Toys That Help Autistic Kids Using The Multisensory Approach

One of the emerging techniques in helping autistic kids develop their sensory and motor skills is the multisensory approach, which uses baby toys and games that encourage the child to make use of two or more senses together. When you're selecting the right toys and games for an autistic kid, you should find products that produce music or some kind of sound when they're touched or pressed. For instance, a teddy bear that says "I love you" is a good idea for a toy to give to a special child. Other suggestions are included in the following discussion about educational and nurturing products for children with Autism Spectrum Disorder (ASD).
Some children with autism learn when presented with visual cues along with sounds. So, a therapist may hold up cards with colorful illustrations while saying the words printed on them. When a child with ASD has the ability to focus on visual stimuli even for a few seconds, this technique has a chance of improving the child's cognitive functions. As an alternative, the toy itself makes the sound, such as a pre-recorded voice speaking the word. This is most common with electronic toys that produce animal sounds when the child presses the key with an image of the animal.
However, among baby toys that are best used during a multisensory training with an autistic child is the set of nine blocks in the Plan Toys pack. The set includes three visual blocks, 3 auditory blocks, and 3 blocks for kinetic learning. Each block's surface has a different feel to encourage the child to identify various textures based on touch. The other blocks must be handled with an adult present to guide the child when determining the differences between the visual cues, verbal cues, and tactile sensations.
Auditory and olfactory senses are another pair of sensory stimuli that help kids with ASD control how they interact with their environment. A set of visually arresting cards that have been printed with colorful images of common fruits also contains small packets that exude the scent of each fruit. These common fruits include banana, apple, orange, and strawberry. A second set that works the same way contains images of foods, such as chocolate, milk, cheese, pizza, and ice cream. After learning which scents are associated with foods or fruits, the child may point to the cards to indicate the kind of food he or she wants to eat. Even when the child hasn't learned to speak the words yet, this ability to recognize objects visually is a great leap towards helping an autistic kid in developing cognitive functions.

Encourage positive interaction that strengthens bonding with your kids through creative play. Guide them through their discovery of the world around them using educational baby toys and nurturing products for children with special needs. Find them all at http://www.limetreekids.com.au where kids and parents can learn from each other.

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A Dozen Ideas to Manage Your ASD Child's Repetitive Behaviors

There are many things we do to stimulate or calm our senses
. We rock babies to soothe them and we sing or hum to ourselves in the shower, we fan ourselves to cool off when we are hot, and we hug and kiss others to give and receive comfort. When we want to increase or arouse our senses we often run or engage in some form of physical activity or exercise, or we may turn the music on loud to get in a party mood and dance. Most of these behaviors are seen as appropriate if carried out at the proper time and in the proper place.Then there is the term 'stimming', often associated with Autism, which conjures up a more negative image. The term 'stimming' or 'stim' cannot be found in the Merriam-Webster Dictionary but is defined by Wikipedia as "a repetitive body movement, such as hand flapping, that is hypothesized to stimulate one or more senses".
In the world of Autism 'stimming' is known as any type of repetitive, stereotypical behavior engaged in to alleviate or increase sensory input. It is derived from the verb; to stimulate; to provide stimulation in order to get a response, make someone interested, more alert or engaged in something.
We all engage in sensory regulation - behaviors that seek to arouse or calm our nervous system and there are many that are approved by our culture but we don't refer to all of them as 'stimming'. Is stimming just another word for patterns of self-regulatory behavior that are unacceptable? Depending what form the behavior takes and how often it occurs it could be seen as normal - a way to help a person function, or abnormal - a pattern of obsession.
Every child whether on or off the Autism spectrum, will attempt to modulate his or her sensory experience as they interact with their world. Only ten percent of children with an Autism Spectrum Disorder (ASD) actually engage in what we now call 'stimming' - exaggerated self-stimulation. Many of these activities would be considered outside the norm, such as hand flapping, spinning, toe-walking, licking objects, tracking hand movements or sniffing foods, items or people, to mention a few.
Unfortunately these activities can be embarrassing and even stigmatizing because our culture does not yet understand Autism. Many individuals who are not touched by Autism, and even some of those who are, fear anything that is odd, different or left or right of the so-called norm. The hope is that tolerance and better understanding will come but what is a parent to do in the meantime?. ..
It is very important that you discuss these behaviors with your child's Occupational Therapist and follow his or her recommendations. If your child does not have a qualified OT, find one. Make this a priority regardless of insurance coverage. Whatever money you may need to expend, you will get a wonderful return on your investment. A qualified occupational therapist will be able to create a customized sensory diet for your child that will not only help reduce 'stimming' behaviors but will address emotional meltdowns and much, much more.
While you are shopping around for an occupational therapist there is much you can do yourself. You are the expert on your child! You alone hold the key to unlocking his or her world - the more you understand, the better you will be able to maximize his or her potential.
In addition, any occupational therapist you currently have or are about to acquire will appreciate any and all of the information you can provide from the suggestions below. Here are a dozen ideas to help you understand and manage what some call 'stimming' behaviors in your child.
1. Conduct a detailed review. When solving any problem, I you to begin with a thorough assessment of your child's behaviors. Is there a behavior that interferes with daily living such as his ability to pay attention? Are there any behaviors that negatively impact her social life? Are any of these behaviors obsessive?
2. Seek to understand the function of these behaviors. It is important to remember that most of these are unconscious and they occur involuntarily to some degree, especially in the beginning. However, once a child realizes the rush or relief it brings to her senses it then becomes more intentional and easily gets reinforced into a habit. As long as it is deemed appropriate it can become a functional way to self-regulate one's sensory experience but if it is seen as dysfunctional and not channeled in the right way it can easily spiral out of control.
3. Gather information. If your child is verbal don't be afraid to engage him in conversation about his repetitive behaviors. If your child stares excessively at an object, consider asking him, "Are you trying to do something with your eyes? Tell me what you see." If he is able to verbalize an answer you will have gathered extremely useful information to address the behavior with.
4. Make lists. Most of your child's behaviors are functional - serve a purpose for meeting a sensory need - but they may not necessarily be appropriate. Make a list categorizing the behavior(s) as functional and appropriate vs. functional and inappropriate then you can create a plan to address them.
5. Focus on the positives first. Concentrating on appropriate behaviors and explaining the function they serve and why they are acceptable can reinforce more of the same. "I like the way your hands are being quiet. It makes it easier for you to pay attention to what is going on around you." Then the focus can turn to redirecting the inappropriate behaviors and substituting them with more suitable outlets.
6. Create a calm environment. It is well known that children with ASD often engage in 'stimming' when they are stressed or as a means to manage emotions such as fear, anger and anxiety. Therefore maintaining an atmosphere that is as tranquil, predictable and appeasing to her senses as possible will prevent many of these behaviors from occurring.
7. Be an early bird. Catch any behavior that is less than acceptable when it first begins to repeat itself. Don't comment or draw attention to the behavior. Use your detective powers to surmise what purpose the behavior may be serving and then calmly redirect your child to another more acceptable activity that will still provide similar sensory relief.
8. Schedule 'stim' time to teach appropriate time and place. No one can stop a behavior cold turkey, especially if it has been meeting a physical, psychological or sensory need and there is nothing to replace it with. Schedule times and places throughout your child's day when she knows she will be able to engage in the behavior you are trying to modify. Think of it as a gradual weaning process - as you decrease exposure to the negative stimuli you slowly increase exposure to the more positive substitute.
9. Change your vocabulary. Just because someone else may refer to certain behaviors your child exhibits as 'stimming' it doesn't mean you have to use the term yourself. We all have habits, mannerisms, and idiosyncrasies that we engage in. I challenge you to think outside the box and create your own term, something more positive to describe your child's repetitive behaviors.
10. Use distraction. When you notice your child beginning to engage in a repetitive behavior give your child something to do or start a conversation. When we are bored, we all default into behaviors that we are not even conscious of doing. So just in case the trigger is boredom, get your child physically active - engage her in exercise or some other activity she can chose from. Sometimes just asking, "What are you thinking about?" will be enough to distract her and stop the behavior.
11. Be realistic. There are some behaviors that may be defined as 'stimming' that your child may need to keep as a way to cope with daily life. It is unrealistic to expect to completely eradicate all of her repetitive actions. There is no need to take these activities away from her as this can create even more anxiety. What IS realistic to expect is to be able to modify and or shift them into more appropriate and acceptable forms of behavior as time goes on.
12. Count your blessings and focus on the positive. Take ample time to dwell on all the things your child can do well and the baby steps towards progress he is making. Keeping a journal is a wonderful way to maintain your attention towards the positive. Once the good is documented it takes on a life of it's own and becomes much more difficult to dismiss.
Remember, 'stimming' behaviors are very unique to the individual. As the saying goes, "Once you have met one child with Autism, you have met one child with Autism." Your child may need to reduce their visual input by constantly squinting and moving her head to a certain angle in order not to get overwhelmed in certain situations. Another child may need excessive sensory stimulation by staring at lights but then there are some neuro-typicals that get a sensory rush from bungy jumping, or flying off a cliff... We all have little idiosyncrasies that help us deal with and experience the world, there is no better or worse, it's just different for everyone, especially for individuals on the Autism spectrum.

