Children, Autism, and Violence: Inception of Monstrous Behaviors

Parents of violent and autistic children have the patience of steel. The monstrous behavior of their children - verbal threats, physical aggression, frequent loss of temper, and extreme impulsiveness - desolate their lives and enforce them to experience serious injuries and unpredictable repercussions.
Numerous researches tell us the numerous roots of children's violent behaviors. According to a research by Dr. Rebecca J. Scharf, University of Virginia, "Short nighttime sleep duration can raise monstrous behaviors in children." In addition, the Journal of Pediatrics uncovers, "Aggressive behaviors of children are related to soft drink ingestion." Also, a Case Western Reserve University study indicates that children who witness violence between their parents usually embrace violent behaviors.
Psychiatrist, Dr. Jeremy Veenstra-VanderWeele, tells us, "Planned violence is not the trait of an autistic child." Something and anything can immediately ignite the feelings of severe outbursts inside him and coerce him to perform pernicious acts. Therefore, it's significant to realize that sometimes autistic children's violent actions are not under their own control. Their eyes stop seeing and ears stop listening, and they just act without thinking anything. Few studies reveal that the limited verbal skill is the cause of violent behaviors too. Because, limited verbal skill forces autistic children to show physical aggression instead of using words.
It's probably not possible to cure autism in the near future. But, right now we have the full capability to identify and treat violent behaviors. Autism itself is not dangerous. However, when violence merges with autism, the situation becomes lethal. All we need to do is to separate violent behaviors from autism and cut the roots of the actual problem. The right support and right treatment can improve the quality of your child's life and invite heavenly happiness in the home. Therefore, I've put together 12 methods that can help you to turn a violent, autistic child into calm and cooperative.
1 - Don't interrogate your kids, because words are like a second language to them. Words ruffle their hearts and puzzle their minds. The more you interrogate them with your leading questions, the more you ignite irritability inside them and intimidate them to convey their feelings through violent behaviors.
2 - Children with ASD make indirect requests, and that lead to all kinds of problems. Parents often perceive the actual desire of the child from the wrong context, and this thing leads to more distressful situation. If your child is asking questions regarding Christmas repeatedly, in the middle of the June, then it doesn't mean he wants to know about Christmas. He possibly wants you to bring the Christmas tree right now.
3 - In the autistic kids with antisocial personality, the risk of violence is the highest. Kids with antisocial personality are more apt to violence than those who have anxiety disorders. Furthermore, there is one alarmed fact that indicates that kids with antisocial personality are also at the probability of dying from suicide. Cognitive-Behavioral Therapy (CBT) can be effective in helping kids to alter their violent thought patterns.
4 - Dr. Thomas N. Robinson, a professor of pediatrics at Stanford, tells us, "Exposing kids to less aggression on television will have a positive influence on behaviors." Also, Dr. Dimitri A. Christakis, lead author of the study, and a professor of pediatrics at the University of Washington, said, "The take-home message for parents is, it's not just about turning off the TV; it's about changing the channel." These situations demonstrate that watching educational television with children can actually improve the behaviors.
5 - Just change the details; don't change the entire picture. Details are the main culprits that either water down or intensify the aggressive mode of the kid. So, concentrate on changing the details rather than changing the entire picture in order to control your child's behavior.
6 - Autistic children learn best through action, and their behavioral nature can be changed by introducing new, positive activities into their lives.
7 - Feelings of being valueless can also intensify violent behaviors in children with Autism Spectrum Disorder (ASD). If children with ASD are not good at social skills, it doesn't mean they don't understand what is exactly happening around them. The weird treatment of society and lack of love makes it difficult for these children to subdue the core feelings of low self-esteem. Consequently, their fight with a feeling of being impaired turns them into a hurtful, violent creature.
8 - Violence can also be a way of seeking attention. Give him the comprehensive, positive response and have frequent, thorough communication with him as much as you can, in case you constantly ignore the core feelings of your child, or don't understand his indirect messages. This will gradually stop him from seeking negative attention through violence, and he will begin to learn proper ways to convey his feelings.
9 - Autistic children also use violence for having a sense of control over their environment - when they are unable to deal with immediate change and flooding sensory information. We already know that most of these kids are born without filtering system. Their minds digest every bit of information in the paramount detail and don't easily allow them to experience unpredictable change. So, it's better to keep their lives as much predictable as you can, because an unpredictable change can invite a monstrous behavior inside them.
10 - Some non-verbal autistic kids comfortably express their emotions through written words and drawings. It's very possible for you too to teach your kid this way for expressing emotions. This will not only ease the environment at home but also help you to understand his exact feelings. In addition, this method will help you to turn violent situations into healthy, playful games.
11 - If your kid is violent, then there is a 90% chance that the presence of negativity in his routines is responsible for his behavior. In order to resolve this problem, all you need to do is to make his routines as happy as you can, because happy routines develop happy children.
12 - Reward his good behavior, because rewards motivate him to act more positively in future. Just catch him doing something good, give him a compliment, hug him, kiss him, and let him do his favorite activity. Rewarding system keeps the child motivated and force him emotionally and psychologically to change his bad behaviors and adopt the good ones.
Remember, every child has a little natural self-control; don't expect your child to take mature steps or understand the situation automatically. Almost every child sometimes acts violently in order to achieve his needs. Just use the above strategies and act with love; you have the ability to teach him how to exhibit feelings through appropriate ways.

Isaac Smith has worked with children with autism for over 8 years. His company accommodates workshops and training materials regarding Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) - which is a common childhood behavioral disorder. You can get more insightful and specific information regarding "Autism in Children" through his website at: http://www.pleasedparents.com
Isaac teaches simple psychological and emotional tactics that connect parents with their autistic child, emotionally and psychologically. His effective strategies solve the obsessive issues of an autistic child easily and bring peace and harmony in the home... For more valuable information, visit his blog: http://www.pleasedparents.com/blog.html

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Fish Oil For Children - Are Omega-3 Fatty Acid Products Safe For Your Kids?

Is fish oil for children safe? As a parent you might be aware of the reported benefits of omega-3 fatty acids in the form of fish oil have. But along with this knowledge may be the skepticism of the safety and effectiveness of giving fish oil for children.

Of course, you only want what's best for your child and to help you decide whether giving fish oil for children is worth it or not, let us take a look at some facts about the benefits of fish oil for children.

IMPROVES CONCENTRATION AND LEARNING

Probably the most well known benefit of fish oil for children is the seen improvement in brain functioning, including memory, learning, as well as reasoning.

ALTERNATIVE TREATMENT FOR ADHD

Omega-3 found in fish oil is considered to be an alternative treatment for ADHD in children due to its ability to improve symptoms like inattention.

HELPS WITH AUTISM

Studies show that giving omega-3 fish oil supplements to children with autism significantly improved both learning and language skills.

HELPS KEEP EYES HEALTHY

It is important to start taking care of our eyes while we are still young. Omega-3 fatty acids, specifically DHA, can help improve focus, perception, and clarity of vision. In fact, DHA is found in high concentrations in the retinal tissues of the eyes.

THE HEALTH BENEFITS ARE IRREFUTABLE

It is very clear that omega-3 offers a lot of benefits for both healthy children and those with problems like ADHD and autism. The question now is, is omega-3 safe to give to children? Yes, it is safe, but you need to be careful when choosing a brand to ensure that it is of high quality.

HOW TO FIND A SAFE SUPPLEMENT FOR YOUR CHILD

How do you ensure that you buy an omega-3 supplement that is safe for your child? For one thing, make sure that the brand you will buy uses fish that is naturally high in DHA and EPA like hoki, salmon, sardines, and tuna. You also need to check that the DHA content is higher than EPA. Purity is also another important factor to consider.

Choose a fish oil brand that makes use of molecular distillation as a means of purifying the oil as this effectively removes the impurities. Also check the form of the oil in the capsule.

The natural form of oil should be retained as this plays a major role in the absorption by the body. Freshness can also be checked by looking at the total oxidation, which should be low to avoid side effects like bloating and burping.

Omega-3 supplements can help your kids a lot but be sure to pick one that is of good quality.

BONUS TIP!

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Visit http://www.fish-oil-advice.com/ to discover the exact secrets and lies I uncovered that brand name omega-3 manufacturers do not want you to know about!

