How To Recognize The Different Autism Types

You may hear autism referred to as a PDD. This stands for Pervasive Development Disorder, and is a blanket term for the many different autism types.

When talking about autism most people think of an autistic child in the classic sense, but that is only one of the types that are used to diagnose children with this condition in today’s world.
 Though the film Rainman is probably the most well-known source that most people base their understanding on, there is more to this condition than what was depicted in the movie. Some children are very similar to Dustin Hoffman’s character, but there are many more different autism types and levels of function known today.

The Rainman type of autism, or classic autism, is otherwise known as Kanner’s, and was named for the doctor who studied it in the 30s and 40s. This is a lower functioning type of autism characterized by severe communication and socialization problems. These children are hard to reach, and do not interact with most people. They can be clumsy due to poor motor skills, and are prone to repetitive motions and actions. They might have tantrums when the smallest changes in their environment or schedule are made. Some do not speak, and others speak on a limited basis.

Rett’s Syndrome is also one of the lower-functioning types of autism. This happens in girls only for some reason, and is often paired with mental retardation. These girls are greatly impaired when it comes to movements, and they rarely speak. This autism type has been classified as a genetic defect. There seems to be no explanation as to why it only affects girls. All other types are attributed to males 75% of the time.

Childhood Disintegrative Disorder is something that is very shocking for parents, perhaps even more so than children who are identified early with Rett’s or Kanner’s. This is something that happens after a child has appeared to develop quite normally. They have the usual range of speech and motor skills for their peer group. Then at some point, usually between ages two and four, they regress into a severe form of autistic disability. No one is sure why this happens though some believe surgery or illness can bring it on. That is not true for all of these children, however, so nothing concrete has been proven.

The higher functioning form of autism is known as Asperger’s. These children can often be misdiagnosed in the early years. They have better communication and socialization skills, but they are still somewhat limited. However, many of these children aren’t diagnosed until they are in school when the difference their peers and themselves become more apparent. They often respond well to behavioral treatments, and can have a very ‘normal’ life if they are put through these programs and therapies at the earliest possible age.

There is another type of autism called PDD-NOS. This is when a child is thought to have autism, but their condition does not seem to be associated with the other four more definite types. They have autism, but they seem to fall out of each category. They may have symptoms or behaviors that fall within all of the other different autism types, but do not fit one type exclusively.

Most children with any of these five autism types will be diagnosed before the age of five, and the prognosis will depend on the function of the child, and how early they can begin to go through therapies.

There is no cure for autism, and because the reasons why some children develop this condition are so unclear, there is no way parents can prevent it from happening. More research is needed to find the origins of the condition. Once that can be found, perhaps a cure or more effective treatments can be administered, tailored to the different types of autism.

By: Rachel Evans -

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Categories of Autism Signs

Autism is a common psychological condition and neurological development disorder that typically affects a child's social communication and interaction skills as well as being characterized by repetitive or restrictive behavior. Autism alters or changes how the nerve cell synapses connect and organize, therefore affecting the information processing capabilities of the brain. Unfortunately, Autism research still has not discovered how and why this occurs.

Autism signs will typically manifest themselves in three critical areas of an individual's development - behavioral, lingual, and social. Interestingly enough, no two children are alike when it comes to actions and skill levels even when they are diagnosed with the same type of Autism. Though the real reasons is still not obvious how children with the same level of autism display different characterized behavior pattern but symptoms and autism signs differ. Maybe the family patterns of behavior, genetic factors and environmental issues lead to the differences. However, research is being conducted to know more about the inner working of an autistic individual.

Although the different patterns of behavior are broadly similar, they can be put together under three main headings of autism signs of behavior, development milestones and social patterns of behavior. Autistic children seem to be easily disturbed by the slightest change of their normal routine, tend to flap hands, rocking, spinning, and other repetitive movements, light, sound, and touch sensitivities despite seeming nearly oblivious to pain and are extremely restless.

Autistic signs are apparent in the emotional development of the children. Developmental milestones are delayed up to 2½ years. Most of these children do not start talking or make eye contact until 2 years of age. They have no concept of a conversation. Most of them repeat phrases and words without understanding their meaning. Robot-like speech or a sing-song voice when communicating is noticed. Sometimes children regress and there is noticeable loss of previously acquired abilities such as saying certain words or speaking in complete sentences.

