Developmental Delay Syndrome - The "Real" Diagnosis for Autism Spectrum Disorders, ADHD, and LD?

According to Robert Melillo and Gerry Leisman (2004) in their textbook, Neuro behavioral Disorders of Childhood, "Attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), pervasive developmental disorder (PDD), obsessive-compulsive disorder (ODD), Asperger's syndrome, and autism, to name but a few, may be viewed as points on a spectrum of developmental disabilities in which those points share features in common and possibly etiology as well, varying only in severity and in the primary anatomical region of dysfunctional activity (p. 1)."

These authors state that the childhood behavioral disorders share many things in common, including learning disabilities. Their theory is based on the idea that the human ability to think (cognition) is tied inextricably with movement and that, indeed, cognitive and motor functions are actually part and parcel of the same biological function.

They cite as evidence that problems of motor movement such as in coordination or clumsiness are very common symptoms of developmental disabilities. The following are some further core tenets of their theory:

1) Under-stimulation of the cerebellum and thalamus affects both executive and motor functions. In other words, the cerebellum and thalamus (portions of the brain) are under-stimulated, and this affects the ability to move in a fully coordinated way and to think and process information in optimal ways.

2) A primary problem is dysfunction of hemisphericity, i.e. the right and left hemispheres are not talking to each other properly.

3) Most conditions in this spectrum are the result of a right hemisphere dysfunction or delay.

4) Environment is a fundamental problem. The authors point out that if these disorders were primarily genetic, they would not be increasing at such an alarming rate.

5) All of these disorders are variations of the same problem. They point out that there is a high rate of comorbidity for all these conditions.

6) These problems are correctable. They state that the main focus of treatment should be on improving motor function in conjunction with cognitive training and behavior modification.

7) Hemisphere specific treatment is the key to success. "Motor activity, sensory stimulation, and cognitive functions directed toward the under-functioning hemisphere is the most important consideration in treatment (p. 4)."

Hyperactivity may actually be the brain's attempt to correct itself, i.e. provide enough stimulation to the under-stimulated cerebellum. Further, this may be why stimulant medications such as Ritalin, Adderall, Concerta, etc., allow some children with hyperactivity to calm down and focus.

Robin Pauc, author of The Learning Disability Myth, puts the neuro behavioral disorders (learning problems, ADD, ADHD, OCD, Asperger's, autism, PDD, etc.) under one umbrella and calls it Developmental Delay Syndrome (DDS). Notice that he calls it "delay" and not "disorder." Pauc, Melillo and Leisman are among a growing number of clinicians and researchers who believe that the areas of the brain that are immature due to genetics or environment can be brought to maturity through cognitive-motor treatments. This is very exciting and is also the basis of the BrightHouse Comprehensive Learning Program.

Carlene M. Wentworth, Ph.D. has worked in the public and private spheres of child and adolescent therapy and education for close to 20 years. She currently is the Director of an educational services agency in South Carolina. Dr. Wentworth has written learning and reading programs for kids who do not fit the cookie cutter mold of public education. She writes a bi-weekly ezine, Learning Connections, for parents, therapists, and educators. Twice a month she provides 21st century strategies and a common sense approach to the education of our children.

Visit her website at [http://www.BrightHouseLearningSpecialists.com], and subscribe to her free ezine. If you have questions, feel free to call her at 1.888.898.8867.

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

Pervasive Developmental Disorder - Research Shows That Your Child Could Be at Risk

Pervasive Developmental Disorder - Is your child at risk?

This encompasses the five types of neurodevelopmental disorders that include Autistic Disorder, also known as Kanner's Autism, Asperger's Syndrome, Childhood Disintegrative Syndrome, Rett Syndrome and Pervasive Developmental Disorder not Otherwise Specified.

The disorders are all related though they are all slightly different in their disabling effects and potential outcomes. They are more widespread; more children suffer with them, than the commonly known childhood disorders of Down syndrome or Spinal Bifida. A recent American study discovered that there are 3.4 children with autism spectrum disorder for every one thousand children aged three to ten years old. Children who suffer from this group of disorders all have difficulties with social interplay, spoken and unspoken communication, imaginative play and repetitive behaviors.