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Children, Autism and Probiotics

Drug treatments for people with autism can be very harsh toward, and kill off the beneficial or "probiotic" bacteria that live in their intestines. This upsets the balance in the intestines causing discomfort and frustration - usually in the form of diarrhea or constipation. Supplemental probiotics restore balance and regularity which means less discomfort and more pleasant days and nights.

It's not some kind of magic; it's simple physics: 2 objects cannot occupy the same space at the same time. When supplemental probiotics are introduced into the diet of someone who is on a regimen of drugs for ASD (Autism Spectrum Disorder), the probiotics are given the "upper hand", allowing them to occupy more space than the harmful bacteria that cause intestinal distress. As anyone who has ever suffered from intestinal distress can tell you, it's miserable. Possibly the only thing worse than intestinal distress, is intestinal distress experienced by someone who already has other things causing them misery.

Another way probiotics help someone with autism is by maintaining the integrity of intestinal surfaces. Healthy intestinal surfaces are far more able to keep undigested foods from "leaking" into the gut causing complex and unpleasant reactions that can result in food allergies and other health issues. Since the drugs used for ASD cause leaky gut in almost everyone they're used on, it is extremely important to control the situation with a therapeutic dose, high quality probiotic.

Not only should the probiotic, be of high quality and potency, it should also be easy to administer. Recent product developments and improvements have created a marriage of potency, quality and ease of delivery. Some are so easy to use it takes nothing more than folding a small amount into applesauce or other soft food and serving it.

As probiotic research continues, technology advances and awareness is raised, there may come a day when most, if not all with ASD who suffer from intestinal discomfort can finally find relief.

Author - Mike Homisak
A full time, long term employee of leading probiotic company Master Supplements, Inc., Mike Homisak is a contributor to many of the companies' efforts. One such effort is their free, informative, bi-weekly newsletter. The Master Supplements, Inc. newsletter keeps you up to date on the true benefits of probiotic use and will help you make better choices about your own intestinal health. To receive this free, bi-weekly newsletter yourself, simply visit: http://www.enzalac.com/subscribe.html to subscribe.

As always, I wish you good gut health! - Mike Homisak, Master Supplements, Inc

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Do Children With Autism Have Unique Abilities? Find Out

I have noticed and experienced with my interaction relating to individuals with autism, that they express unusual and unique abilities that are incompatible with their disorder. What are these abilities and are they really unique?

There are children and young adults that have excellent memories. For example, they remember faces, names, places, addresses and phone numbers. These are just a few examples. Another unique ability is, there are individuals with autism who can successfully memorize maps and know numerical calculations.

I personally know a child who has the disorder of autism who can memorize a small telephone directory, with names in alphabetical order. This child, in addition, can read extremely difficult words, but he does not have the knowledge or the ability to know the meaning of the words he reads, or relate to them.

Some children with autism that I have associated with, are able to sing on tune or have the correct pitch. Other individuals have played musical instruments with not having any knowledge as to how the notes are played or read. Playing the piano, is one of the instruments that seem to be acknowledged, as the most popular instrument, a child with autism gravitates towards, without having the experience of knowing music.In addition, the ability to play a song from memory after only hearing it once, is also a unique ability.

Sometimes the person with autism can display a deficit that might be like a computer. They are able to remember many words, but do not understand the meaning of the words to put them together in a sentence. They have a limited vocabulary. Their comments or sentence structure may not make sense with what they are communicating. Their speech may be a challenge to understand or relate to. These individuals usually do not comprehend the ideas or meaning that the words are to represent,but they do have a unique ability, that their memory is excellent when it comes to learning the words.

There are other children with autism who use gestures, facial expressions, nods, and pointing. These are forms that do not have verbal communication. The unique ability is, these individuals understand when they are listening to what is expected of them. They too, do not know how to communicate in words, so they use these verbal signs of expression, to communicate and understand what they are hearing. This is a unique ability.

It is imperative to understand that all individuals with autism are not the same. Each person, has his or her, own unique ability, that depends on the severity of the disorder and age. When one discovers the unique ability of an individual with autism, encourage that ability and it will develop in another positive trait.

"Do you want to learn more about this topic and other topics that are crucial to you and your child? If so, Bonita Darula is inviting you to enter at==> http://www.autismintoawareness.com to download your brand new e-book and FREE bonus products and explore with her, where she breaks the silence that surrounds the many levels of autism. Take action now! You and your child are worth it."

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Autistic Children Need Schedules

Schedules are an important part of every child's life. This is especially true when dealing with a child of special needs like Autism. Having a schedule will help the Autistic child feel a sense of structure. Children with Autism often have anxiety issue they are dealing with. Having a schedule helps the levels of anxiety to drop. They know what to expect on a daily basis. They know at a certain time of the day what they will be doing.

If there is no schedule or structure in an Autistic child's daily life things will be very hectic. They have lots of doctors and therapist appointments. Sometimes there will be more than one appointment a day. Keeping a schedule can help you and your child to make sure they do not miss any appointments.

Some Autistic children have trouble with reading. You can use a visual schedule. Have pictures for all the daily activities. This allows them to see what is coming next. Having a schedule for your child will help avoid some breakdowns. Keep the schedule posted where your child can see it. If you have to change the schedule explain the changes to your child. They like routines, and a change could throw their whole day out of whack.

Schedules can be a help when trying to get the child to do something they do not want to do. Simply show them that after they do this they will get to move onto something else. Tell them they cannot move on until this activity is completed.

There will always be things that come up. Try to stick to the schedule as much as possible. When things come up try to get back on schedule as soon as you can. This includes weekends . If your child is used to getting up at seven in the morning continue to do so. Keep their bedtimes close to the same time each night. Your child will be happier when they have had enough sleep.

Schedules will make life much easier you and your Autistic child. Keep them posted for your child to see, and stick to the schedule the best you can. An example of a schedule you can use if found below.

7 AM Wake up, get dressed and ready for the day

8 AM Breakfast

9 AM Therapy Appointment at home

11 AM Free time/ Play time

12 PM Lunch

1 PM Outdoor Play

2 PM Arts and Crafts

3 PM Free Time

5 PM Dinner

6 PM TV time

7 PM Bath time

8 PM Bed Time

This allows the child to know what is going on during the day. Include doctors, or therapy appointments on the schedule. An older child can still benefit from a schedule. It has to be adjusted for school time, and any extra curricular activities. You can include homework time, and chores into the chart. Once you start using a chart for your Autistic child you will see a improvement in the flow of your day. This also leaves little time for boredom. There is always something planned to do.

By Graham Williams. If you are interested in finding out more about Autistic Children [http://www.gw-health-books.com/autistic.php] Or Autistic Child Behavior [http://www.gw-health-books.com/autistic-child.php] Then click on those links for the LATEST INFORMATION you can get on Autism. While your the don't forget to visit my home page and claim your 3 FREE HEALTH BOOKS.

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Sensory Integration Dysfunction - What Is It, Diagnosis, And Treatment

Is your child with autism over responsive to sensation which shows by withdrawing from touch, or getting upset by loud noises? Or is your child under responsive to sensations which shows by hyperactivity, unawareness of touch or pain, and likes loud sounds? Your child may have sensory integration dysfunction, which could be affecting their education and life. This article will discuss what sensory integration disorder is, and also about diagnosis.

Sensory integration refers to our ability to take in information through our senses (touch, movement, smell, taste, vision, and hearing), interpret that information, and respond to it. Sensory Integration Dysfunction (SID) is the inability of the brain, to correctly process information brought in by the senses. People with SID may misinterpret everyday sensory information such as touch, sound and movement.

Below are a few symptoms of SID:

1. Loves to spin, swing, jump-this may calm them down,

2.Complains that some clothing feels scratchy, or doesn't like tags,

3. Picky eaters-doesn't like how some foods feel in their mouth,

4.Over sensitive to smells or sounds-may sniff people or food-will frequently cover ears to sounds,

5. May have high pain tolerance,

6. Can be impulsive or distractible.

The Star Center puts out a checklist for Sensory Integration Dysfunction. The Star Center calls it Sensory Processing Disorder (SPD). Below are a few items on the checklist:

1. Difficulty eating,

2.Resists cuddling or holding,

3.Easily startled,

4.Over sensitive to stimulation,

5.Difficulty learning new motor tasks,

6.Constant movement,

7.Overreacts to touch noise or smell,

8.Appears clumsy and stumbles a lot, and

9.Avoids visually stimulating environments.

