will be enough areas of interest for the student.

3. Setting: Urban or rural, close to home or far away, and a large or small student body are all issues that must be factored in.

4. Cost: Last but not least; like the 5th C when searching for that perfect diamond - is the cost. Paying for college is actually the easy part, because no matter what, you can borrow the money! And never lose sight of the fact that all the financial aid in the world is useless without that coveted admission ticket!

Some other criteria that should be particularly important for autistic students include:

1. A highly structured academic program

2. A second-to-none disabilities services program (or its equivalent)

3. A willingness to be flexible

4. Support for individual needs and a centralized counseling center

Experience with Autism is helpful, but the most important characteristics of the disabilities services program and counseling center are the commitment to providing individualized support and a willingness to learn about each student's disability and needs. Because of the learning differences of students with high functioning Autism/Asperger's Syndrome, they often benefit from tutoring, organizational and personal support services.

Sometimes, a smaller school is easier for students who learn better in a smaller and quieter environment. For students who will find the degree of independence and organization required for living at college to be intimidating, it can be helpful to live at home for the first year or two of college, and gradually make the transition to more independent living. Some colleges offer cooperative education programs, in which students alternate between taking academic courses and working in related jobs. Such programs have the ability to help students explore potential careers and develop essential work skills.

Academic Assistance and Accommodations

In college, students are given the responsibility of advocating for themselves. They can receive support from the disabilities services program or not, but they will have to be able to make many decisions for themselves.

In many colleges, the disabilities services program will write a letter to relevant professors indicating that a student has a disability and may need special accommodations. This letter might be the student's responsibility to give to the professor, or it might be sent out to each professor. In either case, it is then likely to be the student's responsibility to follow up with the professor and request specific help.

Many students will need coaching and support in order to do this. Some counselors may be willing and able to help, others will not. In many instances, it will be necessary and helpful to have a tutor. The disabilities service center will usually be able to assist with the required services.

Academic accommodations have been helpful as well as necessary for some students with Asperger's High Functioning Autism because they need a little longer to process information and organize responses. This can mean that they will take a little longer in responding to questions in class and should receive the required extra time on quizzes, tests and exams. Due to difficulties in processing and screening sensory information, a distraction-free environment may be important for ongoing studying and for taking exams.

Seating is often important in lecture halls. Sitting at or close to the front and sometimes in the center of the row, can make it easier to hear and understand. Some students find it easier to sit near the front but in an aisle seat, so that they have a bit more room to spread out and are less likely to be bumped.

Seating is sometimes on a first-come, first served basis daily, or for the entire semester. If this is the case, students should get to their first class early, or try to make preparations in advance. Some professors prefer assigned seating for the entire semester. In that case, students may need to talk to the professor in order to arrange for their special seating needs.

Some professors include class participation as a component of the grade and require recitals in front of the class and/or working together as part of a group. Such class requirements can be challenging for students with difficulties in oral communication or working together with others. In anticipation of this, students should be advised to talk to the professor about their disability early in the semester in order to attain special accommodations, if necessary, and the support and understanding of the professor which is always necessary.

Getting Organized

Most students with Autism spectrum disorders need clear, systematic organizational strategies for academic work and most likely for all other aspects of daily living. Calendars, checklists and other visual strategies for organizing activities should be developed with the student.

Course Selection

Many students with Asperger's/High Functioning Autism will excel in courses that draw on factual memory and/or visual perceptual skills. An intuitive counselor or advisor can help guide the student to a curriculum that will capitalize on his or her strengths and interests.

The most difficult and challenging courses are those that require abstract verbal reasoning, flexible problem solving, extensive writing, or social reasoning. Such courses may be valuable to take, but could require extra time and support.

In her book, Pretending to be Normal, Liane Willey, an adult with Asperger's Syndrome, recommends taking courses in communication and psychology in order to improve social understanding and skills. "It is often wise," she advises, "to audit a course if it would take a long time to master the material."

