Autism, Head Banging and Ear Slapping - Two Behavior Characteristics

As a researcher and autism survivor, I can state that children with autism can hear sounds above the average person hearing range. Although high pitch sounds cannot be heard normally, to an autistic child these sounds can cause intense inner ear pain.
Knocking The Pain Out
In an effort to stop this inner ear pain, the autistic child will cover or slap their ears or in severe cases bang their head against a wall to knock out the pain.
This inner ear pain was virtually unknown to my parents.
Being isolated in my own world where this pain existed, I saw the world from the inside out. I was not able to cross over to a proper reality.
This self isolation was caused by the inability for my brain to ground to its physical body.
My brain's inability to ground to its physical body didn't allow me to complete the pathway or circuit into a normal reality. In the world I lived in, I spoke properly, maintained mental focus, emotional balance and occasionally felt this inner ear pain.
This lack of grounding prevented me from traveling back and forth between a normal reality and the reality that I functioned in.
Also without this grounding I was unable to create any mental, physical or emotional environmental filters that would protect me from these high pitch sounds. In a normal reality, people can filter out these sounds, protecting them from this intense inner ear pain. I could not.
I have since discovered that there are two causes why my brain could not ground to its physical body:
1) The chemical reaction caused by vaccination preservative's that seem to distort the brain's ability to form proper brain wave frequencies needed for this grounding to occur.
2) The electro magnetic fields of energy in the home that interferes with the brain's circuitry. These fields of energy are generated by the use of fluorescent lighting, microwave ovens, TV's, computers, electronic equipment, flying in airplanes, and driving in a car.
The Take Away
When your child starts slapping their ears or banging their head, they are not being defiant, they are in terrible pain.

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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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ABA Therapy Can Help Curb Negative Behaviors For Autistic Children

Time and again, I hear from parents who say that their children are being punished in school for negative behaviors. These kids are often chastised, suspended, or even spanked for engaging in behaviors that are considered disruptive to other students. Unfortunately, most school systems have rules in place that mandate that all children be punished in a similar manner. While this is designed to help prevent discrimination, it is certainly not the best way to treat children with autism spectrum disorder. These children require a different method of behavior teaching, and ABA therapy offers the best way to provide it.
Negative behaviors in autistic children are typically not done for the purpose of disrupting a class or for the benefit of anyone else. Instead, these behaviors are the result of the consequences that follow. While most children perceive punishment as negative and thus learn to stop the behavior, children with autism instead see that the behavior was met with attention, making it more likely to continue. ABA therapy is designed to ignore negative behaviors and actions, which in turn teaches children with autism that acting inappropriately will provide no result.
With ABA therapy, positive reinforcement is used to help create behaviors and actions that are not disruptive. For example, a child can be met with praise whenever they raise their hand or say please in order to ask a question. Positive reinforcement rewards appropriate responses with attention, encouraging the child to repeat the behavior in the future. By providing this reinforcement whenever the right behaviors are presented, the child actually learns how to behave in a social setting or environment. While there are many who argue that this is simply a form of memorization, studies show that the repetition actually helps to map the brain so that it understands how to act rather than acting based solely on memory.
ABA therapy is proven to be the most effective when started at an early age. Studies also show that because many children need intensive therapy in order to receive the most benefit, it is especially helpful when the therapy is offered both at home and within the school system. ABA training is available as a DVD course for parents and school systems alike, and when everyone is on the same page, it becomes much easier to provide students with consistent, quality training that can help stop negative behaviors for good.

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

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Combating Visual Perceptual Disorders In Autism

Visual perceptions can affect a number of kids that have autism and you should not assume that all autistic children are affected in a certain way since autism can cause unique type of symptoms in different child.
Do your best to match the most accurate remedies according to the signs that is shown in your child.
With the case of visual perception, there are methods available out there for your child to use which can effectively improve their condition. Those approaches let them view the world in a new light thus making learning and understanding of situations smoother than before.
At the same time, utilizing those tactics can possibly control behavioral issues that are associated with autism.
People who have their sensory easily overwhelmed and distorted are also common among the population that are not suffering from autism. This characteristic have brought about many studies on it and over the years there are multiple treatment options that is being made available.
For autistic individuals, they usually discover that the sensory overload that are generated by lights, colors, contrast, shapes and patterns is simply too unbearable and this is the reason why you see them acting out or totally isolating themselves in general.
Complication of the sensory could be due to a genetic condition and what autism did is to naturally enhance it.
What this mean is that if the parents have problem with reading or been treated previously for visual perceptive issues, then the child would almost certainly need help too.
One practical way of treating visual-perceptual disorders is by using the Irlen Method. In a nutshell, this process takes color and then use it to achieve a better harmonized surrounding.
Helen Irlen had pioneered the studies of visual perception and is credited with the discovery of Scotopic Sensitivity Syndrome (SSS) or also known as Irlen Syndrome.
Have you ever heard of suggestions that improve the speed and technique of your reading by placing a color filter over the page? If you do, then you will comprehend better what the Irlen Method can achieve.
Studies have shown that this method does work. The result can be seen exceptionally well if your autistic child's level of reading is at the intermediate stage.
The idea is to use the color filters and then evaluate whether there is any improvement in reading speed and comprehension. The wave length of lights that are causing discomfort must be eliminated.
Sensitivity to the wrong light or color can lead to fatigue, strain and an environment with higher distortion. Offending colors can be filtered by observing for any positive changes and then implementing the color that works with the individual at all time.
Please keep in mind that the technique require a bit of trial and error effort since you need to determine which color is the one that is is blocking the undesirable light.
Different child will respond differently to the various colors.
The usage of these color filters will usually take place throughout their life. Yearly evaluation is needed to determine the effectiveness of the colors because fading colors means fading benefit.
Other than reading, you may apply it to copying, handwriting or during usage of computer.
Another thing to take note is that your autistic child would probably appreciate the usage of the color filters during the entire day instead of only when reading. There are glasses designed especially for this purpose by having colored lenses.
Beside the filters and lenses, you can also consider using colored light bulbs within the surrounding of an autistic persons who have visual perception condition. A wonderful application to this is when your child is too young with limited language capability thus by observing for any difference in behavior could mean an indication of a problem.
An important aspect to remember here is that an individual with visual perception disorder will prefer and feel more comfortable with indirect natural lighting or incandescent lighting. Avoid fluorescent lightning and maintain a dimly lit room instead of bright.
There are 4 main criteria that the above approach will benefit your child namely depth perception, social integration, education and their physical wellness.
Depth perception is improved when the right colors assist the child to establish how near or far they are from a certain object. Their world will turn more three-dimensional.
In the area of social integration, the autistic child will feel more relaxed. This will give them a conducive environment to clearly interpret expressions on the faces of people around them.
Uncomfortable feeling like light-headedness and headaches can be greatly reduced while reading and the child will feel more motivated during learning session.
All this contribute to them being less stressed out so that their physical well being can develop properly.
There are clinics and professionals all around the world that have been certified in the Irlen Method. Help your child deal better with their autism by carefully testing this method or any other technique and minimize their visual processing problems.