Depending on which autism spectrum disorder is being discussed the symptoms may begin as early as six months, but can begin as late as three to four years. Whichever of the five disorders the child develops they share many of the same difficulties to one degree or another with Asperger's usually being the mildest form. Still these children will all have difficulties with social interplay. They will not be cuddly like other children and even if they were as babies, they will begin to pull away from their parents and siblings, preferring the company of a single toy to that of their family. They will have a problem making eye contact. Almost as if looking onto your eyes they see things that make them uncomfortable. You may find that when you hug them they allow the hug but do not respond. There may be concerns that the child has not attached normally to their family.

Language is a problem for autistic children. In some cases, like Childhood Disintegrative Syndrome, the child loses their language skills at three to four years of age. While in autism itself the child may never learn to speak, or if they do, they have great difficulties in maintaining a conversation.

Playtime for the autistic child no longer includes imaginative play, but instead often repetitive actions. They may line up their toys in a specific way over and over again. If someone disturbs this pattern they can become very upset. They may also display repetitive behaviors like toe walking or rocking. Oddly some autistic children obsess on different things. It may be numbers, or learning about something out of the ordinary like bus schedules or the workings of a blender.

No matter what symptoms the child with autistic spectrum disorder displays early intervention therapy is their best opportunity for a better chance at a life where they can cope with situations around them, and hopefully be mainstreamed into society.

If you think that there is "something not right" with your child you must find out as soon as possible if autism is the issue. Treatments are less effective with each passing day as we grow older, so find out now with the complete autism resource for determining symptoms and goes into depth about ALL treatment options for autism, natural AND medical. Includes a mountain of information concisely written to cover all the important topics such as symptoms, all treatments, training and teaching information for parents, teachers, and caregivers. Treatments and training becomes less effective as the child ages, so do your family a favor and check out the ultimate autism guide at Autism Symptoms.

You can also make extra money to help pay for treatment and training by telling people about this helpful resource. You earn $26.30 for each book sold, so start making money by clicking Autism Symptoms Affiliates

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

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

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

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

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

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

For Autistic Children Characteristics or solutions for Children With Autism <<--- click these links!

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Autism Treatment - Managing the Disorder

There is no secret to the fact that the earlier Autism is diagnosed and a course of treatment is prescribed that this not only benefits your child, it benefits you as well. Typically, Autism treatment is not done medically in its entirety. Other variables come into play where this is concerned such as behavioral training and management, community support as well as parental training, and some specialized therapies. In so many words, Autism Treatment can be correlated with managing the disorder.

Treatment strategies

The following strategies for managing and treating Autism have been recommended by the AAP (American Academy of Pediatrics) and should help your child improve how they function overall as well as reach their potential:

Behavioral management and training - positive reinforcement along with self-help and social skills training are the foundation for behavioral management and training. The primary benefit for you and your child is that it greatly enhances the ability to communicate better and improve their behavior.

Community Parental Support and Training - it is always advisable that you undergo training and join a support group in the community in order to better manage and treat your child's disorder. Your child's doctor or one of the many Autism treatment advocacy and support groups will have all the information you need.

Medication - the same medications that treat other related conditions and behavioral disorders or problems are most the commonly used medications in Autism treatment. These include medications that treat anxiety, depression, hyperactivity, and OCD (Obsessive Compulsive Disorder).

Specialized therapies - occupational, physical, and speech therapies are the most common ones applied for managing and treating Autism. However, they are more important where the management of the disorder is concerned rather than the treatment. All of these need to be included in the treatment program that is prescribed.

What causes Autism?

Autism is categorized as a PDD or Pervasive Developmental Disorder which is one of many conditions or illnesses that hamper skills development in children. Unfortunately, the causes of Autism remain unclear, even though research has revealed a few important elements or factors. These factors include genetics, problems during childbirth, and several types of infections.

