Should You Expect Your Autistic Child to Do Chores?

I have met with parent(s), caregiver(s), and many of them do not expect their children to do chores. This had me puzzled.
If you have received a diagnosis that your child is autistic, you may want to consider him or her doing little projects around the house. By you taking the responsibility and expecting your child to participate in some small task, for the household, you, your child and family will benefit.
In addition, your child will learn responsibility, grow in other areas. Such as, your child will be able to do chores when he or she gets older with age, gain self-esteem, confidence, courage, feel he or she is contributing to the family and gaining a sense of accomplishment.
As a parent(s), caregiver(s), you may realize that giving an autistic child responsibility to do chores may take a little longer to accomplish, or it may not be done the way you would expect it to be done. You know you could do the job in less time, do it better, and take more time for yourself to do other things.
The positive side of having your autistic child to do chores is, both your child and you will benefit. How? I have experienced, there are many important reasons to have your autistic child do chores.
For example:
* It gives him or her responsibility.
* They are contributing to the family.
* A feeling of usefulness.
* Self-esteem.
* Self-pride.
* Honesty.
* Sense of accomplishment.
* Teaches your child to want to do more, within the capability of your child.
* Teaches interaction with siblings and other individuals.
* Encourages your child that he or she is valued.
Some of you who are parent(s), caregiver(s), may be thinking your child is doing too much when it comes to chores. You may become nervous and feel your child is not able or capable of starting or finishing a task. Start by giving your child small tasks to do. Allow him or her to know how they are contributing to the family in a positive way. Let them know, it probably would not get accomplished if they had not helped with the chores. It is imperative when you decide to designate chores, keep them simple, not complex. By taking this action, it will eliminate stress for your child and you.
Encourage your child to feel good about the task you are giving him or her, no matter how simple it is. Reward your child with praise, a treat, an outing, an allowance, or some special surprise, that will encourage various chores to be accomplished in the future.
Are you ready to give your child chores who has autism? If so, what can he or she do? Be creative, make it fun.

Bonita Darula operates a web sight==> http://www.autismintawareness.com SIGN up to RECEIVE your FREE WEEKLY AUTISTIC NEWSLETTER on current TOPICS. Take action. Learn about expecting your child to do chores. There will be updated links for you to review and learn from.

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Responding to Difficult Behaviors With a Different Approach to Time Out

