Methods for Managing Behavior Challenges In School

Most people are aware of the fact that children begin their educational process long before they step inside of their first schoolroom. This is because it is the home life of the student that is the first part of learning to socialize, solve problems, and find answers. Because of this, when a student manifests behavior challenges in school, it is often also something that their parents are asked to help to address as well.
Certainly it might be difficult to somehow deal with any behavior challenges in school strictly through at home work, but when a student also has a condition relating to ASD (Autism Spectrum Disorders) it is normally essential that their home life is taken into account as well. For example, the National Institute of Child Health and Human Development notes that most students with some form of ASD will tend to be diagnosed very early in their lives so at home work is vital.
Because ASD is characterized by developmental disabilities, parents must accept and help to address the potential for behavior challenges in school by beginning a great deal of training well in advance of Kindergarten. This is not always something easy to handle, nor all that affordable, but there are now many high-quality programs designed for training parents in the best methods to use when beginning to teach their children with ASD.
It is interesting to note that changes in federal educational rules make it impossible for schools to shunt students with ASD into special education classrooms, and insist that they be educated in the same classrooms as students with the condition. To help teachers and classroom support staff to assist students with ASD, however, many school systems use specialized Autism training courses.
These courses are designed to teach the educators about Autism and about the methods with a proven history for success, including methods for managing behavior challenges in school. These same training courses are also made available for parents as well, though the best of them will tend to be re-designed or re-structured for the at home environment instead of the schoolroom.
The great thing about school or home Autism training systems is that they use the ABA or Applied Behavior Analysis principles known to be among the few accepted treatments for ASD. When parents and educators have these powerful tools for behavior modification available at an early part of a student's life, they can often prepare them to achieve greater educational and social success 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, therapists and school systems how to work with children with autism.
http://www.maximumpotentialkids.com
http://www.abatrainingcourse.com

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Why IQ Testing is Important to Your Child

The IQ or intelligence quotient test is one of the more common tests that children and adults take to derive the score that allows them to measure how smart they really are. The score is derived from many tests given to the subject over the course of the tests, and then calculated to measure the persons actual intelligence. The mathematical formula is then based upon a ranking system and derived from normalisation samples to yield a raw score, which can either be the 'deviance IQ' or the 'ratio IQ'. When it comes to your child, the basic and average IQ score of a normal kid would be anywhere in the range of 100, and with an IQ test you can find out whether or not your child is within the normal range, or anywhere below or above.
When you find out the intellectual level of your child, you will be able to take the steps necessary to investigate a low score and act upon a high score. This can be in the form of educational assistance from a counsellor if your child is way below the score and this could be because your child has a developmental disorder that you are not aware of. The thing about the IQ test is that it dabbles, quite unknowingly, as one of the better ways to acutely detect if there are any problems within the developmental value chain within your child. With a low score, you can figure out at an early age whether or not your child has autism or any one of the developmental disorders that can afflict children of a young age.
There are many IQ tests out there and there are even those for those who are at a very young age of 3. The test would consist of a syllabus that is designed on pictorial questions and basic associations, and will last about 30 - 60 minutes. When you start early, learning disorders can be spotted at an early age. However, you must understand that the kids IQ test is more of a general market to a problem within the child's brain and you need to act upon this to approach a psychologists to ascertain if there is indeed a problem and what that problem is. The presence of any sort of learning disorder will start long before anyone can be aware of it, but the first few signals that there is one there in the first place is when the child has difficulties at school and at tests. So starting early will allow you to ascertain the intelligence and developmental level of your child and compare it with normal trends all over the world. There are also tests for kids of all ages, 4, 6, 8 and onwards and there is of course a standardised adult test as well. Once you have that score, you will be able to take the steps necessary to save your child from suffering in silence and do something about their learning disability.

MindMatters Psychology Practice provides child development support services for children and young adults. They also provide an IQ Testing for children.

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There Are Benefits to High Functioning Autism

For a long time, doctors and specialists believed that autism was a general condition, but because of special funding researchers have begun to learn a lot about this disorder, including that there are many types of autism, among which is a disorder called high functioning autism.
High functioning autism is a condition that falls within the autism category, but children who experience this type of condition, only experience mild symptoms of autism. Normally they can interact socially and only have small social impairments. People who experience high functioning autism can often be misdiagnosed with Aspergers syndrome and Pervasive Developmental Disorder.
Children who suffer from high functioning autism will have only some problems when trying to communicate with others, you may also distinguish the disorder by small movements and kids will want a certain routine and feel lost without it.
Having your child diagnosed with autism can be heart breaking but if he is diagnosed with high functioning autism then there are advantages. The first thing you want to do is get the right kind of help. A lot of the symptoms of high functioning autism can be corrected and reversed but you need to teach your child how to do that, and you need the help of a pediatric neurologist and a child psychologist to do that.
Research has shown that there are certain therapies that will allow your child to have a normal life. This therapy will teach them how to interact socially, learn communication skills, and control their motor behavior. Some Doctors may prescribe medications to control the child's anxiety and hyperactivity while he is learning. This is why it is so important to seek help from specialists in the field.
A person is diagnosed with high functioning autism when the symptoms are not severe. These children are just as intelligent as others that are the same age and sometimes even more intelligent. They can use vocabulary to express themselves but their learning comprehension falls behind other children. They are not able to express emotional detail or interpret non verbal instructions or cues.
Beware of Aspergers! Many doctors tend to confuse high functioning autism with Asperger's Syndrome because many of the symptoms are similar. But there is a difference between the two, and they need to be treated in different manners.
There isn't a set definition for what is high functioning autism and it is difficult for doctors to diagnose. Doctors use different testing methods, but some use IQ tests to help them with their diagnosis, although this is not really an adequate testing method because IQ tests have many elements that autistic children struggle with. They will also determine the level of autism by the way the child uses language, and the way he behaves. It is important that you find physicians that are very experienced with autism and can diagnose it well.