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

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Can Praise Cause Sensory Overload?

Many kids with Asperger's Syndrome experience sensory overload from embarrassment or being picked out of a crowd in some way. This is why they sometimes don't enjoy receiving an award at Assembly or Parade, or being praised for their work in class.
So does that mean we shouldn't reward them at all??? Of course not - but we have to find a way for them to feel comfortable and proud of themselves at the same time. This is where thinking outside the square for your child with Autism comes into play.
Suggestions include:-

• a one-on-one meeting between the Principal and child with AS
• sending the award to the Aspie child's house with a letter about why they're receiving the award

If your child is embarrassed when they're praised, or don't like to be rewarded in public, talk to their teacher or principal and find a solution that suits your child. We all know that when supporting children on the Spectrum there aren't any "one size fits all" solutions. We must try to individualise support and accommodation for each child.
During his school years our son really disliked any attention or spotlight on him at all. This led him to wanting to stay home from school every Wednesday in an effort to avoid Parade and any possibility of receiving an award. He was a fairly well-achieving student, so there was always a chance he may receive an award for work well done. Once we discovered this we met with his teachers and his Principal and we agreed that all praising would be done in private.
Another trait that puzzled us was that our Asperger child didn't "believe" praise that came from us (his parents). His reasoning was that we're his parents and we have to love him and everything he does. So when he was growing up we enlisted the help of family, friends and neighbours to ensure he "heard" praise and approval. We'd simply phone them with his achievements and successes and they'd casually drop it into conversation when they visited.
This worked for him - we could see him 'shine' with their praise and attention. Everyone deserves to have their star shine brightly sometimes!
Currently I've teamed up with a local psychologist and we've created a new program for children with Autism Spectrum conditions - the Sensory Detective Program. We've been using heart rate monitor rings on the children as they complete the program and the results of this have really amazed us both! All the things we know about Asperger's children is proven/displayed by their heart rates, which 'spike' at change, sensory input, social interaction and praise etc. So if you're unsure what calms or upsets your Asperger child, invest in a heart rate monitor ring - the results will amaze you!

Nelle Frances is a Special Needs educator with over 17 years experience working with children with Autism/Asperger's Syndrome of all ages. She is author of the Ben and His Helmet book series written especially for children with Autism Spectrum Disorder (ASD). These social stories offer problem-solving strategies to assist Aspie's to navigate their world. Nelle is the parent of a 21 yr old son with ASC. She delivers her Professional Learning Sensory Detective™ workshop to schools and libraries around the world. Her website offers resources, strategies and links on Autism/Asperger's Syndrome for health care workers, therapists, parents and teachers.

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Sensory Activities for Autistic Children

Autism, a disorder that creates behavioral, social, and communication challenges, exists within the Autism Spectrum group of disorders. Autism can affect the child's ability to integrate input coming from different senses. Sensory integration therapy can help a child by stimulating and challenging all of his or her senses. Some sensory activities for autistic children can also help a child learn to tolerate different tactile experiences. In addition, the children can learn to have fun while being creative.
Some autistic kids are overly sensitive to touch; some prefer touching and stroking soft, smooth items for hours. Many children with ASD cannot tolerate the feel of new clothes, or scratchy textiles. Still others pat and explore the faces of their caregivers.
Some sensory activities for autistic children include rubbing or stroking their skin with different textures. Use firm pressure to stimulate the deep pressure receptors and to avoid exciting the nervous system. Other ways of encouraging building tolerance to rough or scratchy textiles can include play with sandpaper shapes and letters, or plastic or wooden blocks with raised letters. Create a sensory board with clippings of all different types of fabric and other materials that are made up of different textures: sandpaper, string, smooth glass, corduroy, aluminum foil that's been crinkled up and then straightened out, and cardboard.
Another sensory activity to have the child perform is to play with colored rice. This project is both tactile and artistic; the goal is to help build tolerance to different textures while creating a work of art, which makes it a favorite of many sensory activities for autistic children. Take one cup of dry white rice, one teaspoon of rubbing alcohol, a medium-sized bowl and a spoon, aluminum foil or waxed paper, and three to four drops of food coloring. Use the rice:rubbing alcohol:food coloring ratio for each color you'd like. Put the rice in the bowl, add the rubbing alcohol, and drip on the food coloring, making sure to stir well between each drop. When the rice is the intensity you like, spread it onto the foil or waxed paper and allow it to dry. Repeat it with the other colors. To make art with the rice, have the child draw a picture or word onto card stock or bristol board, then trace the image or word with white glue, one section at a time. The child can drizzle the colored rice onto the glue. As with many sensory activities for autistic children, some kids may become overwhelmed if they have too much colored rice at once. Try placing a small amount of rice into a small paper cup and refill as necessary.

Register for your FREE webinar training with a child autistic behavioural specalist now and discover the key to unlocking childhood Autism VISIT.
autismininfants.org

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Understand Autism to Help Autistic Children

Advance and regular medical science research has either removed or has an effective control over all kind of health issues except for autism which still persists in our world. So it become essential for parents and care-taker to first understand autism or sensory processing disorder, before helping their children or loved once, to overcome from stress from autism as far as possible. Since no specific treatment for this disorder is available, so all that we could do is to identify the level of autism and cooperate (through therapy) in accordance with it to help them to reach their potential....Everyday.
Symptoms of autism starts visible as early as, at the age of 12-16 months and develops into full intensity at the age of four; there are several things through which one can diagnose the symptoms of autism, such as:

• Unusual physical or body movement
• Different kind of eating habit
• Lack of interest and concentration
• Impairments in communication
• Repetitive behaviour

Only way through which we can handle autism is therapies, there are different kinds of therapy available depending upon the intensity of autism, thus it become important to identify the type of autism and choose therapy accordingly.
Some of the therapies that are helpful for children, suffering from autism are as follows:

1. Weighted Therapy: Research shows that weighted therapy helps a lot to keep autistic children calm and relax, and basically help them to control their physical movement. Weighted therapy could be in the form of weighted toys, weighted blanket, weighted lap pads or weighted lap animals.


2. Children Games:Providing therapy through children games, especially one designed for autism, is the best way to handle autistic children, as kids are attracted towards games so they learn fast and quickly through it, and it brings lot of change in their behaviour.


