Teaching Autistic Children - Guidelines For Effectively Teaching Autistic Children

Teaching autistic children in the most effective and beneficial manner is so important, it can't be emphasized enough that all kids with autism are different from one another and may respond in a different way to different teaching techniques, methods, tools and treatment approaches. Below are just some of the strategies that have been proven to be effective in many cases of kids with autism:

An Educational Team Approach to Teaching Autistic Children

Teaching autistic children is a task that no one teacher must face alone, whether that teacher is the loving mother or father, a devoted caregiver, a dedicated teacher, a knowledgeable therapist, a child psychiatrist or a friendly peer. These individuals must come together formally in Individualized Education Program (IEP) sessions and informally when they decide to just get together, to give their share of support and experiences. Since the disorder varies widely from on child to the other, the communication between the individuals that provides care is vital in creating a specific treatment process for the kid with autism.

Signing Words

A vast majority find it difficult to communicate through speech. A very effective strategy for teaching autistic children how to talk is to always speak words with the corresponding sign language action. Learn basic sign language and make use of it while you speak with your child using everyday words. By doing this, you can more effectively help your child in learning and memorizing words and phrases.

A Structured Physical Learning Environment

Children with the disorder finds it difficult to adjust to changes in their environment and would find it difficult to learn if their work in a room that is in a state of chaos, where it is messy, a lot of stuff are scattered on the floor, and where areas are areas are not properly structured. A classroom that is well structured and has defined areas different activities and toys, for example, can help in making a child more comfortable to their learning environment.

Easily Understood Visual Schedules

A great strategy for helping children with autism know what to expect next is to give them a clear idea as to what their schedule in the classroom. A child with autism gets frustrated when he/she is uncertain as to what they will do next and that can lead to bad behavior. Making them have a clear visual indication of their schedule can help ease a great deal of the pressure that they are feeling and their frustration. A large analog clock that is easily visible inside the classroom, with a sequence of pictures and symbols for daily activities next to the clock dial showing what time every activity is will occur, can give them a clear idea as to where they are in the day, what have they accomplished so far, what they are currently doing and what they need to do next.

A Flexible Learning Style

Children with the disorder are fully capable of learning and when best learning method for them has been discovered and utilized, some of them even learn better than those children without the disorder. Give them freedom to figure out the best learning method that works well for them, support them by observing the things that appears to be working, and always allow them to do those things. Remember that everyone has their own learning method that makes them learn better and faster at the same time, including children with autism.

Proper Social Behavior Models

The autism spectrum disorder triggers social interaction impairment, making an autistic child fail to notice subtle social emotional cues that would lead to communication failure - Others would perceive it being uncaring and rude. If it is left unaddressed, the improper social behavior leads to the seclusion from social interactions and get in the way of the development and learning, negatively impacting an autistic child's life. Using stories and providing examples of proper social behavior models are effective means to instinctively making a child with autism learn appropriate social skills.

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

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Speech and Language Therapy for Children With Autism

What is it?

The goal of speech therapy is to improve all aspects of communication. This includes: comprehension, expression, sound production, and social use of language (1). Speech therapy may include sign language and the use of picture symbols (2). At its best, a specific speech therapy program is tailored to the specific weaknesses of the individual child (1). Unfortunately, it can be difficult to create a child-specific, evolving, long-term speech therapy plan (1, 3).

The National Research Council describes four aspects of beneficial speech therapy-

(1) Speech therapy should begin early in a child's life and be frequent.

(2) Therapy should be rooted in practical experience in the child's life.

(3) Therapy should encourage spontaneous communication.

(4) Any communication skills learned during speech therapy should be generalizable to multiple situations (4).

Thus, any speech therapy program should include practice in many different places with many different people (2). In order for speech therapy to be most successful, caregivers should practice speech exercises during normal daily routines in the home, school, and community (1, 5). Speech therapists can give specific examples of how best to incorporate speech therapy throughout a child's day (6).

What's it like?

Speech therapy sessions will vary greatly depending upon the child. If the child is younger than three years old, then the speech therapist will most likely come into the home for a one hour session. If the child is older than three, then therapy session swill occur at school or in the therapist's office. If the child is school age, expect that speech therapy will include one-on-one time with the child, classroom-based activities, and consultations between the speech therapist and teachers and parents (2).