SID could be affecting your child in many different ways. There are two separate types of SID: Sensory Avoiding and Sensory Seeking. Children with sensory avoiding do not like to be touched or cuddled, they are fearful of fast movement, are cautious and unwilling to take risks or try new things, are very pick eaters and do not like to be in loud or busy environments. Children with sensory seeking can have hyperactivity, unawareness of touch or pain, take part in unsafe activities, enjoy sounds that are too loud.

Children with Sensory Integration Dysfunction may also have motor skill problems. These children may have: 1.Poor fine motor skills, 2.Poor gross motor skills, 3.Difficulty imitating movements, 4.Trouble with balance, and 5.A preference for seating activities, such as video games.

To determine if your child has SID, they should be evaluation by a SIPT qualified occupational therapist (OT). Many school districts hire occupational therapists, but may not be SIPT qualified, and therefore not qualified to test in this area. You may need to advocate for your child to have them tested by a SIPT qualified OT.

Treatment for SID is occupational therapy, by a qualified therapist. Check with your school district to see if there OT has experience with Sensory Integration Disorder. If they do not, consider getting an Independent Educational Evaluation (IEE) with a SIPT qualified OT. Make sure that the evaluator makes specific recommendations on amount of therapy needed, goals and objectives.

By understanding what Sensory Integration Dysfunction is, how it is diagnosed and treated you may help your child. SID can negatively affect your child's life, but with proper treatment you child can reach their potential.

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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Are New Faces a Struggle For Autistic Children?

Socialization skills are a challenge for autistic children. In addition, what about recognizing new faces? Are autistic children considered to be shy if they do not recognize a face, or do they find it a struggle to know who the faces are? If this is true, why?

Learning from my years of experiencing various autistic children with their levels of developmental functions, have indicated to me, autistic children seem less likely to feel comfortable around unfamiliar faces.

My brother, was a perfect example of this kind of behavior, who was autistic.

Individuals, whether they are adults or children who do not have autism, memorize faces and features without realizing it.

An average face is what we think and feel and it tends to make a picture in our mind of what people look like.

What about new faces, that are not familiar to autistic people? These faces could be a struggle for them, because they are not able to identify the variations of the unique features new faces have.

For example: The different shapes of faces, hair color, skin color, hair that has a perm, faces may be round, oval, long and thin, or round and fat. In addition, if the individuals wear hats for different types of seasons. These variations can change the appearance of the new faces. This could be a struggle for autistic children.

I have discovered by observing my brother, he does not experience face identification in the same way children do without having autism. This is a challenge for autistic children to adapt to new faces.

Autistic children feel comfortable with their surroundings of familiar faces.

For instance, my brother could relate and identify faces with our family, his parents, siblings and relatives, when they were present in his environment.

When my brother was placed in a new location or a different place, with new faces, he struggled to adapt to them. He had a difficult time identifying who they were and did not understand that the faces were other people who had unique personalities. He could not comprehend the variations.

Therefore, I have come to the conclusion that, some autistic children have a harder time relating to new faces. The reason for this could be their brain is not quick to understand that a face, which is different from what they see and interact with, is not normal to them.

This is a struggle and a challenge for the autistic individual, as well as the parent(s), caregiver(s).

What can you do about the fact that autistic children may struggle with viewing and relating to new faces?

Have your child participate in more social activities, if possible. Have your child identify new and old faces, that would help your child see the similarities of new faces and the differences.

You can do this by using flash cards, drawing faces, playing games and relating to your child the variations and the descriptions faces have. Be creative.

Bonita Darula's informational web sight==> http://www.autismintoawareness.com is where you SIGN up and RECEIVE your FREE WEEKLY NEWSLETTER about many Autistic TOPICS. For example: Does your child feel comfortable with new faces? NEW E-Books to identify symptoms of Autism and treatment options.

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Heavy Work Activities for Proprioceptive Input in the Classroom - For Kids With Sensory Issues

All children, but particularly those with sensory processing disorder, can benefit from movement activities in the classroom that provide input to the proprioceptive receptors in the joints and ligaments. In addition to providing exercise, these types of "heavy work" movements make it easier for the child to focus and attend. For the child with SPD, it's vital to get proprioceptive and deep pressure input throughout the course of the day as part of what's called a "sensory diet" of activities. It is not enough to get plenty of exercise and calming input before or after school, or during one session of OT. Most children with SPD need to be encouraged and guided to get the input they need throughout the course of the day.

There are many ways to help kids get this input within an ordinary classroom and school building. The child who is a sensory seeker will likely eagerly participate and even find her own ways to get the input she senses her body needs (be sure to guide her in finding appropriate activities, though). In contrast, the child with sensory issues who is underaroused or a sensory avoider may have to be reminded to follow the sensory diet the OT has set up. In either case, while it is great to provide opportunities for input, a child who isn't disciplined or self-motivated enough to carry out a sensory diet on her own will definitely need guidance to ensure that it happens. Given that the alternative is a child who is unfocused, becoming more anxious and agitated, and moving toward sensory overload and a fight-or-flight panic reaction such as aggression or total withdrawal, implementing a sensory diet during the school day during the school day is crucial.

When you integrate these activities into the classroom routine, and other children may participate as well, it helps the child with SPD to not feel quite so different or singled out. If the child is the only one doing the activity, give it a positive spin. Let her be the "playground equipment monitor," carrying the balls and equipment to and from the playground, or the "whiteboard monitor" who erases the whiteboard at the end of each day. You might even have a team of kids, including the children with sensory issues, in charge of washing desks or helping the janitor, and give them an honorary name such as the "clean crew." All of these strategies will reduce the stigma for the sensory child who must have an in-school sensory diet in order to stay focused.

Remember, the child who is focused on the discomfort in her body and her urge to move may be polite and obedient, appearing to pay attention when, in reality, her mind is not on what the teacher is saying. By incorporating a sensory diet tailored to the sensory child's specific, unique needs by a sensory smart school or private OT, you make it far easier for her to focus on what we would all like her to focus on: learning! If the child is verbal, be sure to include her in the setting up of a sensory diet. What works for one child may not work for another.

And check in regularly to be sure that she's really getting the benefit of the activities set up for her, and make it a goal to have her advocate for herself and meet her sensory needs in a socially acceptable way.

Here are some easy ways to get proprioceptive and deep pressure input within a classroom and school environment (of course, the playground and gym offer plenty more activities during recess and gym time, too):

* Move stacks of books

* Deliver items from one classroom to another place in the building (especially if it requires carrying something and climbing stairs)

* Stack items, such as reams of paper, books, or storage bins

* Erase blackboards and whiteboards

* Move chairs or tables, put chairs on top of tables at the end of the day and take them down at the beginning of the day

* Wash desks or cafeteria tables

* Set up and put away folding chairs and tables

* Carry bins of lunchboxes into and out of cafeteria

* Empty wastebaskets, sweep, mop

* Sharpen pencils with an old-fashioned, crank pencil sharpener

* Assist gym teacher or playground supervisor with taking out and putting away equipment such as bags full of balls, mats, scooters, etc.

* Do laps around the gym or playground

* Climb stairs

* Cut cardboard and heavy paper card stock

* Do pushups against the wall

* Do chair push ups (holding the chair on either side as you sit, then pushing up to lift the body)

* Bounce while sitting on an exercise ball (loose or in a holder)

* Press legs against a lycra band stretched around chair or desk legs

* Sit on an inflatable cushion such as the Disc O' Sit

* Walk up a ramp or incline such as a wheelchair ramp or hill on the playground

* Hold open heavy doors, or open them for individuals entering or exiting the building

* Push or drag boxes, carts, or furniture across carpeted floor.

Nancy Peske is a professional writer and editor and the mother of a child diagnosed with sensory processing disorder and multiple developmental delays. She is the coauthor of the award-winning book Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues and has been active in the special needs community since 2002. She sends out a weekly newsletter of practical tips for parents and provides helpful information on SPD on her website at http://www.sensorysmartparent.com

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Your Child With Autism - 5 Tips for School Success

Starting a new school year is always difficult for any child with autism or Asperger's syndrome. The change from the routine of summer to the new routine of the school year can lead to meltdowns, anxiety and other problems. Let's face it, our loved ones with autism spectrum disorders like routine... the same processes over and over again. The same faces. Getting up at the same time. Wearing the same clothes. Eating the same food...and seeing the same familiar faces.
But as a new school year starts, these things change. Wow do they change!
Many children, whether autistic or not, have challenges adjusting. But for a child on the spectrum the adjustment can be overwhelming.
How to Ensure a Successful Start of the School Year for a Child with Autism
Here are 5 tips to ensure a smooth transition and start to a new school year.
1. Communicate

• Ensure open lines of communication. Speak with teachers, guidance counselors and the principal. If possible, contact your child's teacher well in advance of the first day of school. Also meet with your child's aids or counselors and the principal. Ensure that they understand who your child is and know what your child's special needs are.