All children want to be good and please their caretakers. Young children don't PLAN to misbehave or fall apart. When a child has an emotional meltdown it signals they are having trouble controlling their emotions, especially when the demands of the environment exceed their current ability to cope. Handling emotional outbursts may seem daunting yet there are many proactive things parents can do to manage and reduce temper tantrums.
When we dissect temper tantrums we often find they result from frustrations that can lead to anger or total loss of control. Anger and frustration are natural emotions, they are neither good nor bad, they simply exist, as do happiness and love. When you enter the world of a child with Autism, you may find that despite some language ability, he or she may have a difficult time making you understand what she or he needs or wants. The other possibility of course is experiencing sensory overload, which needs to be taken into consideration.
Children with an Autism Spectrum Disorder (ASD) desire to become effective communicators and more self-sufficient but they often lack the skills necessary to do so. Even neuro-typical children feel confused, helpless and lost in our adult world at times. As parents we need to teach our children, instructing them to develop appropriate ways to cope and training them to become self-sufficient. Anger management has to be taught, no one is born with it.
There are many tactics experts suggest parents use when they are faced with difficult behaviors:
• Telling children to stop - while communicating what you want them to do instead.
• Teaching the steps for anger management, including identification of feelings.
• Distraction (age appropriate) - humor, passions, hugs, point to schedule, etc
• Ignoring - no encouragement, leaving the room, etc
• De-escalation - using counting, deep breathing, etc
• Using time-out - sending children to their room.
For the annoying and irritating behaviors that children often exhibit I always encourage parents to use the last one, time-out, as a last resort and learn to use it appropriately. Unfortunately, time-out is often overused and therefore ineffective so it is important to decide what behaviors you want to use it for. Sending kids to time-out for all misbehaviors will dilute its effectiveness and may even create resentment in a child - being ostracized to your room while in turmoil does very little to teach any child how to behave better.
I encourage parents to use time-out ONLY for emotional meltdowns and temper tantrums, and I suggest redefining the entire concept. Throw away the word time-out, call it something else and create a different approach. Here are some suggestions for creating and implementing a new and improved, yet successful alternative to using time-out.
If interested in experimenting with a new form of time-out, first take a step back and reflect: What am I using time-out for? What is our goal? Are we using it to correct behavior or to punish or is there something else at play here? Based on your values, it is important to take some time to get clear on the purpose and the outcome you desire. The correct purpose of time-out should be for a child to learn how to calm down and eventually self-soothe.
Young children who misbehave, get angry and upset enough to have a temper tantrum need to learn self-calming skills BUT not in the heat of the moment. No brain - adult or child, typical or neuro-typical - can take in information and act upon it when in the heat of emotional despair or uncontrollable rage. Trying to reason with or scold a child who is in the midst of a temper tantrum is futile. Instead,
- Consider creating a 'feel better' place, a safe place that can replace typical time-out. This could be a beanbag in the kitchen, an arm chair in the living room, a corner of the family room OR the child's bedroom as long as it is not seen as punitive. Identify such a place for everyone in the family and make sure it is customized to each person's needs, temperaments and personality. When your child shows signs of breaking down, gently guide her to her designated place and provide her with a means to calm down. This could be cuddling with a blanket or stuffed animal, rocking, listening to soft music or whatever else was determined in advance.
- When you feel your temper about to burst, try role modeling the act of taking a break to feel better. If feeling out of sorts or displaying behaviors that indicate stress, frustration and anger are normalized like this and a solution is presented, it will not only minimize and prevent emotional outbursts over time but it will also provide your child with valuable lessons for coping with life.
- Introducing and role-modeling this new approach will take time and young children will need a lot of direct intervention in the beginning. Presenting it well is crucial to making it work. Explain the new routine using clear and specific language that your child understands best (visuals or social stories when necessary) and giving concrete demonstrations will only help to increase its chance of success. Allowing older children to have input into how it might work best for them will also help as well as giving the new process a positive and unique name.
- It is essential to introduce this new tactic at a time when your child is in good spirits. If your child is slow to process information you may even want to discuss it for a while before you actually implement it. Once you do, they will need to be guided firmly yet gently.
- Be consistent and stick to this method for at least four to six months. They say it takes a minimum of twenty-one repetitions or more for new behaviors to be accepted and become habit. If minor tweaks become obvious make adjustments right away making sure you communicate the change clearly.
Yes, all of this will take time but all good outcomes are worth working for and time is what it takes to change behaviors and make them stick. Taking time is what parenting is all about, if we aren't willing to invest our time and effort, than our parenting will continue to be difficult.

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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Combating Visual Perceptual Disorders In Autism