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A Better Learning and Future Using Autism Spectrum Disorder Teaching

Autism Spectrum Disorder teaching is one of the most challenging task that depends on the complexity of the disorder. These children have impairment in communication and language, social and play interaction, behaviors, and sensory. It takes a lot of patience and understanding to people with this disorder for a person to be able to teach effectively. These children have so many needs that figuring out where to start teaching is already a problem.
Effective strategies for autism spectrum disorder teaching should be applied to meet the goal. Factors that can affect in reaching the goal should be known and understand. Many children with autism are sensitive to sound and have difficulty processing auditory stimulation. Classrooms should be placed to a quiet room away from any unnecessary stimulation. Also, students with autism perform best when daily task is routinely. Making visual schedules help children anticipate outcomes and transition. This can be visual or presented with objects that represent a specific task, although good readers can follow icons or printed schedules. In addition, these children have some sensory desires. Many find pleasure in frequent movements, others find deep pressure relaxing, no matter what kind of sensory stimulation would that be, a sensory profile should be done. A sensory diet plan can be implemented throughout the teaching.
Furthermore, many children with autism displays particular interest in a particular topic and this should treated as an opportunity by the teachers. If student shows interest in cars, teachers should provide books regarding different cars, let the child writes about cars, and probably solve problems using cars as an example. Lastly, teaching curriculum should give emphasis to skills that can be used in daily living such as self-care, training for employment opportunities when get old, and becoming a good citizen in the community.
The above strategies are important to have a positive relationship between a teacher and a child with autism spectrum disorder. It may be hard for parents to find the right people to do the autism spectrum disorder teaching for their children, however, sufficient knowledge and the right intervention are the most important to have in order to provide appropriate teaching to children with autism.

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The Perfect ABA Classroom

ABA is bigger than Autism.
ABA is not just a reputable and empirically supported treatment method for managing the symptoms of Autism. It's much larger than that.
B.F. Skinner, the father of Operant Conditioning wrote in the book "Walden Two" about a fictional society based on everyday application of behavioral sciences. Skinner spent most of his life trying to make people understand that applying behavioral principles to everyday life could only improve society. At the time, Skinner's writings were considered odd and unrealistic. Public opinion today hasn't changed that much.
People still have the misconception that ABA is just for people with Autism. Or ABA is just about making bad kids behave.
ABA is for anyone who wants to improve, manage, or reduce behaviors, and a behavior is any observable and measurable action. ABA is defined as: applying behavioral constructs and theories to significant social problems. So by definition, ABA is bigger than Autism because it is meant to address any significant social problem.
Behavior Specialists or BCBA's arent "Autism Experts". There are some BCBA's who have never worked with anyone with Autism and have no desire to. Being an ABA professional means you study and seek to understand behavior and you have a responsibility to share behavioral knowledge with anyone who could benefit from it. That could be a business, an adult with OCD, or a school district.
ABA at its core is a way to teach. I'm not a teacher, but much of what I do involves helping individuals learn. If I am working with a 5 year old who bites his fingers whenever he feels anxious, it is my job to teach that child replacement behaviors to handle his anxiety so he will stop biting himself. All great ABA therapists are great teachers. What would really be amazing is if all great teachers were also trained in basic ABA.
If ABA wasn't viewed as just an "Autism thing", maybe schools would realize how valuable ABA knowledge would be for ANY educator.
What would classrooms look like if ABA was just seen as a standard of excellence in education?
ABA Principle Reinforcement - All children would be motivated to learn based on the specific interests of that child. Internal as well as external rewards would be used so that children would have fun learning and enjoy school. Any time a child displayed learning difficulties or showed disinterest in school, their reinforcement package would be re-evaluated for effectiveness.
ABA Principle Differentiated Instruction- Children would have modified curriculum based on how they learn best. Some children may write vocabulary words on the chalkboard, while other children might type their vocabulary words on the classroom computer. It would depend on the way each individual child learns.
ABA Principle Environment is Key to Understanding Behavior- Children displaying behavioral issues would not be viewed as stupid, bad, or stubborn. The environment, such as teaching style, reinforcement, or an over-stimulating classroom, would be closely examined to look for factors maintaining poor behaviors. The ICEL method would be used so that the student is the last option to consider when learning problems happen.
ABA Principle Analysis of Data- Ongoing data analysis would be part of all curriculum, so teachers would know when a student needed new challenges or might need simpler tasks. Children in special education would be moved into inclusion classrooms based on performance data, and not based on administration preferences, or teacher opinion. This focus on not just collecting, but actually analyzing data would lead to higher accountability for teachers, districts, and administration.
ABA Principle Prompting & Fading- Prompting would be used to move a child from not knowing a skill, to knowing a skill. Prompt levels would vary depending on how much help the child needs, and reinforcement would increase as prompts decreased to encourage the child to desire to complete the task independently. All classrooms would use various prompting tools suited to the individual child so that each student in the classroom is performing to the best of their ability. For example students performing poorly in math would be allowed to take tests with calculators, and be paired with a higher performing student during independent task time. Any implemented prompts would be faded out eventually to prevent prompt dependency.
ABA Principle Conceptually Systematic- Conceptually systematic classrooms would have interventions and curriculum rooted in science. Science and research would drive critical decisions, not opinions, political hot topics, mandated testing requirements, or teacher preferences.
ABA Principle Behavior Management- ALL teachers would be trained in behavior management techniques. This would ensure more confident teachers who are thoroughly equipped to handle mild, moderate, or severe behaviors, and would reduce the need to shuttle children with behavioral problems into special education classrooms. All teachers would know how to conduct a FBA, create a behavioral intervention, and use EO to know when a student is highly motivated to learn.
ABA Principle Generalization & Maintenance- Curriculum content would be taught in multiple environments for all children to encourage retaining of information, and so the children can apply what has been learned. PE skills would be reinforced during recess time. English skills would be reinforced on field trips. Math skills would be reinforced in Art class. Review of previously learned skills would be embedded into the school day to ensure children are not regressing and to alert teachers if old material needs to be re-visited. Students who tend to lose old information more quickly than others will have their instruction modified to include more maintenance tasks.
ABA Principle 1:1 Ratio- Children would receive much of their instruction in a 1:1 or small group format (less than 5 children). The ratio would be kept small until the child has grasped the concept and is demonstrating learning, after that point large group instruction (more than 5 children) can be introduced for generalization, and social purposes. Classrooms would be smaller, and children would be divided into small groups based on ability and performance level.
ABA is for everybody. If educators, Speech Therapists, Occupational Therapists, etc., all had even a basic understanding of ABA it would only improve upon the services they offer and increase the quality of their instruction.

