Autism and Communication Difficulties

Autism Spectrum Disorder is a very wide-ranging developmental disorder that defies easy description and explanation. It is most broadly defined as a condition where children have some delay in developing the skills that allow them to be social and communicate with others, or can even not noticeably present these skills at all.
Currently, there aren't any medical tests that can diagnose autism. Usually a specially trained physician or psychologists administer autism-specific behavioural evaluations.
Often parents are the first to notice that their child is showing unusual behaviours such as failing to make eye contact, not responding to his or her name or playing with toys in unusual, repetitive ways.
Autism is not only found in children and sometimes the disorder is diagnosed later in life. This again is often in relation to learning, social or emotional difficulties. Like with young children, the diagnosis of adolescents and adults involves observation and sometimes an interview by a trained specialist. A diagnosis in an older person can bring relief to those who have struggled with difficulties with social interaction while not understanding the source of these difficulties. Once diagnosed with the disorder, it can also open access to therapies that can improve function in areas of difficulty and in turn improve the quality of relations and life.
One of the ways that many people have actively sought treatment for their child or adolescent is through a Speech Pathologist.
When a Speech Pathologist is assisting a patient with Autism Spectrum Disorder, it's their job to evaluate how well the child can communicate and socialise in every aspect. This analysis can take place at a clinic, as well as at home and other informal settings. It's not a quick process, as Autism Spectrum Disorder can have such varying degrees of intensity and presentation in a patient. A well-trained and experienced Speech Pathologist can gauge communicative and language skills effectively and will work to have a diagnosis as quickly as they can.
A Speech Pathologist can also pick up on social cues that suggest the presence of Autism Spectrum Disorder but could be misdiagnosed as a variety of other conditions. The prevalence of language and communication-based difficulties in the condition means that a good Speech Pathologist is well-equipped to 'connect the dots' and draw conclusions based on their required professional expertise.
The amount of sessions that one may need will vary, and it is always important to find the right person for treatment.

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Facing an Autism Diagnosis

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

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

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Toys That Help Autistic Kids Using The Multisensory Approach

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

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

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Replacing Negative Behaviors in Children With Habit Training

Parents often complain that they work on changing one irritating behavior only to find their child has replaced it with another annoying action. The easy solution to this problem is to choose the replacement behavior yourself and instill it as a habit.
All children have the ability to learn new ways of doing things and develop new habits or ways of relating. But when left to their own devices children, especially those on the Autism spectrum, will easily retire into their own little worlds and continue the patterns that have been wired into their brains. Therefore, establishing new behaviors of any type will take much encouragement and repetition over a span of time.
As the saying goes, even the most intelligent people typically have to do something twenty-one times before it becomes a habit. How much repetition and for how long depends on what it is you are trying to eliminate or change. Bad habits are harder to break because one has to struggle against the power of immediate reinforcement; such as, making my sister cry always gets me my mother's attention.
Replacing old behaviors with new ones also takes lots of focused energy and effort. If you want to eliminate a negative behavior and substitute it with a more acceptable one, patience and consistency are a must. Most children will need to have the new behavior labeled, taught and role modeled, followed by many opportunities to practice. This may be difficult for busy parents to do but essential nonetheless if a change for the better is the goal.
Breaking an old habit is like blazing a new trail in a jungle - it may not be as easy as following the well-worn path but worth it if it avoids the quicksand. As children routinely perform the same action over and over again, their brain slowly gets rewired as the alternative pattern of behavior creates new neural pathways. Once established, these will override the old ones and become the default behavior.
Here are five easy steps to habit train your child:
1) Choose a value or a behavior you want to instill or modify. Prioritize them in order of annoyance and start at the top only working your way down when the one above has been mastered.
2) Provide appropriate substitutes for behaviors you want to change. If you want to stop a behavior you need to introduce an appropriate alternative to take it's place and specifically train your child to use it.
3) Make it easy for your child to remember the new behavior. Train your child with prompts and reward the behavior you want to see more of. If you are trying to get your child to stop screaming post visual reminders for them to use their 'inside voice' all around the house and praise them immediately and specifically when she speaks appropriately.
4) Be intentional and consistent in your teaching. This means creating a plan of action, getting all household members on board with it and spending the time necessary to address the negative behavior you want to eliminate every time it surfaces.
5) Practice, practice, practice. Being extremely specific and concrete with your directives and using role-play as a tool will help children with Autism generalize from one situation to another. Giving children ample opportunities to practice new behaviors is extremely important and cannot be overdone if you want to achieve success.
Always remember that many negative, aggressive behaviors and tantrums in children with an Autism Spectrum Disorder often stem from an inability to communicate effectively. If you were a non-verbal child and unable to communicate your needs to get them met, wouldn't you tend to tantrum too? Even a child with some language ability, who is trying his best to communicate but can't get his point across, can easily become frustrated and discouraged.
In cases such as these, stopping negative behaviors may have more to do with improving communication than teaching substitute behaviors. Introducing alternative methods of communication and training them to use it can form new habits and ways of relating to people that result in more satisfaction and less frustration for all. An Augmentative or Alternative Communication (AAC) method or device may mean the difference between feeling invisible, isolated, and dependent versus being able to be seen/heard, interact and get their own needs met.
As parents we need to fully embrace our role as teacher or trainer and not shy away from it. Yes it is time consuming but consistently instructing and guiding our children is what gets the best results. If not, we are granting any and all behaviors permission to take hold. We all know that the deeper a root has established itself the harder it is to remove. So make your job easier and tackle those negative behaviors before they become too ingrained.

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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Helping Kids With Autism Survive the School Social Scene