3. Relaxation Resources: Several relaxation resource are available in market, inform of book, CD's and script, which could be easily used at home, school or in therapy room, to increase the concentration level in children and also it helps to make their behaviour stable and calm.


4. Hyperbaric Oxygen Therapy: Hyperbaric oxygen therapy uses a special chamber, sometimes called a pressure chamber, to increase the amount of oxygen in the blood for faster metabolism and it is also found that it also decreases neurological inflammation. Evidence based research has shown some improvement after autistic children undergoes some hours of exposure.


5. Sensory Processing measure: This tool helps in determining the complete picture of children's sensory functioning at home, in school or in the community. Hence, it is advised to keep this tool kit handy with you, if you are related with autism treatment.

As there is no specific or known medicine is available for autism till now, so therapy is the best alternative for children suffering from autism. Secondly more care, love and attention should be given to autistic children as compared to their counterparts, and right strategies should be followed for each and every child depending upon their condition, so that they can reach their potential everyday with improved social understanding.

Kate Horstmann is an occupational therapist, who is consistently working in the field of children Autism, by helping and empowering Parents, teachers or therapist to help children struggling with autism through children games or evidence based therapies.

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A Better Learning and Future Using Autism Spectrum Disorder Teaching

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

Want to know more about Autism Spectrum Disorder Teaching? Visit Michael Harrah's site at http://www.autism-spectrum-disorder.net/.

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Dyspraxia And Sensory Processing: Are They Related?

Dyspraxia, usually referred to as developmental coordination disorder, is a motor-based difficulty with everyday tasks such as tying shoelaces, eating with a knife and fork, managing buttons and many more. This is typically caused by delayed motor skills and motor planning ability. Despite its name, dyspraxia is more than just a motor coordination disorder. Many children with dyspraxia also have difficulty with certain academic tasks, organisational skills and/or social skills.

Understanding and processing information from our environment is a vital part of everyday living. This skill, known as sensory processing helps us makes sense of the information we get from our senses, including our body and movement senses. We use this important information to determine how to respond and react in the world. Unfortunately, at least 7% of people have a hard time making accurate sense of this information and this can result in a sensory processing disorder (SPD) which can affect everyday activity. Sensory processing disorder is usually treated with sensory integration therapy by a specially trained occupational therapist.

So, is there a link between sensory processing and dyspraxia? Well, due to the historical challenges in assessments and classifications, research in the past has not been able to draw definitive conclusions either way, although newer research is suggesting that there may be a correlation. An increase in awareness of both dyspraxia and sensory processing is likely responsible for this. Now, researchers are often including sensory processing assessments in studies of children with dyspraxia.

Nonetheless, paediatric occupational therapists have argued for a link between these two for some time. This is a logical conclusion to draw. Since processing sensory information affects how we use our body, it's easy to see why difficulty processing sensory information can result in difficult organising and using the body. Examples of tasks which rely on good sensory processing might be something like handwriting: in order to write neatly and accurately, we need to understand how we are holding a pencil, where we are positioning our letters, exactly how far and in which direction to draw our lines, etc. Another example might be doing up buttons: We would need to feel the button in our hands, move the button to be pointing forward and thread the button exactly into the hole, which we are holding with our other hand. Thus, we can easily see how important it is to have good understanding of our sensory systems in order to effectively carry out these tasks.

What are the implications of this? Well, understanding the cause of difficulties can help us address them more effectively. Helping children understand the information they receive from their environment and their body can help them use their body more effectively which can lead to better skills in everyday tasks. Therefore, including sensory integration therapy into a child's intervention programme can be beneficial for a child.

Catherine Milford is an Irish-based occupational therapist and psychologist specialising in dyspraxia. You can learn more about dyspraxia by visiting the dyspraxia information website - [http://dyspraxia.eu].

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Foods for Picky Eaters and Children With Sensory Issues

In preschool, Cole and his classmates were introduced to the story of Green Eggs and Ham by Dr. Seuss. They were excited when their teacher actually cooked up ham and fried eggs with green food coloring. Inspired by the story, all the children took a bite to discover whether they, too, liked green eggs and ham-all, that is, except for Cole. Cole's sensory processing issues made it extra hard for him to tolerate any new food, so while he understood the point of the story, he wasn't going anywhere near that "icky stuff."

We all know kids need to eat a variety of healthy foods, but picky eaters often need more exposure to a "new" food than other kids do before they will take a bite. For children with sensory processing disorder and/or autism, who experience the world as a confusing and inconsistent place, where unpleasant and disorienting sensations can bombard them at any time, familiarity is very comforting. It may take much time and repetition to get a picky eater with sensory issues to try a new food.

To avoid wasting food as you are working on getting your child to try something new, serve him a tiny portion, perhaps even one small bite or spoonful, on his plate. Work toward having him tolerate the unfamiliar food on his plate without fussing. You may have to start by serving him the food on a separate plate, then later, serve it on his plate but make sure it's not touching any other foods. The next step is to insist that he touch it with his finger, then pick it up and touch it to his tongue. After that, the goal should be to have him place it in his mouth and chew it. Allow him to spit it out in a napkin if he finds it very distressing and intolerable. In this way, you can slowly but surely expand his food choices.

Choose one healthy food to try to work into your picky eater's diet. Make it one that is somewhat similar to a food she already will eat. If she will eat peas, try corn kernels, which are similar in size and texture. Often it's the "feel" of the food that matters most to a child with sensory issues. Recipes for toddlers and children that sneak vegetables into sauces may work if there are no lumps or bumps in the sauce, but your child's sense of taste may be so exquisite that she notices something's different about her pizza today.

If your picky eater with sensory issues resists mixed textures, which is a common problem, work on introducing simple foods without condiments and that have simple textures. A slice of tomato that has been deseeded, a piece of roast chicken with the skin removed, or a hardboiled egg yolk or egg white separated from the rest of the egg offer simple textures.

Some parents find some success in getting their child with sensory issues to tolerate two different textures or temperatures by serving a sugary treat such as ice cream with broken cookies mixed into it or hot fudge drizzled over the top. But don't be surprised if her sensory issues cause her to place her need for familiar foods with simple textures over any desire for something sweet! You may actually be better off working on getting her to eat plain celery sticks or cucumbers slices with the seeds and skins removed. What's more, simple, healthy foods are easy to prepare and keep on hand to be introduced again and again.

If the child has a favorite junk food, such as French fries or corn chips, introduce healthier versions of these foods and healthier foods that are similar in texture and shape. Steamed red potatoes with the skins removed have a texture similar to that of French fries, for instance, while crunchy foods such as carrots or snap peas give sensory input similar to that of chips. Serve raw vegetables and fruits as snacks and appetizers before meals if it is difficult to get her to eat her broccoli rather than just her macaroni and cheese. Encourage your child to find favorite fruits, vegetables, and whole grain foods and serve them to her often.

Keep in mind that children who severely limit their food choices, particularly if they self-limit to foods containing gluten (an ingredient in foods derived from wheat and some other grains) and casein (a protein found in milk and milk-based products), may have a food intolerance or celiac disease. In fact, these children often have digestive or skin problems as a result of their food intolerances, and crave the very foods their bodies can't tolerate well. If you suspect this is the case, consult with a nutritionist who is knowledgeable about sensory issues and eating difficulties in children. In extreme cases, a feeding clinic program can help.

copyright (c) 2012 Nancy Peske

The information contained here is provided as a public service. It is for informational and educational purposes only and should not be construed as personal medical advice. Although every effort is made to ensure that this material is accurate and up-to-date, it is provided for the convenience of the user and should not be considered definitive.