The most recent studies now suggest that some individuals are genetically pre-disposed to Autism, meaning that parents can pass the condition onto to their children. Currently, a number of researchers are looking for clues regarding specific genes that contribute to being more vulnerable to the disorder. Another speculation is that the environment can be one of the factors that influences the onset and development of the disorder.

Other theories also suggest that abnormalities in the structure of the brain can be at fault or that the child's immune system may be producing certain anti-bodies that attack their brains and cause some damage to it. Another theory suggests that the timing involved with the development and growth of the child's brain is abnormal. So as you can readily see, there is still much that needs to be discovered about Autism in order to treat it properly.

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

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

Children Speech Disorders - What Are the Types of Speech Disorders?

Articulation is the most common type of speech disorder among children. Disorders of articulation are characterized by the omission, distortion, or substitution of speech sounds.

"Tootie" instead of "cookie," "wed" instead of "red," "thop" or "top" instead of "stop" - these are examples of common articulatory errors that can be easily overcome with a speech therapy at home.

Sometimes only one or two sounds are defective, but sometimes there are so many errors that the speech is unintelligible to everyone with the possible exception of the parents.

Voice problems are not as common as articulatory problems. They include voices that are too high or too low in pitch, too loud or not loud enough, voices that are harsh, breathy, nasal or otherwise unpleasant, and voices that are monotonous - that is, lacking in flexibility of expression.

Problems of the understanding and use of words constitute another speech or language disorder. Words, of course, are symbols; they "stand for" or represent something. What the word "cat" means to you depends upon all of the past experiences that you associate with that symbol.

A child may know that this small animal likes milk, catches mice, has soft fur, and purrs when it is petted and still be unable to associate or "connect" the word "cat" with the animal.

Children who have difficulty in understanding or using words are sometimes referred to as "aphasoid."

Stuttering is probably the speech disorder that causes parents the most anxiety. Some writers believe that it is this very anxiety that contributes to the child's problem.

This disorder is usually thought of in terms of hesitations in the flow of speech, repetitions of sounds, words, or phrases, and facial grimaces or tensions. Although there is much more involved in the problem of stuttering than a description of the symptoms, it is these observable symptoms that cause parents to become concerned.

The classification of speech disorders given above is based on symptoms, without consideration for the cause. Under this system a child with a cleft palate, or other physiological defect, would be said to have an articulation problem, a voice problem, or both, depending upon his own speech needs.

Are you worried about your child's speech problems? Do you want to know more about children speech therapy and how to improve your child's speech at home? See my website: http://www.ImproveYourChildsSpeech.com

From Jane M. Bishop

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The Five Best Teaching Aids for Children With Autism and Special Needs

We have had over ten years experience with tutoring and teaching our daughter with an Autism Spectrum Disorder. Below is some of the Teaching Aids we used that we think were the most successful in her development and learning. These methods can be used with any child with or without an Autism Spectrum Disorder, Pervasive Development Disorder or Special Needs.

Teaching Aid 1 - Setting up a Therapy Room
In the beginning what got us going was the SON RISE program. Liz went to America to the Option Institute and did a two week course on how to cope with a child with Autism, methods for working with and tutoring a child with Autism and how to set up a therapy room for a tutoring a child with Autism and or Special Needs.

The course is not just for Parents of children with Autism, but also for children with Learning Difficulties, Pervasive Development Disorder (PDD) and children with Special Needs in general. The course also focusses a great deal on how to deal on an emotional level with the fact that your child has an intellectual disability, and there is ongoing support if you so wish.

So on Liz's arrival back home we set up a therapy room. We used a spare bedroom and painted it in bright colours. We set it up with shelves and storage drawers, play equipment, a computer and printer, a suitable child's height table and chairs for table top work and a sturdy floor covering. The basic idea was to have a room the child can identify with as a learning and fun area only, somewhere that they will in time know that when they are in there it is time to learn.