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Decrease Repetitive Behaviors in Children With Autism

Children with Autism are prone to repetitive movements. This is due to the need to expel extra energy and can be distracting and disruptive. With a few simple changes, these behaviors can be decreased.

In children with Autism, expelled energy takes the form of hand flapping, walking in circles, head banging, or jumping up and down. Also any fixation on a certain task, such as rolling a piece of string between two fingers or "flying" a hand in front of their face.

Repetitive movements are not unusual. When people are nervous or excited, they tend to drum their fingers or tap their feet in order to let out some of that extra built up energy. This is normal and happens every day. Movements can be subconscious like twirling hair around a finger or biting a lip.

While repetitive movements, with the exception of head banging, are not a safety concern to the child or others, they do impede on the child's ability to learn or take part in other activities. The more the child is focused on repeating the same task the less attention or brain power they have available for anything else.

So how do you get a child to calm down, sit down, and pay attention without distractions?

Even though a child with Autism will never be completely without repetitive behaviors, here are a few tips and tricks to help decrease them.

1.) Provide a movement outlet like swinging, jumping on a trampoline, or running laps around a track.

2.) Use chew tubes. These allow the child to sit still, but expel excess energy by biting.

3.) Create a reward system for not doing the unwanted behavior. For example, if the child does not kick the wall for five minutes, they get a treat. Then extend the time to ten minutes and so on until the unwanted behavior is gone.

4.) Replace the bad behavior with a good behavior. For example, instead of rolling paper between fingers, redirect the child to build with blocks.

This will not stop the behaviors, but by getting the child into another activity, they become more alert and socially functioning.

Dawn has an 11 year old son with Classical Autism.

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Asperger's Syndrome Behavior Tips: How Can I Effectively Discipline My Asperger's Child?

Asperger's syndrome behavior in a child can often be challenging. You've tried everything to discipline your Asperger's child. What do you do now?

1. Make positive reinforcement the rule of the land.

It is important to understand that kids with Asperger's syndrome will not always understand when they have done something wrong, and they will often not connect that incident to any punishment that occurs later.

This makes them more upset and makes their behavior worse. Imagine getting your favorite toys or favorite activities taken away without having any idea why. This is why positive reinforcement usually works much better.

When you see your child talking to their brother or sister calmly, or sharing their toys, say in a calm, even voice, "Kevin, you are doing such a good job sharing your toys." If you see him being calm in other situations, verbally reward him. Praise can be a powerful motivator, and this way you are reinforcing the behaviors that you want to see.

2. Use a point system of some kind to reward good behavior

Many parents have used a point or sticker system to motivate good behavior.

Write out a list of positive behaviors you'd like to see in your child. Include household chores, behavioral expectations, and things like school work and being nice to your siblings. When your child does these things, they get a pre-determined amount of points or stickers.

Your child may not be able to understand why he should do these things at this point in his life, but if you motivate him with something he wants, he will learn eventually and do it anyway in the meantime. Points can be redeemed for prizes that have meaning to your child.

3. Find the trigger

It is important to remember that most challenging behaviors for kids with Asperger's have a specific trigger to them. You should try to find the trigger and modify the situation that caused the behavior. A behavior diary that records what happened just before an outburst can be helpful.

4. Is any punishment appropriate?

The most important thing to do in the event of a tantrum or meltdown is to remove your child from the situation and give him a chance to calm down. Remove him to a room that is quiet and distraction free. Do not try to bargain or reason with your child when he is in this state; it will only make him more hysterical. Wait until he is calm to do it.