The sessions should be designed to engage the child in communication. The therapist will engage the child through games and toys chosen specifically for the child. Several different speech therapy techniques and approaches can be used in a single session or throughout many sessions (see below).

What is the theory behind it?

Children with autism not only have trouble communicating socially, but often also have problems behaving. These behavioral problems are believed to be at least partially caused by the frustration associated with the inability to communicate. Speech therapy is intended to not only improve social communication skills, but also teach the ability to use those communication skills as an alternative to unacceptable behavior (1).

Does it work?

Many scientific studies demonstrate that speech therapy is able to improve the communication skills of children with autism (1). The most successful approaches to speech therapy include: early identification, family involvement, and individualized treatment (3). There are many different approaches to speech therapy and most of them are effective. The table below lists some of the different approaches. In most cases a speech therapist will use a combination of approaches in a program.

Type of Speech Therapy

Definition

Does it Work?

Augmentative and alternative communication (AAC)

broad term for forms of communication that supplement or enhance speech, including electronic devices, picture boards, and sign language

Yes (2)

Discrete trial training

therapy that focuses on behavior and actions

Yes (1)

Facilitated communication

communication technique that involves a facilitator who places his hand over the patient's hand, arm or wrist, which is placed on a board or keyboard with letters, words or pictures

No (1, 3)

Functional communication training (FCT)

use of positive reinforcement to motivate the child to communicate

Yes (4)

Generalized imitation

child is encouraged to mimic the therapists mouth motions before attempting to make the sound

Yes (5)

Mand training

use of prompts and reinforcements of independent requests for items (referred to as mands)

Yes (6)

Motivational techniques

therapy techniques that focus on following the child's lead and capitalize on the child's desire to respond

Yes (7)

Peer mentors/circle of friends

use of children who are trained to interact with the autistic child throughout the day

Yes (8)

Picture exchange communication system

method of using picture symbols to communicate

Yes (9)

Relationship development intervention

trademarked treatment program that centers on the belief that individuals with autism can participate in authentic emotional relationships if they are exposed to them in a gradual, systematic way

Yes (8)

Sign language/total communication

language of hand shapes, movements, and facial expressions (especially useful for ages 0-3)

Yes (1)

Story scripts/social stories

actual stories that can be used or adapted to teach social skills

Yes (1, 8)

Is it harmful?

There are no reports of speech therapy being harmful.

Cost

The cost of speech therapy is covered by the government through the Individuals with Disabilities Education Act (IDEA). The amount of speech therapy provided in this setting may be suboptimal and thus should be supplemented with private therapy. Private speech therapy can be expensive (approximately $100/hour)

Speech therapy requires parental investment of time. In order to be most effective, parents should be fully integrated into the therapy program and should seek out opportunities to practice communication throughout the daily routine. With time, this should become a new way of life.

Resources

Autism is a condition covered under the Individuals with Disabilities Education Act (IDEA). Services covered by IDEA include early identification and assessment and speech language pathology (speech therapy). This law protects the rights of patients with autism and provides guidelines to assist in their education. It covers children from birth to age 21 (U.S. Department of Education Web site). Pediatricians can provide contact information for the state early intervention program (for children 0 to 3 years old). School districts will coordinate special services for children 3-21 years old.

Parents of nonverbal children should consider incorporating PECS.

Signing Times is one of many companies selling systems that help to teach children sign language.

American Speech-Language-Hearing Association. (2006). Principles for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span: Technical report.

Charman T, Stone W. Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. New York, The Guilford Press, 2006, pp. 115-266.

Paul R, Sutherland D. Enhancing early language in children with autism spectrum disorders. In Volkmar FR, Paul R, Klin A, et al. Handbook of Autism and Pervasive Developmental Disorders, Third Edition, Volume Two. Hoboken, John Wiley & Sons, 2005, pp 977-1002.

References

1. Goldstein, H. 2002. "Communication Intervention for Children with Autism: A Review of Treatment Efficacy." Journal of Autism and Developmental Disorders v32 n5 p373-96 Oct 2002.