Teaching Aid 2 - Getting Through to a Child with Autism
One of the very useful things Liz learned from the SON RISE program was a method to work with Autistic children, a way to get through to them and that was to get yourself to their level. Get down on the floor and rock with them, spin objects like they do, repeat the sounds they make, enter their world. This is how we got Isy to acknowledge us, by doing just that! She began to pay attention when we entered her world and slowly we began to influence her behaviour and satisfy her thirst for learning.

Most children with or without Autism Spectrum Disorders, Pervasive Development Disorders, Learning Difficulties or Special Needs enjoy learning, they have a thirst for knowledge, it is just a matter of finding how to get through to them and making the learning fun for them and yourself.

Teaching Aid 3 - Applied Behaviour Analysis and Discrete Trial Teaching
The next step for us was getting into Applied Behaviour Analysis (ABA) and Discrete Trial Teaching (DTT). Liz also seeked out and trained therapists, including Uni students to work with Isy intensively and her progress was astounding. Isy loved to be in her therapy room learning. Each session would run for 2 hours, and she would get up to three sessions a day up to six days a week.

In a relatively short time Isy started to learn to count, spell her name, read books, ask for things, say yes and no, imaginative play, identify genders, moods, countless items, and much more. In a nutshell she began to communicate and be aware of her surroundings, we were over the moon! This stuff really works.

Teaching Aid 4 - Custom made Teaching Aids and IT Computer based Aids
After a while Liz was accumulating quite a range of Autism Spectrum Disorder related Teaching Aids, which could also be used with children with Special Needs, resources such as - picture cards, shapes, puzzles, colour cards, sizes cards, picture books, gender cards, etc. I also started to make up some IT or Computer based training aids such as Interactive Flash Cards with sound, and a personalised interactive Toilet Training Program. Around this time I was working in Antarctica and I would send Isy via the internet interactive stories of her favourite characters (Snowy and Humphrey) in Antarctica, this really went a long way in teaching her to read, she would thrash the stories!

Teaching Aid 5 - Things Children Love Doing
Another great teaching aid which I used to teach Isy language was her trampoline. She used to love jumping on the trampoline and even more so when I joined her, we would play silly games that required her to count or say short sentences. I would point up to the sky and get her to say short sentences like "touch the clouds in the sky" or "your turn" and "my turn" I would purposely lie on the trampoline until she would ask me to "get up dad" and "lets jump dad". Using a favourite activity to teach children is a very powerful teaching aid

Those early days on the trampoline where Isy was starting to learn to talk and we would jump laugh and sometimes just lie and look at the birds in the sky were without a doubt some of the best and most memorable days of my life.

These are some of the Autism Spectrum Disorder Teaching Aids we have found that really worked for us and our Daughter Isy. There are other factors involved in her progress as well such as Bio-Medical supplements, Physical activities such as Swimming and Horse riding, Music and Sound Therapy and what we believe to be a safe secure and fun home environment for all of us.

To see the relevant photo's and links related to this article visit:

http://isybeeautism.com/autism-teaching-aids/best-teaching-aids-for-children-with-autism-and-special-needs/

Hi, my name is Henry, I am Isy Bee's father

My wife and I originally started Isabella's Autism Pages and Isybee Autism web pages to help other parents in similar circumstances, and to give recognition to other people and organisations who have helped them help me.

We hope to cover a lot of ground writing articles and providing information and resources for families and persons affected by Autism Spectrum Disorders (ASD).

Please visit our website for more information and resources:

http://isybeeautism.com - Autism information and resources.

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Understanding Kids With Autism Disorder

Autism Spectrum Disorders

Autism Range Disorders (ASD) refers to a group of neurodevelopment disorders that are characterized by disabled social interaction, repetitious body movements (such as rocking, wringing of the hands, and banging of the head) and communication issues. Children and persons diagnosed with Autism Range Disorders will process information and facts in his or her human brain differently than others without autism. Persons having ASD could react to several social situations and stimulations in different ways. Children having Autism Range Dysfunction may behave, learn and react abnormally compared to other babies with out Autism Range Dysfunction. The affects of ASD are usually special to every individual with the disorder. The signs and symptoms of theRange disorders can range from mild to extreme.