Some parents will use the removal of favored activities or possessions for punishment, but as a general rule this should be done as little as possible and only when absolutely necessary.

A much better solution is to take away points on your point system or to remind the child of how many points they could be getting if they (insert desired behavior here).

By using some of these tips, you should see a much happier and better behaved child. And once we understand how a child with Asperger's thinks, and understand what motivates them, we can devise successful methods and training to help them cope with an ever-changing world. Many treatments allow those with Asperger's to succeed and thrive. Hopefully the right approach can make life a little easier especially for those with Asperger's and the people who love them. There are many other tips and suggestions that can help your loved one live a fulfilling and happy life. A great site to find information to help both children and adults with Asperger's syndrome is the web site www.AspergersSociety.org. There you will be able to sign up for the FREE Asperger's Syndrome Newsletter as well as get additional information to help your loved one be happy and succeed in life.

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Autism Treatment - Help Autistic Behaviors

Many children are diagnosed with autism, and it's important to have early and appropriate intervention. Once the diagnosis has been made, the parents, doctors, and specialists should discuss what is best for the child, and a form of autism treatment should be applied. In this article you will learn some of the best autism treatments that are available for an autistic person. As always, it's important to discuss the methods with your doctor before trying anything.

There a few different autism treatments that are available. They include communication therapy, change in behavior, dietary changes, and as a last resort, medication. Some types of medication have been known to have adverse results and possible side effects, so it's sometimes best to try natural remedies before resulting to medicine.

Communication Therapy

Some forms of autism make it hard for the person to communicate verbally, so language development is necessary. Speech therapy has been known to help patients get the ability to speak. Picture exchange communication systems, or (PECS) is an autism treatment that uses images that represent ideas, objects, or activities. The patient is able to forward the request, desires, and needs of others.

Behavior Modification

There are different methods of changing behavior, such as bad behavior, repetitive and aggressive behavior. Behavior modification will provide the skills necessary for people with autism to function in their environment. There is a theory called applied behavior analysis, or (ABA). This form of autism treatment simply states that behavior that is rewarded is likely to be repeated. Also, sensory integration therapy is a type of behavior modification that focuses on helping patients cope with autistic sensory stimuli.

Dietary Changes

By using dietary changes for autism treatment, it is possible to improve food tolerances or allergies that may contribute to problems for people with autism. Studies have shown that high levels of protein in wheat, oats, and rye can affect brain function. Elimination of these types of foods that contain gluten and casein may be a possible autism treatment, but the method is quite controversial. This should only be done with the advice from a health care professional.

Medications

Lastly, medications can be used as autism treatment, as well as help other diseases that can accompany autism, such as epilepsy. Anti-depressants have been used to treat depression, obsessive-compulsive behavior and anxiety. They have been known to reduce the frequency of repetitive behaviors, irritability, tantrums and aggression. They've also been known to improve eye contact. However, there are side effects when using medication as a form of autism treatment. They include muscle aches, chills, sweats, insomnia, and vomiting.

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How to Help Children With Autism Make Transitions

Autism has been classified as a neural development disorder and developmental disability that is characterized by repetitive and restricted behavior patterns as well as impaired communication and social skills. One of the more critical aspects of the disorder that parents of children with Autism are confronted with is transitioning from activity or task to another. The autistic child has a great deal of difficulty with this as it creates anger and confusion for them which oftentimes results in them throwing some hideous tantrums.

Consider the following 6 suggestions for helping your autistic child through these transitions so that it goes as smoothly as possible:

Always plan ahead - make sure that you always have the alarm, hourglass, or timer set up in advance so there is no confusion. You should always insist on consistency whenever babysitters, family members, teachers, or therapists are watching your child. This helps the child to understand the concept better.

Children with Autism need consistency - by using the same amount of warning time and words consistently, the child will have an easier time of adjusting to and understanding the transitions from one activity to the next. The child will also transition easier once they understand exactly what you expect of them.

Employ the reward system - making the transition from the current activity to the next one is extremely difficult for children with Autism. Offer the child some sort of incentive or reward for making a smooth transition between the activities that are on the day's agenda. The reward could be as simple as a favorite activity or one of their favorite foods.

Evaluate difficult situations - if you notice that there is a certain degree of difficulty involving the transition from one activity to the next, you can avoid any major problems (e.g. temper tantrums) by first evaluating the circumstances surrounding the transition. An example of this is a child's refusal or resistance to transitioning between activities due to certain sensory issues that upset the child. Simple accommodations or adjustments can help to correct this.

Invest in a timer if you don't have one - make sure that you purchase one that your autistic child will have an easier time of understanding when they should change the activity they are engaged in. If the child is younger an hourglass or sand timer may be easier for them to comprehend whereas an older child might be able to handle a digital clock alarm.

Respect the child's need for being warned - it is extremely difficult for children with Autism to move from one activity to the next especially if they are deeply engaged in the current activity. It's going to take a considerable amount of time and all the patience you can muster to teach them how to transition between activities. If you gently warn them that a change is coming, it will make it easier for the child to make that transition.

Remember that the goal here is to not only make transitioning easier for any children with Autism but to make them understand why it is necessary as well. Things will go a lot smoother for you overall.

For the latest videos and training information on child development as well as books and curricula on Autism please visit childdevelopmentmedia.com.

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Autism Behavior - Why Parents Need Strategies to Help

Autism Behaviors is probably one of the most difficult areas for a parent of a child with Autism to deal with on a day to day basis. Having a range of strategies is important. You never know which one will work when.

Strategies parents can use are Cognitive Behavioral Therapy (CBT), ABA, depending on the child's age Floortime, and the list goes on. It is important to have more than one skill. Not all of the skills have to be as structured as ABA or CBT.