• Help in the classroom. It is always important to understand just what issues a child with autism is facing and how well he or she is coping. Many teachers are open to having a mom help out in the classroom...as long as you are not disruptive. Find something useful to do...grading papers, filing, putting books back on the library shelves. Find something that allows you to be around your child and help the teacher. This way you will have the opportunity to see how well your child is progressing first hand, even if it is only once every two weeks.


• Set correct expectations regarding communication. Tell your child's teacher how you want to be commented with. How often. By email or in-person visits. Set this up at the very beginning of the school year to ensure that you have a steady stream of information on how your child with autism is doing.

2. Build Familiarity

• Establish routine. Nearly all children with autism crave routine. They want to know what will happen and when...and they want to know this in advance. If the school year is about to start, establish this routine now. Set a bed time. A time for doing homework. A time to leave for school and a method of getting there. Make sure your child understand, in advance, these steps.


• Visit school at least a week in advance. Tour the school. Look at the classroom. At the desk in which your child will sit. Work with the school to get these issues handles in advance for the first day of school.


• Go to the school more than once. Visit the school two weeks in advance. Then one week in advance. Then the day before school starts. Allow your child to get used to this new routine and establish familiarity with the new school, classroom and teacher.


• Wander the halls. Work with the school administration to allow your child to wander the halls before the first day of school. Allow him or her to understand the lay of the land. Visit the gym, the cafeteria, the playground, the library. Ensure that there are no areas of the school that will be a surprise to your child the first time they go there once school has started.


• Take photos. This is often a great way for a student with autism or Asperger's syndrome to establish familiarity and get used to the school environment in advance of day one. Take photos of the school...his or her classroom, their desk, the cafeteria, the gym. Allow your child to view these photos and make a photo scrapbook so that they are comfortable with the setting before school starts. This way, the only new aspect of the school that your child will not have seen before school starts is the student body.

3. Develop Routine

• Develop a set schedule in advance. Before the first day of school establish the entire school year routine. Where will your child sleep, eat, play? What about chores? Get this all established before school starts.


• Allow your child to have input. Depending on the age of your child with autism, allow him or her to contribute to the establishment of the routine. Let them have input. What time will they do their homework? What time is bed time? Where will they sit to do their homework? The more input your child with autism has on these issues the more comfortable and cooperative they will be.

4. Organize for Success

• Get your child organized. With most children with autism, chaos reins in their heads all the time. It is essential to help your child stay organized...especially now that school is starting.


• Set a specific place to do homework. Ensure that the right school supplies (pencils, erasers, paper, etc.) are there and have their organized place. Lighting and noise are often sensitivities that children with autism struggle with. Make sure your son or daughter have appropriate light and that their study spot is quiet.


• Eliminate noise. Ensure the home environment as well as the place that you set aside for your son or daughter to work is quiet and appropriate for studying. Make sure the TV and radio is off in the house and that other siblings are not running around causing commotion when your child with autism is trying to study.


• Establish a timeline. Once your child is home from school a good idea is to allow some down time...perhaps 30 minutes. Then it is time to do homework. Establish a specific time for play, for homework, for down time... and stick to this schedule.


• Allow your child to learn and develop scheduling skills. One issue that plagues many children with autism is poor organizational skills. Allow your child to help establish an organized plan for the new school year. By doing this your child with autism will learn a valuable organization lesson that will help throughout his or her life.

5. Advocate

• Develop self-advocacy. You are your child's best advocate. You will help them with homework, help them get to school; make sure that they receive the resources they need to succeed in school. But, over time, your child needs to learn self-advocacy. As your child gets older, perhaps as a teenager, they will need to understand that the "squeaky wheel gets the grease." They will have to understand what their rights are and begin to stand up for them.


• Allow more responsibility over time. In the middle school years and especially in high school, your child should learn what he needs to be successful and practice getting these resources. After all, what is school for? It is to help your child transition into young adulthood. While it is important for you to fight for resources for your child, you cannot always be there. This is the time when you need to help your child help themselves.

For additional tips and suggestions that can help your loved one live a fulfilling and happy life read Craig Kendall's book, The Autism Survival Guide. Craig's book The Autism Survival Guide has received rave reviews from parents and professionals alike for its pragmatic and practical approaches to solving the everyday problems that parents face. Click here for more information on Craig's book. Hopefully, with early identification and early treatment, life can be a little easier for those with autism and the people who love them.

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

My Child has Autism! What is My Role in His Education?

I am the proud mother of two young children that were diagnosed with Autism Spectrum Disorder a few years ago. One is now in grade one and the other will register for kindergarten in the spring.

As a teacher, I already had some experience with IEP (Individualized Educational Plan) meetings which helped me a great deal with my son's first IEP. I was able to also inform my husband which also did a lot of research on the matter so he was already well prepared to face our son's IEP.

Over the 17 years of teaching experience that I possess, I soon discovered that most parents tend to lack both information and confidence in their role and what type of services they can obtain for their child.

One of the sad things that I also have learned is that depending on the school, the services vary and if you do not ask for them, you will not necessarily have them offered to you either.

Both my children are situated on opposite ends of the spectrum, my daughter being on the higher end making her diagnosis "light Autism" while my son is non-verbal which puts him on the lower end, diagnosed with "moderate to severe Autism".

Having both their special needs, they also need different services. For example, my daughter needed some physiotherapy but my son benefits from the use of the sensory room at school as he is hypersensitive in several areas.

What does the term "special needs" really mean? Well, it simply means that your child needs special services and material to help him grow and reach his full potential in life. Henry Winkler, the actor known as the Fonz in Happy Days, who gave an amazing presentation as a keynote speaker at the NMSA (National Middle School Association) annual conference held at Minneapolis two years ago, explained his challenges with Dyslexia and the way education and his parents helped him out succeed in life. He also made it clear that his Dyslexia made him a child with special needs. This child has grown up as a successful man and actor cherished by his fans. One of the things that I remember the most is the fact that he thanked both educators and his parents for not giving up on him.

All this made me realize that the role of a parent of a child with ASD is not only to raise him with love and patience but also to provide him with the best services, materials and tools possible to help him live a full and happy life. And one of the multiple roles that a parent has to fill is the role of advocate. It does not matter if your child is verbal or not, if his diagnosis is light, moderate or severe on the spectrum. You have to remember that your child has a disorder that affect his communication skills and makes him unable to fend for himself. But foremost, your child is four going on five years old and sees you as his voice. The person that he can trust will fight for him, his best interests and his rights.

As your child advocate, it is not only your role to fight for your child but also to research the various schools, their services and all the opportunities that are available to your child. Do not enter the meeting room like a bull in a china shop as doors will be closing on you...and your child. Don't be shy! Ask questions; investigate the various services that can be offered to your child. Meet with various school administrators, school divisions and the people responsible for the special needs programs.

For instance, in several schools where I taught, the following services which are provided in my son's school were never an option there. Such services are: Music Therapy, occupational therapy activities including: bowling, skating and swimming, sensory room, physiotherapy equipment such as a swinging beam, a modified bike, a weighted vest, a special chair, a pressure vest, the use of PECS (Pictures Exchange Communication System), the participation to Special Olympics activities and more.

Another tip that I can give you is to set up a meeting with the administrator of your school prior to the first day of school. Share with them your child's habits, needs and explain to them how to deal with their frustrations, hypersensitivities issues, needs, routines and more. Introduce your child to them. At the IEP meeting, ask them for the creation of a social story book to introduce your child to his new surroundings by looking at various pictures in advance: future teacher(s), classroom, gym, teacher aid, music room, sensory room, secretary, administrators, etc. You will see the level of anxiety diminishing in both your child and you.

Let your love for your child guide you. Be your child's advocate and his voice.