However there are social signs and aspect which are visible such as appearing to be unaware of other children's or another individual's feelings, poor eye contact, resisting any form of affection such as cuddling, and hugs are not particularly enjoyed. They prefer to play by themselves.

However, most of these Autism signs are common ones that you want to look for if you suspect that your child is suffering with the disorder. The more severe cases involve the complete inability to communicate or interact with other individuals. Additionally, some signs appear as early as infancy, but in other children who appear to be normal during the first few months of their lives, suddenly change without warning.

Autism signs will typically appear between the time the child has reached the age of 18 months up until they reach three years of age. Additionally, there are two other forms of the disorder in the Autism spectrum, specifically Asperger syndrome Categories of Autism Signs and PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified). The bottom line is that the genetics of Autism are extremely complex.

Though there is no cure of autism, research aspects are going on to find a cure but as most of the issues are genetic, the race is on. Children receiving the treatment and behavioral therapy early in life are finding a better chance of being rehabilitated.

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

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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.

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The Role of Visual Memory in Communication

Memory is how we move thought from our fluid attention systems to our crystal knowledge. Visual memory is a very powerful and dynamic set of systems that equips the brain with enormous capabilities. How we organize memory determines how efficient we are at thinking, responding, communicating, and comprehending.

The role of memory is critical to understand when you have a child diagnosed with a Pervasive Development Disorder such as PDD-NOS, Autism or Asperger's Syndrome.

Many children diagnosed with PDD-NOS may have symptoms in language processing and communication because their highly visual thinking is interfering with the development of verbal skills. A child that is a highly visual thinker and has highly visual "brains" in the family tree can show as many as 50 specific symptoms in communication, attention and memory. I call this group of children "Maverick Minds."

Visual thinkers experience visually what they are thinking. They follow a visual pattern rather than verbal to negotiate the world. To verbal thinkers, their communications may seem like nonsensical rambling. In fact the communication is following a logical pattern but it is a visual rather than verbal pattern.

Visual people often use the brain's Associator to form memories. They learn of a new idea and they relate that idea to their own knowledge base. The opposite of the Associator is the Sequencer from the verbal pathway.

The Sequencer is rigid and ordering, one sound following another to make a word, words produced in specific order to form grammatically correct sentences and ideas linked in order to make paragraphs.

The Associator is time-independent and the Sequencer is very time based. Understanding consequences depends on a time based understanding of cause and effect.

Creating associations

Visual memory involves the brain function called the associator. The associator creates memory by linking concepts or ideas. An associator works optimally when it can complement the sequencer, but for Mavericks the associator can become the enemy or the antagonist of the sequencer. The associator can multi-task, leapfrog ahead conceptually, intuit solutions, see patterns and relationships readily, and manage an enormous workload effortlessly.

A simple example of the associator is the ideas that come to mind when you see a fire truck. This fire truck could make you think HOT, RED, FIRE, TOY, DALMATIAN, or 911. For Mavericks, associations are a constantly available and very user friendly thinking tool.

Visual memory is one of the four brain pillars that are essential for developing a symptom-free life for a Maverick child. Visual memory is the thinking powerhouse that is your child's greatest asset/liability. You use it not only to process and retain visual input but also as a mental refresher.

You can train your child's visual memory so that it becomes an asset rather than a liability. Visual memory can be harnessed by training the skills needed for immediate memory, short-term memory, and long-term memory.

Dr. Cheri Florance is a brain scientist with training and clinical experience in how to teach the brain to replace symptoms of communication and language disorders. In her books, Maverick Mind, and A Boy Beyond Reach she describes how she taught her own autistic son, Whitney to replace disability with ability and become symptom-free.

To learn more about creating a customized training plan for your Maverick Mind, visit us on the web at http://www.ebrainlabs.com or contact our office at 1-866-865-9820. We have helped many children who are visual thinkers move into verbal land.

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Managing Tantrums in Autism Spectrum Disorders

When dealing with tantrums and difficult behaviors in autism spectrum disorders, using behavioral approaches alone can sometimes fail. What is the missing piece to managing these behaviors that a behavioral approach alone may not address?

To start, we need to look at the reasons for behavior. According to behavioral approaches, most of the behavior we see results from one of three reasons: a request, seeking attention, or a sensory reason. Let's look deeper at these three reasons for behavior and the ways we currently handle them.

Handling a request is fairly straightforward. To put it very simply, a request is usually something externally controlled by both reinforcing appropriate requests and not reinforcing inappropriate ones, such as a tantrum.