Autism Behaviors can be an easier area to deal with, notice I said easier, not easy. If you enlist some of the typical characteristics of Autism in your task of dealing with behavior. Many children with Autism are ritualistic.

Being ritualistic can be a plus when dealing with behaviors. If you can manage to teach a rule or a ritual before an undesirable behavior occurs our children will automatically go into the rule or ritual. Of course it takes many, many practices and discussions about what to do for this to work.

I have had success with the 'if; then' strategy with my child with Autism. The majority of children with Autism can learn two steps. In short the strategy was to teach her if something happens; the she should do something. Parents just fill in the 'somethings'.

More specifically we worked on 'If you want to bite yourself, then yell.' In our family it was more acceptable to yell. Well that is not entirely true. I decided yelling was more acceptable than having bite bruises that showed every tooth and broke the skin. It was my priority.

Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

Mylinda Elliott is the parent of five children. The third of the five has Autism which was diagnosed early on. The fourth of the five children has Aspergers. She is a self taught expert on Autism Spectrum Disorders. Mylinda Elliott has also worked professionally in the disability world for the past fifteen years. She is considered the "Go To" woman for advice or resources on disabilities.

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Autism Behavior - What Are Replacement Behaviors?

Replacement behaviors are one of the techniques used with children with Autism. This technique is very successful for parents who successfully use it.

Replacement behavior is a tool that parents deliberately teach their children. This tool is called a replacement because you are trying to exchange it for an unwanted behavior.

One of the many things that parents of children with Autism have learned is how to extinguish or get rid of a behavior. Unfortunately, during this process all children tend to substitute another behavior. As parents of children with autism know sometimes the behavior their child substitutes is worse than the original behavior.

Children with disabilities have their own talents and coming up with a behavior that adults consider worse seems to be one of them. Since we, as the adults, are smarter than they are we can do something about this pattern.

Many parents have learned to substitute what is called a relaxation behavior for the unwanted behavior. Counting to ten if you child can or will count or even deep breathing are two relaxation behaviors.

Other parents use physical activity as a replacement behavior. This can be ideal for some children as it expends excess energy and makes them sleep better. That is true whether your child has a disability or not.

An important consideration in teaching replacement behavior is for all the adults who support the child with Autism to use the same behavior. Because some children with Autism have different levels of understanding, it may even be necessary for parents and other adults to agree on the language they will use when substituting the chosen replacement behavior for the unwanted behavior.

Substituting physical activity for an unwanted behavior also gives parents other perks. One of these is reducing the child with Autism's frustration. Just the opportunity to be up and moving around seems to help with the frustration. It also gives the parent the opportunity to be up and moving around too.

Another perk is moving around seem to give the child a chance to think of words to use instead of behaviors. A parent may have to prompt their child to do this but it does happen. Similarly relaxation behaviors can give the child time to think of words.

A final perk is a little more selfish for the parent. Relaxation and physical activity can give the parent time. Time to review what was happening and come up with a different plan.

Would you like more free information? Please register here:
http://autismonabudget.blogspot.com/2009/12/free-information.html

Mylinda Elliott is the parent of five children. The third of the five has Autism which was diagnosed early on. The fourth of the five children has Aspergers. She is a self taught expert on Autism Spectrum Disorders. Mylinda Elliott has also worked professionally in the disability world for the past fifteen years. She is considered the "Go To" woman for advice or resources on disabilities.

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

Autism and Obsessive Behavior

Another characteristic of autism is that children affected by this disorder will become fixated on certain repeated activities or behaviors, getting "stuck" on a particular object or activity. Autistic children also have difficulty adjusting to a change in routine. Because autism affects the way a child's brain processes sensory input, their fixation on repeated activities interferes with imaginative play.

Physical Manifestations of Obsessive Behavior

Repeated motions, called stereotypies or self-stimulation, set children with autism apart from other children. Some children with autism may spend hours flapping their arms or flicking their fingers, or rocking back and forth. Some may suddenly freeze in one position, while others repeat certain actions over and over - turning lights on and off, or touching or arranging a set of objects over and over.

Still other children may become fixated on specific objects, developing a fascination with particular objects and amassing collections of things such as rocks or bottle tops.
A demand for consistency in the environment is another manifestation of autism. Autistic children may, for instance, insist on eating the same foods at the same times, sitting at the same spot at the table, over and over. A minor change in routine or in placement of a familiar object can be very upsetting for autistic children.

Pretend or imaginative play is an important developmental stage, and most children use their imaginations to pretend to feed a doll or to take on the role of someone else. Autistic children rarely engage in this make-believe play. Instead of pushing around a toy car, for instance, they may instead hold it and spin the wheels for hours.

Explanations for These Behaviors

Although great strides have been made in autism research, there are not yet concrete explanations for these behaviors. Researchers theorize that perhaps the sameness and order that obsessive behaviors bring foster some stability in a world of otherwise confusing sensory stimulations. Autism seems to cause an imbalance in the senses: if a child cannot process his environment through his senses, the world is a confusing place. Routine, then, is comforting.

Focused behaviors may help block out painful stimuli, or perhaps these behaviors are linked to senses that work either well or poorly. The child who smells everything, for instance, may be using his stable sense of smell to explore, or perhaps he is trying to stimulate and strengthen a weak sense of smell.

One of Many Symptoms

Obsessive or repetitive behavior is but one of many signs of autism and autism spectrum disorders. If you suspect that your child's behavior is indicative of autism, voice your concerns with your pediatrician, who can assist you in further diagnosis and treatment of this disorder.

For more information on Autism behavior characteristics of autism or Signs of Autism please visit us at http://www.childdevelopmentmedia.com

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

Behavior Characteristics of Autism - Is Your Child Suffering From Autism?