Autism Range Disorders Statistics and Data

The Center for Disease Control (CDC) estimates that 1 in 110 kids have got some form of autism. According to the National Institute of Neurological Disorders and Stroke, boys are four times extra likely to develop Autism Range Problem than girls.

The Primary Trigger of Autism

The underlying cause of autism is still unknown to health experts. It's assumed that both genetics and environment may equally contribute towards the result in of Autism Range Condition; nonetheless, further study and scientific studies are essential in order to properly recognize the main cause of the disorders. A few research indicate that some families are more genetically susceptible to autism and Autism Range Disorders than the rest. Scientists have found that family units which have a single kid with autism have a significantly more risk of any additional children also obtaining autism. Further research and studies of twin kids have discovered that if one twin has autism, there exists a Ninety % possibility that the second baby will as well have autism.

Risks and Medical Conditions Associated with Autism and ASD

children with autism seem to have an heightened threat with regard to particular co-occurring medical disorders, like Tourette syndrome, Fragile X syndrome, epileptic seizures, tuberous sclerosis, learning disabilities, and attention deficit dysfunction (ADD). Some studies specify that 20 to Thirty percent of children having autism may develop epilepsy at some point in the course of their adult years.

3 Kinds of Autism Range Disorders

You will find three recognized forms of Autism Range Disorders:

1. Autistic Disorder
2. Asperger syndrome
3. Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS)

1. Autistic Disorder

Autistic Disorder is regarded as the most severe of all Autism Range Disorders. Kids diagnosed with autistic disorder normally have got significant language speech and communication delays, considerable social issues disabilities, and engage in repetitive, stereotypical conduct. Individuals with autism might furthermore have certain intellectual disabilities. Individuals with autistic condition do not typically adapt properly to change in plan or routine. They may possibly also display obsessive inclinations in their own matters of interest.

2. Asperger Syndrome

The signs or symptoms linked with Asperger syndrome are a lot more mild as compared with indications attached with Autistic Disorder. Persons identified with Asperger syndrome may well have a few special social traits and also demeanors; however, they do not normally have communication or intellectual disabilities.

3. Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS)

Pervasive Development Disorder - Not Otherwise Specified (PDD - NOS is also called "atypical autism". People with a few, but not all, of the criterion for autism condition or Asperger syndrome may be diagnosed with PDD-NOS. Normally signs or symptoms and severity of signs or symptoms are much more mild in persons with PDD-NOS than those with autism or Asperger syndrome. Communication and social challenges are frequently encountered by people with PDD-NOS.

Autism Treatment Options

Even though there is not presently a therapy for autism or Autism Range Dysfunction, early treatment and intervention has been recently demonstrated to greatly contribute the developmental growth of the diagnosed child. Pills might can be approved by a qualified doctor to cure symptoms like depressive disorder, obsessive compulsive disorder and anxiety. In addition, medicine may well be given in order to address severe behavior problems.

You can find a lot of assistance groups available for persons with ASD as well as families which have a loved one with ASD. Support groups might be beneficial in spreading experiences and info, as well as providing mental help through trying times.

Get Support for Parents and Kids With Autism.

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

Gluten Free Or Not Gluten Free - Autism

Good nutrition equals good health. People with autism or on the spectrum have a hard time with nutrition. Individuals who have autism have distinct likes and dislikes controlled by their dysfunctional senses. This makes good nutrition a struggle, having negative consequences for the person with autism or PPD's over all health. Most people on the autism spectrum have a normal IQ. With poor nutrition, many with autism spectrum can not function normally. Persons with autism and PPD love the crunchy McDonald Chicken Nuggets and French fires--or the Tyson chicken nuggets. For many with autism spectrum disorder, this is the only thing that they will eat, which offers very little nutritional value. Also, pop, and the fizz in their mouth, is something someone with autism loves, loving the sensation in their mouth.