No two of us are alike. We all have likes and dislikes, challenges and strengths. But we are similar in that we are social animals and we live in a social world. Some of us may thoroughly enjoy making social connections and others may view it as a chore or an intrusion into our world.
As adults we are often able to control how much and when we want to socialize but a child does not have that luxury. Young children are often placed in environments that force them to socialize which can be a good thing. But for a child with an Autism Spectrum Disorder who may be socially challenged, an environment such a school just might be their worst nightmare and largest source of anxiety.
Attending school immerses children into a social milieu that requires them to learn how to stay afloat whether they want to or not. When you have a child that struggles with developing social relationships or understanding social cues school can be a cold, lonely and anxious place. "Will I fit in and make a friend this year or will everyone ignore me or make fun of me?" is often a question that can loom in the mind of any child as they begin a new school year.
Children on the Autism spectrum are often more vulnerable to being picked on and more resistant to acquiring and honing essential social skills. Some children with Autism enjoy being in their own little world and need to be drawn out to be social. Many long to be socially accepted yet do not have the social skills necessary to develop friendships. As teachers, parents and professionals we need to teach children to acquire the social skills necessary for making friends but we also need to be sensitive to their needs and challenges.
Many of us could probably tell a story about an awkward or uncomfortable experience with group dynamics in a classroom situation. Remember what your response was when the teacher would say "get into groups"? Did you freeze or feel obligated to befriend someone to join a group so you didn't stand out? What about the fear of being the last one picked on a team or actually experiencing it?
Unfortunately, school children on the Autism spectrum often deal with this on a daily basis. So how can we make the process of social interaction in a school setting more pleasant and less stressful for those who find it awkward and uncomfortable to make friends?
We cannot sit back and expect that the acquisition of social skills will happen through osmosis. Making friends is not a default setting we are born with. Despite the fact that social learning automatically begins at birth through observation and experience, deliberate instruction and practice in making and keeping friends should begin at a very young age. Here are some basic concepts to start with.
Define a friend - Talk to your child about what makes someone your friend? What does a friend look like, act like, sound like, and make you feel like?
How to choose/make a friend - Discuss the importance of having similar interests and taking an interest in what the other person does. Ways to be kind, courteous and appropriately inquisitive about what they do.
Conversation starters - Explore what to say when you meet someone and want to develop a relationship with them. Give your child pointers and practice with them at home.
How to keep a friend - Unfortunately, children with Autism often lack Theory of Mind which makes it difficult to teach respect, empathy, turn taking and perspective but it is vital maintaining friendships.
Ask "what if " questions whenever the opportunity arises. While watching television or movies with your child, stopping the action and inquiring what he might do in a similar social situation can push him to think socially.
As these skills are being taught it is important to practice, practice, practice. Giving children ample opportunities to apply friendship-making skills is extremely important and cannot be overdone. Experts have proven that it is good for children with special needs to be integrated with normally developing children in various settings. Left to their own devices, a group of children on the Autism spectrum might easily retire into their own little worlds. Children with Autism should be exposed to various social scenes that offer opportunities to interact.
In addition to applying friendship making skills in the school setting it is often less stressful for some children to practice in situations that are less contrived and more relaxed. Exposing children to various options - new activities where social skills need to be practiced such as team sports, art lessons, theater camp, local environmental programs, community service projects, the YMCA or mentorship opportunities are all great choices.
Remember that even though your child may not survive the social scene at school, all is not lost. If you have been persistent in teaching and modeling the basic social skills necessary for creating relationships throughout his or her school experience your child will have a better chance of social success in adulthood when one can choose the social situations they are most comfortable with.

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 http://www.parentcoachingforautism.com to 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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A Dozen Ideas to Manage Your ASD Child's Repetitive Behaviors

There are many things we do to stimulate or calm our senses
. We rock babies to soothe them and we sing or hum to ourselves in the shower, we fan ourselves to cool off when we are hot, and we hug and kiss others to give and receive comfort. When we want to increase or arouse our senses we often run or engage in some form of physical activity or exercise, or we may turn the music on loud to get in a party mood and dance. Most of these behaviors are seen as appropriate if carried out at the proper time and in the proper place.Then there is the term 'stimming', often associated with Autism, which conjures up a more negative image. The term 'stimming' or 'stim' cannot be found in the Merriam-Webster Dictionary but is defined by Wikipedia as "a repetitive body movement, such as hand flapping, that is hypothesized to stimulate one or more senses".
In the world of Autism 'stimming' is known as any type of repetitive, stereotypical behavior engaged in to alleviate or increase sensory input. It is derived from the verb; to stimulate; to provide stimulation in order to get a response, make someone interested, more alert or engaged in something.
We all engage in sensory regulation - behaviors that seek to arouse or calm our nervous system and there are many that are approved by our culture but we don't refer to all of them as 'stimming'. Is stimming just another word for patterns of self-regulatory behavior that are unacceptable? Depending what form the behavior takes and how often it occurs it could be seen as normal - a way to help a person function, or abnormal - a pattern of obsession.
Every child whether on or off the Autism spectrum, will attempt to modulate his or her sensory experience as they interact with their world. Only ten percent of children with an Autism Spectrum Disorder (ASD) actually engage in what we now call 'stimming' - exaggerated self-stimulation. Many of these activities would be considered outside the norm, such as hand flapping, spinning, toe-walking, licking objects, tracking hand movements or sniffing foods, items or people, to mention a few.
Unfortunately these activities can be embarrassing and even stigmatizing because our culture does not yet understand Autism. Many individuals who are not touched by Autism, and even some of those who are, fear anything that is odd, different or left or right of the so-called norm. The hope is that tolerance and better understanding will come but what is a parent to do in the meantime?. ..
It is very important that you discuss these behaviors with your child's Occupational Therapist and follow his or her recommendations. If your child does not have a qualified OT, find one. Make this a priority regardless of insurance coverage. Whatever money you may need to expend, you will get a wonderful return on your investment. A qualified occupational therapist will be able to create a customized sensory diet for your child that will not only help reduce 'stimming' behaviors but will address emotional meltdowns and much, much more.
While you are shopping around for an occupational therapist there is much you can do yourself. You are the expert on your child! You alone hold the key to unlocking his or her world - the more you understand, the better you will be able to maximize his or her potential.
In addition, any occupational therapist you currently have or are about to acquire will appreciate any and all of the information you can provide from the suggestions below. Here are a dozen ideas to help you understand and manage what some call 'stimming' behaviors in your child.
1. Conduct a detailed review. When solving any problem, I you to begin with a thorough assessment of your child's behaviors. Is there a behavior that interferes with daily living such as his ability to pay attention? Are there any behaviors that negatively impact her social life? Are any of these behaviors obsessive?
2. Seek to understand the function of these behaviors. It is important to remember that most of these are unconscious and they occur involuntarily to some degree, especially in the beginning. However, once a child realizes the rush or relief it brings to her senses it then becomes more intentional and easily gets reinforced into a habit. As long as it is deemed appropriate it can become a functional way to self-regulate one's sensory experience but if it is seen as dysfunctional and not channeled in the right way it can easily spiral out of control.
3. Gather information. If your child is verbal don't be afraid to engage him in conversation about his repetitive behaviors. If your child stares excessively at an object, consider asking him, "Are you trying to do something with your eyes? Tell me what you see." If he is able to verbalize an answer you will have gathered extremely useful information to address the behavior with.
4. Make lists. Most of your child's behaviors are functional - serve a purpose for meeting a sensory need - but they may not necessarily be appropriate. Make a list categorizing the behavior(s) as functional and appropriate vs. functional and inappropriate then you can create a plan to address them.
5. Focus on the positives first. Concentrating on appropriate behaviors and explaining the function they serve and why they are acceptable can reinforce more of the same. "I like the way your hands are being quiet. It makes it easier for you to pay attention to what is going on around you." Then the focus can turn to redirecting the inappropriate behaviors and substituting them with more suitable outlets.
6. Create a calm environment. It is well known that children with ASD often engage in 'stimming' when they are stressed or as a means to manage emotions such as fear, anger and anxiety. Therefore maintaining an atmosphere that is as tranquil, predictable and appeasing to her senses as possible will prevent many of these behaviors from occurring.
7. Be an early bird. Catch any behavior that is less than acceptable when it first begins to repeat itself. Don't comment or draw attention to the behavior. Use your detective powers to surmise what purpose the behavior may be serving and then calmly redirect your child to another more acceptable activity that will still provide similar sensory relief.
8. Schedule 'stim' time to teach appropriate time and place. No one can stop a behavior cold turkey, especially if it has been meeting a physical, psychological or sensory need and there is nothing to replace it with. Schedule times and places throughout your child's day when she knows she will be able to engage in the behavior you are trying to modify. Think of it as a gradual weaning process - as you decrease exposure to the negative stimuli you slowly increase exposure to the more positive substitute.
9. Change your vocabulary. Just because someone else may refer to certain behaviors your child exhibits as 'stimming' it doesn't mean you have to use the term yourself. We all have habits, mannerisms, and idiosyncrasies that we engage in. I challenge you to think outside the box and create your own term, something more positive to describe your child's repetitive behaviors.
10. Use distraction. When you notice your child beginning to engage in a repetitive behavior give your child something to do or start a conversation. When we are bored, we all default into behaviors that we are not even conscious of doing. So just in case the trigger is boredom, get your child physically active - engage her in exercise or some other activity she can chose from. Sometimes just asking, "What are you thinking about?" will be enough to distract her and stop the behavior.
11. Be realistic. There are some behaviors that may be defined as 'stimming' that your child may need to keep as a way to cope with daily life. It is unrealistic to expect to completely eradicate all of her repetitive actions. There is no need to take these activities away from her as this can create even more anxiety. What IS realistic to expect is to be able to modify and or shift them into more appropriate and acceptable forms of behavior as time goes on.
12. Count your blessings and focus on the positive. Take ample time to dwell on all the things your child can do well and the baby steps towards progress he is making. Keeping a journal is a wonderful way to maintain your attention towards the positive. Once the good is documented it takes on a life of it's own and becomes much more difficult to dismiss.
Remember, 'stimming' behaviors are very unique to the individual. As the saying goes, "Once you have met one child with Autism, you have met one child with Autism." Your child may need to reduce their visual input by constantly squinting and moving her head to a certain angle in order not to get overwhelmed in certain situations. Another child may need excessive sensory stimulation by staring at lights but then there are some neuro-typicals that get a sensory rush from bungy jumping, or flying off a cliff... We all have little idiosyncrasies that help us deal with and experience the world, there is no better or worse, it's just different for everyone, especially for individuals on the Autism spectrum.