2. Diehl, S.F. 2003. "The SLP's Role in Collaborative Assessment and Intervention for Children with ASD." Topics in Language Disorders v23 n2 p95-115 Apr-Jun 2003.

3. Lord, C. 2000. "Commentary: achievements and future directions for intervention research in communication and autism spectrum disorders." J.Autism Dev.Disord. 30(5):393-398.

4. Committee on Educational Interventions for Children with Autism, C.L.a.J.P.M.E.2001. "Educating Children with Autism." Committee on Educational Interventions for Children with Autism, C.L.a.J.P.M.E. The National Academies Press.

Ref Type: Book, Whole

5. Koegel, L.K. 2000. "Interventions to facilitate communication in autism." J.Autism Dev.Disord. 30(5):383-391.

6. Safran, S.P., et al. 2003. "Intervention ABCs for Children with Asperger Syndrome." Topics in Language Disorders v23 n2 p154-65 Apr-Jun 2003.

7. Light, J.C., et al. 1998. "Augmentative and alternative communication to support receptive and expressive communication for people with autism." J.Commun.Disord. 31(2):153-178.

8. Keen, D., et al. 2001. "Replacing prelinguistic behaviors with functional communication." J.Autism Dev.Disord. 31(4):385-398.

9. Ross, D.E., and R.D. Greer. 2003. "Generalized imitation and the mand: inducing first instances of speech in young children with autism." Res.Dev.Disabil. 24(1):58-74.

© 2007 Healing Thresholds

Healing Thresholds Inc. authorizes you to view or download the material on the Healing Thresholds site if you include the following copyright notice: "Copyright © 2007, Healing Thresholds, Inc. All rights reserved"

Lara Pullen, PhD is the CEO of http://autism.healingthresholds.com. Healing Thresholds Autism Therapy is a free website and email newsletter dedicated to healing the lives of families touched by autism. They provide comprehensive therapy fact sheets, daily updates of autism therapy research and news, and a global directory of autism-related therapists and services. The 100 top autism therapies are listed and discussed at Healing Thresholds with comprehensive fact sheets provided for the top twelve therapies. This article, with links to layperson summaries of all referenced research, is available at: http://autism.healingthresholds.com/therapy/speech-therapy.

Lara is a former research scientist in the field of immunology. She has been a medical writer since 1999 and has written on a wide range of topics from Alzheimer's disease to diabetes. She is the mother of three children, the youngest of whom has Prader-Willi Syndrome.

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Augmented Brain Functionality With Hyperbaric Oxygen Therapy

The human brain is like a super computer. With complex components, they are the processing unit ensuring that the human body works to its optimum level. The scientists are still amazed at the functionality of this organ and there is always an ongoing research to discover the full potential of the brain. But when the brain is damaged, and results in some parts being dead, it directly undermines some operative function rendering the part inefficient. This is the reason that the people select all possible methods to heal faster.

The human brain can be affected due to many reasons. Some may be genetic like that of autism, cerebral palsy or the Alzheimer's disease, some may be accidental and some may not have any explanation at all. This is the reason that people wish for the brain to function as it does for the other normal beings. Out of varied neurological treatments available in the market, the hyperbaric oxygen therapy is one of them.

The Hyperbaric Oxygen Therapy has its roots as the treatment for decompression. But later when researched, it was found that hyperbaric oxygen therapy had other significant uses. It could cure gas gangrene, reduce the carbon monoxide toxicity, eradicate carbon dioxide poisoning and showed improved differences in the autistic children. So what is really hyperbaric oxygen therapy? Hyperbaric means in higher pressure. The person is introduced into chambers which have oxygen at higher pressure. The oxygen dissolves in the blood more than normal, increasing the flow of oxygen even in the dead parts of the brain. This therapy has been found to show a marked improvement in patients suffering from the disorders of the nervous system. This therapy ensures that there is increased blood flow in the affected areas. The higher oxygen content once being introduced into the tissues increases the healing process. The very first symptom of the improvement is the increased brain function and thereby leads to the rapid progression of the other relevant brain functions.