Nancy Peske is the coauthor of the award-winning book Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issuesand an advocate for kids with sensory processing disorder. She writes a blog for parents of children with sensory processing disorder at http://www.sensorysmartparent.wordpress.com and offers inspiration and information for parents at http://www.sensorysmartparent.com

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Proprioception and Sensibility

Our sensory system conveys the information we need to our brains so we can make the right decisions in daily life. Huge amounts of information flow in to our brain at all times and we must decide the importance or otherwise of this. Hearing, touch and sight are clearly used by use to manage our responses to the challenges of normal life but there are other sensory modalities which are just as important in our mobility. The feelings coming in from all our bodily structures such as our muscles, ligaments, discs and joints are very important for normal movement function. Joint position sense is more specifically related to our joints and is also called proprioception.

Have you ever woken up in the night to find you have a numb and dead arm? I woke up on my back to find an arm laid across my chest so I lifted it off to the side. Very soon it came back. I moved it again, this time with a bit more speed. It came back. Gradually waking up I felt up the arm until I got to my shoulder. It was my own arm! Since I had laid on my arm, cutting off the blood supply to the nerve or compressing it, all sensory input to my brain from the arm had been cut off. My arm did not exist as far as by brain was concerned and when I gripped and moved my arm I had no sense that it was mine. As far as I was concerned the lack of feeling coming in meant that the arm had to be someone else's.

Compression of the nerves in the arm or cutting off their circulation in the same manner can completely interrupt the incoming messages to the brain, making the brain think that the area of the body does not exist at all and therefore has no movement function. The brain is unable to picture the limb and its position so is cannot plan any useful movement for the limb either. Working as a physiotherapist for over twenty years has left me with a clear view of the importance of sensory input in our management of normal movement.

Sensory input, the constant incoming signals to the brain from the various parts of the body, informs us what is going on and where we are in space. This is much more important than we realise. Losing muscle power is difficult but people adapt and manage well but losing sensory information from a body part makes it extremely difficult or impossible to use the part. Losing sensibility is more troublesome than losing muscle power, although both are important.

The loss of movement is the most obvious disability we see when we observe a stroke patient, but what we don't see is the loss of accurate sensory input, an impairment which may be more disabling overall. The joint position sense (JPS), also called proprioception, is the ability which allows our system to understand at any point where our joints are, what stresses are acting on them, how fast they are moving and how much muscle effort is being expended.

Monitoring of the positions, stresses and effort being exerted through all our joints is streaming in to our brains all the time from the joint position sense and other sense organs in our muscles and tendons. We need all this incoming information to make sense of where our limbs are so that we are in a position to do the next actions we desire. Accurate JPS information is essential if we are to be able to plan our next movement.

The loss of the ability to feel any part of our body accurately can have profound consequences, reducing our functional independence in many normal daily activities. Typical conditions include stroke, paraplegia and direct nerve damage but more surprising injuries can reduce JPS input. A sprained ankle or ruptured anterior cruciate ligament reduces the accuracy of joint position sense and requires rehabilitation. Physiotherapists are skilled in the rehabilitation of proprioceptive ability in multiple conditions.

Jonathan Blood Smyth is Superintendent of a large team of Physiotherapists at an NHS hospital in Devon. He specialises in orthopaedic conditions and looking after joint replacements as well as managing chronic pain. Visit the website he edits if you are looking for physiotherapists in Brighton or elsewhere in the UK.

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Motivating Autistic Children With a Variety of Activities

For those parents of autistic children, you are probably aware of how to motivate the child by employing a variety of activities. However, if your child has just been diagnosed with Autism you are most likely not aware of this as you may not have had the time yet to educated yourself about how this affects the individual. Children as well as teenagers and adults with Autism have a great deal of difficulty conversing and interacting with others while also having impaired communication skills.

In order to help autistic children develop behavioral, language, and social skills, you have to find ways of motivating them to pay attention and learn from this. The key to developing certain life skills may be an early intervention, but these have become easier to teach thanks to the help of some newer motivational methods that are now available. The following are some suggestions for how to motivate autistic children by employing a variety of activities to accomplish this.

Use play therapy that encourages self-expression, provides a sense of accomplishment, and teaches skills to motivate children with Autism.

Allow autistic children to choose the activity they want to engage in such as dancing or jumping and then be sure that you participate in these activities with them. Keep participating with them in these different activities until they communicate with you spontaneously and make eye contact.

Activities involving scripting or "social stories" should be encouraged as it oftentimes helps the non-verbal child with Autism to become more verbal while learning more appropriate behavioral skills. This also helps to improve their communication skills and has the tendency to decrease social isolation.

Employ positive reinforcement during their learning periods and therapy sessions in order to keep communication going. Praising correct answers or prompting another answer after an incorrect one is an excellent way to motivate them into responding more frequently.

Introduce new drills and tasks while still using familiar ones in order to make learning more fun and interesting. Granted, routine and structure are essential to providing autistic children with a comfort zone and teaching them numerous skills. However, Autism studies have revealed that when tasks are interesting and varied, autistic children are better behaved, give more correct answers, learn quicker, and stay more focused.

Incorporate activities that involve sensory integration. These will decrease or increase the level of sensory stimulation that autistic children receive. When a child with Autism is overwhelmed with sensory input, occupational therapists help them to participate in certain activities that help them to filter the amount of sensory input they are receiving.

Finally, children with Autism can also be motivated by employing music therapy and singing. In some cases, autistic children who cannot speak a single word can sing when they are exposed to tunes with repetitive and simple lyrics or phrases. This actually helps them to develop language skills that are lacking while at the same time helping them to eliminate those monotone speech patterns that are so common with autistic children.

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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Helping Your ASD Child Survive A Sensory Sensitive Holiday

The holidays are a time of great joy, laughter, learning experiences, sensory awakenings, and fabulous opportunities. Unfortunately, maintaining a holiday atmosphere full of merriment and cheer is not possible to sustain twenty-four hours a day, every day of the week, especially when you have a child on the autism spectrum.

It's that time of year when candy, lights, sounds, new foods, family, and utter chaos can easily over stimulate your ASD child if you aren't paying attention. Keeping up with your child's sensory needs may seem difficult to do in the middle of holiday mayhem but it is the most important thing you can do to make the holiday season in your family more peaceful.

Sensory overload is very common during the holidays, for parents as well as children. It's a time of school field trips and parties, family visits, decorations galore and holiday shopping, when the stores are busier than ever. All of this activity makes it easy to get caught up in the hustle and bustle and more difficult to maintain the status quo.

Here are a few strategies and ideas to help the whole family get through this season with lots of pictures of smiling people and as many joyful memories as possible.

For the child who is sensitive to light:

Traveling sunglasses - If your child is sensitive to bright lights you should always be prepared with a set of sunglasses. Dropping in on Uncle Jim who is competing to have the best-lit house on his block may be too much for anyone's eyes to adjust to. Always have a supply of cheap yet fun sunglasses on hand to shade your child's eyes from glaring department store lights or the Christmas tree blinkers. You never know where you will find them.

For the child who is sensitive to touch:

Handling holiday huggers - This one is very difficult to address, especially with grandparents that just want to hug their grandchild to bits and pieces out of sheer love and joy. Some children love the deep pressure and will spend many happy times getting squeezes and cheek-pinches. Other children might flinch, back away or freak out or even hit, especially if startled by the touch.

Teach your child how to politely let people know they don't want to be touched. Either with a non-verbal signal, such as outstretched hand in STOP signal mode or with words, such as, "No, I don't want to be hugged, but I will shake your hand." This allows your child to experience a feeling of control and hopefully success in communicating.

Dressing for comfort - Many parents want their children to look their best for the holidays, especially for those photo sessions. But who can have fun and relax when they're uncomfortable? The most important thing for your child to be wearing during the holidays is a smile. Be willing to make compromises and respect your child's honesty when she says, "This itches too much."