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 http://www.parentcoachingforautism.com to 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 Can Make A Difference For Children With Asd

Autism Spectrum Disorder is a particularly devastating disorder for many parents. While not medically dangerous, autism can make it hard for parents to communicate with children. Many autistic children do not even notice when their parents are in the room or speaking to them, which can be devastating for family members. For these parents, hope lies in a well researched treatment called ABA Therapy or Applied Behavior Analysis therapy.

ABA Training utilizes a very rigid and specific series of repetitive tasks and questions and reinforcements as well as rigorous data collection to help literally rewire the brains of autistic children. While most children learn simply by watching the world around them, children with an Autism Spectrum Disorder, or ASD, must be taught even the basics of behavior and critical thinking. ABA Therapy teaches these fundamentals while helping children develop a set of skills that will carry them through the rest of their lives and help make them more like their peers.
While it is widely accepted that early intervention is the most successful way to utilize ABA Training, beginning when a child is in their most formative years, the method is rather successful at any age. Early intervention increases the odds of recovery and helps get children on par with their peers early enough for them to reach milestones and educational goals at the same time. However, many children are diagnoses with ASD or begin treatment long after this period. Studies have shown time and again that ABA Therapy is still highly effective for behavior modification and learning therapy well into later childhood and adolescence.

ABA Therapy, while typically used to ready a young child to be entered into a school system with their peers, can also be used for a variety of other reasons. The behavior modification techniques employed in ABA Therapy can help prepare people with ASD for school, social situations such as parks, stores, and buses, and even for the working world. The therapy has applications in all social function and provides a great benefit to all who receive successful treatment.

In short, Autism Spectrum Disorder may be a hard diagnosis for parents, but there is a great deal of hope. With ABA Training, parents quickly find that their children can lead lives remarkably similar to those of their peers. While there is no cure for Autism, ABA Therapy offers a significant deal of hope. Until a cure is found, this is by far the best thing any parent can offer to both themselves and their child when faced with a diagnosis of an ASD.

By: G Butch

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Garrett Butch is the father of a 6 year old with autism and is the founder of Maximum Potential. MP's courses in ABA Therapy and ABA Training were developed by 2 PhD BCBAs to empower parents and school systems and to provide effective and affordable training for school systems and parents. Visit MaximumPotentialKids.com to learn more.

Can Praise Cause Sensory Overload?

Many kids with Asperger's Syndrome experience sensory overload from embarrassment or being picked out of a crowd in some way. This is why they sometimes don't enjoy receiving an award at Assembly or Parade, or being praised for their work in class.
So does that mean we shouldn't reward them at all??? Of course not - but we have to find a way for them to feel comfortable and proud of themselves at the same time. This is where thinking outside the square for your child with Autism comes into play.
Suggestions include:-

• a one-on-one meeting between the Principal and child with AS
• sending the award to the Aspie child's house with a letter about why they're receiving the award

If your child is embarrassed when they're praised, or don't like to be rewarded in public, talk to their teacher or principal and find a solution that suits your child. We all know that when supporting children on the Spectrum there aren't any "one size fits all" solutions. We must try to individualise support and accommodation for each child.
During his school years our son really disliked any attention or spotlight on him at all. This led him to wanting to stay home from school every Wednesday in an effort to avoid Parade and any possibility of receiving an award. He was a fairly well-achieving student, so there was always a chance he may receive an award for work well done. Once we discovered this we met with his teachers and his Principal and we agreed that all praising would be done in private.
Another trait that puzzled us was that our Asperger child didn't "believe" praise that came from us (his parents). His reasoning was that we're his parents and we have to love him and everything he does. So when he was growing up we enlisted the help of family, friends and neighbours to ensure he "heard" praise and approval. We'd simply phone them with his achievements and successes and they'd casually drop it into conversation when they visited.
This worked for him - we could see him 'shine' with their praise and attention. Everyone deserves to have their star shine brightly sometimes!
Currently I've teamed up with a local psychologist and we've created a new program for children with Autism Spectrum conditions - the Sensory Detective Program. We've been using heart rate monitor rings on the children as they complete the program and the results of this have really amazed us both! All the things we know about Asperger's children is proven/displayed by their heart rates, which 'spike' at change, sensory input, social interaction and praise etc. So if you're unsure what calms or upsets your Asperger child, invest in a heart rate monitor ring - the results will amaze you!

Nelle Frances is a Special Needs educator with over 17 years experience working with children with Autism/Asperger's Syndrome of all ages. She is author of the Ben and His Helmet book series written especially for children with Autism Spectrum Disorder (ASD). These social stories offer problem-solving strategies to assist Aspie's to navigate their world. Nelle is the parent of a 21 yr old son with ASC. She delivers her Professional Learning Sensory Detective™ workshop to schools and libraries around the world. Her website offers resources, strategies and links on Autism/Asperger's Syndrome for health care workers, therapists, parents and teachers.

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Treatment And Therapies For Autism Spectrum Disorder

Symptoms of Autism Spectrum Disorder can vary from person to person and the typical behaviors often change over time. These result in Autism treatment strategies being tailored to meet the individual needs. However, for treating children with autism, highly structured and specialized treatments and therapy sessions are conducted so as to improve their social, behavioral, communication, adaptive, and learning skills. Diagnosing autistic behaviors and patterns within the children in the early stages can help them to overcome all the deficiencies and reach their full potential.

