Coaching Basketball to Children With Autism

Through my experiences as a volunteer basketball Coach at the Special Olympics New Jersey Sports Complex and working at various camps and clinics, I have encountered life changing practices through the teaching of developmental basketball. Many people assume that children with autism or other disabilities do not need to learn the necessary skills and concepts associated with basketball. However, I have discovered that it is essential to teach autistic children the same skillsets and concepts as children without disabilities but in a modified manner. As an aspiring College Basketball Coach, I focus on individual skill development, teamwork, and communication when volunteering. These three aspects of basketball are a few keys to success when coaching sports and are important to teach to children at a young age. As a volunteer, I was able to learn new and innovative ways to teach individual skill development, teamwork, and communication that will help children with autism develop their basketball skills and gain confidence and abilities that will help in the overall spectrum of living a healthy life.
Individual skill development is the foundation of becoming a better basketball player and players can improve by working on their weaknesses and expand on their strengths through individual skill development. When working with autistic children, I have experienced, as with some children without a disability, that the players are more incline to focus mainly on their strengths and are less interested in identifying a weakness. Furthermore, the players are usually reluctant to work on skills that could use more development. To overcome this developmental issue, I utilize a principle called "quick transition" to help children improve on weaknesses or areas where they aren't as competent. The "quick transition" principle focuses on the child's strength while quickly transitioning to a new task that needs more development and finally back to the player's comfort zone. Getting a child with autism to get out of their comfort zone is a challenge and is exciting for me when it occurs. I have been successful with implementing this principle and would suggest to anyone, whose challenge is to motivate children with autism to work on their basketball weakness as well as strengths, to use the principle of "quick transition". Individual skill development is an important element and is a much needed skill to facilitate the use of teamwork.
Teamwork is the backbone of basketball and all other team sports. Although it is important to have players improve on their individual skills, they must all play as a team in order to achieve one overall goal. Teamwork is the most challenging aspect of teaching children with autism but it can be done. The key here is to begin by introducing a basic concept of two individuals cooperating together to make a pass, score a basket, get a defensive stop, or any other concept of the sport. Once the players are comfortable with achieving a common goal as two people, appropriately transition them into a small group by adding another person into the equation. Once they become competent in this area, continue with adding other players until you reach the goal of five players on the team contributing to the conception of the overall objective. Coach Mike Krzyzewski, the head men's basketball Coach at Duke University has a quote that reads, "Two is better than one, only if two acts as one." This quote epitomizes teamwork and encourages players to understand the concept that working and cooperating as a team will get the job done more effectively and efficiently which is essential to get children with autism to learn. While teamwork is essential, teamwork needs to be cemented in communications.
Communication in basketball is one of the things that can separate a good team from being a great team. Communication is the voice that wills a team to victory because it creates energy, and provides structure and order. Children with autism may have different types of communication deficiencies. For example, I have coached children who communicated well with me using short precise words and sentences, and others who did not verbally express themselves at all. When communicating with children with autism, I've learned to keep my instructions direct, precise, and also to be repetitive and demonstrate exactly what it is I want them to perform. The act of demonstrating a specific skill or concept helps tremendously in the development of the players skills and they seem to enjoy being able to have a leader to mirror and imitate after. Of the three keys to success when coaching basketball to children with autism, communication seems most important in developing a great team and great players.
In conclusion, as an aspiring College Basketball Coach, I am constantly trying to teach and learn new and innovative ways to help players develop. Additionally, I am committed to helping athletes become socially conscientious and solid citizens of society. Children with autism need the same love and care as children without disabilities and need to be able to participate in physical activities if they desire to do so. Basketball is a great way to introduce the concepts of individual skill improvement, teamwork, and communication and will help with achieving an overall goal. The most interesting and fascinating element in coaching is the satisfaction of being able to coach and help diverse players. As I help these players from different background and abilities, they ultimately help me become a better coach, teacher, mentor, and leader. I hope that this article has introduced a few key concepts in coaching basketball to children with autism that you can implement into your playbook.

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6

Getting Children With AUTISM Moving!

Every physical educator will spend some time teaching students with disabilities. There are many forms that we have to be aware of, especially autism. To date, children born with autism are increasing as the year's progress. About 1 in 88 children are born with autism. As a physical educator we must be aware of how to teach these students to better their understanding and knowledge of physical education. Our job is to teach them how to become cooperative with all other students.
Everyday children should be participating in some sort of physical activity. To this day about 30% of children in America are obese. And because children with autism are factored into this number there should not be an excuse to treat these children differently or not encourage physical activity upon them as well as healthy eating.
Most parents and families struggle when having a child with autism; our job is to help motivate the child to become physically active. Because these families think that eating is one thing their child enjoys, they let them eat whatever they want, including fast food or unhealthy foods. As much as today's life is "rushed" all children should consume healthy and prepared home cooked foods (which contain less calories) as well.
Eating properly is only one aspect added to the number of obese children in America. Another aspect is physical activity and this begins in physical education class. In order to help prevent this number from increasing, we as physical educators must promote physical activity in all children. We can do this by getting children moving. Not only in class but at home as well. This country revolves around electronics and technology. To make time for our children to play outside instead of with video games or watching television is key in promoting physical activity. Activity in physical education is a great way to get children moving all the while having fun.
There are many different keys as to how to teach students with autism. While teaching we should avoid long periods with the same activity. This method of teaching is called task variation method. We want all our activities to be short because children with autism have a short attention span and we want them focused throughout the entire activity we are teaching as much as possible. This method will help increase the attention and retention of practiced skills and activities.
Students with autism can also adjust to their teachers or peer teachers (students who assist students who need extra help). Once they are more comfortable with their teacher's, students with autism might show more emotions and enthusiasm with what they are doing. As the time of learning progresses, students can become more reactive and cooperative, which is our ultimate goal.
Our objective for students with autism is to have them cooperate and interact with others. To do this, taking small steps is best. For example, if the physical educator were teaching a lesson on soccer, it would be best to progress from starting with the soccer ball within a warm-up, flowing to using the ball to kick, pass, dribble, shoot and then eventually create a game like activity. Having students work with partners may be a little difficult for students with autism yet is a very necessary task because we want these students to learn to interact with others. The more partner and group activities are completed, the more the interaction and cooperation we will see with students with autism.
Encouragement and enthusiasm is very important while teaching students with autism. This is because some of these students will not have much emotion when in class, they could be quiet or get very distracted. The best way to keep their attention and is to get them excited to be there in class. If the teacher and/or peer teachers are excited to be there this can catch onto the students. Interacting with the students is another way to keep children with autism excited about physical activity. Some students love high-fives or hugs, which is excellent in terms of interacting with them.
Some other helpful ideas for a physical education class containing children with autism to keep them moving are to include music, visual demonstrations, and creative techniques to increase students with autism participation in physical activities.
Music stimulates a lot of hormones in the body leading to a great feeling for all students. Students with autism love listening to music while being active. There are many different activities that students can cooperate in which encourage physical movement in PE. One example would be conductorsize. This is a new technique that gets students moving their upper arm and entire body while listening to music. During this activity, students can do this by following an instructor or simply on his or her own. Each student will have two (lummi) sticks, which they will use while pretending they are conductors of a band. They will move and conduct freely to the beat of music, which is very fun and entertaining for students with autism.
Visual demonstrations will definitely help students with autism to understand the activity or rules. A perfect example would be the proper way to pass and trap the soccer ball. You can even give out specific cues that will help students remember the correct form such as, inside of foot, kick, toe (to trap the ball). These cues are simple and straight forward so many students can remember and focus on key points to kick and trap the soccer ball as they see you demonstrating the cues.
The last idea is to stay creative; we want to make these children enjoy and benefit from physical activity. To do this we need to make our activities fun, short and entertaining for the children. These different keys will help benefit physical activity, which in the long run could potentially decrease the obesity in children with autism.

