ABA Therapy Works Best When Everyone is on Board

In the child's life is on the same page can be the only way to help make education easier. Many autistic children have significant difficulty learning even basic tasks and concepts, and receiving different instructions at home and at school can make things frustrating. Children in these situations need to undergo the same steps every time they complete a process, and ensuring that teachers, guidance counselors, and parents are all on the same page is important.
ABA therapy is one of the most famed and well respected treatments in the world for autism. It is the only form covered by most state insurance plans, as well as many private plans. The reason for this is simple- it works. ABA therapy has been subjected to rigorous testing time and again, and at the end of the day it is still the only treatment for autism that is shown to truly work. When parents and teachers are offering the same tasks and lessons, however, it can be much more effective than receiving ABA at home or school alone.
The way ABA therapy works is by breaking every task or concept into small, easy to understand steps. These steps are practiced and rehearsed until they can be repeated without prompting. Over time, the steps are put together until they become a complete task, action, or concept. This process relies a great deal on memorization in the beginning, but over time teaches understanding of the underlying concept and action. Breaking tasks into these simple steps can make it easier for kids to learn tasks such as hair or tooth brushing as well as concepts such as why it rains or how to get a haircut.
At the end of the day, ABA therapy is shown to be most effective when being taught by educators and parents alike. The therapy works to literally help rewire the brain, allowing for new neural pathways that can help relay information. When you have a child with autism, you will likely do anything to ensure that they get the best education possible. Understand that keeping teachers and educators on the same page is the best way to help your child learn, and make certain that you are working closely with your child's school to help them learn whatever is needed to allow them to function better in the classroom, the home, and the world.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.
Maximum Potential has developed courses that train parents and school systems how to work with children with autism.
http://www.maximumpotentialkids.com

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Hope Springs Eternal: Give Autistic Kids a Chance With DHA

It's a cruel irony, but if there's one thing an early diagnosis of autistic spectrum disorder doesn't change, it's the uncertainty. Children symbolise hope precisely because their destinies are still fluid and malleable; so do autistic children, though in a far more brutal manner.
This article does not mean to raise false hopes, only to recognise the widely accepted consensus that we know very little about the causes of autism. In contrast, Alzheimer's disease, a common degenerative brain disorder, has at least a definitive pathology that can be confirmed (albeit only in post mortem microscopy). Those diagnosed with autism are left with empirically-established treatments, which are a fancy name for trial-and-error. To date, it consists of behavioural and rehabilitative therapy, and little else.
There just might be another possibility out there though. Preliminary reports, surfacing ever so slowly but inexorably, now seem to establish a link between omega-3 oil supplements and an improved quality of life in autistic children. This direction of research has been going on for decades, ever since low levels of omega-3 fatty acids have been associated with a wide range of neurological disorder. However, initial trials were conducted in a less-than-rigorous manner. Either they neglected to enforce a double-blind condition, which renders the results susceptible to the placebo effect, or they were done in very small scales or as case reports. Happily, new evidence have remedied these defects, and the results are still holding up.
One such trial assembled 70 six- to eleven-year-olds who were afflicted with autism, and prescribed them with a daily regime of DHA-enriched omega-3 fatty acids in the form of fish oil capsules. 30% of the exhibited significant improvements compared to the control groups: they began to make eye contact and socialized in more advanced manners. Two points were especially scintillating: the fact that improvements lasted as long as the supplements were given, and the age of the participants.
Usually, the human body copes with DHA shortages by a very inefficient conversion mechanism. However, it depletes other essential fatty acids in the process. It is conceivable that neural growth irregularities, once firmly entrenched past the age of three or so, are being continually repaired by the brain. In the process, it consumes the normally allotted quota of fatty acids, which in turn brings about a long-term omega-3 deficiency. (Of course, this is no more than a hypothesis: researchers, in a suspiciously self-rewarding consensus, agree that more research is needed before they can pinpoint the exact mechanism.)
If you are inclined to try this approach, there are a few things you should note. Dosages vary from trial to trial, but a good rule-of-thumb for toddlers is around 1000mg of omega-3 oil with a quarter of it in DHA by weight. Since they are classified as food supplements, there is strictly speaking no upper limit for fish oil consumption, and any unabsorbed remnants are simply excreted away with no side effects whatsoever.