The primary goal of different kinds of autism treatment is to improve the overall ability of the child. According to the American Academy of Pediatrics (AAP) the following strategies can help an Autistic child to reach his/her potential to the fullest.
Behavioral training programs and therapies- Through behavioral therapies that use self-help, positive reinforcement, and social skills training the behavior and communication of the children can be improved. Applied Behavioral Analysis (ABA), Sensory Integration and Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) are some of the branches of the behavioral training program.
Specialized therapies- Specialized therapies include speech, physical and occupational therapy. These specialized therapies are considered as some of the most important components of treating autism and medical faculties seek to integrate these in a child's treatment program. Speech therapy tends to improve the social and the language skills of the child, enabling him/her to communicate more effectively. Physical therapy and Occupational therapy help improve the deficiencies of coordination and motor skills and also help the child learn to process information in a manageable way, through various senses such as sound, sight, touch, hearing, and smell.
Medicines- Medicines are used to treat problem behaviors and related conditions such as anxiety, depression, OCD (obsessive-compulsive disorders) and hyperactivity. Autistic children might often suffer from insomnia (lack of sleep) and a routine schedule is set for their bedtime and the time to get up. Doctors might try medicines to treat insomnia; however, it is the last resort.
Some of the medical faculties and experts have referred alternative therapies such as auditory integration training and secretin. Another specialized Autism treatment method conditions that is still a topic of debate within the medical faculties is the role of hyperbaric oxygen therapy and its role in improving autistic conditions. Although some studies proved the effectiveness of the HBOT sessions in improving the autistic conditions, the medical faculties have not yet unanimously agreed on its role.
While you are thinking about a specific type of treatment for Autism, you should always seek to find out information whether the treatments are scientifically approved. One or two case studies on a specific treatment are not enough to attest its effectiveness as the symptoms of autism vary from one child to the other. The doctors and the psychologists are yet to identify a definite treatment that would cure autism but relevant studies have revealed that early diagnosis and treatment can surely bring in notable improvements within individual.

Kevin Halls is a senior researcher of Autism Treatment Wisconsin. Through his blog posts and articles he tends to inform the users about different facts about autism, the general symptoms, possible causes and the treatments.

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The Easy Way to Tell A Child They Have Autism

Parents of children diagnosed with an Autism Spectrum Disorder often fret about when to tell their child they have Autism and how.
What if we didn't have to tell our children they have Autism?
Wouldn't it be nice if we lived in a world without disclosure?
Ah, yes, it would but that might be a bit unrealistic.
But what if I told you there was an easy way to tell your child?
What if I told you that you can create a positive experience for telling your child he or she has Autism?
Do you think this is possible? I say yes and here is why.
Let's face it we are all different. We all relate to the world uniquely and teaching that to our children is the most important thing any parent can begin to do at an early age. When a parent can matter-of-factly point out the similarities and differences among themselves as a family and beyond then being different becomes less of an issue. Honoring and celebrating each of our differences in a valued fashion rather than waiting for it to be pointed out and discussed when it becomes obvious gives any label less emphasis and is more likely to be seen as a positive.
So how does one put a positive spin on telling their child they are on the Autism spectrum? By developing mindsets and environments that not only expect differences but value and respect them as well.
Allow me to paint a picture of how this might occur.
- Be proactive. Begin early on to establish an environment that discusses similarities and differences in a positive light. Identify each person's learning style, temperament, personality, sensory issues and idiosyncrasies and focus on the positive aspects of them. As attention is paid to the benefits of each it is only natural for human beings to gravitate and create more of the same thus minimizing the negative. Don't wait for Autism to become noticeable to your child or others. Doing so risks negatively altering your child's perception of self. Avoid this by developing a positive and authentic self-image of who she is early on, one that does not have to be changed or explained later on.
- Acquire a vocabulary without labels. Be mindful to use language that emphasizes strengths in relation to challenges. When someone does something well, name it as an asset and celebrate it. Point to the fact that everyone is good at something that might be a bit more difficult for someone else in the family or elsewhere to accomplish. This will encourage non-judgmental comparison and can even promote a mentoring atmosphere, where individuals use their strengths to help other family members who are challenged in that same area. The ability to objectively see the strengths each family member, relative, friend and others have normalizes the fact that we are ALL good at something. The trick is to do this uniformly and acknowledge the strengths of everyone in the family, including us adults.
- Balance every challenge with a strength. Discuss ways to use your strengths to compensate for your challenges. Occasionally sit down with everyone and discuss how each of you utilize your strengths to make accommodations for the things that you may struggle with. For example, sitting in class listening to the teacher doesn't work well because you are not an auditory learner. You struggle to take notes because your penmanship is poor. So you augment your note-taking with your talent for art. Over the years you have developed a type of artistic shorthand that you use to take unique notes adding pictures and symbols. This appeals to your visual learning style and helps you remember the lesson better.
- Normalize everyone's challenges. If your child's differences came in the form of diabetes, epilepsy, poor eyesight or food allergies would you wait to address it? No, you would describe it as "this is the way your body works and this is what it needs to function at it's best." Why are we so much more sensitive and touchy when it comes to something that affects the mind? Why can't we be just as matter-of-fact about the way a child's brain or nervous system works? Explaining to a child, "This is how your nervous system works" or "This is how your brain is wired" helps to paint a realistic picture of how their body functions. This is powerful information for children to have in order to self advocate, keep themselves safe and in control of what they need to maximize their potential.
Describing Autism without using the word Autism can definitely be accomplished but only to a point. Following the recommendations above can delay or may even prevent the asking of the awkward question most parents fear, "What is wrong with me?" or "Why am I different?" Unfortunately the day may still come when your child wants to have a name for his differences whether he sees them as positive or negative.
Should the time come when your child really wants to know what her brain style is called then you need to let her know the label society gives it. But if you began early in her life to lay the affirmative groundwork discussed above then the label is apt to be just another piece of factual information rather than a devastating blow to your child's sense of self. Always remember that the most important message will be in the descriptors you use rather than the label itself.

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 http://www.parentcoachingforautism.com to 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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The Autism Spectrum Disorder Foundation's Tips for Families Affected By Autism

The autism rate in the U.S. is at an all-time high, now affecting 1 in 88 children according to the Centers for Disease Control. That's a 78 percent increase since 2002 when 1 in 156 children were diagnosed with an autism spectrum disorder.
This increase has impacted more than just the children living with autism. The entire family is affected by the physical, emotional, social, and financial challenges of raising a child with an autism spectrum disorder. Parenting is stressful and often becomes even more taxing when caring for a child with special needs.
As a parent of a child with autism, you should remember that you're not alone and that there are many resources like the Autism Spectrum Disorder Foundation available to help provide assistance in your community. But first and foremost, you need to take care of yourself. After all, how can you be an effective caregiver for others if you don't look after yourself as well?
You can't. And you shouldn't feel guilty about it! If you're a parent facing the challenges of autism in your family, take a few moments to reflect on the following tips which will hopefully help recharge your batteries and provide some perspective that you may need right now:
• Don't ignore your feelings. Talk about them with your spouse and other parents facing similar challenges. It's okay to have conflicting emotions-from feeling helpless to anger to guilt to depression to confusion to relief to gratefulness and a thousand other emotions-you are entitled to experience and accept all of your feelings.
• Take time out for one-on-one time with your spouse. Whether it's going for a walk, sharing a bottle of wine, or watching a movie, be careful not to let autism consume every waking moment of your life.
• Get involved with the autism community. Organizations like the Autism Spectrum Disorder Foundation and other support groups can help be a lifeline. Make friends with other parents who have children with autism. You may be surprised by the shared challenges, emotions, and gratitude you share with them. Getting involved with autism activism is also empowering, so you will be doing something productive and proactive for yourself and your child with autism.
• Acknowledge and appreciate the small victories your child achieves. It's easy to focus on the problems, but far more rewarding to celebrate developmental milestones.
• Be the best advocate of autism that you can be. Stay informed on all of the latest news, education, treatment, and services in your community. Visit the Autism Spectrum Disorder Foundation's website to stay in touch with the ongoing developments and support within the growing autism community.
Above all, remember that contact with other parents of children with an autism spectrum disorder will decrease feelings of isolation, improve your mood and overall outlook, and increase understanding and acceptance of autism. Both you and your child deserve nothing but the best and the autism community has welcoming arms.
Learn more about autism and support by visiting Autism Spectrum Disorder Foundation's website at http://www.AutismSpectrumDisorderFoundation.org or calling 877.806.0635.