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A Brief Overlook at the Role Occupational Therapy Plays in the Treatment of Children With Autism

The subcategory of Rehabilitative Medicine known as Occupational Therapy is extremely relevant in helping to evaluate, and treat, children with autism for several reasons - the first one being its overall approach to treatment, in general:
Occupational therapy takes a somewhat different approach in treating patients in that it uses both the educational, and philosophical, when working with an individual. In fact, the mission of this therapy is to help each patient overcome their obstacles by discovering what experiences, interests, and needs motivate each to want to take action to get better.
What is discovered is then incorporated into the individual's treatment plan, and used to help him meet his goals - in the hopes of the patient's eventual return, or significant improvement to, his best level of function - thereby improving his quality of life. This protocol has proven effective in helping those afflicted with certain types of neurological disorders, including autism.
In regards to the child with autism, the goal of this rehabilitative team is to help the child in mastering as many skills as possible, in ways as stress-free as possible - so he can experience the highest quality of life in an independent manner.
In every individualized case, the occupational therapist bases his particular findings on what he observes during the evaluation period. This is where the child is observed in relation to how well he performs tasks - and how he acts, and copes with stressors - when participating in age-appropriate activities in common situations.
Daily living skills such as dressing himself, brushing his teeth, or playing a game - are things studied and considered by the therapist in his evaluation. Also included are findings on interactions with other children, his attention span, and his stamina while involved in them. When the information has been gathered, a structured, specialized program is then designed for the child to encourage him in using better strategies and coping mechanisms for the situations in his daily life - including those that are especially challenging for him.
His treatment plan for improvement may include involvement in activities such as bead stringing, or working with puzzles for coordination development - and special types of game-playing for an increase in communication and social interaction. Every day activities - like cleansing himself, using the toilet and tying his shoes - are stressed to improve his overall general development, and he is taught ways to cope with transitions and changes to his routine.
Benefits to the autistic child from a successful therapy intervention can mean a marked improvement in his relationships with other peers and adults. And he may learn to focus better on the completion of tasks, along with learning to express himself more appropriately in social situations.
It is the goal of the occupational therapy profession to help a child with autism improve his overall functions and coping skills to reach his greatest potential - in every area of his life. It is the hope that he will eventually be able to live a life functioning at his highest level, as stress-free as possible. And in every case, the earlier a detailed, structured program is started and followed, the better his chances will be.

The best occupational therapy jobs can provide rewarding experience and exciting career opportunities in the medical field. Alternatively, your transferable skills are also applicable to diverse positions, such as a nurse practitioner or a travel nurse.

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Autism Information and Alternative Care

Chiropractic care as a complementary and alternative strategy for care for individuals with autism. Unfortunately there is limited high quality research into alternative methods for autistic individuals in general. That being said, there is significant anecdotal support for non-conventional care with parents reporting improvements in behavioral issues such as tantrums, outbursts, repetitive actions and sleep, for example.
The message of chiropractic is that the body has a remarkable ability to self-heal and repair. The power that made the body is the power that heals the body. The body innately knows what to do to heal a scratched finger, to mend a broken bone, to fight off infection... It's truly amazing when you think of it! Chiropractic itself doesn't directly heal you, but it mediates the process by allowing the nervous system to communicate more freely. Chiropractic adjustments to misaligned or hypomobile vertebrae puts the body into better balance physically and neurologically such that the body can do what it's supposed to do at its best. Also, chiropractors recognize that what you put in your body really does matter. Whatever you eat, do and think makes a difference in your overall health.
For the record, chiropractors do not diagnose or claim to cure autism. Instead, they seek to maximize one's inherent healing abilities by addressing physical, chemical and emotional stressors that influence overall well-being. Chiropractors play an important part of the team approach to care along with conventional therapies.
As in any individual, physical factors play a role in well-being. Chiropractors will evaluate posture, ranges or motion, tightness/tenderness in muscles and/or joints, spinal alignment and overall function. Traumas can result in pain, irritability and outbursts in those with autism, which affects quality of life. Chiropractic care is hands on, gentle and effective at addressing physical concerns. There is also some preliminary research demonstrating benefits in behavioral problems as well as attenuation of sensorimotor issues among autistic individuals following chiropractic care.
Chemical factors are anything that is eaten or breathed in. Diet plays a huge role in health and is particularly important in individuals with autism due to the gut's role. Dietary suggestions for those with autism include probiotic support and a generally clean, healthy diet. This means reduce or eliminate refined sugars, fast foods, preservatives and artificial colors/sweeteners/flavors. Home-cooked meals are best and should include whole foods, vegetables and healthy fats. Food allergy/sensitivity testing may also be beneficial. Avoiding foods that one is sensitive to may improve overall digestion and reduce inflammation. If allergy testing isn't feasible, one can try avoiding foods that are commonly problematic - for example: wheat, dairy, corn and soy. Whatever you do, don't make immediate, drastic changes as this can be both upsetting and challenging. Phase things in and out so that the change is more gradual and then try to maintain the diet for at least a month to determine if there is improvement.
Emotional factors play a role both in the autistic individual as well as the household. Children with autism are more prone to anxiety disorders, feelings of anger and difficulty in adapting to change. These may manifest as behavioral issues as well as musculoskeletal signs and symptoms. For the family, challenges in raising a child with autism commonly results in emotional stress as well as strain on family finances. Stress can present as aches, pains and headaches as a result of tense muscles and joints. Families of autistic children may also benefit from chiropractic care as a means of relieving pain as well as stress.
Physical, chemical and emotional stressors are all inter-related. By looking at the big picture of one's health, overall health and well-being can be maximized. Even if a child goes from 20 tantrums per day to five, it's worth it. Or if a child can finally sleep through the night when under chiropractic care, it's worth it. A trial of chiropractic care may make all the difference.