Is your child acting a little strange? Is he different from other children? Do you fear your child is suffering from Autism? If yes, it's high time you find out and save your child. Here is a list of behavior characteristics of autism. Go through it and find out if anything sounds and looks familiar. Children suffering from Autism usually:

• Do not reach developmental milestones on time. This means that they learn to crawl, walk, talk etc much later than usual.
• Do not talk. One of the physical characteristics of autism is that the child doesn't speak even after sixteen months, which is the extreme limit for a child to start speaking, at least a few words.
• Do not make eye contact at all. Autistic children do not look at you when you talk with them nor look at the object you are pointing at. They just look past you or the object you are trying to point out to them.
• Do not have or show any emotion, like smiling back or showing care when someone is crying out.
• Like to stay and be left alone. They take everything literally and do not usually understand jokes or naughtiness of other kids. They are very straight forward.
• They forget newly learned skills like speaking new words or some physical actions taught to them.

A child suffering from autism might not have all of the above mentioned behaviors. If you find your child has any one of the behaviors, then its time to take action.

Grab your FREE e-book on autism and learn about behavior characteristics of autism by visiting http://e-know.co.cc/behavior-characteristics-of-autism/ a very popular website for Autism.

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Autism and Behavior Challenges In School

If you understand that not all children with Autism or ASD (Autism Spectrum Disorders) will display the same symptoms, it can help you to understand why teachers are often at a loss as to how to help each of their students with their form of this disorder. For example, one child may display only the mildest symptoms and manifest his or her condition with a few socialization problems. Another child, on the other hand, might display serious behavior challenges in school, and this might make it very difficult to ensure they are receiving an adequate level of basic education.

Because there are now federal mandates about the inclusiveness of all students, even those with serious or disruptive behavior challenges in school, it is necessary for schools to consider how to resolve the issue. Many have turned to an organized system for Autism training, and ask teachers, aides, administrators and all staff to participate. These systems come in a wide range of formats and styles, but the very best of the best will rely on ABA.

ABA means Applied Behavior Analysis, and this is actually a science that focuses on human behavior and how to improve social significant behaviors when there are some problems. Though there is no accepted cure or approved single treatment for ASD, the programs based on ABA principles are often the most common types of training used to help schools to meet the needs of Autistic students, especially those with behavior challenges in school.

This is because they cater to the individual and the specific challenges that they display. The solution to the displayed symptoms are then determined by the one on one interaction with the teacher or parent.

How does Autism manifest itself as behavior challenges in school? Interestingly enough, this is an entirely unpredictable issue. One student may require support with the development of their academic or cognitive skills, and another might not be able to easily socialize or interact with peers. Because Autism has a host of symptoms and a large number of forms, it is best for a school to support its staff with a training system that utilizes the widest set of solutions available.

ABA is the underlying science for the best Autism training, and many schools are choosing to use systems that include video training, workbooks, and guided discussions that all work to show teachers and educators the best methods for teaching students with any form of ASD.

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

http://www.maximumpotentialkids.com
http://www.abatrainingcourse.com

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

Autism - Tests and Diagnoses

According to the Autism Society of America (ASA), "autism is defined by a certain set of behaviors and is a 'spectrum disorder' that affects individuals differently and to varying degrees."
So, not only is there no concise definition of this disorder, there are no hard and fast rules governing the manifestation of the disorder, but there are screening processes that can help parents help their health care practitioners get an earlier diagnoses and earlier treatment. What, then, are the ways in which children are tested for, and diagnosed with, autism?

Screening and Observation

While there is no medical test for detecting autism, The Centers for Disease Control and Prevention states that autism spectrum disorders can be detected as early as 18 months of age; signs of autism generally manifest themselves when children are under age three.

Autism is treatable, and, like other disorder, early detection is key to obtaining timely and effective treatment. The ASA offers several signs to look for in children, including "lack of or delay in spoken language; repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling objects); little or no eye contact; lack of interest in peer relationships; lack of spontaneous or make-believe play; and persistent fixation on parts of objects."

The first place to start is with your child's regular visits to the pediatrician. Screening can "help identify children who might have developmental delays," according to the CDC. Screening cannot, however, "give sure evidence of developmental delays, and . . . cannot be used to make a diagnosis." Developmental screening during a regular check up will determine if a child needs more intensive evaluation in the form of developmental surveillance.

Developmental surveillance consists of observing a child and accurately recording observations regarding his development. More information about developmental surveillance is available here.
Screening for high-functioning autism or Asperger's syndrome can be performed on school-aged children; these disabilities are often present in the absence of language delays.
Comprehensive Diagnostic Evaluation

The next step is for a child to undergo a diagnostic evaluation to determine if he has autism. This may consist of a comprehensive developmental history, parent interviews, psychological evaluations, speech and language evaluation, and possibly genetic, physical, and neurological testing. The CDC cautions that, because of the complexity of autism, "no single tool should be used as the only basis for diagnosing autism." Diagnostic tools rely on direct observation of a child as well as information reported by a parent or caregiver.
What Parents Should Do

Parents should know the developmental milestones appropriate to their child's age. The CDC's "Learn the Sign. Act Early" site offers a concise overview of what a child should be doing at ages three months through five years.

If you suspect your child has a developmental delay, discuss that with your pediatrician. He or she may refer you to - or you should ask for a referral to - a developmental specialist. Knowledge is power, so be sure to consult the CDC and ASA websites for more information.