Visual perceptions can affect a number of kids that have autism and you should not assume that all autistic children are affected in a certain way since autism can cause unique type of symptoms in different child.
Do your best to match the most accurate remedies according to the signs that is shown in your child.
With the case of visual perception, there are methods available out there for your child to use which can effectively improve their condition. Those approaches let them view the world in a new light thus making learning and understanding of situations smoother than before.
At the same time, utilizing those tactics can possibly control behavioral issues that are associated with autism.
People who have their sensory easily overwhelmed and distorted are also common among the population that are not suffering from autism. This characteristic have brought about many studies on it and over the years there are multiple treatment options that is being made available.
For autistic individuals, they usually discover that the sensory overload that are generated by lights, colors, contrast, shapes and patterns is simply too unbearable and this is the reason why you see them acting out or totally isolating themselves in general.
Complication of the sensory could be due to a genetic condition and what autism did is to naturally enhance it.
What this mean is that if the parents have problem with reading or been treated previously for visual perceptive issues, then the child would almost certainly need help too.
One practical way of treating visual-perceptual disorders is by using the Irlen Method. In a nutshell, this process takes color and then use it to achieve a better harmonized surrounding.
Helen Irlen had pioneered the studies of visual perception and is credited with the discovery of Scotopic Sensitivity Syndrome (SSS) or also known as Irlen Syndrome.
Have you ever heard of suggestions that improve the speed and technique of your reading by placing a color filter over the page? If you do, then you will comprehend better what the Irlen Method can achieve.
Studies have shown that this method does work. The result can be seen exceptionally well if your autistic child's level of reading is at the intermediate stage.
The idea is to use the color filters and then evaluate whether there is any improvement in reading speed and comprehension. The wave length of lights that are causing discomfort must be eliminated.
Sensitivity to the wrong light or color can lead to fatigue, strain and an environment with higher distortion. Offending colors can be filtered by observing for any positive changes and then implementing the color that works with the individual at all time.
Please keep in mind that the technique require a bit of trial and error effort since you need to determine which color is the one that is is blocking the undesirable light.
Different child will respond differently to the various colors.
The usage of these color filters will usually take place throughout their life. Yearly evaluation is needed to determine the effectiveness of the colors because fading colors means fading benefit.
Other than reading, you may apply it to copying, handwriting or during usage of computer.
Another thing to take note is that your autistic child would probably appreciate the usage of the color filters during the entire day instead of only when reading. There are glasses designed especially for this purpose by having colored lenses.
Beside the filters and lenses, you can also consider using colored light bulbs within the surrounding of an autistic persons who have visual perception condition. A wonderful application to this is when your child is too young with limited language capability thus by observing for any difference in behavior could mean an indication of a problem.
An important aspect to remember here is that an individual with visual perception disorder will prefer and feel more comfortable with indirect natural lighting or incandescent lighting. Avoid fluorescent lightning and maintain a dimly lit room instead of bright.
There are 4 main criteria that the above approach will benefit your child namely depth perception, social integration, education and their physical wellness.
Depth perception is improved when the right colors assist the child to establish how near or far they are from a certain object. Their world will turn more three-dimensional.
In the area of social integration, the autistic child will feel more relaxed. This will give them a conducive environment to clearly interpret expressions on the faces of people around them.
Uncomfortable feeling like light-headedness and headaches can be greatly reduced while reading and the child will feel more motivated during learning session.
All this contribute to them being less stressed out so that their physical well being can develop properly.
There are clinics and professionals all around the world that have been certified in the Irlen Method. Help your child deal better with their autism by carefully testing this method or any other technique and minimize their visual processing problems.

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How Can Your Autistic Child Improve With Handwriting?

Children with autism may find it difficult to focus, concentrate on teaching method's or learning new skills. One of the difficulties for many individuals with autism, is their handwriting. How can he or she improve their handwriting?
I have experienced by watching autistic children in the classroom, especially in our traditional classrooms, most of the students who have autism, display a difficult time with handwriting, how to relate to it or what to do with it.
The length of keeping your autistic child to stay focused, capture new approaches or new techniques, is sometimes a challenge for children to learn and improve with their handwriting.
In addition, the teacher, other students who have their attention on learning and going forward with the next step, involved in making progress, can be hindered.
Handwriting for autistic children may make a difference by using the correct tools, imagination, techniques and knowing what the individual is capable of doing and not doing. For example:
* Use a wide pencil for a better grip.
* A larger tool for writing, such as, a crayon, lumber pencil, darker lead in the pencil, colorful lead, etc.
* If desired, you may want to use a smaller writing tool, for a better grip for your child.
* Use larger paper to start with.
* Use a slant board for comfort.
Remember, handwriting is an imperative skill and is used for basic communication, worldwide.
Being able to write well encourages a child to, write articles, take notes, write essays, poems, reviews, book reports, summaries, prepare for lectures, etc.
To teach a child handwriting who has autism, a plan should be created for the entire class. This plan should include, being aware of various motor skills for each individual. This is extremely helpful to determine the strengths and weaknesses of each child.
If you, or your teacher know of certain activities that may strengthen the muscles in the fingers and hands, of the child who has autism, try to initiate those activities, so those areas become stronger. This is a great help for gaining confidence to improve handwriting. For example:
* Stringing beads.
* Playing the piano or typing.
* Finger painting.
* Playing with finger puppets.
* Squeezing a hand ball.
* Paint by numbers.
* Activities that involve weaving.
* Stringing yarn to make a picture.
* Connecting dots on paper to make a picture or form.
Improving handwriting skills in your autistic child, may require you to take notice of the grip, your child is using for a tool. Sometimes, children push down too hard, hold the writing tool too tight. This may cause it to break or become too wobbly and out of balance to write with.
Encourage your child to improve his or her handwriting, if he or she is having a difficult time. I have experienced, when teaching an autistic child something new, and it requires skill, be patient. Be creative. There will be positive results for your child and you.

Bonita Darula operates a web sight==> http://www.autismintawareness.com SIGN up to RECEIVE your FREE WEEKLY AUTISTIC NEWSLETTER on current TOPICS which will include updated links for you to review and learn from. Take action and learn how to improve handwriting for your autistic child.