Some smile, some wave, some converse, and some feel euphoric after the treatment. When the complex central nervous system is acquainted with an oxygen rich environment, it starts the recovery process. There are the behavioral changes also. The oxygen aids in regaining the dead neurons and thus starts the healing process. The brain perceives the most in the oxygen rich atmosphere, but all other body parts also partake in the therapeutic healing of the body.

Some people choose the hyperbaric centers for the sessions. These usually come with the latest advanced chambers that provide the best of the facilities. Medical personnel monitor the entire process so that any discomfort can be treated immediately. These centers are equipped with state-of-art amenities to help ensure a comfortable session. Some people purchase these chambers especially if they require frequent treatment sessions.

Allen Wood evaluates the importance of treatment via the hyperbaric oxygen therapy for the autistic children. She has found that those undergoing these sessions in a Hyperbaric Centers or at home, to have shown marked improvement in the brain functionality and the behavior.

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Tips For Coping With Aggression In Your Autistic Child

One of the common symptoms in children with autism is aggressive behavior. Aggression can occur in many different ways. Physical aggression can be directed toward you, other children, the child him or herself, or even toward inanimate objects. Furthermore, aggression in autistic children isn't limited to physical behaviors but also extends to verbal aggression too.
Whether physical or verbal, aggression in an autistic child can be very upsetting and potentially dangerous. For this reason, autistic children who display aggressive symptoms require more supervision in order to prevent them from injuring others or themselves.
Naturally, parents don't want to simply let this aggression continue and have to deal with it as it occurs. Therefore, efforts are being made on many levels to discover different ways to cope with aggression in autistic children and to decrease or at least curb its incidence.
Often, the first options to reduce aggression suggested by doctors is medication - particularly if the aggressive episodes seem especially hazardous to the child or those around him or her. Keep in mind that the United States Food and Drug Administration (FDA) has not yet approved any medication that specifically treats autism. However, success has been witnessed in using drugs designated for other conditions in order to lessen the aggressive symptoms of autism.
It should be noted, though, that every individual reacts differently to medications, and while some children may respond very well to a certain dose of a drug, others will have a completely different reaction. The process is highly individualized and takes careful observation, measurement, and work with a health care professional in order to avoid any of the potential side effects or interactions.
Recently, it has been the anti-psychotic medications - specifically those which have been approved for schizophrenia treatments - that have produced the most favorable results in autism aggression reduction. For example, a 2002 study called "Risperidone in Children with Autism and Serious Behavioral Problems" (McCracken, J.T, M.D., McGough, J, M.D, et al.), published in the New England Journal of Medicine, examined the impact of Risperdal (Risperidone) on aggression in children with autism. At the end of this 8 week study, 69 percent of the children given Risperdal were said to have either "much improved" or "very much improved", in comparison to only 12 percent within the placebo group.
However, many parents do not wish to medicate - or further medicate - their children with anti-psychotic drugs. These drugs do come with potential negative side effects and can be dangerous if overdosed. Therefore, alternatives are often sought. Working with your child's doctor can be very important in this process. To try to alter behavior, parents should pay very close attention to exactly what is happening before and during an aggressive episode. It is important to try and identify trends that lead to an outburst of aggression.
For example, some parents find that their children will suddenly become upset while having their teeth brushed. There are many activities that go on during tooth brushing and each should be considered when assessing what caused the aggressive reaction. Is it opening the mouth wide? Is it the feeling of bristles against the teeth, gums, cheek, roof of the mouth, or tongue? Has the toothbrush gone in too far and hit the gag reflex? Is saliva pooling near the back of the mouth (causing a drowning sensation)? Is it drooling? Is it the smell, texture, or taste of the toothpaste? Is it the foaming of the toothpaste? Is it the sensation of spitting or swallowing saliva and toothpaste?
Every element needs to be examined and tested to see if the situation can be improved. For example, trying different kinds of toothbrushes with softer bristles, a different shaped head, or different textured bristles, or different flavors of toothpaste or gels. Different brushing techniques should also be tried to avoid various sensations, and saliva levels in the mouth should be carefully monitored.
Similarly, other children react not to a sensory sensitivity, but as a result of feeling upset or frustrated from something that they cannot verbalize. For example, a child who tries to tie his or her shoes but who has not yet developed the skills with which to do so might feel very frustrated and become unable to express the root of the frustration and instead react aggressively. When under stress, speaking clearly can be a huge challenge for autistic children and they often revert to the behaviors of younger children instead of saying what they want.
It should also be considered that if aggression has suddenly developed or worsened, there might be an allergic reaction to foods, environmental conditions, medications or a change in home or school environment. Drugs may have potential side effects including aggression. They may also interact with other drugs being taken by the child. Furthermore, seasonal allergies or food allergies may cause discomforts in an autistic child to which he or she is very sensitive and cannot properly verbalize, leading to aggressive behaviors. It is important to examine all possibilities to root out the problem.
The most important thing to remember once your child has become aggressive is for you and those around you to stay calm and talk quietly.
If appropriate, remove objects that your child could hurt themselves or others with. Ask other people present to leave the room or give your child space, but make sure you or another responsible adult stays. Never leave your child alone.
Should your child be in an appropriate environment try to avoid saying anything as this can be inflammatory and can prolong the aggressive behavior. By staying calm and quiet your child may stop their behavior more quickly.
Of course, it is also possible for a child to be displaying autistic symptoms and traits without truly being autistic at all. It is important to make certain that a misdiagnosis has not occurred by considering alternative mental disorders that can present with the same or similar behaviors.

Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help you and your family find out about coping with autism symptoms and for information on coping with autism aggression please visit The Essential Guide To Autism.

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Biomedical Autism Intervention - Why Does it Seem So Expensive?

A Biomedical Autism Doctor Explains Why Autism Treatment Can Be Costly

Money is always as issue when it comes to medical care. This is particularly true for parents seeking treatment options for their autistic child. In many cases insurance companies do not pay (or pay limited amounts) for even traditional services such as speech, occupational or behavioral therapy. Unfortunately, insurance coverage for biomedical interventions such as supplement therapy, diagnostic medical testing, dietary services, etc. is limited as well.

There is no doubt that medical care is expensive - particularly when someone is paying out of pocket. However, in many cases it has to be done if a parent wants to get excellent care for their child. In the world of autism, particularly biomedical interventions, many therapies are out-of-pocket expenses because traditional insurance coverage is very limited in what it will approve. This also goes for doctor visits and consults.

One of the real issues in treating children on the autism-spectrum is the fees many doctors have to charge to stay in business. It is not uncommon for a physician to charge $350 to $500 per hour for their service. Up front this seems extreme, but one must understand that the time involved in treating an autistic child with all of their medical complexities takes a tremendous amount of time and education.

A typical initial visit with a biomedical autism doctor can take 60 to 90 minutes, and follow-ups 30 to 45 minutes. For most doctors if they were submitting for insurance reimbursement under the typical HMO format their costs and overhead would dictate most office visits to 10 to 15 minutes. In most situations, this is just not enough time to provide the care that is needed to be a biomedical autism specialist. Furthermore, with the rising costs of running a medical practice - from office staff fees, insurance, workman' s compensation, lease payments and more, the fees that a physician charges (although it seems high) will barely cover a physician's overhead. If this doctor also has medical school debt (which for many can be in the 10's to 100's of thousands of dollars) the price of biomedical intervention can be costly on both sides - for the parent and the physician. Aside from these issues, most doctors providing this specialty service are doing so because they want to help and serve the autism community. The stark reality of running a practice and making a living, however, dictate the higher prices for biomedical intervention.

Don't let ANYONE tell you there is nothing you can do to help your child. Autism really is treatable! Start your child down the road to recovery from autism. Biomedical Autism treatments and therapies have resulted in many, many children improving - even losing their autism-spectrum disorder diagnosis. For more information and a free ebook on biomedical autism treatment go to http://www.AutismActionPlan.org.

Dr. Kurt Woeller is an autism biomedical specialist, with a private practice in Southern California for over 10 years. He has helped children recover from autism, ADD, ADHD, and other disorders, and has the information you need to help your child. Get his ebook, "7 Facts You Need To Know About Autism (But Probably Weren't Told)." You can download it right now for free at http://www.AutismActionPlan.org.