With the food they eat being so poor in nutritional value, and without a variety of food (nor all the groups of food), the person with autism's body can not receive the proper nutrients or calories for growth, body function, and brain function. The question is then: what do you do as a parent/caregiver, to help you loved one with autism? Gluten free has been the diet of choice to "cure" autism. This would be fine if the person with autism or PPD would eat anything and was not selective about their food. The person with autism will not eat anything; the person with autism will eat hardly anything, making it hard to impossible for people with autism and PPD to eat gluten free. The senses of taste, smell, and touch are high in the person with autism and PPD, as a caregiver tries to sneak in the foods that have no gluten; the microscope of the person with autism will analyse it and reject it.

Therefore, a parent or caregiver must choose the best route for the person with autism or PPD when it comes to diet, so the person with autism will be healthy in years to come. A celiac test will tell a person if they are allergic to gluten. Most children have this test at birth. If the test does not show a positive for gluten allergy, a gluten allergy is not present. Without a positive celiac test, "curing" autism (or anything else except a gluten allergy) with a diet that has no gluten has no scientific evidence as a cure. Going without gluten, yeast, or dairy has not been tested by science. Science (trial and studies) has not documented these diets as a cure for autism and PPD; therefore, to take these things out of the person with autism's diet only leads to poor nutrition. Individuals feel that they should try to cure autism at any cost and try anything that may work with scientific backing or not. I can not agree with this, since the cost of "hit or miss" experimentation is usually "too high" (a loss of life or damage to a body system). If a caregiver would rather have the calories and a relationship with the person with autism, a gluten diet is best. If a caregiver would rather have no calories and a poor relationship with the person with autism ,take the gluten out of the diet (fighting at the dinner table with a child/adult who does not have enough calories to support their body functions - I think they call it starvation).

Taking gluten out of the person with autism's diet, is dangerous and an unsafe fight. How could it be dangerous? Starvation is dangerous, especially in a child. With a child who has PPD or autism, they are lacking nutrition and they don't get enough calories. With this observation, their bodies are not getting what they need - so adding another restriction to their already self restricted diet may make nutrition through calories almost impossible. If a person with autism eats well and will eat everything, a caregiver still needs to see if they are up to the demands of a gluten free diet. These specialty diets cost more dollars. If a loved one is picky and puts everything through his microscope, feed him/her what you can and hope what he is eating is not effecting his behavior. Remember, gluten, dairy, casein, and yeast free do not work in all children with autism (the advice from many on the internet). Also, there is no scientific evidence that a diet free of these valuable nutrients works in curing autism and PPD.

As a medical professional, what I would choose for children or adults with autism is a good multivitamin along with a good calcium supplement, and for them to eat a balanced diet to grow strong. I would choose a soft gel supplement so I could put a pin in it and squeeze it into any beverage. I would make sure the supplement was right for the person, and that it was a whole food so it would not smell and I would not have to worry about anything else being added to my loved one's system. Feeding the person with autism calories as often as he liked would be my goal if he is a poor picky eater. As long as the person with autism received the daily minerals and vitamins he required, if he wanted candy, I give him candy. Just for the calories, using good supplements would cover the nutrition. I try to feed him every two hours and make sure he gets in at least 2000 calories a day (or the calorie amount the doctor ordered).

Nutrition is something that all children and adults need so they can function, along with calories to give them energy. The calories gives the body energy so the body has the energy to transport nutrients to live (their heart to beat, their brain to think, their lungs to breath, and their body to function). A fireplace will not work without wood or natural gas; a person's body will not work or function without the fuel of calories. Good nutrition and calories can not exist in the body without the other.

If you'd like to read more of Cheryl Zmijewski's RN work, her blog is ( http://cheryl-zmijewski.com ). - copyright 2011 Cheryl Zmijewski RN.

Cheryl Zmijewski RN has been a nurse for 15 years plus. She has a son who has autism spectrum disorder. Good nutrition and developing talents in people with autism, spectrum disorder, and PPD, is what her blog is about. Her blog exploring autism is: http://www.cheryl-zmijewski.com.

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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.

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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].