For more information on Autism behavior characteristics of autism or Signs of Autism please visit us at childdevelopmentmedia.com

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

Biomedical Autism Intervention - Aggression in Autistic Children

Aggression and Children on the Autism Spectrum:

We know that aggression is a big problem and there are many medications out there that can help with aggressive behavior, Risperidal being the most common. There are a couple of things I want you to be aware of though with respect to aggression. Trying to troubleshoot, or categorize the type of aggressive behavior can help understand what could be triggering it. Is it continuous aggression that happens throughout the day? Is it more situational aggression? Is it intermittent aggression? Or is the aggression specific towards one family member or one particular sex? Continuous aggression many times can be associated with brain chemistry imbalances and sometimes that needs to be treated medically. But many times there can be some underlying biomedical problems that are happening like pain, inflammation, digestive problems, even bacterial imbalances in the digestive tract can lead to chemical imbalances that promote a child to become more aggressive. So continuous aggression can be indicative of an underlying pain issue, digestive problems or bacterial imbalances. Your child could be having headaches.

If we are looking at intermittent aggression, many times that can be related to a food sensitivity. The gluten and casein free diet we know helps many children on the Autism spectrum. If a child has a sensitivity to wheat or milk and they get that food, it can cause them to be aggressive because it causes an imbalance in their body or just doesn't make them feel good.

There can be other food sensitivities as well that can lead to aggression. Sometimes doing a food sensitivity profile to determine what kind of immune reaction your child is having is important. Situational aggression many times comes down to particular places or people that your child is around. For example, you child has situational aggression at school. There may be a child in their class that is bothering them. Maybe their environment has changed, a new aide or a new teacher, something that has happened that is triggering that situational aggression.

I have had a few situations where the child is only aggressive towards a particular family member or a particular sex. One example is the child that was only aggressive towards women. It turned out that the child was aggressive to the women in his family and yet he was not aggressive to the males in his family. Sometimes it is just purely behavioral problems at play.

So aggressive behavior we know is quite common. But, if you try and break it down into categories you can understand it better. Is it continuous aggression? That can indicate some type of pain, inflammation, medical problem, etc. Is it intermittent aggression?

Maybe it is related to a food sensitivity. Is it situational aggression? Maybe it is something that only happens at school or in a particular environment. Is your child only aggressive towards one particular family member or towards a particular sex? We know that aggression is a big problem and can be treated and can be dealt with. Once you are able to break it down a little more, it gives you a little more insight about what to do with aggressive behavior and autism.

Don't let ANYONE tell you there is nothing you can do to help your child. Autism really is treatable! Start your child down the road to recovery from autism. Biomedical Autism treatments and therapies have resulted in many, many children improving, or even even losing their autism-spectrum disorder diagnosis. For lots more free biomedical autism intervention information and videos from Dr. Woeller go to http://www.AutismRecoveryTreatment.com.

Dr. Kurt Woeller is an biomedical autism Intervention specialist, with a private practice in Southern California for over 10 years. He has helped children recover from autism, ADD, ADHD, and other disorders, and has the information you need to help your child. Get the information you need at his free blog above, interact with him directly at his membership website at http://www.AutismActionPlan.org.

Article Source: http://EzineArticles.com/?expert=Dr._Kurt_Woeller

Behavior Management Is An Essential Part of ABA Therapy

Autism is one of the most commonly diagnosed medical conditions in children today, yet it is also one of the least understood. Many teachers are quick to look at children with autism spectrum disorder and write them off as incapable of learning or as being ill behaved, when the truth is that these children simply learn differently than others. ABA therapy can help provide the behavior management that children with autism need in order to better interact and perform within a school setting.

Interfering behaviors are incredibly common in children with autism. This can include avoidance, yelling, vocalization, or even physical aggression or self harm. These behaviors are a definite distraction in the classroom environment and may even endanger the child or his classmates. ABA therapy helps parents to understand these behaviors, the cues that bring them on, and how to change them. Through methods of prompting, repetition, and reinforcement, behavior management is possible. With a quality ABA training program, parents and school systems can learn how to provide this therapy so that it offers the maximum benefit to children suffering from behavioral problems related to autism spectrum disorder.

With ABA therapy, a child's behavior is very closely observed and recorded. This data collection is then used to come up with the best method of treatment. ABA is focused on positive reinforcement. This means that negative behaviors that do not pose a threat to the child are ignored, rather than rewarded with attention, and appropriate behaviors are met with praise or other reinforcement. This helps to teach the child which behaviors are appropriate and which will result in the outcome that he or she is looking for. It can be incredibly effective and can help children learn to communicate properly.

When it comes to comprehensive and intensive ABA therapy, behavior management is an essential aspect. Behavior is one of the most important lessons for many children with autism spectrum disorder and it can be one of the biggest reasons that many children with these disorders are unable to interact with their peers. ABA is proven to be highly effective, especially when introduced at an early age, and parents will find that it can offer many benefits. Taking the time to look into ABA training courses can be very beneficial for parents and schools alike and can help make a significant difference in the lives of children with autism spectrum disorders.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.

Maximum Potential has developed courses that train parents and school systems how to work with children with autism.

http://www.maximumpotentialkids.com

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

Autism and Obsessive Behavior

Another characteristic of autism is that children affected by this disorder will become fixated on certain repeated activities or behaviors, getting "stuck" on a particular object or activity. Autistic children also have difficulty adjusting to a change in routine. Because autism affects the way a child's brain processes sensory input, their fixation on repeated activities interferes with imaginative play.

Physical Manifestations of Obsessive Behavior

Repeated motions, called stereotypies or self-stimulation, set children with autism apart from other children. Some children with autism may spend hours flapping their arms or flicking their fingers, or rocking back and forth. Some may suddenly freeze in one position, while others repeat certain actions over and over - turning lights on and off, or touching or arranging a set of objects over and over.

Still other children may become fixated on specific objects, developing a fascination with particular objects and amassing collections of things such as rocks or bottle tops.
A demand for consistency in the environment is another manifestation of autism. Autistic children may, for instance, insist on eating the same foods at the same times, sitting at the same spot at the table, over and over. A minor change in routine or in placement of a familiar object can be very upsetting for autistic children.