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Autism Treatment - What Medication Should My Autistic Child Be On?

I thought I would write today about the antipsychotic medication Risperdal. Both my boys have been on Risperdal and my oldest boy is still on Risperdal.

Risperdal has just recently in October 2006 been FDA approved for the treatment of irritability in Autism. I realize that Risperdal has only been approved for children and adolescents (ages 5-16 years) and my son Jordan is 19 years old but he has been using Risperdal for years, even before it was FDA approved. It is still addressing his aggressive behavior.

I would not say that either of my boys have real behavior problems but Jordan since the age of about 10 has had problems with irritability and temper tantrums. Taking Risperdal has decreased those episodes.

This medications has been shown to alleviate behavior problems such as:

- aggression

- deliberate self-injury

- temper tantrums

- quickly changing moods

I did not realize this but on the official Risperdal website they state that Risperdal is the first medication that the FDA has approved for use in children and adolescents with autism.
It should be mentioned that there are several side effects with RISPERDAL that can possilby occur while taking this medication. They include increase in appetite, fatigue, upper respiratory tract infection, increase in saliva, constipation, dry mouth, tremor, muscle stiffness, dizziness, involuntary movements, repetitive behavior, rapid heart beat, confusion, and increase in weight.

My son Jordan takes a very low dosage of Risperdal so he does not suffer from any of these side effects except for weight gain. I think that would be my only complaint I would have about using Risperdal. He has a tendency for weight gain already and I don't think that the Risperdal helps. Every now and then I sometimes get tempted to take him off it but I know that he is much calmer and happier being on it. One thing that has been beneficial is that it helps him have a good night sleep. Jordan does not have a sleep problem like his brother Taylor has and many other individuals that have autism. That is certainly a plus!

There are other less common, though more severe side effects, these include neuroleptic malignant syndrome, tardive dyskinesia, and hyperglycemia and diabetes. If you are concerned about any of these side effects it would be best to make an appointment with your child's pediatrician and talk to them about your concerns.

Well I hope this has given you a better understanding of Risperdal and how it may help your autistic child.

Nancy Clyne operates [http://www.livingwithautismonline.com] , a blog all about Autism. Nancy loves giving away free information and is now giving away FREE memberships to her newsletter. You're not going to believe what you are going to receive when you sign up... and it's all free! More information here:

[http://www.livingwithautismonline.com]

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Decrease Repetitive Behaviors in Children With Autism

Children with Autism are prone to repetitive movements. This is due to the need to expel extra energy and can be distracting and disruptive. With a few simple changes, these behaviors can be decreased.

In children with Autism, expelled energy takes the form of hand flapping, walking in circles, head banging, or jumping up and down. Also any fixation on a certain task, such as rolling a piece of string between two fingers or "flying" a hand in front of their face.

Repetitive movements are not unusual. When people are nervous or excited, they tend to drum their fingers or tap their feet in order to let out some of that extra built up energy. This is normal and happens every day. Movements can be subconscious like twirling hair around a finger or biting a lip.

While repetitive movements, with the exception of head banging, are not a safety concern to the child or others, they do impede on the child's ability to learn or take part in other activities. The more the child is focused on repeating the same task the less attention or brain power they have available for anything else.

So how do you get a child to calm down, sit down, and pay attention without distractions?

Even though a child with Autism will never be completely without repetitive behaviors, here are a few tips and tricks to help decrease them.

1.) Provide a movement outlet like swinging, jumping on a trampoline, or running laps around a track.

2.) Use chew tubes. These allow the child to sit still, but expel excess energy by biting.

3.) Create a reward system for not doing the unwanted behavior. For example, if the child does not kick the wall for five minutes, they get a treat. Then extend the time to ten minutes and so on until the unwanted behavior is gone.

4.) Replace the bad behavior with a good behavior. For example, instead of rolling paper between fingers, redirect the child to build with blocks.

This will not stop the behaviors, but by getting the child into another activity, they become more alert and socially functioning.

Dawn has an 11 year old son with Classical Autism.

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