Find more information on health topics at http://www.mbceo.com

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Educational Evaluation For Special Education Student With Autism

All students in special education are required by law to have a complete evaluation every three years to determine eligibility for special education services. The following case study is about a student named "Adam". Adam is seven years old and has autism. He is in a Special Day Class setting in a public school. The case study includes details of Adam's three-year educational evaluation.
The student in this case study has autism. His name is Adam. Adam is seven years old. He is in a Special Day Class for Severely Handicapped students. Adam's 3-year evaluation needed to be completed to determine eligibility for his special education services. Adam has an advocate and parents who are intensely involved with his education. When the assessment plan was presented to the parents, they requested additional assessments including a functional analysis, occupational therapy and an assistive technology assessment. A copy of the signed assessment plan was given to the appropriate specialists: psychologist, occupational therapist, speech therapist, speech therapist, nurse and special education teacher.
The school psychologist observed Adam on several occasions before administering the psycho-educational profile revised (PEP-R). The PEP-R covers a variety of developmental areas. The test items are presented with simple, concrete instructions and most of the expected responses are nonverbal. The PEP-R provides information on developmental functioning in imitation, perception, fine motor, gross motor, eye-hand integration, cognitive performance and cognitive verbal areas. The PEP-R consists of a set of toys and learning materials that were presented to Adam within structured play activities. The psychologist recorded Adam's responses to the test. His scores were then distributed among seven developmental and four behavioral areas. The resulting profile revealed Adam's strengths and weaknesses in the different areas of development and behavior.
Adam's portfolio was used as an assessment tool. Included in his portfolio were work samples, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that included performance, compliance and prompt levels on Adam's tasks and goals/benchmarks. His parents signed and returned the daily reports and became part of his portfolio. The daily reports were used to assist in the assessment of Adam.
The school psychologist also conducted the functional analysis to determine why Adam was exhibiting disruptive behaviors. Questionnaires were sent home for the parents to complete. Screaming and biting were behaviors his parents and teacher were concerned about. The classroom teacher was responsible for collecting data on the behaviors. The psychologist and the teacher created a data collection form. The teacher recorded the occurrence of the undesired behaviors. The information from the parents, psychologist observations and teacher were compiled by the psychologist and the report was written.
The occupational therapist observed Adam, assessed him and wrote a report. The school nurse tested Adam with a special device. She was able to determine that his hearing appeared to be normal. Adam's parents reported no problems with his vision and hearing. The speech therapist, who worked with him over the past year, also assessed him.
Other tests that can be used to diagnose and assess students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). These tests are individual autism assessment instruments that have been specifically designed to assess children with autism. Furthermore, these tests rely on either historical information about the child's behavior (usually provided by a parent), direct observation of the child by a professional or a combination of these methods.
Adam's assessment for his 3-year evaluation was extensive and comprehensive. This assessment gave the team information on Adam's development, behavior, communication, health, coordination and cognitive levels. With this information, the Individualized Education Plan (IEP) team determined that his placement was appropriate. Occupational Therapy (OT) services were recommended. The occupational therapist wrote several goals and will provide services for Adam. The functional analysis concluded that Adam's undesired behaviors occurred during transitions. The assistive technology assessment revealed that Adam excelled in this area. No recommendations were needed. Although Adam's assessment was extensive and required hard work for the IEP team, valuable information was provided that assisted the team in making recommendations for Adam's education. The assessment also revealed that Adam was making great progress in his special day class setting.