If you're interested in reading more about the health benefits of omega 3s and fish oil supplements, feel free to visit my website where I discuss the truth about omega 3 fish oil and what I personally use to stay healthy and in shape.
You can view my website now by clicking this link: http://www.omega-3-supplement.com

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Speech Therapy For Autistic Children

Since autism is a bio-neurological disorder, it has no predefined treatment. A series of cognitive therapies are prescribed to the individuals so that they can at least cope better within the society. One of them is the speech therapy as autistic children and adults have difficulty in communication with a third-party.
Speech pathological therapy is defined as the treatment procedure that treats the disorders of speech among children and adults. The patient may have difficulty in understanding, or delivering of certain speech sounds, language etc. There are different types of speech disorder. The therapy also varies according to the affected areas of the individual.
The Speech Therapy for Children
Initially starting with the toddlers, the speech problem can continue till adulthood. It is important to recognize the particular affected area before starting with the procedure. The child should be kept unaware of this treatment, as it proves itself a better solution this way. The treatment can be carried subtly with the help of the family members with activities and exercises that is integrated to improve the quality of the verbal communication.
Speech Therapy for the Toddlers
Since it is during this time that the child learns to speak, it is challenging to identify the problem in the communication system and delivering a treatment accordingly. Following are some of the techniques that the guardians can adopt and teach the toddler.
• Create a choice: The individuals with the language barrier often avoids to commune at all cost. A choice amongst it favorite toys forces an answer and prevents adapting to the language of signs.
• Repetition and Imitation: The superlative way that the caretakers and the family members can improve interaction is by repeating the words that she or he fails to pronounce. Breaking them up in smaller syllables or showing it by action often interests the child and thereby enables him or her to learn faster.
Speech Therapy for Juvenile Children
It's good to clear all speech related problems before the child starts school. This would encourage his confidence and self-esteem. The following activities can be used to eliminate the speech related problems.
• Art: Drawing may calm the child, but the child should accompany the same with a description.
• Toys: These objects can be introduced and thereby enable the child to get more comfortable with the pronunciation of the letters.
• Visual therapy with pictures: Images has always been found useful, as it is more appealing in appearance. The pictures can be flashed and the child may slowly master its problem.
These activities can all aid to improve the communicative ability in autistic children. The comprehension of these handicapped children is slow and they usually fail to cooperate with the therapy. This is the reason that the children should be handled with utmost care and the therapy should be interesting enough. Combining reading aloud sessions with tongue twisters and dialogs with art etc would definitely encourage the child to speak

Milan Zones has been reviewing the benefits of the speech therapy for Autism Treatment California. She understands that the treatment depends on the severity of the disease that the patient is suffering.

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Helping Kids With Autism Survive the School Social Scene