For negative attention-seeking behaviors, we can eliminate the behavior by not giving the negative behavior attention and give attention for desired behavior - very straightforward, and again, usually externally controlled.

The sensory reasons arise from both the external and internal events that a child experiences through the five senses, and may or may not be externally controlled.

In all of these situations, our internal responses - our feelings and thoughts about events fire us into action. In stressful situations, the resulting "knee jerk" reactions are often difficult to manage with a purely behavioral approach for a few reasons:

1. Thoughts and feelings are often lightning-fast, internally-controlled events, therefore difficult to manage through external behavioral modifications.

2. Thoughts and feelings can't be measured, and as a result, behavioral approaches simply don't address them. It doesn't mean that these things don't exist or aren't important. It just means that they're left out of the equation.

3. Behavioral approaches address the cause and consequence of behaviors - the beginning and the end. But internal responses (ie thoughts and feelings) happen in the moments between the cause and the consequence. By not dealing with thoughts, feelings and solutions at these moments, we leave a child to figure out solutions on his or her own.

4. Children on the autism spectrum have a limited ability to adapt to new or changing situations, solve problems, compare past to present, or see possibilities. Because of this, if a child never learns how to think through a challenging situation during the emotional moments, when faced with it again, the same behavior will probably repeat itself, no matter what the consequence, or how many times they've been through it before.

This situation calls for tools to deal with overwhelming thoughts, feelings and strategies in the moment before the tantrum, not just consequences after.

In the book The Explosive Child , Ross Greene talks about this situation. This book applies to any disorders that have limitations in problem solving and executive thought, including all PDD's, including Asperger's Syndrome, PDD-NOS, and all autism spectrum disorders, ADD, ADHD, and various other developmental disabilities.

In the book, first we pick our battles carefully, and then talk through our thought process out loud. This way our children can hear us think through situations before tantrums. This also creates a memory of how they triumphed in the situation without resorting to negative behaviors.

Progress is made in small increments, but as time goes on, tantrums should decrease, and you can even start to ask your child to contribute ideas about solving problems during those emotional moments. In doing this, you help your child learn how to solve problems and become confident about handling new, changing, or challenging situations. You'll combine the best of all worlds, to the benefit of your child.

Sandra Sinclair is a parent of a child with PDD-NOS. She is author of "Newly Diagnosed Autism Spectrum"- A free mini-course with 7 clear steps you can take to help your child. http://www.autismvoice.com/blog/7StepstoHelpChildrenwithAutism

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Can Autism Be Prevented?

Can autism be prevented? Unfortunately, no, it cannot be prevented or cured. Early diagnosis is critical and may help maximize an autistic child's ability to speak, learn and function. Regular visits to a pediatrician can help with early signs and detection. The earlier treatments can begin, the more effective they will be.

Autism is a pervasive development disorder. It is actually a group of illnesses that cause delays in the development of many basic skills, such as, the ability to form relationships and socialize with others, the ability to communicate and use imagination. Many children with autism are confused in their thinking a have problems with the world around them. They usually have a limited range of interest and are unable to bond with their parents or siblings.

Symptoms of autism will usually appear before age 3, but will last throughout life. Some of the symptoms are difficulty with communication, including using and understanding language, difficulty in using non-verbal communication, such as, gestures and facial expressions and the inability to make friends and even preferring to play alone. An autistic child may have a distinct lack of imagination and be unable to adjust to any change in routines or surroundings. They may exhibit an unusual insistence on following daily routines in exact detail.

While babies all develop at their own pace, you should consult a physician if any of these warning signs are present. If your baby does not babble or coo by 12 months of age, or seems unable to gesture, point or wave by 12 months or is not saying at least single words by around 16 months of age. If your child has lost any language or social skills at any age it could be a warning sign worth some further exploration by a physician.

While the exact cause of this disease is not known, much speculation about the correlation between childhood vaccinations and autism has surfaced in recent years. Some parents believe there is a link between the vaccination for measles, mumps and rubella. Research, however, suggests that the only link is that symptoms of autism usually appear shortly after age one, or the usual time these vaccinations are started. Researchers believe there is no connection other than a coincidence of timing.

Autism treatment usually includes a combination of special education, speech, physical and occupational therapy and behavior modification. There is no medication to specifically treat the disease, but some medication may be used to treat specific behaviors such as, hyperactivity, nervousness or behaviors that may result in injury.