If you wish to have more information on how to participate actively to an IEP meeting and other important matters and tips related to Autism, I encourage you to visit the following site: http://autism-spectrum-disorder.com Believe me, my husband and I would have appreciated to get all this information prior to our children's diagnosis of Autism.

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

Eleven Back to School Strategies to Reduce School Anxiety for Autistic Children

Transitions are very difficult for most children on the autism spectrum to make and going back to school may be the most challenging one there is. Preparing an autistic child for change can be time consuming and emotionally draining for any family. We all hope for a stress free and easy shift into a new school routine but don't always get what we want. If despite all your preparation the new school year did not get off to a good start, don't despair because it is never too late to turn things around. All parents want things to go smoothly and when they don't it is all too easy to place blame on yourself. But wait!

Before jumping to conclusions that you did something wrong or that your autistic child will never settle into a peaceful back to school routine let's approach this from a different perspective. When an airplane pilot develops problems flying an aircraft or a sea captain experiences difficulty with his ship the trouble could stem from a number of things. Most likely both of these skilled professionals will run through a checklist to assess the situation and determine the cause. The first step towards solving any dilemma is assessment and a checklist is a great way to examine most potentially problematic situations.

Having a checklist also helps one tackle a challenge with more confidence and less stress.Depending on the qualities that make your child unique and where he or she falls on the autism spectrum, your back to school experience will differ from every other parent. If you are experiencing turbulence or rough seas in your household as you try to settle into a stress free back to school routine here is a checklist for you to refer to that may help you identify some adjustments that will make for a smoother transition.

___ Are you paying attention to your child's sleep patterns and bedtime routine?If you weren't able to address changes in daily routines, such as bedtime, well enough in advance this could be the cause of any stress related behaviors that might be occurring. One cannot stress the importance of sleep and its impact on brain development, mood and attention span which many studies support. In addition to helping your child be more successful at school, making sure she receives the required amount of sleep will also improve her behavior at home.

___ Are you using a back to school calendar?If not, consider creating a special back-to-school calendar. Depending on your child's interest in arts and crafts, this can be a fun process that the two of you can do together. You may want to use words or pictures to indicate what will happen on each day of the week, if you need more room and can't find a calendar big enough, such as a wall calendar, make a book that has a page or two or for every day of the week. Reading the book or looking at the calendar can you're your child transition better from day to day.

___ Have you used other school related resources to your advantage?If you have any books or movies about school this would be a good time to read or watch them repeatedly. If your supply of school related resources is scarce consider a trip to the bookstore to purchase a new book or the more economical option of the public library which allows you to take home more than one book or video. One can always find books about going back to school, such as "Amelia Bedelia Goes Back to School," by Herman Parish.

___ Have you been talking about school in a positive manner?When talking about school with your child on the autism spectrum, it is always important to set up a positive attitude for the upcoming school year before and after it begins. Talking to them in the affirmative regarding teachers, friends and schoolwork will help them maintain a positive perspective and relieve any anxieties that might exist. If despite your positive attitude, your child is not enthused about the school year, focus on activities and events they find interesting, such as sports, arts, clubs, field trips, etc. If you really need to dig deep try to find something positive to say about what will happen after school.

___ Did you and your child have a private meeting with the teacher?If your child is exceptionally anxious about the start of a new school year and the changes that are involved, making a fifteen to twenty minute appointment to talk to the new teacher before or after school might help. The opportunity to have a private audience with the teacher to go over schedules and expectations as well as the chance to ask questions without other students around can give any child a gigantic jumpstart and sense of relief.

___ Have you reviewed previous school years by looking at pictures?If you don't have any pictures, start taking them now or if your school has a yearbook, make sure to purchase one when it is published. If using your own pictures consider putting them in a scrapbook this year, which may be fun to create together. Next year you can take the yearbook or scrapbook out at this time and look through it together, it can be a useful transition tool for returning to school the following year.

___ Have you held a family meeting about school?In addition to talking about school to your child individually, it's great to hold a family meeting so that everyone gets a chance to share their thoughts and feelings as well as discuss and plan for the week ahead. Meeting as a group sends the message that you are all in this together and that you care about each individual's experience. If you have never held a family meeting before, this is good time to start.

___ Have you and your child met with the school bus driver?If taking the bus, it can be very beneficial for you to meet with the bus driver and provide him or her with helpful information about your child. A school bus is a very sensory stimulating environment - bus fumes, noise, temperatures, stops and starts, etc. - not to mention an atmosphere that could be socially intimidating to your children with autism. You may even want to consider creating a driver tip sheet, especially if you suspect the bus ride is causing high-anxiety or sensory overload for your child. A tip sheet might include important information about your child and how best to communicate with him, simple strategies that work, tactics to avoid, seating preference or activities that will maintain his interest.

___ Have you addressed screen machine use?If you have allowed TV viewing, video games and computer use privileges to increase over the summer and haven't had a chance to cut back yet, begin now. Technology is important and useful but must be balanced with other activities that create an atmosphere where the brain is encouraged and allowed to think for itself. Quiet time for reading, homework and social interaction is vitally important for helping your child be successful in school. Once you adjust TV, video and computer use rules it is important to communicate them clearly and stick to them.

___ Are you encouraging social interactions for your child?A child on the autism spectrum often struggles with making and keeping friends, which is an important component in creating a positive school experience. If possible, invite old or new classmates that may have moved into the school system and invite them over so your child can get to know them better and practice her social graces. It can help your child immensely if you rehearse back to school conversation starters and group social skills with them to use with their friends, teachers and other adults.

___ Are you communicating clearly with your child?It is important to remember that all the preparation, planning and practice in the world won't get you to where you want to be if you aren't communicating effectively with your child - verbally and non-verbally. It is important to know what works best to effectively communicate with your child. Does your autistic child communicate best with words, or visuals and how can you tell when your message has been received and you have made a good connection?

Before you think about making changes to your back to school schedule, take the time to review this checklist and note what comes to mind. Be open and honest in assessing your current routine and then choose a few things to work on as you tweak your original approach. In order to create a more productive and enjoyable back to school routine for you and your child, make changes gradually and keep track of what works and what doesn't. Before you know it, you and your child will be experiencing a stress free school routine.

Imagine less worries and less concerns as a parent with a child on the Autism spectrum... and more happiness and joyful times as a family. That's what you get when have the support of Connie Hammer, expert parent educator and coach. For more than twenty years, this licensed social worker has worked with families to uncover abilities and nurture family opportunities that bring more love, more fun and more contentment, regardless of disability, into their lives.

For more great information on back to school strategies that work, visit http://www.parentcoachingforautism.com/back-to-school-course

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

The Spiritual Message In Autism

With so many children being diagnosed every day with Autism Spectrum Disorder, it is easy for someone to feel hopeless, shame, guilt, anger, or resentment. The lessons from our upbringings have taught us that anything that isn't considered to be normal was wrong in some way. So, when a parent listens to a doctor deliver the diagnosis, these feelings come forward in a fevered rush, and oftentimes, a sense of abandonment jumps on for the ride.

But what if there was actually more to autism than what we believe there to be? What if these children came forth to help expand consciousness to a new level? What if...

As a parent to a son who was diagnosed with autism over 5 years ago, I've experienced many of these emotions and more. I found myself going inward, wallowing in my own feelings of self-pity, and not seeing him at all. Many times, I even thought that I was being punished in some way, or that my wild days had come back to haunt me through this diagnosis I knew nothing about.

Like many parents of newly diagnosed children, I found myself looking for answers and support online, but with over 1,000,000 references, I was left feeling more hopeless and overwhelmed.

My perception of my son's mysterious world now fills me with a sense of wonder, and I am in awe of his gentle and joyful disposition. At times, I am dumbfounded by this precious soul who, more often than not, awakes with a smile on his face and laughs himself to sleep. He is so happy, so content, so "in the vortex" as Abraham would say.

Could autism be "the key" that so many people were seeking?

What if... I tried it his way? What if... he came into this life to help me? What if...

My son may have the "autism" label, but it doesn't define who he is as a person. Like all of us, he's here to experience life and, through it, expand to a greater sense of awareness, purpose, and meaning. He's a gifted little artist with a great sense of humor who gives love freely to anyone who wants to receive it.
Autism very well might be a catalyst to shifting us towards a better world filled with more compassion, empathy, understanding, and love. Byron Katie says there are A Thousand Names for Joy, and I believe autism is one of them.