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Colostrum For Autism

Autism, better known today as autism spectrum disorders (ASD), is a pervasive development disorder (PDD). Through the introduction of colostrum into the daily regime with its many "whole food" constituents can have a major beneficial impact on the varying degrees of impairment in communication skills, social interactions, and restricted, repetitive and stereotyped patterns of behavior.

The autism spectrum disorders are more common in the pediatric population than some better-known diseases, like diabetes, spinal bifida or Down syndrome. A recent study in the United States estimated that 3.4 of every 1,000 children 3-10 years of age have autism. Males are four times more likely to have autism than females.

The hallmark feature of autism is impaired social interaction. As early as infancy, a baby with autism may be unresponsive to people or focus intently on one item, to the exclusion of others, for long periods of time. Some affected children appear to develop normally and then withdraw and become indifferent to social engagement. Children with autism also usually fail to respond to their name and often avoid eye contact with other people.

Many children with autism engage in repetitive movements, such as rocking and twirling, or in self-abusive behavior, like biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of "I" or "me". Some affected children speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking. In addition, they ordinarily do not know how to play inter-actively with other children.

Children with autism spectrum disorders also have a reduced sensitivity to pain, but are abnormally sensitive to sound, touch or other sensory stimulations. Some sounds - a vacuum cleaner, a ringing telephone or a sudden storm - can cause some of the children to cover their ears and scream. Many of the affected children find the feel of clothes touching their skin to be unbearable. These unusual reactions may contribute to behavioral symptoms, such as resistance to being hugged or cuddled.

The most severe forms of autism spectrum disorders are Rett syndrome and childhood disintegrative disorder. Rett syndrome almost exclusively occurs in females, with the frequency being one per 10,000 to 15,000. After a period of development, usually between 6 and 18 months, the child's mental and social development regress - she no longer responds to her parents and pulls away from any social contact. If she has been talking, she stops; she cannot control her feet; and she wrings her hands.

In addition to the behavioral and social impairments, children with autism spectrum disorders often have one or more of the following associated complications.

• Mental retardation. Some areas of ability may be normal, while others may be especially weak. • Seizures. One in four affected children develops seizures, often starting in early childhood or adolescence. • Fragile X syndrome. A defective segment of the X chromosome is the most common form of inherited mental retardation and affects 2-5% of individuals with autism spectrum disorders. • Tuberous Sclerosis. 1-5% of individuals with autism spectrum disorders have tuberous sclerosis, a rare genetic disorder that causes benign tumors to grow in the brain and other vital organs.

Recognition of autism as a medical syndrome more than 50 years ago led to a search for causative risk factors. Various research organizations came to the conclusion that mercury poisoning due to the use of thimerosal, a mercury-based preservative, in childhood vaccines was the responsible agent. Thimerosal was never used as a preservative in some childhood vaccines (measles, mumps, polio) and was removed from others (DPT) several years ago. Despite the fact that no childhood vaccines have contained thimerosal for several years, the incidence of autism rose from 0.3 per 1,000 births in 1993, to 1.5 per 1,000 births in 2003; to current estimates of 3.4 per 1,000 births.

It is now believed that genetics and the environment both play a role. Recent studies strongly suggest that some people have a genetic predisposition to autism. In families with one autistic child, the risk of having a second child with the disorder is approximately 5%, which is greater than the risk for the general population. A number of genes linked to the disorder have been identified. A recent study at the University of Chicago identified a micro-deletion on a particular chromosome in affected families. The micro-deletion represented the loss of about 25 known genes, with 12 of them being part of a single genetic network that includes genes involved in cell-to-cell signaling and interaction. At least three of these genes are primarily expressed in the brain and are thought to influence behavior. Studies at other institutions have identified micro-deletions on other chromosomes with similar consequences in affected families.

Other studies of people with autism spectrum disorders have found irregularities in several regions of the brain. It has also been shown that affected individuals have abnormal levels of certain chemical neurotransmitters, like serotonin and glutathione, in the brain. The combined abnormalities suggest that autism spectrum disorders could result from early disruption of brain development in the fetus caused by defects in genes that control brain growth and that regulate how neurons communicate with each other. It is possible that sudden, rapid head growth may be an early warning signal that will lead to early diagnosis and intervention.