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Child With Autism? Boost Developmental Skills Using Sign Language!

Autism - Utilizing Sign Language to Enhance Communication and Developmental Skills
According to the Autism Society of America autism is now considered the fastest-growing developmental disability. This disability affects approximately 1-1.5 million individuals in the United States. For many individuals with autism their physical and cognitive development appears normal during infancy and early childhood. However, usually between the ages of two and three parents begin noticing a delay in speech production, as well as avoidance of social contact. There are currently no standardized medical tests to determine if an individual is autistic. A battery of screenings and observations must occur in order for a professional to diagnose autism.
Autism and the individual child
Autism and the accompanying symptoms vary greatly for each individual. Autism is only one of the disabilities that exists on the Pervasive Developmental Disorders spectrum, and implies variations in functioning for each individual diagnosed with a disorder on the spectrum. Other disabilities on this spectrum include Asperger's Syndrome, which typically includes higher functioning individuals with impaired socialization skills, and the more debilitating Childhood Disintegrative Disorder.
These pervasive developmental disabilities impair many areas of development including socialization, cognitive functioning, and physical ability. Autism tends to greatly impair the individual's ability to develop speech, as well as to interact socially (and appropriately).
The abilities of those with autism vary greatly. Some people with autism are able to acquire spoken language and are taught to use that language appropriately. More often alternative communication systems are necessary. Depending on the individual's level of functioning, many different techniques have been used to encourage communication. Assistive technology, picture exchange communication systems, and American Sign Language have all been used effectively for people with autism.
Sign Language Options for Children with Autism
Those with autism, who cognitively understand conventional communication systems, can benefit greatly from acquiring a sign system. There are various signing options, depending on the individual's level of functioning and overall ability. Those that exhibit higher cognitive functioning can learn traditional American Sign Language (ASL). American Sign Language has unique syntax and grammar, entirely different from the English language; however, it may be easier for a person with autism to learn because of its visually compact structure. Fewer signs are necessary when signing in ASL versus when using Signed English or spoken English. ASL utilizes facial expressions, body language, and contextual cues more than in English, where words are depended on to communicate expression.
Signed English is another option when introducing a communication system to an individual with autism. The difference between signed English and American Sign Language is that signed English tries to maintain the same grammatical structure and syntax as spoken English. Signed English can also promote spoken language acquisition by teaching the individual the pragmatics of the English language. By pairing the sign with the spoken word individuals can begin to associate objects with their English title. This sign system works primarily with physical objects. It is much more challenging using Signed English to teach abstract signs (i.e. thoughts, feelings, etc.) as they can not be seen.
Modified sign language is also used often for individuals with autism. Modified sign language uses conventional American Sign Language signs but tailors the signs to the physical and cognitive ability of the person using sign language. This signing system has many benefits for lower functioning individuals who are unable to acquire conventional signing skills. While it may be difficult for the individual to sign "bathroom" because of the dexterity necessary to place the thumb between the first and second fingers, they may be able to place their thumb on the outside of the first finger, and from that point forward that specific gesture would indicate that they need to use the bathroom, replacing the conventional ASL sign. Imagine the freedom and pride your child will feel with the extra independence achieved!
Autism augmented with sign language - added benefits
Teaching sign language to those with autism has many benefits, the least of which is providing the individual with a "voice" to communicate their wants and feelings to others. It is common among those with autism to display disruptive and self-injurious behaviors, often because of their frustration in their inability to communicate with others. Learning sign language allows these individuals an outlet to communicate appropriately and in a conventional manner, greatly reducing one's frustration.
There is typically a noticeable decrease in the rates of abusive and destructive behaviors once a communication system is in place. Above all, teaching a sign communication method opens the door for human interaction and socialization. While those with autism typically do not seek out opportunities for socialization, they will now have the means to do so since they possess a conventional communication system.

MJ Williams is the founder of Little Hands Express Inc, carrying degrees in Child Psychology, Sociology, and American Sign Language Linguistics; and has taught ASL to various university students; conducted baby sign language workshops, video conferences, and seminars to child care educators, providers, staff, and parents.
For more research information on the benefits of babies, toddlers, and children with autism using ASL, please visit: http://www.babies-and-sign-language.com/autism.html. For a helpful easy-to-follow signing glossary, please visit: Free Child Sign Language Glossary

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

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

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

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