Adonya Wong is an author, Owner of Reiki Transformation, CEO of Now and Zen Productions, and social advocate who believes in living a life of service through her businesses as well as volunteering her time to organizations whose missions are serving and bettering the lives of the people within their communities. To learn more, visit AdonyaWong.com!

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

Autism in Infants - Are There Signs and Symptoms of Autism to Watch For in Infants?

With the growing awareness and recognition of the Autism epidemic in our society, more and more people now know someone affected by this developmental disorder.

According to experts and recent research, Autism can be detected and diagnosed by a well-trained professional by the time a child reaches 18-months of age. It is very difficult to determine if a child younger than this age is showing signs of Autism.

There are, however, normal developmental milestones that parents can monitor to ensure their infants and toddlers are developing at a normal rate. It is important to note that just because an individual child does not meet one or more of these milestones it does not mean the child has autism or any other disorder. All children will develop at different rates. If your child does not meet these milestones and you feel something may be wrong, your best bet is to consult your family physician and get your child tested further.

There are three major areas where Autism will present itself in children. These areas are social skills, communication and behavior. Let us examine each.

Social Skills: Your child should begin imitating words or gestures such as hello and goodbye before 18-months. A child with Autism might not accomplish this developmental milestone and may not participate in social games like peek-a-boo and pat-a-cake.

Behavior: Young children with autism will often develop repetitive motions. These are actions that the child repeats over and over. Some examples include flapping of the arms or repeated rocking from side to side. This is often referred to as stimming. Children with autism also often need to have routines. They need actions to be repeated in the same manor each time or each day.

Communication: About two out of five children with Autism do not talk. This is a major sign. Normally developing children typically start saying their first words around one-year of age. Many children with Autism will only repeat what is said to them, or will not speak at all. Some children start taking, then lose the ability or stop talking around 18-24 months.

As mentioned earlier in this article, it is important to remember that all children develop and different rates. If your child demonstrates one or more of these characteristics it does not mean your child has autism. It might mean that you need to discuss the subject with your family physician.

For more on Autism in Infants and young children and for other articles related to diagnosing autism, you should visit http://autismsymptomschecklist.org today!

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

Coping With Overwhelm As a Parent of a Child With Autism

Your son with Asperger's is refusing to go to school.

Your sensory sensitive daughter is constantly testing your patience when it comes to mealtime.

Your six year old with an Autism Spectrum Disorder (ASD) is throwing tantrums like clockwork.

Your four-year-old child with PDD is not responding positively to potty training.

Is there anything about these scenarios that you can relate to?

There are bound to be certain times for any parent when everything feels overwhelming and being the parent of a child on the Autism spectrum brings yet another set of challenges with it. On occasions such as these you may wonder how you are going to carry on and make it to the next day.

If you are facing a situation that makes you feel as if you are moving through quicksand, I have three words for you - it will pass. There are times during these challenging years that may seem never ending but in retrospect, you may someday find yourself asking, "Where did all the time go?" In the big scheme of things, the very active parenting years do fly by so how can one manage to take advantage of every precious minute despite the stressful and overwhelming feelings they may generate?

Here are some ideas to help ease your stress level, build your confidence and experience your parenting years to the fullest:

Stop, breathe and reflect: When you feel as if things are falling down around you and you find it difficult to enjoy your parenting try to put a halt on all of your thoughts and bring yourself fully to the present moment, even if just for ten seconds. Stand still, take a deep breath and allow yourself to focus on your feelings and the feelings of your child then ask yourself what is really important. By bringing your full attention to the situation and tuning into your inner voice you will open yourself up to new insights that have the potential to transfer a difficult situation into a more positive one.

Keep your expectations in check: Be mindful of the expectations you have for your child with Autism and consider if they are in her best interest. Ask yourself if they are developmentally appropriate and within her physical, cognitive, social, and emotional ability to cope. Unrealistic expectations do not work in anyone's favor - they only add to everyone's stress level and are counter-productive to creating positive interactions.

Be proactive and write your own movie: Don't allow the stress of certain situations to sweep you away into a scene that doesn't follow the script you have for your family. If you find it difficult to be fully present in every moment, spend time thinking ahead of how you would like your day to evolve. Then ask yourself what sort of intention you need to set in order to produce the movie you desire. In the process, identify and prepare yourself for possible obstacles, then contemplate how you might direct the scene around them in order to achieve the results you want.

Maintain a diary: Keeping a diary of sorts will help you replay the memories that might escape you in the future when you do look back and question, "Where DID all that time go?" The act of writing things down also helps you gain a perspective that might not have occurred to you in the moment. Your entries do not have to be lengthy and can be simple notations that jog your memory for details when reviewed. Consider using your appointment book or calendar to enter positive tidbits about daily happenings. Then use it to review and compile a list of memories, achievements and occurrences to share with each child on their birthday - a wonderful activity that creates memorable keepsakes.

Never let up on your self-care: Your children function best when you are at the top of your game. When mom and dad are physically, emotionally, socially and spiritually nourished everyone benefits! Getting adequate rest, maintaining social ties, addressing emotions and feeding your spirit are great protective factors. Maintaining your self-care will boost your ability to manage those overwhelming and chaotic periods. Parents are more likely to be happy and enjoy their parenting when they attend to their own well-being.

As a parent of any child, it is unrealistic to expect a lingering state of peace, regardless of your child's abilities. Always remind yourself to focus on the positive and appreciate the little things. Notice and savor the small moments of household harmony - as fleeting as they might be, they add up to something substantial in the end. If you do this on a daily basis it is bound to lift your spirits and get you through the tough times until they pass.

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 ecourse, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.

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

About Autism and Pervasive Developmental Disorders

Most people have heard about autism and it is a recognizable childhood constraint that is not so uncommon that you are never likely to come across somebody who suffers with autism: in fact, as many as 1 in every 110 individuals is autistic, with a higher incidence of males to females. There is no need to avoid people with autism, however, as they can't pass it on to you and you can't catch it from them no matter what you do or how close you get. Autism is something sufferers are born with. It is regarded as a disorder that affects the child's development due to the activities of the brain being affected.

In fact, autism fits into a group of developmental conditions that has become known, in recent years, as PDD, or pervasive developmental disorder. The best known one of these PDDs is autism which is the reason that this group of developmental disorders is often referred to as ASD, or autism spectrum disorder. This often causes problems with communication and the normal childhood milestones. It also results in a person with autism having problems with social interactions, sometimes having an intelligence that is lower than average, or having an intelligence that is higher than average. People who are known to be autistic have great difficulty relating to people at an everyday level, with children often experiencing hindered language development.

Sensory perception is also affected, with altered states of awareness, lighter and brighter colors, louder sounds and more intense smells: in fact, everything experienced appears to be at a more profound intensity than individuals without this developmental disability. Another well-known condition that comes within the aegis of PDD is Asperger syndrome, whilst Rett Syndrome and CDD [childhood disintegrative disorder] are two lesser known developmental disorders within this particular spectrum of medical disorders.

Is it Known how Autism Occurs?

Autism affects each sufferer differently and, for every person with autism, there is a different degree of affliction, some having autistic symptoms that are very mild whilst others are very profoundly affected. It is this wide spectrum that causes doctors to believe that autism is partly due to genetics and partly due to influencing environmental aspects. So far researchers have established that autism is not caused by any viral infection and, although a family with one autistic child is more likely to have another, they know autism doesn't occur as the result of anything the parents have done when raising their children.

Within our brains there are 100 billion neurons. These neurons, or nerve cells, carry electrical impulses that jump across little gaps between the many thousands of connections. These gaps are called synapses. The way electrical currents can jump across synapses is due to a biochemical process that lowers the number of potassium chemicals [potassium ions] on one side of the synapse whilst, at the same time, increasing the number of sodium ions. This is referred to as 'opening the gateway'.

When the gateway opens, there is an exchange of ions from one neuron to the next, enabling the electrical impulse to jump across the gap. The gateway then closes behind it and another gateway opens in front of it. In this way an electrical impulse leaves the brain and will travel to different parts of the body. All our senses depend on these electrical impulses, including communication and how we behave. The gateways are affected by the quantity of chemical messengers the brain sends out: these are called neurotransmitters and they are chemicals as well.