A somewhat relaxed class load is often the best course of action, especially during the freshman year when everything is new. For some students, a reduced course load can help keep the stress levels more manageable.

A related issue is that many students with Autism need extra time for thinking about problems and for completing work. This means they will need more time than most students for reading and doing assignments. This should be taken into account in planning a student's course load so they will not be overwhelmed, which could have adverse consequences.

Social Groups and Activities

For some students, living on their own may be overwhelming as they often need more support than most freshmen for making social connections. All campuses have organized social groups and activities. Most students with high functioning Autism/Asperger's will enjoy participating in some of these, but will need guidance with finding the right groups and introductions.

Always consider the student's strengths and interests when looking for groups and activities. It might be beneficial to have someone, perhaps an older student, a mentor or advisor point out groups that would be of interest and help with the initial steps of becoming a participant. It may also be possible to mobilize other resources through Student Services, residence advisors and service organizations on campus.

Dorm Life

For many students with high functioning Autism, it is preferable to have a single room. This will provide a sanctuary where they can control their environment, focus on their work and daily activities without distraction, and not be forced to engage in social interaction all the time. Having a roommate can be highly stressful, and most experts agree that to be without one initially is the best choice. However, it is strongly recommended to have a mentor nearby.

When the student is in agreement, it can be helpful to inform the residence staff of their disability and the areas in which support may be needed. It is best if the student can discuss their disability with peers. It can also be helpful to meet with other students in adjacent rooms to discuss why their behavior may appear to be odd at times.

The Daily 9-5

It will prove most helpful to identify the likely pitfalls and provide the student with written guidelines and checklists in addition to advance preparation and training. The following are various aspects of daily life on the average college campus.

1. Meal plans and their rules; where to eat at non-meal times

2. Laundry

3. Spending money; budgeting

4. Using a campus ID and/or charge card

5. Dorm rules

6. Handling fire drills at any hour, especially in the middle of the night

7. Using communal bathrooms

8. Transportation

9. Campus maps

10. Locating security personnel

11. Finding rest rooms

12. Using an alarm clock

13. Campus mail, e-mail and instant messaging usage

14. Library hours and how to get help from a librarian, and for that matter, anyone else

15. Lecture hall procedures

16. Learning about and participating in dorm activities

17. Student health services

18. Medical, non-medical emergencies and non-emergency procedures

19. First aid and how to take care of oneself during a minor illness (including how to get liquids and food when they're under the weather)

20. Finding time for physical exercise is important for many, not only for health reasons but also to help with stress management.

Plan Far In Advance

Thinking about these issues years in advance is necessary; doing something about it is mandatory! As part of the Individualized Education Plan process, each student should have a transition plan to learn the skills necessary for college. Many important skills that will facilitate success in college can be taught and practiced at home and while the student is still in high school. It is important that the student understand what his or her learning needs are, and the types of accommodations that will be helpful.

In college, students will probably find it helpful to talk to advisors and professors about these issues. This will be easier to do when it has been practiced in the more supportive environment of the home and the high school. At home, high school students should be learning and practicing daily living and independence skills so they will be able to be successful in college...

For further information about Autism and to view country artist Mark Leland's emotionally charged video, "Missing Pieces," a song for Autism, please visit Frinkfest.com [http://www.frinkfest.com], and the following:

The PARIS database contains details of all colleges known to The National Autistic Society that cater for students with autistic spectrum disorders. It is available at http://www.info.Autism.org.uk and is updated regularly. If you require further information please contact the NAS Information Centre.
Tel: + 44 (0)20 7903 3599 or 0845 070 4004.
http://www.about-disability.com/disability-aids/college-financial-aid-disabled-student-99.html College financial aid for disabled students.

A Few Resources

There are brief discussions of college-related topics in Liane Willey's book, Pretending to be Normal, and in A Parent's Guide to Asperger Syndrome & High-Functioning Autism, by Sally Ozonoff, Geraldine Dawson, and James McPartland.