The Autism Spectrum Disorder Foundation (myASDF) is a charity that supports children with autism spectrum disorders by providing education, information, and financial assistance to their families and relevant community service organizations. Funds donated to the Autism Spectrum Disorder Foundation are used to address any and all kinds of issues in assisting children with autism and their families. Visit http://www.autismspectrumdisorderfoundation.org, email myASDF@yahoo.com, or call 877.806.0635 for more information and to see how you can help.

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History of Autism - The Complex History of Autism Spectrum Disorder

When my two boys were first diagnosed with Autism. I read
everything I could possibly find on Autism. One story I read
has always haunted me a little.
It was the story about the first account of a young autistic boy.
A Frenchman by the name of Itard writes about a young boy
around the age of 12 who had been living in a Forest until he
was captured in January 1800. Itard named the boy Victor
who seemed to be very self-absorbed and could not verbally
communicate.
It wasn't until over a century later that the word Autism was
first used by the Swiss psychiatrist Eugene Bleuler in 1911 to
describe individuals who withdrew from social interaction with
others. Bleuler derived the word Autism from the Greek word
"Autos," which means "self."
Then not again until 1943, when Autism came to the forefront.
That is when a psychiatrist by the name of Leo Kanner observed
the behaviour of 11 children at the John Hopkins Hospital in
Baltimore, USA.
Kanner at this time invented a new category, which he called
"Early Infantile Autism", which sometimes is referred as Kanner
Syndrome.
At about the same time as Kanner was doing his study at John
Hopkins Hospital. There was a Doctor in Vienna, Austria by the
name of Dr. Hans Asperger who published a paper in 1944 who
described a disorder very much like Kanner's "early infantile autism."
This condition was later termed Asperger Syndrome.
Because of World War II Dr. Asperger's work was not available to
the public and it was not until 1997 that his findings were given
official recognition.
The 1950s and 1960s were a very dark period for parents and
(especially mothers) of children with Autism. At that time the
popular thought was that Autism was caused due to the coldness
of their mothers. This was the time that the term "refrigerator mother"
was coined.
Thankfully, in the early part of the 1960s, members of the medical
community like Dr. Bernard Rimland and Dr. Eric Schopler were
doing their own research. During this time Dr. Rimland presented
his own study showing evidence that Autism was a biological condition
rather than a psychological one.
By the 1990s, researchers were focusing on the genetic component of
Autism, focusing specifically on chromosome 15. These studies have
revealed a connection between Autism and people with irregularities
on chromosome 15.
Now and in the future there will be more and more studies focusing
on the genetic component of Autism. Right now in the beginning of
2007, there are many advancements in Autism and I predict we will
be seeing quite abit of progress in the next 10 years.
The History of Autism has been both complex and controversial.
Many people think that Autism is a modern disorder but as you
have read it has dated back to the early 1800s. In some ways it
seems that there has not been very much progress in those 200 years
but I feel that we are on the verge of a breakthrough with Autism.

To Discover Effective Actions You Can Take For Managing Autism Successfully, Go Here Now: [http://www.bz9.com/Autism] Nancy K Clyne is the mother of 2 sons with Autism. She writes on her experiences with Autism. Feel free to distribute this article in any form as long as you include this resource box.

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Understanding and Dealing With Angry Behavior in Young Children With Autism

If your child hits, bites, screams, pushes and destroys things and you are at a loss for what to do, don't dismay. Negative behaviors such as these are learned and they can be unlearned as well.
Keep in mind that misbehavior is simply an expression of an unmet need or an inability to cope with the circumstances in the current environment.
A child's behavior is always a signal of how he or she feels inside and a child with an Autism Spectrum Disorder who has trouble communicating can become very frustrated with their environment very quickly. Just picture yourself not being able to communicate your very basic needs to the people who care for you? Close your eyes and visualize trying to tell someone you are very thirsty, or the light is hurting your eyes or the music is too loud and not being able to get them to understand. Wouldn't you be a candidate for an emotional meltdown if this were what your world was like on a daily basis?
When you think of a child's misbehavior as a need that is out of balance, your perspective can more easily shift to "my child has a problem instead of my child is being a problem". Then you can focus on discovering what the issue is and alleviate the potential for inappropriate behavior.
Also, we as adults are able to monitor our emotional state and manage the way we express our feelings but young children do not have these skills and need to be taught. This is where we need to step into our role as teacher - giving our sons and daughters words or pictures for their feelings or providing them with additional means to express them appropriately.
Here are some other strategies that will help you prevent and deal with angry behavior:
- Play detective and look for clues in determining underlying unmet needs. The need for attention and control are often the first ones that come to mind. Others might be boundaries, trust, structure, respect, and belonging. For a child with Autism, the unmet need is often the ability to clearly communicate to others what he or she wants. Providing visuals and other alternative means of communication will help keep frustration levels low and therefore avoid the potential for an angry outburst.
- Be on the lookout for stress. Acting inappropriately is often an indicator of stress. Bonnie Harris, author of Confident Parents, Remarkable Kids, states that all children want to be successful. Most children want to please and no child deliberately plans to have an outburst. Is something blocking your child from being successful in his play? Is she stressed due to insufficient sleep? Is his sensitivity to noise on overload in a chaotic environment? Has her dislike for transition been set off due to a sudden change in schedule? These and other triggers for stress can often be avoided.
- Give your child a feelings vocabulary that goes beyond happy, sad, and mad. Acknowledge your child's emotions by identifying what you see and giving the feeling a name. "I see an angry boy who wants something he can't have." or "You look frustrated with that toy because you can't get it to work." or "Are you disappointed because mommy can't play with you right now?" By labeling what you are observing and naming it, your child is learning what it means to be angry, frustrated or disappointed and the word for it.
- Remember to role model. Get in the habit of stating what you are feeling and what you can do about it. Making statements such as, "I am upset because I burnt the toast, I will have to watch the toaster more carefully next time". "Daddy is frustrated because he lost his book again, can you help him find it?" not only normalizes feelings of all sorts but it also introduces the concept of problem solving.
- Make a house rule that has no tolerance for hurtful behaviors. "Being angry is OK but hitting hurts, it is not OK to hit." Hands are for helping not hurting is also a good statement to use when hitting is involved. Focus on recognizing the times when your child uses his hands appropriately and give him specific praise for doing so. "I like the way you use your hands to pat the dog softly. He likes it too. See how happy it makes him."
- Create a "yes" environment where exploration will be safe and acceptable so you do not have to constantly use the word no. When children hear that term at every turn it can be a very frustrating experience for both of you.
As parents, it is always important to address concerning behaviors such as these as soon as they surface. First, spend time exploring your child's world from their point of view in order to help you understand what need is not being met. Second, find constructive ways to deal with behavioral issues up front before they become ingrained so they won't be even more difficult to break later on.