There are lots of different kinds, such as dopamine and serotonin, although there are many more. Each one interacts with another one and they all rely on a very delicate balance between all of them, so it is hardly surprising that, sometimes, things don't go exactly according to plan and something gets mixed up or misfires. This can cause problems such as autism.

Other from that, research continues. At present doctors and researchers still don't know for sure why some children develop autism and why some children don't. Furthermore, there are no tests that can identify whether a child is exhibiting autistic symptoms or not. Usually, autism is identified when a child is aged between 18 months and 4 years, often by doctors ruling out other causes for the child's lack of spontaneity or development.

The diagnosis eventually rests on experts' observation of the child's behavior and presence or absence of communication. Eventually, the diagnosis is established by listening to the parents' observations of how their child responds within the home environment, along with reports from neurologists, child psychologists and pediatricians. Ultimately, these reports are considered along with the known childhood milestones, enabling a pattern of persistent behavior to emerge.

Living with Autism

Autism is a developmental disorder for which there is no cure. However, the effects of the autism can often be minimized by teaching the child how to cope with it. The child develops specific skills for coping with the problem, eventually learning how to minimize the effects of autism in their lives and their surrounding family. Despite this, there is no getting away from the potentially devastating effects autism can have on how the surrounding family is able to cope. Some families manage better than others, but the sooner treatment begins the sooner a child with autism can begin to adapt to the incomprehensible world they have found themselves in.

As the child grows it becomes evident how the autism is affecting them: this will affect the kind of treatment they will be offered. Treatment will be managed within the team allocated as being responsible for that child. This team will be made up of child psychologists, pediatricians, neurologists and probably social workers, as well as other ancillary professionals such as speech therapists and behavioral therapists amongst others.

Treatment for an autistic child will be organized to make the most of the skills they have, and maximizing the skills they need to have to be able to cope with their lives. Such therapies may include speech therapy, occupational therapy and even music therapy and may, or may not, also include course of medications as well. Another therapy that is becoming particularly popular due to its efficacy is art therapy. Although many children with autism eventually succeed within mainstream education, some autistic children are better suited to being educated at a special school that can cope with behavioral difficulties.

Behavioral Difficulties

A person growing up with autism will always be aware that they are living in an incomprehensible world. Hopefully, however, by the time they are adults they should have developed the skills to deal with most problems they may encounter, although this isn't always the case. It is important to remember that the brains of people with autism function differently to everybody else, including many of the fellow sufferers. Social cues such as body language and facial expressions can cause them perplexity, causing them to behave in a manner that may seem strange. Their behavior may even make you feel uncomfortable and prefer to avoid them. Basically, however, somebody growing up with autism doesn't have the social skills to pick up the unspoken cues that people around them provide all the time.

Frustration can be a big problem for children with autism because they are unable to express themselves adequately. They may want to make friends but be unable to do so because they don't know how to go about it. This can cause tantrums or behavior that could be perceived as aggression, or they may behave in ways that could be interpreted as inappropriate, causing the recipient of such behavior to feel very uncomfortable indeed. Although people with autism don't experience emotions and want to show affection, their interpretation of how this affection should be shown is an individual experience. It is one that could probably not be accepted as the 'norm', perhaps if you hug them they will pull away because they don't like the experience of being touched.

Sudden noises can cause people with autism to become easily startled as their senses are greatly heightened. They respond best to routines as changes in their daily pattern of living can cause them to become extremely anxious: rigorous routine helps them to maintain a degree of control over their lives that, in many ways, are dominated by the will of somebody else's control. There are some individuals with autism for whom repetitive movements represent their fragile control over their lives and, to them, mean that the world will be all right that day. Different objects and ideas can represent real occurrences in their lives: perhaps avoiding all foods with a certain color, or counting the number of red cars they pass on the way to school: a certain number meaning it will be a good day and a different number resulting in a bad day, with all subsequent emotion and behavior stemming from these arbitrary encounters.

Anne is a full-time, professional writer, educated to MA level. Her specialist field is medical and healthcare subjects, as well as a profound interest in the latest technology and scientific research.

Anne is currently re-developing her website, [http://writtenbyanne.com].

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

Common Autism Treatments Reviewed

Autism is a developmental disability that affects both children and adults. The symptoms of autism are usually diagnosed within the first three years of the child's life. These symptoms may be more pronounced in some than others and will often affect both the social and communication abilities of the individual. When diagnosed with autism, the individual can benefit from many of the different treatment programs and educational programs available.

Biomedical

While there is no special drug to cure the symptoms, professionals, as well as parents, have found that some drugs that are often used for other disorders will help to alleviate some of the behavioral symptoms of autism.

For example, Serotonin re-uptake inhibitors have been used to help treat depression, obsessive-compulsive disorder, and anxiety. Through research it is found that there are elevated levels of serotonin in as many as one-third of those diagnosed with autism. Drugs such as Anafranil, Lenox, and Prozac may be able to reverse some of the symptoms of having high levels of serotonin, such as repetitive behaviors, irritability, and aggressive behavior. Some researchers found that autistic children may show increased eye contact and may become more responsive to others when taking these drugs.

Your child's physician may recommend other drugs, such as Ritalin, to help treat your child's symptoms. The main issue in treating the symptoms of autism with drugs is the side effects that may come along with certain medications. As with any medication being taken, you want to fully inform your child's physician about any side effects you may notice. It should also be stated that because children with autism may have a higher sensitivity to drugs, the dosages should be adjusted accordingly.

Vitamins

Many parents of autistic children and professionals feel that adjusting the child's diet and adding vitamins will help to treat the symptoms associated with autism. Research has proven that taking an increased amount of Vitamin C will help reduce the severity of symptoms, while others have shown that vitamin B and magnesium will help with the behavioral problems, improve their eye contact, and improve the autistic child's ability to pay attention. Professionals feel that due to malabsorption problems in those with autism, nutritional deficiencies may have an effect on how severe the symptoms are.

Before starting your child on a vitamin program, your child's physician should do an assessment of nutrition. This will help them to find out what your child is missing in vitamins and minerals to help to determine what they need and how it may help them.

Dietary

Individuals that have been diagnosed with autism sometimes may have sensitivity to certain foods, as well. Some of these may also contribute to certain behaviors. There are times that when certain substances are taken from the child's diet, it will alleviate some of these behaviors. One example of this is gluten. Researchers have found that if an autistic child has trouble breaking down the peptides of foods containing gluten and casein, found in diary products, wheat, oats, and rye, this may cause an upset of the biochemical and neurological processes of the brain. By removing these foods from the diet, it can reduce some of the autistic symptoms.

Behavioral

Due to the wide range of communication and behavioral symptoms that are associated with autism, there are a wide variety of behavioral treatments for individuals with autism. Many of these behavioral treatments for children with autism are based on the Applied Behavior Analysis. This theory focuses on rewarding good behavior.

The main thing to consider in choosing a behavioral treatment program for your autistic child is to understand their learning style. If your child is more visual, you may want to make sure the program is set up to assist your child in the way he or she learns best.

These are only a few of the treatments available for individuals diagnosed with autism. Because autism is unique in the sense that the symptoms vary according to the extent and severity, you and your child's physician will need to find a treatment program that works best for them. There are a lot of programs available for your child however, one program may be wrong for one child and perfect for another. Before starting your child in any program, seek the advice from your physician. He or she can test and assess your child to find out which treatments may help to alleviate some of your child's autism symptoms.

By Rachel Evans. For more information on the latest autism statistics and for the latest information on autism treatments please visit http://www.essential-guide-to-autism.com

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Bean Bag Furniture And Autistic Children

Therapists that work with autistic children recommend different types of therapy that involve exposing children to different textures and levels of pressure on the body. Sensory integration therapy helps autistic children learn how to manage sensory input, and deep pressure therapy provides stimulation to the nervous system that helps them calm themselves and focus. Many occupational therapists recommend beanbag furniture as a part of sensory integration and deep pressure therapy with children.

There are many benefits to beanbag furniture for sensory integration therapy. The unique soft, squishy texture of beanbag chairs, pillows and loungers allows children with autism to learn about texture. Children can toss small bean bags, carry medium sized bags around, hug them, or simply flop onto a large beanbag chair to feel the texture all over their body. The experience of the softness of beanbag chairs can also be very calming and relaxing.