Aquamarine Blue 5: Personal Stories of College Students with Autism, edited by Dawn Prince-Hughes, has 12 essays and an appendix of tips. A recent addition is Succeeding in College with Asperger Syndrome: A Student Guide, by John Harpur, Maria Lawlor, and Michael Fitzgerald.

Eric Clearinghouse on Disabilities and Gifted Education, One of their many useful articles, ERIC EC Digest #E620, is "Selecting a College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)."

A web site from the United Kingdom, University Students with Autism and Asperger's Syndrome, has many helpful links and some interesting articles by university students with Autism spectrum disorders.

North Carolina State University has a useful guide on transitioning from high school to college on their web site. Edmonds Community College and the University of Washington Autism Center.

Experts On The Subject

Dr. Ami Klin, http://www.info.med.yale.edu/chldstdy/Autism/staff.html

Dr. Klin is the Harris Associate Professor of Child Psychology and Psychiatry at the Yale Child Study Center, Yale University School of Medicine, and Yale - New Haven Hospital, New Haven, CT. He obtained his Ph.D. from the University of London, and completed post-doctoral fellowships in developmental psychopathology at the Yale Child Study Center. He coordinates psychological evaluations at the Yale Child Study Center Developmental Disabilities Clinic, and the diagnostic, neuropsychological, and social cognitive assessments of three large, federally-funded program projects focused on behavioral and neurobiological aspects of Autism and related conditions. Dr. Klin is also Chief of Psychology at the Child Study Center.

His research activities focus on psychological and biological mechanisms impacting on socialization, particularly as these mechanisms are expressed in individuals with Autism and related severe social disabilities. These studies include novel techniques such as the new eye-tracking laboratory that allows researchers to see the world through the eyes of individuals with Autism, as well as to measure their patterns of viewing of naturalistic social situations. He is the author of over 80 publications in the field of Autism and related conditions. He is also the co-editor (with Drs. Fred Volkmar and Sara Sparrow) of a textbook on Asperger Syndrome, published by Guilford Press, and the third edition of the Handbook of Autism and Pervasive Disorders.

Carol Gray, http://www.thegraycenter.org

President of the Gray Center, Gray initiated and developed the use of Social Stories with students with autistic spectrum disorders, and has written several articles, resources and chapters on the subject. Gray co-authored the first article describing Social Stories, entitled Social Stories: Improving Responses of Students with Autism with Accurate Social Information, published in Focus on Autistic Behavior in April of 1993. Shortly thereafter, Gray edited the first book of Social Stories, The Original Social Story Book (1993), followed by New Social Stories (1994), which is now under the title, The New Illustrated Social Story Book (revised 2000).

Gray has written several chapters on the topic of Social Stories, including: Teaching Children with Autism to "Read" Social Situations, in Teaching Students with Autism, Methods to Enhance Learning, Communication, and Socialization, a text edited by Dr. Kathy Quill (1995, Delmar Publishers Inc.); Social Assistance, in Higher Functioning Adolescents and Young Adults with Autism, edited by Dr. Ann Fullerton (1996, Pro Ed Inc.); and Social Stories and Comic Strip Conversations, in Asperger Syndrome or High Functioning Autism? a text in the Current Issues in Autism series, edited by Dr. Eric Schopler, Dr. Gary Mesibov, and Dr. Linda Kunce (1998, Plenum Press).

Most recently, Gray has edited My Social Stories Book, a collection of Social Stories specifically written for young children. In addition, Gray has extensively researched the topic of bullying. Gray's Guide to Bullying looks at bullying as it relates to people with ASD (The Morning News, winter 2000, spring 2001 & summer 2001). She has also worked on a curriculum to teach students how to avoid violence.