Can autism be prevented? Unfortunately, no, but with early diagnosis and treatment, symptoms may improve as children age. The outlook appears better for children with higher levels of intelligence who are able to communicate with language. Again, regular visits to a pediatrician can detect any signs of autism so that early treatment can be started. The earlier treatments begin the more effective they will be.

Do you have an autistic child or loved one? Calm your fears and don't despair. Help is near. Right now, before you do anything else, click over to the Parent's Autism Guide. This may be the most important thing you will do today.

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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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Symptoms of Autism and Different Autistic Spectrum Disorders

The symptoms of autism typically include - lack of eye contact, lack of interest in objects or things or even people, lack of communication skills, disinterest in relationships and social interaction, restricted interests in activities and play, mental retardation in several cases, and occasional savant skills.

Autism is a disorder that affects the social, emotional, and behavioral development of children, marked by serious difficulties in interacting and communicating with other people; and with other symptoms like constantly repeating certain actions or behaviors, and having intense interests restricted to only particular things or topics.

However, autism is one of a range of similar diseases that constitute the autism spectrum disorders. They are referred to, professionally, as Pervasive Developmental Disorders (PDDs), and they are about five in number, autism or classic autistic disorder being one of them. The others are Rett's syndrome, Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), Asperger's syndrome, and Childhood Developmental Disorder (CDD).

What distinguishes one disorder from the other is the severity of the autism symptoms that are present in the sufferers of each. In some cases, the symptoms are more severe, leading to loss of control over bodily functions, as is the case with Childhood Developmental Disorder.

Rett's syndrome is particularly of interest because it appears to occur only in girls and can be relentless enough to result in death. In some cases, the patient only has a few of the symptoms that characterize autism, but not enough for a full diagnosis. These are given the PDD-NOS designation.

Click Autism Spectrum Syndrome and Autism Children Activities for top secrets!

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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.

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Asperger's Syndrome - Defining Asperger's Syndrome Versus Autism and Pervasive Development Disorders

Your child may have just been diagnosed or he is showing symptoms of an autism spectrum disorders and you now wonder, What is Asperger's Syndrome? With a recent - or anticipated - diagnosis you are wondering where to turn. Perhaps you are trying to figure out what this will mean for your child and your family's future. Here you can find an overview on what Asperger's Syndrome is and what to expect in the future.

First of all, Asperger's is an autism spectrum disorder. Autism is a developmental disorder than affects the way a child...or adult...interacts with, perceives and interprets the world. A spectrum means that there are many different forms of autism, ranging from very severe to very mild. Those on the more high functioning side usually get a diagnosis of Asperger's Syndrome.

Many children as well as adults may be misdiagnosed...this is unfortunately all too common. Many are initially diagnosed with ADHD or OCD or some other condition before a proper diagnosis is reached. This is unfortunate because it delays the start of effective training and treatments that can help someone with Asperger's syndrome.

So what does this mean?

Social Aspects of Asperger's Syndrome

Asperger's Syndrome is primarily a syndrome that has to do with deficits in social functioning. Someone with Asperger's will have often have trouble both understanding language and using language in a proper way. They often have a pedantic style of talking, and are often referred to as "walking dictionaries." People with Asperger's are often very smart, and can talk about facts very easily, but have a lot of trouble with small talk or really any social connections at all, at least when they're younger.

People with Asperger's syndrome don't tend to understand sarcasm or jokes, and take everything you say very literally...even when they are adults. They have very concrete thinking, and are very rule oriented. Those with Asperger's often depend on routines to get through the day, and can be very upset if their routines are interrupted; children may have meltdowns while adults may get angry or autocratic. They are prone to emotional upset if something does not go right.

Due to their deficits in social skills, children and adults with Asperger's syndrome often have trouble making friends. When they are kids, they will not understand the concept of playing with others. They will often do something called "parallel play" where they might play next to, but not with, another kid. They have to be taught to share toys and be flexible enough to play with another child. Adults can become very isolated after years of not being able to establish long-lasting friendships.

Obsessive Interests

The interests of children and adults often deviate from their peers, especially when they are older. Those with Asperger's are often obsessive about specific subjects, such as geology, a particular sports team, or trains, and their peers find this uninteresting. This constant focus on one topic and lack of interest in topics that others bring up tends to isolate them further.

Obsessive interests are a main fabric of the cloth of Aspergers syndrome. Most kids with Asperger's have something that they are very interested in and talk about it endlessly. One child might be obsessive about cars. Another "Thomas the Train". A third with volcanoes. And so forth.