Arguing with her statement will only risk a potential meltdown later in the day when she absolutely can't stand it anymore - if you were even able to get her to wear the itchy item in the first place. Feel free to cut off tags, turn clothing inside out so they don't feel the seams, or even wear a special pair of pj's. It's a holiday and kids are cute, you can get away with it!

For the child who is sensitive to sound:

Minimizing noise - Many children benefit from wearing earplugs or headphones during big family gatherings or at busy stores. They won't block out all the noise but will dull the noise enough to help. If you choose to use noise cancelling headphones just remember that you will have to work harder at trying to get their attention.

Scout out a place of respite - Wherever your travels take you during the holidays, be it grandma's house, the airport or shopping, find a nice quiet space away from everyone for a possible get-away. Bring your child's favorite snuggly, blanket or feel-good object for extra comfort. Don't be afraid to say to relatives, "His body needs some quiet time" and bring him to the previously identified place of respite so he can relax and regroup. Whether you stay with him or not, you or he will know when it is time to rejoin the group.

For the child with sensitive tastes or delicate tummies:

B.Y.O.F.- Bring Your own food - Holidays provide a great opportunity to try new foods. Taking a bite of cranberry for the first time can be a delight or a nightmare. If you know your child isn't going to eat what your host has served, be honest. Definitely let them know of any allergies ahead of time and if the list of your child's taste sensitivities is too long, bring an alternative food and don't apologize for it.

If the only thing your child will eat is a bologna sandwich for Thanksgiving dinner, so be it, as long as the reason for it is a legitimate sensory issue. Giving in to a child's minor dislikes too easily will develop an expectancy for future requests to be honored and you will be contributing to the picky eater syndrome.

For the child with a sensitive nose:

Develop scent awareness - Be cautious of scents that you place around the house during the holiday season. A child with a sensitive nose may not react well to different smells. Potpourri, air fresheners and scented candles in particular can carry very intense odors that could be responsible for contributing to an outburst. Consider purchasing unscented products and stick to natural aromas. Be careful though, even the wonderful smell of a fresh cut Christmas tree might be overwhelming to the senses of some children on the autism spectrum.

As parents, you know your child as well as anyone and most of these sensitivities are well known to you but as children develop, new sensitivities can arise. Paying attention to clues and noticing new reactions right from the start can go a long way towards preventing unnecessary meltdowns due to sensory overloads. Don't let something as avoidable as this put a damper on your holiday celebrations this season.

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

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Recognizing the Milder Symptoms of Autism

Most individuals tend to focus on Autism as the most severe disorder of all the Autism Spectrum disorders. It is typically triggered by dysfunctional neurological issues that oftentimes lead to dramatic and highly irreversible damage in behaviors, communication skills, physical development, and social interaction. The average age at which the disorder becomes detectable is three years old.

Despite the seriousness of the disorder, there are milder symptoms of Autism which are referred to as Asperger's Syndrome. Additionally, children suffering with Asperger's Syndrome usually have average to above-average IQ's. The following is information on the six most common yet milder symptoms of Autism:

Emotional concerns - individuals who suffer with milder Autism may oftentimes exhibit mood swings, even at an early stage in their lives. This is displayed when they get easily agitated because someone disrupts their "normal" routine.

Motor skill impairment - poor motor skills are usually a sign of mild Autism as well as the more severe cases. For instance, it may be difficult for them to catch a ball or there may be delays in learning handwriting skills.

Social skill impairment - another one of the skills that is usually impaired when a person exhibits the milder symptoms of Autism involves conversational difficulties, specifically starting and continuing a conversation with another individual. Additionally, the person finds it difficult to maintain eye contact with that person they are conversing with.

Obsessiveness - it is not uncommon for any child to focus on a single hobby or toy. However, when they are suffering with milder symptoms of Autism, they will not want to have anything to do with objects or toys that do not center around that favorite hobby or toy. They may talk incessantly about their obsession with that hobby or toy as well.

Repetition in speech - children with milder symptoms of Autism oftentimes repeat what they have heard from a book or on TV as well as what another person may have said to them. In many cases, this is due to the fact that the child's memorization skills are above-average compared to normal children.

Sensory issues - some children may also be suffering with sensory issue impairment. Certain things may aggravate or bother them such as bright lights, noises that are louder than normal, and the textures of certain foods.

As was mentioned above, the symptoms of Autism are usually spotted in the earlier years of a child's life. Although individuals suffering with the disorder do not always appear to be different from other individuals, their abnormalities are usually revealed in the way that they communicate, interact socially, and learn.

Finally, another aspect is that individuals who are suffering with Autism will share some common characteristics of the disorder. However, it is wrong to generalize these symptoms of Autism because of the fact that no two individuals, even those with Autism, are ever alike. Just like normal individuals, people with autism will develop distinctly unique personalities and will have different ways in which they relate to and understand the ways of the world.

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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Autistic Journey Down Sensory Lane

Often we seem to get so caught up in the everyday caring for the basic needs of autistic children that we forget they like to just have fun. There are some wonderful activities and games that serve the purpose of providing therapeutic value, improving motor skills, developing sensory stimulation and encouraging social interaction. Playing selective games with autistic children can provide all of these important benefits, and at the same time add a happy outlook toward life. Parents gain a better understanding of their child's needs through these activities. This is not a scientific observation, but a personal insight into my experiences in Ryan's world. You see, Ryan has sensory integration dysfunction. I appreciate the value of the places we sought to take him in order to seek stimulation for his sensory system and encourage the development of social skills. Children with autism can play selective games that can provide all of these important benefits and at the same time add to a happy outlook for child and parent. Ryan's condition includes weak muscles and it gets a bit tricky to stimulate, but not over stimulate his sensory system to the point of being detrimental.

To the autistic child, and probably any child, SAND AND WATER are their best friends. Of course, the place that comes to mind right now is the beach. Don't forget the sun screen, a swimsuit, an umbrella, a small shovel, a pail and toys to bury and dig up. It's amazing what can be accomplished with these natural elements. In the back yard, fill a sand box half full of sand and add water until it forms little puddles and let them play in it. Look for a playground with deep sand around each of the slides, merry-go-rounds and springy rides. It's fun to burrow in the sand and enjoy the sensation. The therapist pointed out to us that it was good for him to get in the swing and have us twist the swing and let it go. The spinning motion was a wonderful experience for him. The merry-go-round gave him more of the spinning motion which he needed. Also another benefit of the merry-go-round was the pushing and pulling of a heavy object. The slide gave his skin a good brushing as he slid down it. Of course he would have to climb back up to the top in order to go down again ,which strengthened his muscles. The bouncing and rocking motion on the springy animals gave him another beneficial reward. The benefits just go on and on and the best part was that he was having fun. Later treats were enjoyed at the picnic table.

A different source for sensory therapy is a discount dollar store. We visited there on a regular basis. It is the type of store that encourages handling, touching and choosing. Sometimes we would spend two hours there. To teach Ryan the value of money and the ability to choose, I would give him a dollar. As we shopped, he could put anything that interested him into the basket but the rule was that he could only purchase one thing with the dollar I gave him. Since everything was a dollar, the only difficult thing was to learn to make choices. He soon began to think not only of himself, but he would think of things his sister would like to have.

Fast food places with playgrounds inside are perfect places for autistic children to go and play. The first time we took Ryan, he had just begun his year of therapy and was very cautious about going up so high. He did not like for his feet to leave the ground. However, he was brave and climbed to the very top and froze and could not come down. My husband had to climb through all that maze and bring him down. We thought he would never want to go back, however, we were wrong. The next visit he climbed all the way to the top and finally slid down the tunnel to the floor. He would repeat this many times. It gave him much needed confidence and provided sensory therapy. Observing the other children in action encouraged him to participate. Another benefit was totally unexpected. Ryan did not like to be touched by others. It was very threatening to him. Soon, during all the activity with the children he began to get accustomed to being touched and soon began to be more comfortable around others. A word of caution, close supervision is a must here, because some children may play a little rough. We always took time out to eat something and enjoy the social aspect of the trip.