Gray has developed a variety of other resources addressing additional topics related to the education of children and adults with autistic spectrum disorders. She is the author of What's Next? Educating Students for Success in the Community (1992), Taming the Recess Jungle (1993), and Comic Strip Conversations: Colorful, Illustrated Interactions with Students with Autism and Related Disorders (1994). She is also the editor of The Jenison Autism Journal (formerly The Morning News), an international newsletter that shares information among those working on behalf of individuals with autistic spectrum disorders. Gray is the recipient of the 1995 Barbara Lipinski Award for her international contribution to the education of children with autistic spectrum disorders.

Stephen Shore, http://www.Autismasperger.net

Diagnosed with "Atypical Development with strong autistic tendencies" Stephen Shore was viewed as "too sick" to be treated on an outpatient basis and recommended for institutionalization. Nonverbal until four, and with much help from his parents, teachers and others, Stephen Shore completed his doctoral degree in special education at Boston University with a focus on helping people on the Autism spectrum develop their capacities to the fullest extent possible.

In addition to working with children and talking about life of the Autism spectrum, Stephen presents and consults internationally on adult issues pertinent to education, relationships, employment, advocacy, and disclosure as discussed in his book Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome and numerous articles. He also serves on the board of the Autism Society of America, as board president of the Asperger's Association of New England and is on the Board of Directors for Unlocking Autism, the Autism Services Association of MA and the Asperger Syndrome Coalition of the US.

Reecy Aresty has been a financial advisor since 1977, and is founder and president of College Assistance, Inc., located in Boca Raton, Florida. He is the author of "How To Pay For College Without Going Broke," an invaluable, critically acclaimed, parent/student manual, (updated from its previous edition, "Getting Into College And Paying for It!"). Arguably the most revealing book ever written on college admissions and financial aid, it is also the only book of its kind available in Spanish. For the past 28 years, Reecy has helped thousands of families send their kids to the college of their choice for less than they ever dreamed possible. For more information on admissions & financial aid, and to checkout the best college book on the market today, please visit: Paylessforcollege.com

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Comparing High Functioning Autism and Asperger's Syndrome

High Functioning Autism (HFA) is often used to refer to someone which can not be officially identified as having autism. There isn't a precise agreed upon characterization to explain High-Function Autism. This may be a particularly grey area to describe, and whilst it can be a phrase commonly tossed round it is a complex one to pin down.
Different from classical autism that is pretty clear cut in key elements whereby these children usually are non-verbal, unengaged and also not able to succeed inside the common diagnostic examining. Children having High Functioning Autism might present with specified qualities categorised in autism though may have the capability to speak, read and write. Their particular cognitive potential appears to be greater in comparison with individuals with classical autism.
Its written that children having HFA have better IQ results when compared with individuals with classical autism. This on the other hand ought not to be viewed as an genuine description with IQ for all with classical autism mainly because their own capacity to reply to information and also communicate is weaker as a consequence could create unreliable low rating.
High Functioning Autism is very much the expression utilized in as a result conveying the particular level a child could work on the Spectrum. At this time there also appears to be a fine line relating to outlining a child having HFA compared to Asperger's Syndrome. It is often reported that a child which developed usual language behaviors in early years but exhibited social deficits typical to that associated with autism where consequently referred to as having Asperger' s Syndrome. Then the child which experienced late speech development (although they could have caught this up on in the future years) had been subsequently identified as HFA. Then again, experts at the moment are thinking about if speech progression is the simplest way to identify both.
Children having High Functioning Autism or Asperger's Syndrome are generally "limited within brain regions that will permit individuals to recognize subtle cues, " and quite often misunderstandings, literal interpretation, and/or sensory over stimulation can bring about overreactions, frustration, a small frustration building up a tolerance, tantrums, aggressiveness, showing up to have volatile temperament, self stimulation (stimming), anxiousness, despair, or even self harm. Most of these children may have interpersonal relationships that might come across to be "rude" by people, and quite often individuals on the spectrum find it hard to understand why they're not necessarily liked or perhaps regularly come to feel rejected.
ASPECTS OF HIGH-FUNCTIONING AUTISM
Relatively better IQ when compared with individuals connected with classical autism
Not able to recognize emotional desires and also needs connected with other individuals
Could possibly lack sociable politeness for instance returning greetings
Could seem exceedingly dreamy and removed Make minimal eye contact which often leads people presume that they are shy, uninterested or maybe evasive
Moderate delay with speech development
Employ minimal emotional information within their interaction Tend not to recognize very simple social cues
Liking to schedule along with structure; OCD (obsessive compulsive) inclinations
Slight to mild difficulties with motor skills and also co-ordination often viewed as clumsiness
Demonstrate sensory dysfunctions which include wanting to smell everything, along with blocking ears to a number of noises