Dr. Serbinski is a chiropractor practicing in North York, Ontario. She has a holistic approach to health and witnesses the benefits of chiropractic every day. For pain relief, correction of mechanical problems of the musculoskeletal system and for general wellness, chiropractic works. For more information, please visit Dr. Serbinski's chiropractic website at: http://drserbinski.ca or her Google Places page at: http://g.co/maps/q48fd

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Help For Parents And Teachers Of Autistic Chil

Autistic children often have symptoms that include impaired communications, emotional detachment and even excessive rigidity. They may also have a predisposition to view life in absolute terms of their own desires and needs.

As recently as a generation ago, children who were autistic could be put away in “homes” and “institutions” and were not allowed to pursue a normal life. Today there are many organizations, groups, and sources of professional help to turn to.
 Children with autism may not develop at the “normal” rate, nor mature by the same physical and mental means as other children. But, with today's professional resources, many can grow to have a significantly normal life. They can learn to function reasonably well in their own world and still meet the demands and expectations of the outside world.

Parents and teachers of children with autism sometimes struggle to determine where they should start and what they should do first. Well, it's generally accepted the first thing they need to do is have the child properly evaluated to determine where on the autism spectrum disorder table, a particular child
belongs. This diagnosis is a critical first step and will aid in identifying strengths and weaknesses that can be managed in future behavioral environments, including the classroom.

Increasing numbers of children are diagnosed with autism and schools are challenged to implement, then manage special education programs with increasing student enrollment not matched by teacher availability. Each student's educational needs may be unique because of specific learning disabilities.

Therefore, low student-teacher ratios can be very important. When you include the emotional and behavioral disabilities that often accompany special needs students, it is not hard to imagine the challenge special education programs are facing.

Specialized, but highly individualized instruction is a key component to help students achieve meaningful academic progress. Teachers and supporting staff must be provided with the materials and training to meet each student's educational needs. To help children with autism become more productive
and independent, schools must use or develop specific measures to carefully monitor student progress.

Systematic use of applied behavior analysis (ABA) to help monitor both academic and social progress is a common provision for many private and public specialized education programs. Insurance coverage of ABA services is limited, however there aren't many recognized meaningful alternatives to choose from.

Instructional strategies should include safe and structured environments where children with autism can develop increasing knowledge and skills required to function independently in real life scenarios. When possible, classroom instruction should be supplemented with community experiences to include visits to public parks, shopping, restaurants, libraries, etc. Monitored social interactions can be an important developmental measure that helps autistic children cope with and prepare for life outside of school.

Occupational therapy, parent training, speech and language therapy, behavioral interventions, etc., are all common vernacular in the autism support services world. When they are carefully coordinated with classroom curricula and supporting activities, they can provide students, parents and teachers with
meaningful progress measurement opportunities.

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The Individuals with Disabilities Education Act (IDEA) http://idea.ed.gov/ is a public law covering services to children and regulating how states and public agencies provide early intervention, special education and related services . IDEA Part B covers ages (3-21) and IDEA Part C covers infants, toddlers age (birth-2 years). Parents and teachers of children with autism may review related resources.

By: Bob Sheldon

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Visit SchoolThemes.org to discover teacher and education tips that promote school spirit while uniting staff and students in a positive and fun learning environment. Also available, more information and help teaching and parenting children with autism.

Benefits of Small Class Size for Students With Disabilities

One of the students referred to us spent a whole year sitting and staring before he was even referred. Another used to scream at a high pitch for hours before he was referred. Still another used to run around the room an not focus on anything. Another used to beat up his mother and get away with it before he was referred. Because we had a small classroom size and support we were able to deal with the behavioral challenges these children have with learning. It is extremely important to have a child's attention and focus to learn. Also, distractions should be kept to a minimum. This simply does not happen in the average American classroom, which is busy, noisy, bright and overwhelming to a lot of children with learning challenges.
The importance of relationship building for children with autism can not be overstressed. Social skills building needs to be a priority and children need much help in learning proper social skills and behavior. Because the behavior is challenging and difficult and learning and change does not happen rapidly, teachers without the understanding, experience and training just often give up. Believing the child can learn and will learn if one is persistent and does not give up is a necessity. The individual child has to be a priority. This simply does not happen in the mass production concept of American education.
Another difficulty in American education is that children with the same problems are dumped together but not given anymore help than if they were in the average American classroom. Thus, inappropriate behaviors are reinforced by children seeing other inappropriate behaviors. The Lord of the Flies concept happens with children leading the classroom rather than a strong adult leader. This is not a teacher's fault. If a teacher has to spend all of their day correcting behavior, it leads to very little time for learning. That is why I am against classroom sizes of fifteen to twenty for children with autism. Even eight students is too many. I as a teacher have had my greatest success with children with autism in a classroom with no more than four students and one aide.
As you can imagine, education can get very expensive when one does the right thing by a child. I have not even included the therapy and other services that autistic children can benefit from. Moreover, the special schools that autistic children need are often denied as school districts often refuse to pay for the private non-public schools that autistic children benefit most from. Thus, policy has to change and doors have to be opened for parents to be able to pick what works best for their child. Small class size is a start. And parents being allowed to pick non-public schools that work well is also a great start.

Give children a chance to learn and enroll them in a school that insists on a small student to teacher ratio.
The way you learned is not the way your child with autism will learn. They will be lost in the shuffle in most classrooms and then be blamed for not learning or their behavior. I have seen what children can accomplish when given what they need and I hope you will veto the mass education high number classroom that is usually the American way.

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Understanding and Dealing With Angry Behavior in Young Children With Autism

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

Connie Hammer, MSW, parent educator, consultant and coach, guides parents of young children recently diagnosed with an autism spectrum disorder to uncover abilities and change possibilities. Visit her website http://www.parentcoachingforautism.com to get your FREE resources - a parenting e-course, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.

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Autism in Children - The Importance of the iPad to Improve Communication