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 http://www.parentcoachingforautism.com to 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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A Dad's Perspective on The Journey With Autism and What We Can Do to Help

Dads come in all shapes and sizes, personalities and temperaments, just like moms. Both mothers and fathers have dreams for their children that begin even before conception. Once a person discovers they are to become a parent, ideas form of how things will be with their son or daughter.
Any father-to-be will entertain visions of the type of child he wants to raise. He will ponder what he will teach his child, what values he wants to instill and how he will spend his time with his child. By the time his child is born the father may already have a certain scenario fixed in his mind.
Once the excitement of becoming a father has lulled, these preconceived notions will be further shaped as reality sets in and life unfolds, but nothing is more jarring than finding out that life with your child will not be as you expected due to a diagnosis of Autism and all the challenges that will follow.
Hearing the words, "Your child has Autism" is a shock that is difficult for anyone to immediately handle and everyone deals with it differently. This news will affect dads as well as moms, siblings, grandparents and other relatives, even friends & neighbors and everyone will eventually come to accept the child in their own way and at their own pace.
Therefore it is unrealistic to expect that husbands, wives and partners will be on the same page when it comes to accepting and dealing with an autism diagnosis for their child. Even though moms and dads need to go through the same phases towards acceptance, the journey for dads tends to take longer.
So, what do we know that will help us understand what this process is like for dads and what can we do to support them along this difficult path? (While there are no absolutes about men and the way they cope it is impossible to cover every possibility so please bear with these 'generalized' statements knowing they do not apply to all).
- What we know: Men have a hard time dealing with things they can't fix. Men take pride in their ability to solve problems and are almost always ready with solutions when a real or perceived problem is presented. Any dad is apt to feel powerless or inept when the usual: working harder or smarter isn't going to fix their child. When the dad comes face to face with a situation such as this, there is, unfortunately no simple ready-made solution that will allow them to resolve the challenges their child faces.
What we can do: With that in mind, try providing a dad with small problems to solve regarding his child. Even though men feel most effective when solving big problems, giving them little things to resolve that can be successfully accomplished will help them feel useful. Placing a dad in a role of trouble-shooter will make him less apt to feel powerless and will provide evidence to the fact that little things really do matter.
- What we know: Our culture has conditioned men to see anything that is out of the ordinary as a possible sign of weakness. Dads may struggle more with acceptance of a child with Autism because they may see it as a reflection of inadequacy: "If my child is not OK then I'm NOT OK." Anything that can be construed as a weakness has the potential to create dissonance within a dad and any real or perceived judgment from a peer can become another roadblock to overcome.
What we can do: This is the time to be patient with yourself and your spouse and for you to both focus on the positive and support and talk with one another concentrating on the strengths of all involved instead of pointing out the negatives which only have the power to create a downward spiral of doom and gloom. Taking the time every evening to identify the positives that have occurred during the day is a wonderful activity to keep your mindsets headed in the right direction.
- What we know: Be it genetic or societal conditioning we are familiar with the notion that women tend to reach out more for guidance and emotional support. Men on the other hand are less inclined to go this route and are not as forthcoming in expressing their deep-seated and when they do, it is often not done in the same manner as women. Male gatherings are less conducive to heartfelt talks about Autism and less likely that a dad is able to gain any real compassion or understanding from the listener.
What we can do: It is important to find ways to encourage fathers of children with Autism to discover avenues that will allow them to vent. This is hard for dads and they need help doing so but reaching out to other dads will help shatter these unspoken codes. Finding support groups for men in similar situations will be the best gift you can give any dad in this situation.
- What we know: We all like to appear knowledgeable in everything we do, but not even a genius can know everything. Supposedly, men don't like asking for directions and they don't like to read instruction manuals, but perhaps what is most difficult for them as a parent of a child on the Autism spectrum is not having the knowledge or experience to know that their child is not deliberately defying their authority or rejecting their affection.
What we can do: Find ways to feed information to a dad in bits and pieces. Giving a dad a book to read may not be greeted with much enthusiasm, but tactfully sharing things you have discovered will plant seeds and gradually create a curiosity that takes on a life of its own. Helping a parent get to know their child and understand the unique challenges that they face will make for a stronger connection which puts you one step closer towards acceptance.
It is times like these when it is important to remember that we are all given the children we are meant to have even though they may not be exactly what we hoped for when we first found out we were going to be parents. This means that we have to let go of our prior visions and focus on connecting with the wonderful gift we have before us. As we focus on the abilities our children do have, we then create the power to change possibilities and dream new dreams.

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 http://www.parentcoachingforautism.com to 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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Healing Diets Alleviate Autism Symptoms

Your monthly autism support group is helpful. Sometimes, a mom sitting next to you is busy jotting down a shopping list. You notice some interesting items: coconut flour, rice noodles, gluten-free cereal and quite a few organic fruits and vegetables. Immediately you realize that this mom must follow a special autism diet for their child. You may wonder if these diets really do benefit children with autism.
You may have done little research on diet, as you have been very focused on behavioral therapy. What are the facts supporting autism diets? You may begin to wonder if your child can benefit.
Diet is an important part of intervention for autism. According to leading autism organizations, autism pediatricians, nutritionists and parents around the globe, autism diets provide measurable results in helping reduce children's symptoms of autism.
There are many diets that autism nutrition specialists, physicians and parents are applying with great results. They are the Gluten-Free Casein-Free (GFCF) Diet, Specific Carbohydrate Diet (SCD), Gut and Psychology Syndrome (GAPS) Diet, Low Oxalate Diet, Body Ecology Diet, Feingold Diet and the Weston A. Price Diet-each with their own individual healing properties.
Autism diets are recommended and applied with the help of nutrition consultants based on a child's autism symptoms, food allergies and sensitivities, digestive capacity, family history, bio-individuality, and a number of other criteria.
According to parents polled by Autism Research Institute (ARI), after mercury/heavy metal chelation, autism diet is the most effective intervention for children on the autistic spectrum - more that any drug, nutrient or other biomedical therapy. One simple healing principle holds true today: thousands of children are finding relief from symptoms of autism as parents correctly and diligently apply autism diet. Autism is treatable and diet helps.
Parents and physicians consistently report improvement in the following symptoms: stimming, sleep, language, eye contact, attention, hyperactivity, learning, fatigue, aggression, self-injurious behavior, rashes, digestion, diarrhea, constipation and gas. While children experience symptom alleviation at different levels, the GFCF Diet, for example, shows a 65% improvement rating ("got better") as reported by thousands of parents in an Autism Research Institute (ARI) survey; Specific Carbohydrate Diet, while a smaller sample of hundreds, has shown a 66% improvement.
Every parent with a child on the autism spectrum that takes the time to do cursory research and read parent reports regarding autism diets finds that they have a very powerful healing tool right at their fingertips.
While it's important to consult a qualified autism nutrition and diet specialist, it's beneficial to take the time to understand and explore how food heals and how a particular diet may help your child. Since parents feed their child every day, the more you comprehend diet and nutrition, the more effective you can be. Visit autism diet websites and explore the leading autism diet books available. You are your child's most important health advocate.
On your next trip to the grocery store, take these first simple steps to implement a healing autism diet for your child. Purchase organic fruits and vegetables when possible; remove all artificial ingredients, colors and preservatives from food choices. Do not purchase pre-package foods such as canned or frozen chili, macaroni and cheese or taco seasoning. Serve only meat from grass-fed animals when possible. By choosing nutritional organic foods to prepare for your family, you remove harmful toxins, colors, additives, pesticides, PCBs, antibiotics and hormones from your child's dinner plate.
The first diet most parents, physicians and autism nutritionists recommend is the Gluten-Free Casein-Free Diet. Find out about the interesting facts behind this diet-it's helping many children on the spectrum. Enjoy the process-if a healing diet might help your child, why not try it? Connect with parents on autism diet Facebook and Yahoo! groups for success stories, resources, new ideas, recipes and diet implementation tips. Remember, the most important step to implementing autism diet-just start!