Beanbag furniture is the perfect product to provide safe and therapeutic deep pressure for autistic children. With deep pressure therapy, children need to feel pressure on their bodies to stimulate their nervous system. This stimulation allows the child to relax and focus. Since this furniture is filled with shredded foam, children can safely flop onto it or be squished in between two beanbag chairs. The shredded foam provides pressure but is soft enough not to harm the child.

As well as helping autistic children experience textures and pressure, beanbags also offer benefits to parents and therapists. Many beanbag furniture companies offer many different sizes and colors at low prices. Parents can choose from pillows, bag chairs small enough for one child or large enough for several people, as well as many different color options for covers. Many autistic children love one color or texture, so the choice offered by bean bag furniture companies can make buying bean bags for autistic children easy.

Parents and therapists of autistic children can also benefit from the portability and easy cleanup offered by beanbag furniture. A play or therapy area filled with bean bags is easy to rearrange, and most beanbag furniture is light enough to be easily picked up and stored when not in use. Beanbag furniture also comes in covers made from space-age fabrics that can be easily wiped off with a sponge or tossed in the washing machine.

Another great benefit of beanbag furniture to parents and therapists of autistic children is saving money. Not only are most beanbag chairs very affordable, they can be considered tax deductions because they are being used as therapy tools.

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

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Alternative Treatments for Children With Autism

(For easier reading and flow, I have used he/him/his throughout this article. Obviously these words are interchangeable with she/her)

"That alternative treatment is unproven by medical science. Don't waste your money. Wait until the research has been done and published in peer-reviewed medical journals." That's easy for you say...you don't have to live with a child with autism day after day, and see him wasting away in the face of his hidden potential. A child who held the promise of being a normal, intelligent child, who is now trapped under the mask of autism. I am talking about the child with autism who can't communicate. He bites his fingers, bangs his head against the wall, huddles in the corner of his bedroom covering his head with a blanket and moans, as he tries to shut out frustrating environmental sounds, sights and smells that he can't make sense of, or internal sensations and pain that he can't communicate. If you try to comfort him, he becomes aggressive. You don't know what to do. You can only watch as the tears run down your face.

Being a parent of a child with autism makes you feel every emotion possible. It's frightening, disappointing, lonely, and frustrating. You feel angry, trapped, and financially drained. But sometimes it's humorous, enlightening and educational. And there are rare moments when you feel absolutely joyous because he shows you a skill that you never knew he had. You didn't teach it to him. It was there all the time - trapped. But because of a so-called unproven treatment, the skill emerged. And you are one step closer to knowing your child.

Interventions can be educational, behavioral, therapeutic, psycho pharmacological, and/or bio-medical. A multi-treatment approach is most likely to reap the best results over time - a long time. But who can afford all of it and where do you start?

The good news is that there is an abundance of information on the internet about alternative treatments for autism. The bad news is that there is an abundance of information on the internet for alternative treatments for autism. There are so many unproven and expensive alternative treatments for children with autism, some of which are very beneficial for some children with autism, but not others. How are parents supposed to sort through it all? They must spend hundreds of hours educating themselves and then use their gut instincts to make the right choices for their family.

Recent studies have shown that many children with autism have significant co-existing medical (physiological) conditions that need to be addressed. However, because of the lack of proper evidence of the effectiveness of biomedical treatments, most medical doctors won't even test their patients with autism for possible physiological conditions. But an abundance of anecdotal evidence exists that some of these treatments can be very effective. Most medical doctors, who have spent some time researching biomedical treatments for autism, will agree that they are definitely worth a trial despite the fact that this is an emerging field, and clear-cut treatment protocols are lacking.

Even with a proven intervention such as ABA (Applied Behaviour Analysis, Lovaas) the rate of effectiveness is controversial. The literature shows that intensive behavioural therapy clearly benefits children with autism; however, the original effectiveness claim by Lovaas was overstated. In the original controlled study and its follow-up, the 19 children with autism who were treated intensively with behaviour therapy for 2 years were reported to gain an average of 30 IQ points, while nearly half of them were able to participate in mainstream education and were indistinguishable from their peers. However, both controlled and uncontrolled published studies have failed to corroborate the original claim of achieving normal functioning. There are so many variables; such as the age of the child, the severity of the autism, the quality and intensity of the program, the skills of the instructor-therapist and program supervisor, etc. All of these will make a difference as to whether or not a child will benefit from ABA or Intensive Behavioural Intervention, and to what degree.

You may have heard the phrase...If you meet one child with autism; you have met one child with autism. Due to the fact that each child with autism will have a different combination of a variety of issues that present themselves as autistic symptoms, each child will require an extremely individualized treatment plan. A combination of biomedical interventions and therapeutic, educational, and behavioral programs such as Intensive Behavioral Intervention can have profound effects. So parents have to educate themselves and be their child's own case manager. This is a daunting task for many parents since they are already overwhelmed with their child's needs.

You may have heard that early intervention is essential. However, through no fault of your own, your child may not have been diagnosed early by a medical doctor. Time doesn't stand still, and while you are enduring long waiting lists for government services, and trial-and-error treatments, your child will continue to age. But no matter how old your child gets, never give up on him.

Visit AFASE at School http://www.afase.com/Bio-Medical_Treatments.html to join the only doctor directed biomedical website that educates and empowers you to treat and possibly recover your child from autism.

For more resources to help you ensure that your children are getting the best from their educational program, browse through my site http://www.afase.com/Resources_Links.html and sign up to receive my free advocacy tips and news.

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Autism and Food Supplements

Today, there are a very large number of food supplements on the market. These products can help us to be healthier by giving our bodies the added nutrients they need. It is especially important for people with autism to have a proper diet, because they are more likely to have problems with nutrition than most of us. It can be very helpful for them to take supplements to help balance their nutritional state.

Two proteins that have been found to potentially worsen the symptoms of autism are gluten and casein. In many autistic children gluten and casein, seem to cause the production of natural opiates in the brain. This can make foods that contain these proteins practically addictive! For this reason, the first step toward treating autism with food supplementation is to adopt a diet free of gluten and casein.

Of course, having a healthy balanced diet is very important. Because autistic children are usually very affected by routines, a healthy diet should be instituted and followed as early as possible. When this is done, autistic children will usually continue to adhere to a healthy diet.

It is also important to determine if your autistic child is absorbing the proper amount of nutrients. A doctor can determine this with Simple blood tests that measure nutrient levels. This data can then be used to adjust a diet if it turns out there are any shortfalls. Medical professionals who have been trained to understand the challenges that autistic children face are a good place to start.

A list of nutrients that autistic children often do not have at optimum levels or may simply be lacking includes: calcium, selenium, zinc, magnesium, folic acids, essential fatty acid, vitamins C and E, taurine, cod liver oil, and various amino acids.

It is important to move slowly when beginning a regimen of supplements. It is also very important to document any changes in behavior. Be very attentive to the effects of the supplements seem to have on your child. Be sure to note any changes and be prepared to discuss them with your doctor or nutritionist.

Both positive and negative effects can result from the changes in diet and use of supplements. Positive effects can sometimes be seen in reduced severity of behaviors. Often, autistic children show improvement in their ability to manage their behaviors and interact socially. Undesirable changes in behavior may also be noted, however. If negative behavior changes are observed, the supplement that was added should be reduced or eliminated. Determining the best diet and what supplements to use for an autistic child is mostly done by trial and error. For that reason, you should start with small packages when purchasing supplements. In the long run you can save you money by buying in bulk quantities. If you were to buy a large quantity of a supplement and then find that it produces undesirable results, you would be stuck with a product that is useless to you.

If you decide to add supplements to your child's diet, it is important to do so in a controlled manner. You should not just dole out supplements on a random basis. Instead, work with your doctor or nutritionist to develop a specific plan that is designed for your child's success. The plan should include stool analysis, frequent tests for metal toxicity, and tests for various amino acids and peptides.

There is a great deal to consider when choosing supplements for your child. This is a very important process that can greatly improve the quality of your child's life. You should take your time with the process and be sure to cover all the bases as you go. Be sure to give supplements time to work. It often takes time for the body to accurately process nutrients and for you to see any changes in behavior.

Larry Roach has worked in the field of employee safety for more than twenty-five years. He developed a particular interest in Autism because one of his grandchildren is severely autistic. You can read more articles about Autism and Aspergers Syndrome at http://autism-aspergers.info.

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