Why is the iPad so important for working with autism in children? Steve Jobs probably never had this in mind while he was developing it, but the truth is this little gadget has revolutionized the world for nonverbal kids with autism.
Communication devices that before were cumbersome to use and cost several thousand dollars a pop have now been reduced to a unit as small as the iPad, and apps that cost between a dollar and in some cases a couple hundred dollars, depending on the complexity and program. That's a huge advantage over the previous technology.
The iPad Gives Nonverbal Kids a Voice
There are people with autism, both kids and adults, who would not be able to speak a word or communicate with anyone at all if not for something called AAC - augmentative and alternative communication. Simply put, AAC means any device that gives a person who could otherwise not speak a voice. This can range between low tech devices that allow you to point at a picture, to facilitated communication which mostly includes supported typing on a keyboard with voice output, to things like the iPad.
These devices allow people with autism to communicate with the world around them, thus relieving a huge amount of frustration that would come otherwise from having to be silent.
Why the iPad?
So what makes the iPad so much better for autism in children, particularly nonverbal autistic kids? There are several reasons why this is proving to be such a great augmentative/alternative communication method.
1. The Variety of Programs (Apps)
There are programs you can download onto your iPad called apps. There are thousands upon thousands of apps out there, for all different purposes. Just within the autism world, there are thousands of apps. The purpose of many of these apps is to help nonverbal kids speak. A lot of them do it with pictures and symbols that you can load onto the program.
The child sees a picture of something he wants, and points to it. When pushed, the touchpad says the word out loud. Using simple finger movements, the child can also arrange several symbols or pictures into a sentence. "I want to play," or "I want an apple," or "I'm tired." The iPad says this out loud and allows the user to communicate their needs and desires.
2. The Ease of Use
When working with autism in children, you will often see a lot of fine motor problems. It is hard for kids to control exactly where their fingers go, or to do things that require a lot of fine motor control. Even devices like the iPod Touch are more difficult to use for a child with autism, because they require more motor control.
But the iPad has a big screen, and all that is requires is very broad pointing and swiping. It is engaging, with all the animations, sounds and games, so it holds the user's attention.
You touch it, and something happens - it can't get much simpler than that. This immediate cause and effect is much more likely to grab and hold the attention of kids with autism than other devices. Also, many kids with autism have good visual memory, and this makes navigating through the screens relatively easy for them after a few tries.
3. The Educational Value
There are so many different kinds of apps you can download, that anything you can conceive of is there. Some apps teach kids with autism spelling, but do so in such a fun and engaging way that the kids think they are just playing -- so they keep doing it. There are programs that can teach a variety of different skills, in many different academic areas.
4. The Social Value
You can also use the iPad to create customized social stories for every possible situation. If you're going out to the store, you can create an animated social story with personal pictures and your own voice saying and showing exactly what will happen during this process. "Jonah will put on his shows. Jonah will get into the car and not fight with his brother. Jonah will walk down the aisles of the grocery store... " You can say or show whatever you want, and your child can look at it as many times as they want.
This makes them feel more comfortable and prepared about going out in the world, and makes the outing go much more easily for you. It makes the effects of autism in children easier on you and your family's life.
Another nice thing about iPads is they blend in. As the child gets older, they start worrying about blending in more. The iPad doesn't mark them as having a disability, because it is something that many people have.
For a list of websites that review autism related iPad apps, you can see this list of autism apps that the New York Times put together.
The iPad is not the only AAC device out there, but it is the one that best blends all the past and future technologies together. Previous devices where you typed something in and had voice output cost thousands of dollars. The iPad cost a few hundred dollars. (And everyone in the family can use it.) Therefore, for anyone working with autism in children, finding some sort of augmentative alternative communication device, like the iPad, for them is highly recommended.

And for further tips and techniques to help your child with autism live a happy and fulfilled life, go to the web site www.AutismParenthood.com. There you will be able to sign up for the free Autism newsletter as well as get additional information to help your loved ones thrive on the autism spectrum.

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CranioSacral Therapy (CST) For Children With Autism

CranioSacral Therapy(CST) has been proven to be one of the helpful alternative therapy for autistic children. It uses gentle hands-on touch to decease counteract stress and strain on central nervous system. This CST Therapy must be administered by trained experts, like chiropractors, massage therapists, or physical therapists.
Cranial Osteopathy was developed at the beginning of the 20th century by Dr. William Garner Sutherland, an osteopathic physican, who founded himself in the year of 1872. The Cranial Therapy was not accepted by people for 40 years until some highly sensitive computerised medical diagnostic equipment confirmed that Dr. William Garner Sutherland has been right.
The Therapy is based on the idea that the entire nervous system of human body is in constant rhythmic motion, once some of the movements are restricted, symptoms like headaches or depression would raise. While working with an kid with autism, the initial focus often is on the cranium to locate an area that has the greatest motion response to the craniosacral rhythm. Delicate release and pumping techniques are used to create more motion in that area.
Each treatment will take about one hour, and it's best to be administered once a week at the beginning. Don't expect that the CST could "cure" autism in the end, well, it can't. However, according to the parents of autistic children, this therapy do make things better, such as improved socialization, speaking ability, ability to connect with others, increased eye contact and so on.
CranioSacral Therapy(CST) enhances the body's natral healing process, in the mean time, it combines well with other forms of treatment that work for ASD, such as animal therapy, electric shock therapy, gluten and casein free diets, music therapy, occupational therapy, Live Cell & Stem Cell Therapy, Hyperbaric Oxygen Therapy and Nutritional Therapies.
CST also works well in the treatment of ADD(attention deficit disorder), ADHD(attention deficit hyperactivity disorder), Asperger's Syndrome and PDD-NOS(pervasive developmental delays, not otherwise specified).
http://www.autism-world.com/index.php/2009/04/21/how-craniosacral-therapycst-works-for-autism/

http://www.autism-world.com

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Developing Social Stories for Children With Autism/Asperger's Syndrome/PDD

Social stories have proven successful when working with students on social skill development. Social stories have helped many children develop behaviors that are more appropriate to given settings. Social stories may also help the child understand why certain behaviors are necessary in different situations. But what exactly is a social story and how can it be used in a way that will be helpful and supportive? A step-by-step guideline on how to develop a social story is provided.
First it is necessary to prioritize what behaviors you are seeking to change or develop. Select one behavior at a time. For example, if your child/student has difficulty walking into the library quietly, target this particular activity. Write the story in the first person "When I walk through the door of the library I need to be quiet!" For some children, it is also helpful to include drawings or photographs of the event. Many children may be able to participate in the development of the social story. This involvement encourages "buy in" and a better understanding of the expectations.
Explain the situation that presents difficulty. "On Tuesdays my class goes to the library."
Include a description of the child's behavior along with a description of the desired behavior. "When we walk into the library the room is very quiet. I feel a little nervous because we have left the classroom where I feel safe. I also am excited when we go to the library. Sometimes I yell. When I yell, I like the sound my voice makes and I feel good. It is okay to get excited, but is not okay to yell in the library."
Continue by explaining why this behavior is unacceptable and by describing the desired behavior. "When I yell it bothers other people in the library. It makes it hard for them to work. Even though I like to yell in the library, I need to be quiet because the library is a quiet place. It is not the place to yell."
End the story with a description of the acceptable behavior. "When I walk into the library I will not yell or make any other loud noise. I will walk quietly through the door, smile at the librarian, and sit down quietly on the carpet and wait for directions. When I walk into the library quietly it makes my class and teacher happy. I can yell when I'm on the playground."
Following is a sample of a social story:
Social Story: Going to the Library
"When I walk through the door of the library I need to be quiet! On Tuesdays my class goes to the library. When we walk into the library the room is very quiet. I feel a little nervous because we have left the classroom where I feel safe. I also get excited when we go to the library. Sometimes I yell. When I yell, I like the sound my voice makes and I feel good. It is okay to get excited, but is not okay to yell in the library. When I yell it bothers other the other people in the library. It makes it hard for them to work. Even though I like to yell in the library I need to be quiet because the library is a quiet place. It is not the place to yell. When I walk into the library I will not yell or make any other loud noise. I will walk quietly through the door, smile at the librarian, and sit down quietly on the carpet and wait for directions. When I walk into the library I will try to be quiet because it makes my class and teacher happy. I can yell when I'm on the playground."