Therefore you will need to keep in mind High Functioning Autism is not really an official diagnostic expression. IT can often identify children who may have a few of the traits connected with autism yet failed to develop vocabulary on the standard scale. This kind of diagnosis however, can help in leading someone to acquire ideal therapies/treatments and also educational facilities. Treatment plans should really be basically comparable to that connected with Autism. Earlier detection plus intervention is really important and treatments/therapies should be considered to enhance social capabilities, individual communication, behavior, along with peer interactions. There isn't a fast solution or solution having said that efficient treatment plans can offer greater results regarding children within the spectrum.
Remember to visit http://theautismfactor.com/ and Get your Free copy of Charlene Proctors Autism -Where to Start Guide, where you will learn immediate strategies to help your loved one with Autism.

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PDD Autism - Symptoms of Asperger's and Rett's Syndromes

Do you know that there are specific symptoms of autism spectrum disorder? Of course there are and this article gives you hints on what their specific symptoms are.

You see, for example, when the patient suffers from difficulties in having social relationships with other people, strange kinds of behavior patterns, obvious concentration on certain details of objects, as well as a kind of heightened or increased ability to expertly memorize, without the sorts of communication problems of the autism, the patient is obviously suffering from Asperger's. When your patient has perhaps one or two other basic autism symptoms without enough for the autism diagnosis, what they have is Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).

Rett syndrome is a disease like autism, but one that affects only girls. The patient gets a lot of funny hand movements, loss of language and motor skills, and seizures in addition to the classic autism symptoms. But this is worse because the patient can actually die here from respiratory problems like irregular breathing. CDD is diagnosed in kids who don't get the autism symptoms until they are about four years of age.

The diseases of the autism spectrum are ugly to deal with, and quite devastating for the patients and the family members who live with them. Things are worse because the disorders are poorly understood and the treatments for them are still largely in the developmental stages. That is why if you find that a loved one of yours suffers symptoms similar to any of the above, you want to have them looked at by a medical professional, preferably a psychiatrist. This professional would recommend the ideal treatment or therapy for you.

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Faces of Asperger Syndrome

Asperger Syndrome (AS) has recently made a very visible jump in the American public's consciousness. Recently two TV reality shows have had contestants with this high functioning form of autism. Check out the stories of Heather Kuzmich a model that was catapulted to the top ranks of American popularity on America's Next Top Model and of Zev Glassenberg a contestant on the Amazing Race. Neither Kuzmich or Glassenberg was a winner on their respective show, however the country as a whole was given a glimpse of the challenges these patients face.

Asperger Syndrome is a developmental disorder that falls within the autistic spectrum affecting social interaction, verbal and nonverbal communication and a reluctance to accept change. If a patient has a mild case it may go undiagnosed and the patient will be labeled as odd or eccentric. Some sources indicate that many famous successful people such as Albert Einstein, Leonardo DaVinci, Henry Ford and Bill Gates exhibit symptoms of AS.

The disorder is named after Hans Asperger a Viennese pediatrician. In 1940 he described a behavior pattern that was demonstrated in some of his patients. He noted that these patients had normal intelligence and language development but impaired social skills. He noted that this was more prevalent in boys than girls.

Symptoms of Asperger Syndrome include high intelligence, high level of vocabulary, repetitive routines or rituals, socially and emotionally inappropriate behavior, problems with non-verbal communication and clumsy and uncoordinated motor movements. The onset of AS is later than what is typical for classic autism. Most kids are diagnosed between the ages of 5 and 9.