Pretend or imaginative play is an important developmental stage, and most children use their imaginations to pretend to feed a doll or to take on the role of someone else. Autistic children rarely engage in this make-believe play. Instead of pushing around a toy car, for instance, they may instead hold it and spin the wheels for hours.

Explanations for These Behaviors

Although great strides have been made in autism research, there are not yet concrete explanations for these behaviors. Researchers theorize that perhaps the sameness and order that obsessive behaviors bring foster some stability in a world of otherwise confusing sensory stimulations. Autism seems to cause an imbalance in the senses: if a child cannot process his environment through his senses, the world is a confusing place. Routine, then, is comforting.

Focused behaviors may help block out painful stimuli, or perhaps these behaviors are linked to senses that work either well or poorly. The child who smells everything, for instance, may be using his stable sense of smell to explore, or perhaps he is trying to stimulate and strengthen a weak sense of smell.

One of Many Symptoms

Obsessive or repetitive behavior is but one of many signs of autism and autism spectrum disorders. If you suspect that your child's behavior is indicative of autism, voice your concerns with your pediatrician, who can assist you in further diagnosis and treatment of this disorder.

For more information on Autism behavior characteristics of autism or Signs of Autism please visit us at http://www.childdevelopmentmedia.com

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

Understanding Autism - Autistic Spectrum Disorder

According to statistics, there are about 400,000 autistic children in the united states!

Early diagnosis of autistic children can aide in the increased development of their social skills and the ability to better take care of themselves on a daily basis. Though autistic children are generally highly intelligent, autism impairs them by affective their communication and interaction with others, and the way they respond to external stimuli. Autistic children can often be identified by their difficulty in expressing themselves, or understanding others

Autism is more commonly known in the medical community as "autism spectrum disorder". It was not until the middle of the 1900's that science able to put a lable on something that was affecting so many people, especially children. Although autism is present at birth, signs of this disorder can be difficult to identify during infancy.

Because there is no medical cure for autism, parents of autism children rely on therapies like behavioral modification to help their children. Some children are looking to be reached while others are not. However, most of these children have to be dependent on someone, for their whole life. As if raising an child with autism is not challenging enough in and of itself, many parents of find themselves being made targets for doing everything they can to include their children in as normal a family life as possible.

Autistic children are visual learners and need a structured environment. In recent times a growing interest has been directed to teaching sign language to autistic kids who have failed to develop speech. Another more crucial advantage in teaching sign language is that it would lessen some of the learning problems that these kids face. Some severely autistic children have serious developmental delays, and may never speak.

Just looking at children with autism they seem healthy but in social situations when they "melt down", outsiders believe they are just badly behaved and blame the parents. Caring for these children can be difficult, yet there are steps and actions that can be taken by parents to help them deal with the situations that will arise.

Most parents of autistic children grow to recognize what situations may cause an outburst. Many children rock back and forth, do the same motion with their hands continually. Autistic children that display outbursts of temper tantrums and anger, may create a challenge to manage them emotionally and physically. Because they cannot communicate, child feels he or she is not getting adequate attention they may act out by behaviors such as head-banging, biting themselves or scratching at body parts, to try getting some of the focus on themselves. Anxiety becomes even worse when there is a change in the autistic childs routine. Even positive and "fun" changes, like a school field trip or a visit to the zoo, can increase anxiety and aggressive behaviors.

Choose toys based on developmental level before choosing toys for autistic children, it is important to know what types of toys the child would benefit from. These experts agree that one important way to reach autistic children and help them in their development is through play.

Activities should be fun, challenging and should aim at their overall progress. Setting up activities for autistic children can help a great deal in their development. Bright colors for pictures can stimulate brain activity in the thinking process. Since children with autism develop at different rates and there are varying levels of autism, toys should be chosen based on developmental level.

Choose balance and movement toys along with playing with toys that require repetitive motion. Autistic children like to move things themselves in a repetitive way. Many look at these motions as strange, however many researchers tell you that repetitive movements help them to regulate their bodies.

Taking them for a visit to the park, a museum or to another child's house for a party, is an ideal outdoor autistic kid's activity. Outdoor activities should be conducted with all the necessary preparations and make sure that all precautions are implemented before hand.

Parents of autistic children often struggle to get them to sleep, and therefore struggle with their own sleep as well. The following tips are for parents to help their autistic child get to sleep and stay that way until morning:- set a bedtime and stick to it, including the routines that occur before bedtime. While some children respond well to having a nightlight, others require total darkness with a black out blind over the window for blocking the exterior light as well. Many autistic children sleep better when their bed is pushed up against the wall, as they feel more secure; a corner is even better.

Trying to figure out a puzzling condition like autism can be a lifelong challenge. For many parents, the affection issue may be the biggest. Learn to have fun together, sometimes it is not very easy to have fun with children with autism, but you can love your autistic child unconditionally. With patience and learning to go by the child's cues and not your own, you will be able to connect with your child in a deep and meaningful way.

I know the heartache of having a child with Autism. My best friends step brother has Autism, and although he is not severe, there are alot of emotional and physical challenges every day. There is alot of information and resources out there to help people further understand and cope with an autistic child along with autistic teens and adults.

Additional information as well as finding many resources to help you further understand and cope with the autistic child, visit http://essential-guide-to-autism.weebly.com

Cydnie Graff lives in Northern California. She owned a small computerized embroidery shop for 16 years, but due to the growth of her town and the surrounding communities she could no longer compete. She is now spending time with her 12 year old grand son, her 18 lb cat named Cubby and her computer. She is into searching the web for information mostly for affiliate marketing, finding the best soft wear products and developers on the net.

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