http://best-top-ten.com/Autism-Aspergers.html

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Aspergers Syndrome in Young Women

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

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What Do Colors Have to Do With Autism? Opening the Door to Better Understand Children With Autism

Wikipedia lists about one thousand different colors. Actually the number of colors possible is likely without limit, provided all of the primary colors are present. If you were an artist where would you be if sixty colors were not available to you compared to the other artists? The missing colors would severely limit your ability to produce the range of colors available to the other artists. The actual effect on your paintings would depend upon which colors were missing. If it were a primary color that was missing your ability to mix and blend would be severely limited.
So it is with the many nutrients required for the body to be healthy. Those who are lacking the fifty or sixty nutrients found to be absent in those with autism should expect to experience symptoms not found in those individuals that consume a nutritionally complete diet. There are several nutrients that are essential and they must be in the daily diet for best health as they are not stored in the body. Other nutrients are essential because the body cannot manufacture them such as eight of the amino acids, two fatty acids, etc.
The type of symptoms and the severity would depend upon the level of deficiency and the type of nutrient missing. Unfortunately the relationship of specific nutrients in relation to specific symptoms is not well understood in many instances, especially with brain health.
The history of chronic disorders does provide clear evidence that most, if not all chronic disorders result from one or more nutrients being too high, low, or absent from the diet. Therefore if one is to successfully eliminate the risk of all nutrient deficiencies it is necessary to understand what those nutrients are and provide the necessary amount in the daily diet.
My recommendation is that you take "The Nutrient Express" rather than "The Slow Boat to China" by avoiding the marketing hype advising this or that ingredient or supplement. There is no question but that your body needs vitamins, minerals, amino acids, fatty acids, antioxidants, etc, or this or that special nutrient. However, a proper diet designed for nutritional adequacy will include those same nutrients - at a much safer level to meet the needs of the body and generally at a fraction of the cost.
It is without question that good health derives from good nutrition and poor health derives from poor nutrition. With that truism, what can we expect from medications and therapies for the treatment of autism?
Medications are usually found to block some metabolic process rather than contributing to one's nutritional needs. There are those that would have you believe that Applied Behavioral Therapy (ABA) is the first, best, and only way to treat autism. These therapies do not address the problem of nutritional deficiencies and this would be a lot like trying to mix a beautiful color when a primary color is missing.
To ensure proper help for the autistic child, simply evaluate the child's diet to determine if the needs for the developing brain are being met before attempting medications or therapy. This presumes that you have done your homework and have a clear understanding of what nutrients are required for a healthy brain. If the brain is starving, it must be fed to have good health and this would likely reduce the need for extended therapy or long term medications.

Dr. Rongey is a Food Scientist & Nutritionist. His niche is in identifying the cause of chronic disorders. The cause of chronic disorders has been researched for the past sixteen years and autism for almost five years. Several books concerning the cause of chronic disorders are available in ebook or paperback format. For more information on his research or the availability of the books on autism or healthy living, you can contact him as follows:
Harold Rongey, Ph.D. email: hrongey@gmail.com Phone: 858-740-7272 or his web site at http://www.whostolemyfood.com

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Speech and Language Therapy for Children With Autism

What is it?

The goal of speech therapy is to improve all aspects of communication. This includes: comprehension, expression, sound production, and social use of language (1). Speech therapy may include sign language and the use of picture symbols (2). At its best, a specific speech therapy program is tailored to the specific weaknesses of the individual child (1). Unfortunately, it can be difficult to create a child-specific, evolving, long-term speech therapy plan (1, 3).

The National Research Council describes four aspects of beneficial speech therapy-

(1) Speech therapy should begin early in a child's life and be frequent.

(2) Therapy should be rooted in practical experience in the child's life.

(3) Therapy should encourage spontaneous communication.

(4) Any communication skills learned during speech therapy should be generalizable to multiple situations (4).

Thus, any speech therapy program should include practice in many different places with many different people (2). In order for speech therapy to be most successful, caregivers should practice speech exercises during normal daily routines in the home, school, and community (1, 5). Speech therapists can give specific examples of how best to incorporate speech therapy throughout a child's day (6).

What's it like?

Speech therapy sessions will vary greatly depending upon the child. If the child is younger than three years old, then the speech therapist will most likely come into the home for a one hour session. If the child is older than three, then therapy session swill occur at school or in the therapist's office. If the child is school age, expect that speech therapy will include one-on-one time with the child, classroom-based activities, and consultations between the speech therapist and teachers and parents (2).

The sessions should be designed to engage the child in communication. The therapist will engage the child through games and toys chosen specifically for the child. Several different speech therapy techniques and approaches can be used in a single session or throughout many sessions (see below).

What is the theory behind it?

Children with autism not only have trouble communicating socially, but often also have problems behaving. These behavioral problems are believed to be at least partially caused by the frustration associated with the inability to communicate. Speech therapy is intended to not only improve social communication skills, but also teach the ability to use those communication skills as an alternative to unacceptable behavior (1).

Does it work?

Many scientific studies demonstrate that speech therapy is able to improve the communication skills of children with autism (1). The most successful approaches to speech therapy include: early identification, family involvement, and individualized treatment (3). There are many different approaches to speech therapy and most of them are effective. The table below lists some of the different approaches. In most cases a speech therapist will use a combination of approaches in a program.

Type of Speech Therapy

Definition

Does it Work?

Augmentative and alternative communication (AAC)

broad term for forms of communication that supplement or enhance speech, including electronic devices, picture boards, and sign language

Yes (2)

Discrete trial training

therapy that focuses on behavior and actions

Yes (1)

Facilitated communication

communication technique that involves a facilitator who places his hand over the patient's hand, arm or wrist, which is placed on a board or keyboard with letters, words or pictures

No (1, 3)

Functional communication training (FCT)

use of positive reinforcement to motivate the child to communicate

Yes (4)

Generalized imitation

child is encouraged to mimic the therapists mouth motions before attempting to make the sound

Yes (5)

Mand training

use of prompts and reinforcements of independent requests for items (referred to as mands)

Yes (6)

Motivational techniques

therapy techniques that focus on following the child's lead and capitalize on the child's desire to respond

Yes (7)

Peer mentors/circle of friends

use of children who are trained to interact with the autistic child throughout the day

Yes (8)

Picture exchange communication system

method of using picture symbols to communicate

Yes (9)

Relationship development intervention

trademarked treatment program that centers on the belief that individuals with autism can participate in authentic emotional relationships if they are exposed to them in a gradual, systematic way

Yes (8)

Sign language/total communication

language of hand shapes, movements, and facial expressions (especially useful for ages 0-3)

Yes (1)

Story scripts/social stories

actual stories that can be used or adapted to teach social skills

Yes (1, 8)

Is it harmful?