Please feel free to visit my blog and watch the video on autism. http://aboutautismandmore.blogspot.com

Meredith is a retired small business owner and has enjoyed retirement for a few years. She recently came out of retirement to develop an on-line affiliate business to earn money for a special project to help restore old historical cemeteries that are in ruin. The Data Connection will provide the monetary funds needed for this worthy endeavor. On-line affiliate marketing fits right into her stay-at-home lifestyle. While she enjoys writing, the rest of the business will not come so easy. The article marketing concept is strongly emphasized in the approach she is taking. She believes strongly that this will result in establishing a business with a firm foundation. She invites you to visit her Blog at: http://aboutautismandmore.blogspot.com

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Is My Baby Autistic? Tips to Help You Answer This Question

This is the most common question that parents ask whenever they notice odd behaviors from their children. A lot of people assume that if their child fails to talk at the age or 2 or 3, he is autistic. This is a big misconception. There are numerous reasons as to why speech might be delayed in toddlers, and a lot of other reasons why some children are not hitting their milestones, but sadly, autism is one of them. It is comforting to know though, that talking late in toddlers does not automatically mean that your child is autistic.

Autism is a disorder that lasts a lifetime. It is referred to as a developmental disorder because symptoms normally manifest before a child reaches the age of 3 which is a critical period of development. It then causes concerns in the child's development, learning and growth. When a child has autism, the areas that are affected normally concerns delayed skills in the following:

- Sensory - the way a child receives and process information with the use of his senses, namely; the sense of sight, taste, movement, touch, hearing, and taste.

- Cognitive - the manner in which a child learns and thinks.

- Social Interaction - the manner in which a child interacts or relates to others.

- Motor - the manner in which a child moves his body.

- Language - the manner in which a child comprehends and makes use of gestures and words.

Here is a list of concerns observed among toddlers and young children with autism spectrum disorder. This list is derived from a number of sources:

- Does not follow directions given.

- Seems to hear you at times, but is not consistent.

- Does not respond to his name at all times.

- Used to make attempts to talk, but suddenly stops.

- Throws severe tantrums.

- Manifests strange movement patterns like flapping arms, more so when excited.

- Doesn't smile in return.

- Avoids eye contact. The child seems to look past you.

- Normally doesn't cooperate when asked to do daily chores/routines.

- Is hyper most of the time.

- Prefers to play alone.

- Is an extremely picky eater. May only prefer to eat 4 different foods.

- Mimics what he hears instead of using his own words.

- Spends a lot of time putting things in a row, lining things up and gets very distressed when interrupted.

- Has a great attachment to toys or objects.

If your child has these symptoms, it doesn't necessarily mean that he/she is autistic. Make time to discuss your child's signs with a healthcare provider. Finally decide if an intensive assessment is needed.

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How to Treat Sensory Processing Disorder

The body is designed in a way wherein the different sense organs work with the brain for the interpretation of the different senses so that we can exhibit the appropriate responses, both behavioral and motor. However, there are instances when the responses are not proper because of misinterpretation of the senses. This condition is called sensory processing disorder.

Sensory processing disorder (SPD) was formerly known as sensory integration dysfunction was first described by A. Jean Ayres, a neuroscientist who said that this disorder is similar to a 'traffic jam' that occurs in the neurons, wherein some parts of the brain are prevented from receiving the correct information so that sensory information are interpreted correctly. For someone who has SPD, what happens is that sensory information is perceived differently from that which is normal to other people. This will then result in behavior or responses that are unusual, which makes it hard to accomplish some tasks.

The exact causes of sensory processing disorder are not yet known, and are still subject to research studies. There have been results however saying that this is an inherited disorder, but there can also be environmental factors that can contribute to it. When this is not properly managed while a child is still young, it can result to several problems involving the child's emotional, education and social state. Because of the problems with the child's motor skills, he can become isolated from his peers, suffering from low self-esteem. There can also be poor self-concept and failure with academics. Those who are unaware of this disorder will be labeling the child as clumsy, disruptive or even uncooperative. When this gets worse, it will lead to depression, anger problems, anxiety and aggression.

The treatment of sensory processing disorder will warrant the services of an occupational therapist. The occupational therapist will provide sensory integration therapy for the child, wherein sensory stimuli and experiences will be taught to the child. There will also be sensory diet, a therapy where the therapist will plan and schedule activities for the child to address the different needs of the nervous system. There will be different techniques that will be included in the therapy such as calming, alerting and organizing. The treatment for SPD can also include alternative therapies depending on what the doctor says. One of the common therapies is therapeutic body brushing which is ideal for children who are oversensitive to sensory experiences. This will help the SPD patient to learn how to adjust to certain sensory stimulations.

There is no definite cure for sensory processing disorder for the treatments that were mentioned will only help the affected person learn how to adapt and react properly to stimulations. If you are taking care of a child who is suffering from SPD, you have to be patient when dealing with him, since it is not just frustrating for you but it is more difficult to the child. It will take some time before the child can learn the appropriate responses so you will have to assist him and make sure that he learns properly. And of course, you will need to assist him with developing his mental, emotional and social skills.

For more information on Different Types of Diseases, Symptoms and Diagnoses, Please visit: Sensory Processing Disorder and Sensory Integration Disorder.

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Helping the Child Who Has Sensory Processing Issues

There's something up with a child you know. He's clumsy, picky, always on the move, or flopped in a chair like a wet noodle. He's impulsive, intense, and quirky. Maybe he has a learning disability, ADHD, or autism, or maybe not, but his behavior and responses to everyday sensations are puzzling. Why does he withdraw or act out? Why are transitions so difficult? Can he really hear the fluorescent lights that he claims are distracting him?

It's very likely that this child you're concerned about has sensory processing disorder, also known as SPD or sensory integration dysfunction. An estimated 1 in 20 children and almost all children with autism have SPD.

This child's nervous system is wired atypically, causing her body to process everyday sensations differently. Unable to rely on her senses to give her an accurate picture of what is going on in her body and her world, she is prone to anxiety, distractibility, impulsivity, and frustration. A child with SPD will tune out or act out when overstimulated. The need for sensory input such as movement and touch can be so overpowering that the child truly can't control her need to seek it out. Many of us have difficulty tuning out background noise, or prefer clothes that fit a certain way. These are sensory preferences. When a child's sensory issues interfere significantly with learning and playing, he needs the help of an occupational therapist and a sensory smart adult who can teach him how to feel more comfortable in his body and environment.

Fortunately, many of the accommodations that can make a huge difference in the life of a child who has sensory issues are simple and inexpensive. Here are just a few:

• Cut out clothing tags, turn socks inside out or buy seamless ones, and avoid clothing with embroidery and elastic that will touch the skin and create distracting, irritating sensations.
• To tolerate the intense sensation of having his teeth brushed, the child with SPD may need to use nonfoaming toothpaste and have his mouth and lips desensitized by using a vibrating toothbrush or even just gently pressing a hand-held vibrator against his cheek, jaws, and lips before attempting to brush.
• To calm and focus a child with sensory issues, you can try applying deep pressure against the skin as you compress her joints. Hugging, or pressing pillows against her body or rolling her up in a blanket to play "burrito" are often enjoyable ways for a child to get input. Always pay close attention to what a child is telling you, in words or body language, about her response to sensory input. Do not upset her with unwanted touch.
• In school or at home, allow him to sit on an exercise ball or an inflatable cushion, with a smooth or bumpy surface. This will meet the movement needs of a child who just has to be able to squirm and help the child with poor body awareness to better sense where his body is when he's seated. When these needs for movement and body awareness are met, the sensory child will focus better on listening, eating, or doing schoolwork.
• Provide a quiet retreat when she's overwhelmed by the sensory onslaught of everyday life. Whether she sits alone with you in a car outside of a party or restaurant, or in a quiet, darkened room, listening to relaxing music on a personal music player with headphones, a sensory break can do wonders for a child's ability to tolerate her environment.