The Centers for Disease Control and Prevention (CDC) estimates that somewhere between 1 in 100 to 1 in 300 children in the United States have an Autism Spectrum Disorder (ASD). ASD's occur in all racial, ethnic and socioeconomic groups, but are four times more likely in boys than girls. The causes of ASD's are unknown. According to the CDC most scientists agree that genetic material is a risk factor for any ASD. Children who have a sibling or parent with an ASD are at a higher risk of also having an ASD.

Diagnosing AS can be difficult since there is no medical test such as a blood test to diagnose the disorders. Physicians must look at the child's behavior, development and parent responses to make a diagnosis. There is no cure for AS but early intervention treatment services can improve a child's development and socialization.

Persons with Asperger's rely heavily on rigid internal rules and struggle with the unwritten social cues and social interaction. Reality TV stars Kuzmich and Glassenberg both survived in very high stress, competitive, and social environments. They both had some missteps but overall there presence on the national scene allowed the rest of us to have a glimpse of their private world.

Alicia Verity brings 20 years of experience in the healthcare field, along with a Master's Degree in Public Health, both of which uniquely positions her to help guide Healthagen's content and user experience. Diagnose medical symptoms and find appropriate medical care with Healthagen's free healthcare app called iTriage.

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Signs That Your Child Might Have Asperger Syndrome

We love our kids no matter how annoying and irritating they can be. But we all know that at the end of the day, they still bring us immeasurable joy. But what if your child is somewhat different? What your child displays behavior that is out of the ordinary?

As a parent, it is heartbreaking to know that your child might be special. You are worried for him because he might not survive the real world when he grows up. That is why as early as possible a parent should have the child diagnosed so as to be given a proper treatment early. The parents should be observant on the way their child behaves and if there is something that seems unusual or odd about the child's behavior, they should consult with their pediatrician. This is not to say that the parents should be paranoid about anything that the child does. Being observant is different from being paranoid.

One of the disorders that parents should concern themselves about is the Asperger syndrome. Asperger syndrome belongs to a group of conditions called autism spectrum disorders. Autism is also included in this spectrum for this group refers to developmental disabilities and other disorders that display similar characteristics.

Symptoms in spectrum disorders, such as Asperger and autism, can appear in different combinations. The degree of severity in every diagnosed patient is different. Let us say that two kids are diagnosed with the same disorder but their skills and abilities will differ. Because of this, they physicians have developed general terms to describe children who have similar behaviors within the spectrum. Some of these terms are "low-functioning," "high-functioning," "autistic tendencies," and "pervasive developmental disorder". Children who have been diagnosed with Asperger syndrome have a lot of symptoms in common with "high-functioning autism".

However, it is difficult to differentiate Asperger from other behavioral problems and it is not uncommon for them to be diagnosed with attention deficit hyperactivity disorder or ADHD at first before finally diagnosing it as Asperger syndrome. Therefore, it is best to let a health professional evaluate the symptoms.

These symptoms are:

Minimal social interactions - They have difficulty in fostering or developing friendships but they do not shy away from people unlike those children diagnosed with autism.

Most conversations are about self than others - When a child with Asperger approaches someone, tendency is that child will talk more usually about a certain topic and will voice out his or her personal opinions disregarding the other person.

Repetitive speech - Children with Asperger tend to have scripted or robotic speech.

Does not have "common sense"

Have difficulties with math, writing skills or reading

Has obsession with complex topics - Children with Asperger are usually interested in anything that has patterns. They sometimes make a pattern of their own, too. Some are inclined to music

Cognitive abilities - nonverbal cognitive abilities are average to below average but verbal cognitive abilities are mostly average to above average

Behaviors - Children with Asperger will display some odd behaviors or mannerisms. These will be labeled weird by some people

When these signs are present, bring your child to your doctor so he can be diagnosed properly and can be provided with the proper care and guidance.

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