There are no reports of speech therapy being harmful.

Cost

The cost of speech therapy is covered by the government through the Individuals with Disabilities Education Act (IDEA). The amount of speech therapy provided in this setting may be suboptimal and thus should be supplemented with private therapy. Private speech therapy can be expensive (approximately $100/hour)

Speech therapy requires parental investment of time. In order to be most effective, parents should be fully integrated into the therapy program and should seek out opportunities to practice communication throughout the daily routine. With time, this should become a new way of life.

Resources

Autism is a condition covered under the Individuals with Disabilities Education Act (IDEA). Services covered by IDEA include early identification and assessment and speech language pathology (speech therapy). This law protects the rights of patients with autism and provides guidelines to assist in their education. It covers children from birth to age 21 (U.S. Department of Education Web site). Pediatricians can provide contact information for the state early intervention program (for children 0 to 3 years old). School districts will coordinate special services for children 3-21 years old.

Parents of nonverbal children should consider incorporating PECS.

Signing Times is one of many companies selling systems that help to teach children sign language.

American Speech-Language-Hearing Association. (2006). Principles for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span: Technical report.

Charman T, Stone W. Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. New York, The Guilford Press, 2006, pp. 115-266.

Paul R, Sutherland D. Enhancing early language in children with autism spectrum disorders. In Volkmar FR, Paul R, Klin A, et al. Handbook of Autism and Pervasive Developmental Disorders, Third Edition, Volume Two. Hoboken, John Wiley & Sons, 2005, pp 977-1002.

References

1. Goldstein, H. 2002. "Communication Intervention for Children with Autism: A Review of Treatment Efficacy." Journal of Autism and Developmental Disorders v32 n5 p373-96 Oct 2002.

2. Diehl, S.F. 2003. "The SLP's Role in Collaborative Assessment and Intervention for Children with ASD." Topics in Language Disorders v23 n2 p95-115 Apr-Jun 2003.

3. Lord, C. 2000. "Commentary: achievements and future directions for intervention research in communication and autism spectrum disorders." J.Autism Dev.Disord. 30(5):393-398.

4. Committee on Educational Interventions for Children with Autism, C.L.a.J.P.M.E.2001. "Educating Children with Autism." Committee on Educational Interventions for Children with Autism, C.L.a.J.P.M.E. The National Academies Press.

Ref Type: Book, Whole

5. Koegel, L.K. 2000. "Interventions to facilitate communication in autism." J.Autism Dev.Disord. 30(5):383-391.

6. Safran, S.P., et al. 2003. "Intervention ABCs for Children with Asperger Syndrome." Topics in Language Disorders v23 n2 p154-65 Apr-Jun 2003.

7. Light, J.C., et al. 1998. "Augmentative and alternative communication to support receptive and expressive communication for people with autism." J.Commun.Disord. 31(2):153-178.

8. Keen, D., et al. 2001. "Replacing prelinguistic behaviors with functional communication." J.Autism Dev.Disord. 31(4):385-398.

9. Ross, D.E., and R.D. Greer. 2003. "Generalized imitation and the mand: inducing first instances of speech in young children with autism." Res.Dev.Disabil. 24(1):58-74.

© 2007 Healing Thresholds

Healing Thresholds Inc. authorizes you to view or download the material on the Healing Thresholds site if you include the following copyright notice: "Copyright © 2007, Healing Thresholds, Inc. All rights reserved"

Lara Pullen, PhD is the CEO of http://autism.healingthresholds.com. Healing Thresholds Autism Therapy is a free website and email newsletter dedicated to healing the lives of families touched by autism. They provide comprehensive therapy fact sheets, daily updates of autism therapy research and news, and a global directory of autism-related therapists and services. The 100 top autism therapies are listed and discussed at Healing Thresholds with comprehensive fact sheets provided for the top twelve therapies. This article, with links to layperson summaries of all referenced research, is available at: http://autism.healingthresholds.com/therapy/speech-therapy.

Lara is a former research scientist in the field of immunology. She has been a medical writer since 1999 and has written on a wide range of topics from Alzheimer's disease to diabetes. She is the mother of three children, the youngest of whom has Prader-Willi Syndrome.

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Decrease Repetitive Behaviors in Children With Autism

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

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

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

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

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

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

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

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

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

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

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

Dawn has an 11 year old son with Classical Autism.

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How to Show Love to Children With Autism

A lot experts might say that children with autism do not have the ability to give or receive affection from a loved one. In a lot of cases of children with autism this may appear to be true. There exists many stories to the contrary as well. Since we just talked about tactile stimulation, I thought i would get that out of the way right now. It is true that children with autism process touch different than the rest of us. So it is a common misconception that they simply do not like to be touched. To say this is a one size fits all diagnosis is absurd. Children with autism are just as different as everyone else in this world. They could be hyper or hypo sensitive to touch. You know your child and can make that determination.

When attempting to show physical affection the first thing you want to keep in mind, is that you probably don't want it to be a surprise event. Startling autistic children could lead to horrible consequences. Start small and go from their. Maybe start with a light hand on the shoulder and work your way up to a gentle hug. If your child is hypo sensitive, they may want a giant bear hug right from the start. It's going to take a little playing around with. I think you would agree that the reward is worth it.

You can also make sure that the child has an open invitation to come to you. Maybe let them warm up to the idea for a while. Before they go to bed at night, simply stand with your arms outstretched inviting a hug. Let them explore what you are doing. Let the autistic child choose if they want to reciprocate. Could make for quite the comedy if they just did the same thing back to you. Just allow them plenty of opportunities to express their affection towards you. Don't be offended or discouraged if they do not take you up on your offers.

If touch is simply out of the question then you are still not out of luck. Make sure that you use lots of smiles and positive gestures. Since a lot of children with autism have trouble picking up on social cues, you may need to over dramatize these a bit. Show your love in this manner.

The last thing you want to do is inform everyone in the child's life about what practices you are putting into place. You want everyone who might want to engage in these activities to be doing it right. You don't want your work to be undone by some one with good intentions. Ignorance is the opposite of bliss in this situation.

These are just some more suggestions to try with children with autism. Remember the symbol for autism is a puzzle piece for a reason. See what you can do with them.

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

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Children With Autism and Structure

Children with autism have many struggles placed before them in life. You as a Parent of a child with autism want nothing but the best for them. One of the best ways you can help your child is to provide them a home environment in which they feel safe and secure. You can do this through structure and consistency. Through all of the chaos that children with autism feel, you can help keep them grounded. Follow a few simple steps and your home life could be very calm and serene. Well at least as serene as it can be with a child of any sort keeping you on your toes.