Because they are unable to truly show interest in a wide range of subjects that are of interest to their peers, they become social outcasts. This all contributes to the social isolation that is so common in kids with Asperger's especially when kids start school. While their friends are talking about baseball or video games, the Aspergers child may exclusively talk about volcanoes. It doesn't take long before his or her peers in school loose interest in both the subject of volcanoes AND in the child.

In an adult, the inability to show interests in general office politics or to chit-chat about sports or the latest TV shows can isolate a person from his or her colleagues. This lack of social integration may make the person with Asperger's seem like an "odd duck" or just "not fitting in" which can lead to lay offs and lack of promotions.

Sensory Issues Are A Common Symptom Of Asperger's Syndrome

People with Asperger's syndrome often have a lot of difficulty with sensory processing. The typical person can usually tune out extraneous noise, smells and visual stimuli, among others. They do it without even thinking about it, because that's the way their brain is set up.

People with Asperger's syndrome, however, lack a "barrier" between their brain and the sensory onslaught of the world. They are far, far more sensitive to loud noises - or even soft ones no one else notices; to smells of all kinds...from what comes from your kitchen to the perfume of a passerby on the sidewalk. They often have trouble with the feeling and texture of clothing; with how tight or loose it is, and with the tags on the back. Visual stimuli can also be quite distracting. These sensory concerns need to be minimized for a child with Asperger's to function in his or her environment, and their concerns need to be taken seriously. Many adults have difficulty holding a job because of the noise, distractions and overall sensory overload of a "cubicle farm" in which they must work. A co-worker tapping a pencil or bright fluorescent lights can overwhelm an adult with Asperger's.

Fixation On Routine Is A Common Symptom Of Asperger's Syndrome

Aspies (as those with Asperger's syndrome are affectionately called) often fixated on a routine. Following a set routine is extremely common. And any change in routine may cause a meltdown. Yet stubbornly sticking to routine helps those with Asperger's feel safe and grounded. Yet family, friends, and co-workers can feel that this fixation with routine is extreme. With kids, even small change in routine, like sitting in a different chair around the dinner table, can cause a meltdown.

A lot of children with Aspergers need to know exactly what will happen in order not to feel completely overwhelmed. A good tip is to ensure that you tell your child, in advance, if there will be any change in his or her routine (such as an upcoming vacation). A good strategy is to write down what you will do, where you will go, who will be there etc. Paint a picture in your loved one's mind so that he or she can turn the future vacation into a routine before it occurs. The more your child understand what will happen and when, the more accepting he will be of the changes and the easier he will be able to handle the new experience.

Most adults learn to handle changes in routine...if for no other reason than the world around them is never predictable and they must learn in order to survive. Nevertheless, most adults with Asperger's still feel much more comfortable following a routine. This lack of spontaneity can cause challenges in relationships...how many girlfriends want their boyfriend to always take them to the same restaurant? And once there to order the same diner time after time.

Good Things About Asperger's Syndrome

While not a comprehensive list, these are the main and most common features of Asperger's syndrome. Not to fear, though, not everything about having Asperger's is negative. People with Asperger's are often more likely to be unfailingly honest, loyal, and hard working. They are often very intelligent and can make great contributions...especially in fields that they are passionate about...when they are older. They have a unique way of looking at the world that can benefit all those around them.

Bill Gates, Albert Einstein, and some of the great thinkers of the world are suspected to have or have had Asperger's. While many aspects of Asperger's Syndrome will always remain a challenge, and while there is no question your child will have a more difficult path through the world than many others, always remember there is often benefit to thinking a little bit differently. When you think about a diagnosis of Asperger's and its associated symptoms and wonder "What is Asperger's" remember you have a choice about the way you look at it.

Once we understand how a child or adult with Asperger's thinks, and understand that sensory issues as well as the need for routine motivate their actions, we can devise treatments and training to help them cope with an ever-changing world. Many treatments allow those with Asperger's to succeed and thrive. Hopefully treatments can make life a little easier especially for those with Asperger's and the people who love them. There are many other tips and suggestions that can help your loved one live a fulfilling and happy life. A great site to find information to help both children and adults with Asperger's syndrome is the web site www.AspergersSociety.org. There you will be able to sign up for the FREE Asperger's Syndrome Newsletter as well as get additional information to help your loved one be happy and succeed in life.

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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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