Julie Matthews, a top US biomedical autism diet/nutrition specialist and Defeat Autism Now! (DAN!) Practitioner, helps parents recover children from autism. She is a parent/physician educator and creator of Nourishing Hope for Autism Nutrition Intervention for Healing Our Children" (Book) and "Cooking to Heal Autism Nutrition and Cooking Classes" (DVD). Visit http://www.NourishingHope.com to study autism diets and view video presentations.

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Types Of Assessment Tools For Children With Autism

Autism Spectrum Disorder is not diagnosed using biological tests like medical conditions; instead a child is assessed using objective and subjective observations. This includes the looking at the child's developmental history, ability to process information, speech, language and behaviour. Rating scales are useful because they clearly describe the child's behavioural pattern at the time of the assessment. This provides a baseline that can help measure the child's progress over the years. Autism assessment tools are commonly used by Occupational Therapists. However there are some assessment tools available that can be tested by teachers and other health professionals. There are many different types of assessment tools because each one has a different focus.
The Merrill-Palmer Scale of Mental Tests
The Merrill-Palmer Scale of Mental Tests (MPSMT) assesses visual-spatial skills in children from one and a half years through to six years old. The test is also non-verbal. Children with autism often have problems with visual-spatial skills, and verbal expression. This test is helpful for testing children who have difficulty expressing themselves verbally.
The Test of Nonverbal Intelligence (2nd ed.)
The Test of Nonverbal Intelligence (2nd ed.) (TONI-II) is also a non-verbal test that assesses the ability for children to think and problem solve. The assessment is used from age five years and up. It takes 10-15 minutes to administer the test, and from this it is possible to assess intelligence and reasoning skills of the child. This test can also be used for people with hearing impairments because speech and hearing is not required.

How to find the RIGHT help for your child: Child of Mine connects parents with services for children. It is Australia's largest video-based directory for parents. Its free, informative and enjoyable. Visit [http://www.childofmine.com.au]
Eileen Simoni

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A Diagnosis of Autism: Making Adjustments to Manage Feelings of Loss and Grief

Having a child with a disability is every parent's nightmare. Once you have heard the words, "Your child has Autism." the disappointment, anger and the feeling of isolation can leave you in shock. How long you remain there will be determined by how well you deal with your emotions.
Disappointment, anger and self-pity are natural feelings to have when you first receive a diagnosis of Autism. Giving yourself permission to experience these emotions and then letting them go as best as you can will help you focus all your energy on becoming the best person for the job that has been assigned to you.
GRIEF is a powerful emotion and is the most common hurdle that keeps many parents from moving forward. It is extremely important to allow your self to go through and experience the stages of grief, which include denial, anger, bargaining and finally acceptance. Dealing with these emotions in a healthy manner will transform you into a most effective advocate - one that will see the way clearly to maximize your child's greatest potential.
Some parents do not like to use the words loss or grief as it relates to Autism because it implies grieving your child. This grieving process is not about mourning your child but more about grieving the loss of a future you had HOPED for.
You HAVE experienced a loss, a LOSS of the dream you had for yourself, your child and your family - a disappointment about an idealized future. This means that...
certain adjustments need to be made to the vision you held for your child and family. As with any loss, parents of children diagnosed with Autism need to find a way to make peace with the diagnosis in order to move forward.
Just remember the dream you have for your family's future can still be positive, it is just going to be different. In spite of the new category the medical profession has placed your child into, the destination can still be the same but the journey to get there is going to take a unique path.
Important things to keep in mind:
1) You have to get past the hurt, disappointment, anger, and distress. Too much negative energy will only drain you and make you less available to your child.
2) Dealing with these emotions is not only OK; it's mandatory. If you really want to help your child, this can do more for your child than any treatment out there.
3) Keep in mind that this is a process you have to keep working at. You may feel as if you have resolved your grief but there will be days when it returns. Expect it, have a plan to deal with it so you can keep putting one foot in front of the other.
If you can't seem to move forward and days like this turn into weeks, you may be experiencing another emotional block. The best way to shorten its course is to find someone that will listen and help you process your feelings in a non-judgmental way.
This is when you have to call on someone from your support team! This could be a trusted friend - a supportive objective someone - or a professional such as a parent coach or a therapist.
Remember, this diagnosis does not change your child; but it does change how you need to work with your child. Don't waste your time and energy being angry with yourself or the doctors, it does your child no good to linger in a negative state. Forget the what-ifs - look ahead, make the necessary adjustments and set the bar high for everyone, including your child.
The most important thing I tell parents is "Don't focus on the label - focus on finding the best way to connect with the wonderfully unique child you have before you." This new label may help you acquire insurance to cover therapies but it can also keep you focused on the negative so pay little attention to it. Instead focus your energy on connecting to your child's world with thoughtful intention because it will open the door for her to enter into your world, the one she has to find her way to live in.
Every child has challenges and the challenges your child is faced with just happens to have a particular name called 'Autism' or 'PDD-NOS' or 'Aspergers' or 'ASD' or.... Don't let a 'name' cover up the amazing potential that lies within your child.
It may help to remember that your child isn't any different now then he was when you didn't know he had autism. You know he's the same child you've loved since birth. So I urge you to focus on uncovering his abilities, not treating his disabilities, in order to change possibilities!

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 http://www.parentcoachingforautism.com to 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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Aspergers Syndrome in Young Women