One of the first things you should do is set up a schedule for your child with an autism spectrum disorder. Make a pictorial schedule and place somewhere the child can see and refer to it often. Stick by the schedule, try to make sure that the days typically remain the same. You will want to use pictures, as a lot of children with autism are visual learners. If an occasion should arise that you need to change the schedule, try preparing the child in advance. Possibly try rehearsing with them the situation that is going to arise that will interrupt the schedule. You will surely want to do some preparing around big events such as holidays and birthdays. These will be huge disruptions in the normalcy of their schedule. The concreteness of the schedule will help your autistic child feel safe.

Speaking of safe, you will want to set up a place set aside specifically for the child. This will be their safety area. This should be a place where they can go to relax free from any stressors. Maybe this is a chair in the den, or someplace quiet. Make sure this spot is theirs, and theirs alone. This maybe where they need to go when they feel overwhelmed. You will want to clearly define this place so your child know where to go.

Being consistent is also a big key. How you interact with children with autism should remain consistent. This will further their sense of safety and comfort. If something is off limits, it should be off limits all the time. Don't be wishy washy when it comes to your child with autism. This may only confuse them, and make them feel unsafe, or turbulent.

Your actions will directly contribute to how secure you child with autism feels. Make sure you follow these simple steps and you should do well by your child.

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

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Weighted Blankets for Sleep Difficulties in Children With Autism

You may or may not have heard of "Weighted Blankets " - if however, you have endless issues with sleepless or interrupted nights with children with Autism or similar disorders, it may very well be the best thing you have ever heard of.

As a young girl (too many years ago) I spent most of my nights wondering the house without a thought of sleep. As I grew my sleep difficulties came along for the ride. The impact of these sleepless nights was not something I understood for a very long time. Now in my forties I am well and truly understanding what going without sleep can do to not only your energy but also the impact it can have all around our daily lives.

As I said, I am now in my 40's and these issues are still a problem for me, however now-a-days there are bigger issues that led me to my appreciation of using Weighted Blankets for sleep. In late 2010 my two very young sons were diagnosed with Autism. Both of these boys are on the spectrum but are very different in many ways. The one way that they did not differ was that neither of them "Just slept ". Having other members in the family and my own age, made it difficult to deal with the seemingly endless nights of constant battles to obtain sleep. It seemed most nights that we would finally settle one child and the next would step in to take his place, meaning that total sleep for us consisted of maybe a couple of uninterrupted hours and even then it would be either on the floor beside their beds or in our bed with both boys stretched out and pushing against us in the middle of the bed.

Once diagnosed we attempted sleep with the chemist made version of Melatonin. It took a few drops and for the first time both my boys were asleep within 30 minutes. Melatonin was great.... and so it went, however it started to take a few more drops to put them to sleep then it lasted a little less time (wakening at 3am) and then we started to realise how much of this chemist supply we were going through with two children using it. The cost for Melatonin varies but we never found it for less than about $55 per bottle (very small bottle) We were using more and more with less and varied results. This was about the time that I had the opportunity to try a Weighted Blanket. I had heard of them before, I remember that I dismissed the idea because my boys never would leave a sheet or blanket on, so I assumed that they would not leave the blanket on either. Then also there was the cost. Too much I thought to take the risk that they did not use it. --- I could not have been more wrong and I'm very happy that I was, my older son (now 5) took to the blanket quite well and started to sleep better in under a week. Jayden who was then still 2 (almost 3) did not like the idea of his legs being covered and also likes his arms free, for him we placed the blanket across the core of his body and left his legs and arms free. - During that week our last bottle of Melatonin ran out and we have not had to buy one since.

Now I am not saying that life is perfect, that is a bit much to ask from a blanket, however we will never do without the blankets again.

The big question - How do they work?

I could make it complicated and talk about "Deep pressure therapy" and " Spatial Awareness" but to keep it simple I will explain it this way. The Melatonin that was produced by my local chemist can just as easily be produced by our own bodies. A simple example is that when we receive a hug, our bodies' natural response is to release a chemical called Serotonin. This is what makes us feel good. Serotonin is our natural relaxant, but it is also much more. When the sun goes down and it is time for sleep, the Serotonin in our body changes. Melatonin is what is produced at night time and is necessary for sleep. Having the all over cuddle of a weighted blanket helps this Melatonin production and therefore helps with natural calming sleep.

Around April last year I started to stock and sell resources for families in our area with children who have ASD. The first thing we put out to show families were Weighted Blankets. We now stock not only blankets but weighted wraps sized for car travel or school. Both my sons have one of these smaller lap blankets in their bags in the classroom. They use them not for sleep but for calming when pressures in the classroom get too much. We also use blankets for their laps while travelling in the car. It keeps them calmer and allows me to concentrate on driving safely rather than dealing with meltdown. If you are dealing with sleepless children, do not wait. Make one or buy one or if you are lucky enough to find someone who will part with it borrow one. But one way or another give them a try. It took a week for my boys so be prepared that it may not happen the first night, but it may very well be the best investment for yours and you child's health that you ever make.

You are welcome to take a look at our weighted blankets - visit us anytime at http://www.forourspecialsomeone.com

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

Is There a Disadvantage of Language Development in Children With Autism?

Many children with autism, have a problem with development of language. One of the first symptoms you will want to be aware of, is if, your child has a problem with talking. This disadvantage may show up as abnormal in the first few months of their early age of being a baby.

As a baby, most babies babble, make variety of sounds, but with a baby who has the disorder of autism, that baby usually has a disadvantage by not making a variety of sounds, or even babble, but may make high-pitched squealing sounds.

The other point to consider, as your baby reaches about twelve months old, there appears to be more delays and disadvantages in their language. Babies with autism, usually do not develop the words or communication skills to say "mama," "dada," while other children know how to speak these words and identify them to their subject and be encouraged to say those words, or other words that are simple at this age.

Your child with the disorder of autism may start slowly to progress with his or her disadvantage of language development about the age of four or five. This can be done by making flash cards with words on them and pictures to identify the words, with repetition. But your child may not be able to communicate these words to you or others, in a sentence form.

Usually, by the age your child reaches four years old, their disadvantage of language development is identified, that he or she is unable to use speech to form sentences to ask for what they want and express their needs. Your child may have an immediate need for milk, juice, water, soda. He or she will say, "juice," instead of perhaps, saying, "I would like some juice." or "where is the juice?"

Many children with autism, have a disadvantage of language development by, using the parrot method by listening to people, who use words, but they do not understand what they are saying or what it means. For example, your child may say the word "shopping" over and over again, but not have a clue what is means or how it relates to their thought pattern. They often times use words in repetition form of not knowing how it relates.