No two of us are alike. We all have likes and dislikes, challenges and strengths. But we are similar in that we are social animals and we live in a social world. Some of us may thoroughly enjoy making social connections and others may view it as a chore or an intrusion into our world.
As adults we are often able to control how much and when we want to socialize but a child does not have that luxury. Young children are often placed in environments that force them to socialize which can be a good thing. But for a child with an Autism Spectrum Disorder who may be socially challenged, an environment such a school just might be their worst nightmare and largest source of anxiety.
Attending school immerses children into a social milieu that requires them to learn how to stay afloat whether they want to or not. When you have a child that struggles with developing social relationships or understanding social cues school can be a cold, lonely and anxious place. "Will I fit in and make a friend this year or will everyone ignore me or make fun of me?" is often a question that can loom in the mind of any child as they begin a new school year.
Children on the Autism spectrum are often more vulnerable to being picked on and more resistant to acquiring and honing essential social skills. Some children with Autism enjoy being in their own little world and need to be drawn out to be social. Many long to be socially accepted yet do not have the social skills necessary to develop friendships. As teachers, parents and professionals we need to teach children to acquire the social skills necessary for making friends but we also need to be sensitive to their needs and challenges.
Many of us could probably tell a story about an awkward or uncomfortable experience with group dynamics in a classroom situation. Remember what your response was when the teacher would say "get into groups"? Did you freeze or feel obligated to befriend someone to join a group so you didn't stand out? What about the fear of being the last one picked on a team or actually experiencing it?
Unfortunately, school children on the Autism spectrum often deal with this on a daily basis. So how can we make the process of social interaction in a school setting more pleasant and less stressful for those who find it awkward and uncomfortable to make friends?
We cannot sit back and expect that the acquisition of social skills will happen through osmosis. Making friends is not a default setting we are born with. Despite the fact that social learning automatically begins at birth through observation and experience, deliberate instruction and practice in making and keeping friends should begin at a very young age. Here are some basic concepts to start with.
Define a friend - Talk to your child about what makes someone your friend? What does a friend look like, act like, sound like, and make you feel like?
How to choose/make a friend - Discuss the importance of having similar interests and taking an interest in what the other person does. Ways to be kind, courteous and appropriately inquisitive about what they do.
Conversation starters - Explore what to say when you meet someone and want to develop a relationship with them. Give your child pointers and practice with them at home.
How to keep a friend - Unfortunately, children with Autism often lack Theory of Mind which makes it difficult to teach respect, empathy, turn taking and perspective but it is vital maintaining friendships.
Ask "what if " questions whenever the opportunity arises. While watching television or movies with your child, stopping the action and inquiring what he might do in a similar social situation can push him to think socially.
As these skills are being taught it is important to practice, practice, practice. Giving children ample opportunities to apply friendship-making skills is extremely important and cannot be overdone. Experts have proven that it is good for children with special needs to be integrated with normally developing children in various settings. Left to their own devices, a group of children on the Autism spectrum might easily retire into their own little worlds. Children with Autism should be exposed to various social scenes that offer opportunities to interact.
In addition to applying friendship making skills in the school setting it is often less stressful for some children to practice in situations that are less contrived and more relaxed. Exposing children to various options - new activities where social skills need to be practiced such as team sports, art lessons, theater camp, local environmental programs, community service projects, the YMCA or mentorship opportunities are all great choices.
Remember that even though your child may not survive the social scene at school, all is not lost. If you have been persistent in teaching and modeling the basic social skills necessary for creating relationships throughout his or her school experience your child will have a better chance of social success in adulthood when one can choose the social situations they are most comfortable with.

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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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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What Does ABA Therapy Do?

Whenever you look into ABA therapy, you will find that it is incredibly complex. There are certainly training courses that can help parents learn to offer the training at home, which can be amazingly effective, but if you are just looking into the therapy for the first time, it can certainly seem overwhelming. So what exactly is ABA therapy, and how does it work? To put it simply, it is a training and therapy program that helps children with autism spectrum disorders learn new ideas, behaviors, and actions. Of course, it is really much more than this.
ABA therapy is the most effective form of treatment and symptom management available for children with autism. It offers discrete trial teaching, which in a nutshell means breaking down concepts and behaviors (such as brushing teeth) into the most basic possible steps. These steps are then taught through repetition, with prompts given at first to help a child learn to mimic the behavior and with the prompts gradually taken away until it can be completed without them. While many parents write this off as memorization rather than actual learning of a concept, this is a misconception.
While children with autism spectrum disorders are taught certain behaviors and verbalizations through ABA therapy, it is much more than just memorization. Initial behaviors are the result of memorizing, but over time, the therapy helps kids learn how to take in new concepts and behaviors on their own. This is because the therapy helps to create new pathways within the brain that make it possible for children with autism spectrum disorders to start learning in the same manner as their peers. The treatment is actually incredibly effective and is the closest thing that we have to a cure for autism.
There is no doubt that ABA therapy is not a cure for autism spectrum disorder, but it offers incredible symptom reduction. It can help children learn behavior skills, learn to adapt to a classroom setting, and learn to verbalize. It also helps teach the basic activities associated with daily living. Understanding ABA therapy without watching a lesson can be difficult, but when you understand the result, it can help you understand why it is such an important part of caring for children with autism. ABA classes can be incredibly effective for teaching parents how to apply the therapy, and with DVD programs available, they are now accessible to many more parents than ever before.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.
Maximum Potential has developed courses that train parents and school systems how to work with children with autism.
http://www.maximumpotentialkids.com

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

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

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

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