A pediatric occupational therapist, trained and experienced in helping children with sensory issues, can work with parents and teachers to plan and carry out activities for the child that can help him or her function better at home, at school, and away. She can also help problem solve and discover accommodations that will ease the child's discomfort, and set up a "sensory diet" of activities that will help him. Whether working on a consultation basis, in a sensory gym nearby, at home or at school, the right sensory smart OT can make a huge difference for a child with sensory processing disorder.

Nancy Peske is an author and editor and the parent of a child who at age 2 was diagnosed with sensory processing disorder and multiple developmental delays. Coauthor of the award-winning Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues, available from Penguin Books, Nancy offers information and support on her blog and website at http://www.sensorysmartparent.com She has been active in the SPD community since 2002.

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Treating Feeding Difficulties in the School Environment

There are many children within the school environment that have feeding difficulties. For these children, the task of eating lunch and snack at school is a daunting one. However, lunch and snack time can present the perfect opportunity for addressing feeding difficulties if given the necessary attention and intervention.

A team collaboration framework is necessary for the design and implementation of a successful feeding therapy program within the schools, with many people and steps involved.

Who is involved?

• The child is the primary person involved.
• The student's family is a key player in the success of the program.
• The school based speech/language pathologist or occupational therapist is typically the person responsible for designing and overseeing the feeding therapy program.
• Teachers and paraprofessionals play a major role in the direct implementation of the program.
• There may be other school personnel involved for each individual child and his/her needs, such as an autism teacher consultant, school social worker, special education teacher, principal, and/or cooks in the cafeteria.
• Outside team members may include the child's physician, nutritionist, psychologist, speech/language pathologist and/or occupational therapist.

What steps are involved in setting up a feeding therapy program?

• The first order of business is to identify the children who could benefit from feeding therapy. This can sometimes be a difficult task; but observant teachers or cafeteria workers can assist in determining those children who eat the same thing day after day, or who refuse to eat anything but graham crackers for snack every day. These are the children for whom feeding therapy may be appropriate.
• The team that will be collaborating on each child's plan needs to be established. Once the team is in place, a meeting should be held to discuss the child's needs.
• The school based speech/language pathologist or occupational therapist conducts an evaluation to determine the child's specific needs. This evaluation will look at the child's sensory and oral motor abilities, as well as what the child will and will not eat.
• A feeding therapy plan will be developed based on the results of the evaluation and will include a sensory diet and a baseline feeding continuum which will be updated throughout the year.
• Training for the specific individuals who will be implementing the program will be held. Typically, paraprofessionals would be responsible for implementing the program.
• Written documentation will be used during each feeding therapy session, and periodic evaluation will be conducted to measure progress or need for adaptation.

What would a sample feeding therapy program look like? (The list that follows is meant only as a general guideline, and should not be implemented without appropriate training.)

• Each session would begin with a sensory time specifically designed to meet the needs of each individual child. Some children need activities to arouse their system, such as jumping on a trampoline; while other children need activities to quiet their system, such as swinging.
• A mealtime routine would be established, such as preparing the table.
• The adult implementing the program would then begin introducing the foods planned for that day, beginning with a preferred food. Several new foods would be tried at each session. Foods would be similar in size, shape, color, or texture.
• The session ends with cleaning up the leftover food, and washing the table.

These programs may be carried out individually or in small groups, depending on the needs of each individual child. These sessions may be implemented 1-2 times per week or everyday, depending on scheduling. While daily implementation is ideal, consistency is really most important for success. Paraprofessionals usually carry out the programs, but the entire team is involved in ensuring its success. Parents should be involved in the sessions as much as possible hopefully to assist in carry over within the home setting. Continued team meetings will also be important in making sure that all of the child's needs are being met by the plan.

Feeding difficulties can be very complex, requiring the need for a team approach and a comprehensive understanding of what is truly involved for each individual child. A commitment on the part of the whole team is necessary for the expansion of a child's feeding repertoire.

Autism specialist Erin Roon, of the Horizons Developmental Remediation Center, provides practical information and advice for families living with autism and other developmental disabilities. If you are ready to reduce your stress level, enrich your child's development, and improve your family's quality of life, get your FREE reports now at ==> http://www.horizonsdrc.com/

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The Sensory Profile Assessment Used For Children With Autism

The Sensory Profile Assessment (SPA) is used to identify the child's unique sensory preferences and provide tailored intervention strategies. This assessment tool provides a standard method for measuring and reporting sensory processing abilities. The purpose of the profile is to provide a tool for linking performance strengths and barriers with processing sensory information. It is designed for children aged three to ten years and takes 15- 20 minutes to administer. It involves the parent or caregiver of the child completing a 125-item questionnaire, which reports the frequency with which the child responds to various sensory experiences. There is also a 38-item short profile available that takes five minutes to administer. Once the questionnaire is completed, the summary score sheet is used to obtain a profile of the child's responses.

The items of the sensory profile cover three major sections, including sensory processing, modulation, and behavioral/ emotional responses. The purpose of this is to characterize the child in regard to their responsiveness to sensory stimuli, as either sensory seeking, low endurance, inattention/ distractibility, sensory sensitivity, fine motor/ perceptual, emotional reactive, oral sensory sensitivity, poor registration, or sedentary.

The SPA can be used in conjunction with the Sensory Profile School Companion, which allows schools-based clinicians to evaluate a child's sensory processing skills and how these skills affect their classroom behaviour and performance. The results of the SPA may inform both the diagnosis of disorders and/ or provide guidance for intervention planning. This assessment is particularly useful for assessing children with Autism, Asperger Syndrome, and Attention Deficit Hyperactivity Disorder as children with these disabilities tend to have significantly different patterns of processing sensory information than their peers and children in other disability groups.

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Do Children With Autism Have Varying Degrees With Their Senses?

I want to learn out of curiosity, if children with autism have varying degrees with their senses. How would I determine the answer to my curiosity? Can it be done with all of the five senses that we have, for it to be accomplished?

What about the senses of smell, touch, and taste? They are just as important to us, as to what we see, hear and how we express ourselves.

I believe there are varying degrees individuals have, with autism. For example: To learn and express their senses. They may have difficulty understanding what their senses mean or what to do with their senses. There may be some correlation in this area, that could be considered to be dysfunctional in their behavior.

I have observed, some children who have the disorder of autism, are extremely sensitive to bright lights, texture, touch, certain sounds, loud, soft and high-pitched noises. In addition, to some smells and odors.

Therefore, I have observed some people with autism, have varying degrees with other senses, such as tastes, colors and flashing images.

Learning could be a challenge for autistic children, because of their varying degrees of trying to understand how they react to their senses and what they are expressing or trying to express through their senses, compared to other people who do not have autism.

I was in a classroom recently, that was teaching autistic children. I noticed, one child, put his head down between his knees and plugged his ears with his hands, to protect himself from hearing the noise, when an airplane flew over the classroom.

I noticed later, how this same child was struggling, when he was around a group of children that were noisy and participating in a game outside the classroom.

I approached the teacher, with a question to determine if this particular child, would be able to over come his fear of noise. If this was an option, will he do better in learning?

I continued my observation of another child who was using clay to construct and create an object. I noticed, she became oversensitive to the touch.