Communication with your child who has autism, may go at a slow pace, but encourage your child to use the language he or she has and continue to reinforce their language, to overcome the areas that will hinder your child from learning how to communicate words and understand what they mean.

It takes patience and time, for your child with the disorder of autism, to make progress that will help overcome the disadvantage of their language development. Never give up on them. There are many updated new techniques available. Some of the best techniques are taught by speech therapists or teachers who understand the disadvantage of their language development and are trained in this area.

"Take action now, and accept this invitation to enter at ==> http://www.autismintoawareness.com to learn more on this topic and other crucial topics. Download your updated e-book, and FREE bonus products, where Bonita Darula breaks the silence about the different levels of autism. You and your child are worth it to receive this imperative information."

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

Bringing Up Bright and Happy Children With Autism

Ask any parent and they'll tell you that parenting a child is the most difficult task they've ever encountered. They'll also tell you it's the most rewarding. Parenting a child with autism, however, can be a little more stressful. It can also be just as rewarding. The key to bringing up bright and happy children with Autism is to love and nurture them, as you would any child.

Once your child has been diagnosed with autism, you may at first go through a typical sort of panic mode. One of the first things you may want to do is set up counseling for yourself to help you deal with any negative feelings you are having about your child. This can help you in this overwhelming time. You may also want to do some research on your own regarding Autism, as it will help you to understand what you may expect with your child.

When you start researching, you'll, of course, want to start with your child's pediatrician. They can certainly help to point you in the right direction. There also may be support groups in your area and you'll find that parents of children with autism can help you deal with this initial period, as well as being a great source for information.

When you are choosing a program for your child with autism, you'll want to seek the advice from professionals, such as your pediatrician and other autism professionals. Research the program to make sure it will deal with all aspects of autism, as well as make sure they are qualified to assist your child.

Once you've come to terms with your child being diagnosed with autism, there are certain things you'll need to take care of in the home. You want to bring your autistic child up in a home that is safe, as well as comfortable for your child. One of the first things you should do is a safety check. For example, if you worry because your child likes to sneak outside, you may want to install security locks on the doors. Make sure, however, the child can get out in case of an emergency. You may also want to consider fencing in the yard where your child can play safely.

Some autistic children are very sensitive to touch and even bathing them becomes a struggle. You want your child to be clean however, you also want them to be happy. If this means foregoing a daily bath for one every other day, then by all means, do it. You can also help them to overcome their sensitivity to water by scheduling regular playtimes in water, such as playing with lawn sprinklers and squirt guns. You can make it a fun time and they may come to enjoy bathing.

Most importantly, provide your child with activities at home, as well as outside the home. They may not want to participate in all of them, but it is important for your child to be treated as if they are included. Don't leave your child home when going out for dinner. Take your autistic child with you and just make sure you go to a family type restaurant so if your child does misbehave in public, it is not such a big deal. Provide your child with an environment filled with different colors and textures. This will help to keep their attention on certain activities and if you provide them with the opportunity for social interaction, this can certainly help them in the long run.

Most importantly, however, provide your child with love. Even if your autistic child does not like to be touched, there are other things you can do to let them know you love them. Talking with your child, even when you don't feel they are listening is important to their development. Tell them how much you love them, whether they respond in turn or not. A child that is loved will feel this love, even if they have autism.

Rachel Evans also writes a Free autism newsletter, with information and methods to spot and manage the signs of autism. You can sign up for free here: Free Autism Newsletter and for information on autism treatments please visit our Autism Blog

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

Steps to Help You Teach Children With Autism

You may be feeling grief upon receiving a diagnosis that your child has Autism or Aspergers Syndrome etc. Do not despair! There is hope! Many individuals on the autism spectrum have grown up to have productive, fulfilling lives. Your child can still have a bright future! One out of 120 children coming into the world are now being diagnosed with some form of autism. It appears to be becoming a world wide epidemic. You are not alone. Here are three alternative steps to take to improve your child's life and your own:

1. Creative expression
2. Telepathic Communication
3. Life Style Changes

It may be helpful to understand that many of them are Indigo or Rainbow children. This means that these children have more activated DNA, they are extremely sensitive, gifted, and highly intelligent. At the same time their speech may be delayed or others may have physical developmental challenges.

As such, children on the autism spectrum are often gifted in painting, drawing, sculpture and music. When you allow them to express themselves in these other mediums, the whole family will benefit. Creative expression is therapeutic in and of itself, as it allows freedom for feelings to be expressed in a safe, fun way. These feelings may otherwise be buried and come out later in a destructive way. For all of us, with or without autism, emotional expression is vital for our health and well-being. It is a normal part of being human. This is why music, painting, and drawing is important for autistic children. It provides them with another language, which may be easier, for the autistic child than verbal expression.

You don't have to be a professional artist or art therapist to support your child in expressing themselves. You can paint or draw along with them or create music together. If this is a challenge for you, just keep it simple and fun. Try to let go of your inner critic. Art education is vital for the development of the autistic child because it will develop their inner realm, and will help them discover who they are and how they fit into the world around them.

These children have a highly sensitive metabolism which means they may have a tendency to become overwhelmed by large groups of people, large classrooms, noise, and emotion. When they are feeling overwhelmed or over stimulated they can either withdraw further within themselves and from the outer world or they can become more hyperactive, or escalate the situation to have an emotional meltdown. At this point hugging or holding them can feel uncomfortable or even painful for the autistic child if they are highly sensitive to touch or energy. A highly sensitive autistic child may be clear sentient, clairvoyant and telepathic. It is more natural and easier for them to communicate this way. You will learn to appreciate their strengths and what they have to offer the world.

The worst thing you can do is nothing and give up on them. Remind yourself that you are not alone. There is lots of support today in the form of many different kinds of therapies and programs. It is important to find the ones that are suitable for you and your child. Additionally, you may have to make some adjustments in your lifestyle such as looking for alternative choices in education, and housing options to help them adjust. Likewise they may feel better eating a diet of healthy organic fruits and vegetables for the most part.

Your own self-care is most important as you can easily become drained by the demands of parenting or teaching these kids. This is being wisely selfish. Do whatever you need to do to stay balanced and recharged. You know yourself best. Do something you love to do every day so you don't get burnt out. You are the most important person to influence your child.

If you enjoyed the content above and would like more information on how to improve your creative connection with your autistic child, check out my eManual, titled, 'SIMPLE CREATIVE TOOLS for TEACHING CHILDREN with AUTISM'. You can find it on my website http://www.tlc4youth.com

I am also conducting free Q & A sessions via Skype until the 15th January, 2012. To sign up for one, please send me a message via my contact page on my website.

You can also stay up to date by "Liking our Facebook fanpage" at http://www.facebook.com/ChildrensVoice.

Lastly I also offer one-on-one in person or long distance healing sessions with Reiki and Body Talk.

Article Source: http://EzineArticles.com/?expert=Caroline_F._Butson