The life of an individual with an autism spectrum disorder can often be further complicated by allergic reactions to various foods. At one time, it was believed that such allergic reactions, particularly to gluten and certain proteins found in dairy products were the cause of the disorders. As a consequence, specialized diets were developed and falsely touted as "cures" for the disorders. A further complication can be frequent occurrences of gastrointestinal infections with organisms that are part of the natural flora, particularly yeast (Candida species). These issues appear to indicate that the immune system may also be compromised in some, if not all, individuals with autism spectrum disorders.

The Benefits of Bovine Colostrum

Colostrum is an amazing material that, like many other things in nature, reflects the evolutionary development of a unique composition that will serve the needs of the offspring for which it is intended. The most unique of the colostrums from mammalian species occurs in bovines, where transfer of biological substances across the placenta to the developing fetus does not occur and everything required for the development of a healthy, productive offspring is provided in the colostrum. As such, bovine colostrum provides a specialized resource that offers the broadest possible spectrum of biologically active substances that can promote the development of a sound body mass, assure effective and efficient metabolism and support the activation and maintenance of a fully functional immune system capable of combating potential insults from microorganisms and other deleterious sources. Bovine colostrum is also compatible with almost any species and can readily convey its full benefits to humans by routine dietary supplementation without any significant adverse effects.

The active substances found in high quality first milking bovine colostrum may afford significant benefits to individuals with autism spectrum disorders.

Glutathione Deficiency

In addition to its role as a neurotransmitter, glutathione is the most significant antioxidant produced by a cell. It participates directly in the neutralization of free radicals and reactive oxygen compounds and maintains other antioxidants, such as vitamins C and E, in their active forms. In addition, glutathione can interact with many organic and inorganic substances and assist the body in detoxifying them.

Glutathione ingested by mouth has negligible uptake and, thus, it must be manufactured inside of the cell. It is a tripeptide made up of three amino acids, cysteine, glycine and glutamic acid. Both glycine and glutamic acid are readily available in the diet of most individuals, but cysteine is not, making it the rate-limiting substance for glutathione formation within a cell. As the free amino acid, cysteine is potentially toxic and is broken down in the gastrointestinal tract and the blood. The most stable form of this amino acid is as cystine, which is two cysteine molecules linked together by a disulfide bond. Cystine is not broken down by stomach acid or proteolytic enzymes and is readily absorbed. It is rapidly reduced to two cysteine molecules when it enters a cell. In addition, cystine can cross the blood/brain barrier.

The proteins albumin, lactoferrin and lactalbumin found in substantial amounts in first milking bovine colostrum are excellent resources for cystine. The amount of albumin is highest in first milking colostrum and diminishes with time after birth. Transitional milk, obtained at 96 hours (4 days) after birth of the calf, contains only about 20% of the albumin found in first milking bovine colostrum taken within 6 hours after birth. Thus, first milking bovine colostrum, obtained within 6 hours after the birth of a calf, contains approximately 5x more albumin than milk and, therefore, contributes at least 5x more cystine from albumin than milk.

Immune System Deficiency

Very early in life, the foundation of the immune system is established within a small gland-like structure in the upper chest, the thymus. It is within this structure that cells mature that will determine the appropriate type of response that the immune system should mount after an insult, whether from an invading microorganism or via an allergen. Cells from the thymus will also regulate the quality and intensity of that response.

Colostrum is an amazing resource of substances necessary to strengthen and support the immune system, potentiate the development and repair of cells and tissues; and assure the effective and efficient metabolism of nutrients. However, it is very important to recognize that all colostrum products are not the same and, despite the claims made by their manufacturers, they do not all contain every beneficial component at an optimum concentration. In many cases, they have been manipulated and may be missing some of the essential components. When choosing a colostrum product, one needs to be certain that it is made from only first milking bovine colostrum collected within 6 hours after birth of the calf and that the colostrum is "complete" and that none of the components have been removed, including the fat.

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