There were moments, she did not want to put the clay back on the table, because she felt the touch of it was a stimulus. Later, her actions indicated to throw the clay on the floor. I could see anger and frustration in her face.

Take interest in the senses of your child who have autism. Gather information about how he or she. is communicating through these senses.

What senses are shown to be strong? For example: Is touch, smell, noises, watching various objects, because of the color or movements, appear to be a strength? What is your child expressing with these varying degrees of senses? Does bright or flickering lights, create another area that your child might be expressing for his or her senses?

Bonita Darula's informational web sight==> http://www.autismintoawareness.com Take action and SIGN up to RECEIVE your FREE WEEKLY NEWSLETTER on Autistic TOPICS. For example: Senses of varying degrees, because you're autistic? Order your E-Books to identify symptoms of Autism.

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Dinosaurs and Their Appeal to Children on the Autism Spectrum

Dinosaurs and the Autism Spectrum

Autism is a life-long, debilitating condition that affects a surprising number of people. Research from the National Autistic Society suggests that as many as half a million people in the UK have some form of Autism or have a related condition such as Asperger Syndrome. Autism is a condition that affects the way in which people relate to themselves and the world around them. Sufferers can be over-sensitive to sensory stimuli, they can find it difficult to make sense of their environment. Asperger Syndrome is a form of Autism. People with Asperger Syndrome find it difficult to communicate and interact with others. Neither Autism or Asperger Syndrome are related to low intelligence, indeed, from our experience with children that have Asperger Syndrome the child concerned is often shown to have a higher than average IQ. For example, one of the attractions of dinosaurs to children on the Autism Spectrum are the long names and all the complicated facts associated with these prehistoric monsters. Some children on the spectrum, seem able to retain vast amounts of information related to their favourite dinosaurs and can recite an astonishing amount of factual information about them.

Detecting Children on the Autism Spectrum

These conditions cannot be detected just by looking at a person, there are no visual symptoms but they do manifest themselves in certain behaviours. If these behaviours can be identified in young children at an early age than steps and processes can be put in place to help them and their families manage their condition in an effective way. As these are termed "hidden disabilities" it can be very difficult to diagnose the condition. Fortunately, thanks to the campaigning of a number of charities and other organisations the awareness of both Autism, Asperger Syndrome and other related conditions has risen substantially over the last twenty years or so and many teachers and teaching assistants are now trained in being able to identify Autism in the school children in their class.

Children with Asperger Syndrome may have fewer difficulties with their speech and they usually do not have the accompanying learning difficulties associated Autism, but they may have specific learning issues. These can include dyspraxia and dyslexia and attention deficit hyperactivity disorder (ADHD). Fortunately, society's understanding of these conditions has greatly improved since my own time at school. Recently a friend was diagnosed as being on the Autism Spectrum and having related dyslexia but as a school child her condition was not noticed and she did not (and nor did her parents), receive the help and support needed.

With the right help and encouragement, people on the Autism Spectrum and with Asperger Syndrome can lead completely fulfilled and independent lives. The important thing from our perspectives as teachers is to understand the condition and to put in place support at an early stage to help children and their parents/guardians/family members manage.

Autism is a Spectrum

When teaching a class it can be difficult to identify the behaviours in a young child that could indicate that this child has Autism or a related condition. The problem is there are "degrees" of Autism. I always prefer the term Autism Spectrum condition rather than the alternative title Autism Spectrum syndrome, but in my experience both are used. I imagine the condition of Autism like a long bar with a person with this condition fitting somewhere along this bar as each individual can be affected differently. It is true to say that whilst all people with Autism will share certain behaviours and difficulties making sense of their world and their environment, some people will be able to live independent lives whilst others, who may have related learning difficulties and disabilities will require specialist support throughout their lives.

Where do Dinosaurs Fit In?

There are certain types of behaviour associated with children on the Autism Spectrum. Not all people will display the same behaviours, Autism affects individuals in different ways. One of the mantras I use when teaching in a class where there is a child or children on the Autism Spectrum is to remember to "celebrate their uniqueness and to rejoice in the way that they are able to see the world differently from myself". However, there are common behaviours and the subject of dinosaurs seems to lend itself to them.

For example, some children may be natural scholars and become extremely knowledgeable about a subject they enjoy. Studying dinosaurs seems to tick many of the boxes for them and they become almost totally immersed in their subject. Children on the Autism Spectrum may be able to recall information better than their peers, with so many facts and figures surrounding the study of dinosaurs they seem to be naturally drawn to this topic. For instance, being able to quote facts and statistics about dinosaurs - which was the biggest, fiercest, heaviest, fastest, longest? Vertebrate palaeontology and the Dinosauria in particular seem to be a rich source of information that is often recited repeatedly with parents/guardians being bombarded with questions and demands for more data.

In addition, young people on the Autism Spectrum may often not want to join in games with other children, preferring to play alone, immersing themselves in their favourite subject area and playing with dinosaur models and other replicas. Often they can repeat the game over and over again or insist on doing the same activity over and over again at the same time each day. The availability of videos and DVDs on dinosaurs can help with this. Children on the Autism Spectrum can enjoy watching repeated plays of the same DVD.

Dinosaur Days Out

Fortunately, there are a number of museums that have displays of dinosaur fossils and other items that can be visited. However, for a family taking a child on the Autism Spectrum out for the day can be a daunting prospect and one difficult episode can result in the parents/guardians losing all confidence.

There are some hopefully helpful tips and advice we can pass on to help parents/guardians manage the day out ensuring that it is a rewarding activity for all concerned.

1). Remember the Sensitivity

Some children on the Autism Spectrum can be over sensitive to loud noises and bright lights. If intending to visit a dinosaur attraction we recommend contacting the providers before you go to gain an understanding of any elements that may be distressing to your child.

2). Contact the Provider before you Visit

Getting in touch with the museum before the day gives you the chance to learn about any special arrangements that may be in place to help you get the most out of your day. You can also receive specialist advice and organise support on the day should it be needed.

3). Get the Guidebook before you Go

By getting a guidebook or leaflet before you visit you and your child can plan their day. This can help the child preparing them for the experience to a degree and enable you and your family to be able to get the most out of the visit

Obsessing on Dinosaurs

Not all children on the Autism Spectrum will have obsessions. Those that do may not obsess on dinosaurs and prehistoric animals. For instance, we have encountered a number of young children who become totally immersed in subjects as diverse as cars and "Thomas the Tank Engine", but a number of children do develop a fascination for the Dinosauria. This in itself is no bad thing, as with the establishment of the creative curriculum in most parts of the United Kingdom schools are often covering this subject area within their teaching schemes of work. Learning about dinosaurs can help develop confidence, after all, many children will share this common interest and love of all things to do with dinosaurs. There are a large number of supplies of resources that can assist, everything from the local library, the regional museum and of course the internet. For parents/guardians too, learning about dinosaurs can be a rewarding experience especially if it is an area the enables them to celebrate the way in which their particular child views the world.

Everything Dinosaur is a company run by parents, teachers and real dinosaur experts. It specialises in developing educational dinosaur toys, models, clothing and games and strives to help young people learn more about science through their fascination with prehistoric animals. Many of the items featured on the Everything Dinosaur website http://everythingdinosaur.com/ have been designed and tested by the teachers and real dinosaur experts in the company.

To learn more about the products and services we offer at Everything Dinosaur click on our website links.

Our aim is to help young people learn more about Earth sciences through their fascination with dinosaurs and other prehistoric animals. Team members are happy to provide advice and support supplying free quizzes, drawing materials, puzzles, games even recipes for dinosaur themed biscuits and birthday cakes. With something like 600 products on line including dinosaur party supplies, Everything Dinosaur http://everythingdinosaur.com/ has built up a strong reputation assisting parents, guardians and fellow teachers, helping young people to learn more about science through creative play.

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