What is it really like living with Aspergers Syndrome? Frankly people with this type of Autism Spectrum Disorder vary as much as everybody else. Last summer at the grand old age of thirty something I realized that I have Aspergers Syndrome.
This came about following the diagnosis of my son who also has an Autism Spectrum Disorder. Like many other people in my position I also have an older daughter who is not autistic and I have been happily married for the last 14 years.
Today we are experiencing a new autistic phenomenon i.e. there are now an increasing number of parents who are only realizing that they themselves have Asperger's Syndrome when their child is given an Autism Spectrum Disorder diagnosis.
I grew up in a totally different world i.e. 1970's Ireland where Aspergers Syndrome was totally unheard of. If you had this condition back then there really was nobody to assess you or even an available diagnosis, as this so defined milder form of autism, only officially became a diagnosable condition in 1994.
So growing up I just learned through trial and error how to cope. Australian Professor Tony Attwood has a particular interest in studying the psychological make up of young women with Asperger's Syndrome. He too feels that the so called 'Aspie female,' learns her social rules through observing other girls from a young age. Eventually he claims she can in fact become a master of deception. Often a woman with undiagnosed Aspergers Syndrome have expertly learned how to copy every move, conversation and mannerism from her non-Aspie friends and associates. Observation and intuition, along with being female often means that the young Aspie woman often presents very differently from her male counterparts.
However no matter how good these girls become at acting the part or as one successful Aspie female author once put it in a very well received autobiography i.e. Donna Williams in her book, 'Pretending to be Normal.' Inside in these young women's minds there exists unimaginable turmoil.
Dr. Tony Attwood has also often pointed out in his extensive writing about girls with Aspergers that these females can certainly act the part of being neurotypical but underneath the facade these girls are often psychologically very insecure or maybe even unstable. Many young women out there without an official diagnosis of Aspergers Syndrome will often go on to develop other problems that may mask their primary condition completely. Often to such an extent that this diagnosis never becomes recognized as the real source of their sensitivity, pain or anguish.
The young woman with Aspergers Syndrome can often develop any myriad of other issues because they actually have undiagnosed Aspergers Syndrome. Many female 'Aspies,' who have never received any early intervention and no on-going support whatsoever unfortunately often cannot take the strain of denying who they really are continuously. Every social interaction must be psychologically rather than instinctively played out until it becomes a tough, wretched existence constantly living with the pressure of trying to be something that you are not.
Pretending to be normal unfortunately can also lead to the development of personality disorders such as Borderline Personality Disorder or Narcissistic Personality Disorder. Or a myriad of other psychological conditions such as recurring Depression, Social Anxiety, Obsessive Compulsive Disorder, Alcoholism, Drug Addiction, or Anorexia Nervosa.
It is very unfortunate that this is still happening considering how much information is now available about Aspergers Syndrome. While many people may still not know an awful lot about the condition they will at least have heard of it. There are practically no people today who do not know at least a few individuals who are on the Autism Spectrum.
Many people told me my son was just shy, didn't talk much and wasn't highly sociable because he was like me. But I on the other hand have always known that I felt different but I just never knew why. I did know though that I didn't want my son to spend his life wondering why he felt on the outside looking in like I did. Instead I want my child to know from an early age why he feels different and in doing so give him a strong sense of self-worth that will hopefully allow him to grow up understanding fully who he is and how his mind works.
There are still huge economic and bureaucratic barriers to diagnosing children with Aspergers Syndrome, in Ireland in particular. Also with the current bleak state of the economy cut-backs are affecting all children with psychological conditions hugely.
If you look the same as another child then many may just think that you seem a bit strange but there's nothing obvious to worry about. What we need to make people more aware of in this country is that an undiagnosed autistic child is very likely to go through severe emotional trauma inside their minds growing up and this unfortunately often leads to them having a low sense of self-worth that will then affect their whole life.
Children with autism lack often social skills can have great communication barriers and often think and feel with great sensitivity. I believe that if you give a child with Aspergers Syndrome/ High Functioning Autism the appropriate early intervention then they can go on to live a rich, fulfilling life. However deny them this help and they will be a burden on the state forever due to the psychological damage they will suffer in their formative years.
Mary is currently a full-time carer to her son Adam but hopes in the near future to return to a part-time career as a freelance journalist and writer. She is currently blogging about her experiences of living with Aspergers Syndrome in Ireland today on her facebook page: https://www.facebook.com/mary.kellygodley. At present she is also working on a Memoir, 'On the Spectrum,' about her personal experiences of Aspergers Syndrome and her son's autism story.

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Autism Disorder Spectrum Gets a Boost From Artificial Intelligence

Our nation's challenge with autism is real, and it is significant - this is not something we can pretend away, or hope it will disappear - it won't. Thankfully, there is a large group of folks working to solve this problem. I'd like to take a few minutes to speak to you about all this because it has been a topic of conversation at our think tank for quite a number of years.
Now then, just to give you an example of some of what is being done to get a handle on the enormity of this problem - consider this new innovation. The MedGadget Website has a very cool innovation listed on April 19, 2012 in an article with a nice graphic display titled; "Autworks: A Web-Based Tool to Diagnose Autism," by Jan Sinnige. The article/essay stated;
"In the latest issue of Nature Translational Psychiatry, researchers from the Center for Biomedical Informatics at Harvard Medical School published a new algorithm to detect autism much quicker. They developed a web-based tool to complete these questionnaires and tested the contribution of each survey question individually to diagnose the autism disorder. They found that only seven questions were sufficient for an accurate diagnosis."
Interestingly enough, autism diagnoses have increased drastically and one study indicated that autism occurs now in 1 out of every 88 children, if this is the case, it's beyond epidemic proportions. An article worthy of your consideration on this was written by Shirley S. Wang published on March 20, 2012 titled; "Autism Diagnoses Up Sharply in the US," and as I was discussing this with a local county case worker here specializing in adult autism cases she speculated that the increase was two-fold.
First, there is much more awareness these days, therefore any mental anomalies would be duly noted, plus, there were an increase in cases. Some grad students I spoke with from the University of Riverside had put together a diagnosis matrix, which was helping them identify where on the autism spectrum each student in High School Special Ed was at, thus making it easier to teach to their specific needs since the spectrum is so large.
From high functioning autistic conditions to those which are completely debilitating there are solutions to helping individuals through school and life - able to live on their own and enjoy a fruitful life. We are a strong and powerful nation - we have the will to help those who need it most. We can do this. Think on it.

Lance Winslow has written an eBook for the Autism Community to help in raising funds Future Concepts. Lance is a retired Founder of a Nationwide Franchise Chain, and now runs the Online Think Tank.

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How Do You Assure Autistic Siblings to Get Along With One Another?

Siblings who are in a family with autism present, may have a difficult time for them to relate, understand each other and cope. To assure siblings will get a long with others in the family with autism, requires patience and a huge amount of love.
I believe, if the siblings are taught to be kind and loving, this will encourage them, that when there are mistakes, that are made with the sibling relationships, they will forgive each other.
A child with autism in a family with siblings requires everyone to be taught values. For example, consideration graciousness, respect, sharing and concern for others, which will assure the siblings to get along.
As a parent(s) or caregiver, your job is to relate two imperative things to your children. The first thing is-- tell your child he or she is special and important and you love him or her as much as you always did and that will not change. The second thing is-- to always let your child know, their brother or sister is also special and important and you love them just as much him or her and that will never change either.
Having a child with autism in the family can be challenging for the other siblings to learn how to get along. It is wise never to compare your children to other siblings who are the family.
Each child is special with many unique gifts and challenges, but never compare, elevate, or put one child down against another.
Another way to assure siblings to get along is to teach your children cooperation, team work by having each child share the load of responsibilities of chores that each individual is capable of doing and according to their age.
Praise your children for doing such a great job at their chores, even if it the end result is not perfect. Do not talk down at them or scold them with harsh words. It is the team work and effort that counts.
If your child has autism and is younger than the other siblings, it would be wise to have your older children understand that their younger brother or sister many have some difficulties with certain areas of their functioning, but they are valuable and important but need a little extra help.
In addition, to assuring that the siblings get along with autism in their family, is to have a sense of humor. Have fun with your children and make it enjoyable for all to laugh, make mistakes, dream have goals and understand the talents and gifts of each individual.
This will bring cooperation, team work, self-esteem and create the assurance that siblings will get along with each other.
Unconditional love for all of your children is crucial, no matter how many siblings there are and the various levels of autism that is within the family. Love is the assurance to get along with all members in the family.

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