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Receptive and Expressive Language in Students With Autism

Some students with autism have challenges with receptive and/or expressive language skill acquisition. Understanding how this affects the dynamics of communication can be crucial when teaching or interacting with individuals on the spectrum. While every person with autism is unique, here are some guidelines when it comes to this:
"If I don't respond, it doesn't mean I don't understand."
Making the assumption that 'not responding' indicates 'not understanding' can be misleading. If an individual has challenges with expressive language, he may very well understand what you are asking him, or stating to him, or saying in his presence.
"It doesn't help when you say it louder."
Barring any auditory challenges the individual may have, speaking in a louder tone of voice will most likely not illicit a different response from them - and it is usually considered inappropriate.
"I can say, "Thank you" in different ways."
If you know someone with autism who has expressive language challenges, you will learn to pick-up on their more subtle responses. Work on helping him develop more language, but also learn to understand and accept these communications as well.
"I may be able to...if you ask me the right way."
Many skills and activities do not require a verbal response if the learner is directed in the appropriate manner. When working on Math, for instance, asking a student, "Show me which number is larger" or "Write down the larger number" can be more effective than, "Tell me which number is larger." The latter way of asking requires a verbal response from the student, which could be much more difficult than the math problem itself.
While it is important to work on developing a student's receptive and expressive language skills, it is also important to understand, and react appropriately to, the individual's current ability level in this area. There is always a fine line between requiring language from a student (to help them develop the skill) and accepting their approximations. Knowing how to balance these considerations will create a more effective teaching environment and help avoid frustration.

Mr. Jeffrey Young is the President and Founder of Innovative Piano, Inc. Mr. Young has published over 17 books dealing with music and autism. To learn more about the author and the program please visit http://www.innovativepiano.com/
Innovative Piano, Inc. - Offering piano lesons for students with autism - Nationwide! http://www.innovativepiano.com/

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Autism in Adults - Three Employment Job Tips

One of the biggest worries when you have autism in adults is what their future is going to be like. Will they be able to work? Hold down a job? While this question is obviously very different for each person, there are some guidelines to help you answer this question.
The level of job will obviously depend on their skill and functioning level, but here are some ideas for autism in adults where the adult is at the lower end of the functioning level. They still have skills to use, but they have many challenges as well.
1. Use their skills and interests
Most adults with autism have skills that can be capitalized on in a job. Do they have a need for order, and like to line things up a lot? Teach them how to file, and see if they can get a part-time job in an office.
Perhaps food is an interest, but you're not sure what jobs in a restaurant an adult with autism would be capable of. See if they can get a job delivering flyers for a local pizza place -- something low stress and with little interaction with other people -- or cleaning tables of their favorite eatery. Using interests is always a good way to encourage motivation when working with autism in adults.
2. Take advantage of Vocational Rehabilitation Services
The folks at these centers are usually great at pairing up people with disabilities with jobs. One of the most useful things they can often do is offer the use of a job coach when working with autism in adults.
A job coach will shadow your adult with autism on the job and give them instruction or reassurance when they need it. After the person gets more comfortable and used to the job, the job coach is often faded out -- but not always. Sometimes, Vocational Rehabilitation can provide paid internships of a sort. The adult with autism gets experience being trained in some area, and the business contributes part of the pay while Vocational Rehabilitation contributes the rest.
The people at Vocational Rehabilitation have lots of connections with employers all over your area, some that you may not have even heard of. They know which employers are likely to work well with working with autism in adults, and which aren't. They know who to talk to, and what to ask for. Say, for example, there is a job that you think would fit your adult child with autism really well, except for a few things they aren't able to do. In a regular job situation, they would just show you the door, but Vocational Rehabilitation can often negotiate for a modified job position that more closely fits the abilities and needs in regard to autism in adults.
There is often a wait list to get services from Vocational Rehabilitation, but it is worth it. Google Vocational Rehabilitation for your local area or look for it in the social services section of your phone book.
3. Know what jobs are a good and bad fit
Take for example working the counter of a fast food restaurant. You have to take orders very rapidly, and be good at operating machinery, like the cash register, at a very fast pace. That would be overwhelming for a lot of adults with autism. Their processing speed is not that fast. Things get backed up in their mind, and it can cause meltdowns, even if the task is simple.
Instead, choose something that is slow-paced or can be done at the person's own pace. This often works very well when working with autism in adults. Perhaps, something that can be done on the sidelines?
Like to be outdoors? Maybe working as a cart attendant, putting back grocery carts, would work. Others may get bored with the job, but an autistic person's need for order may make this job appeal to them.
Perhaps putting stock on shelves? If the job is relaxed about the pace, may also appeal to the sense of order and everything in its place which is often a strength of adults with autism.
Think about what attributes are most prominent in autism in adults, then try to think of a job that uses those skills or attributes. But try to avoid anything, again, that is fast paced or requires too much interaction with people -- a little is okay, a lot will probably be overwhelming.
If you follow these tips, you will be well on your way to finding jobs that work when working with autism in adults.

And for further tips and techniques to help an adult with autism gain employment and live a happy and fulfilled life, go to the web site www.AutismParenthood.com. There you will be able to sign up for the free Autism Newsletter as well as get additional information to help your loved ones thrive on the autism spectrum.

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Autism Syndrome: Autism Help When Travelling

As spring and summer approach many families begin to make their vacation plans. For families who are planning to travel with children with autism, this can be an overwhelming prospect.
For most people vacations are synonymous with relaxation, a chance to unwind, to be freed from day to day routines. For children and adults with autism, however, departure from daily routines and forced transitions may create tremendous stress. The better prepared you are the more likely it is that your vacation will run smoothly. By knowing and understanding your child's limitations you can prepare for and hopefully avoid many difficult situations.
This article is designed to provide suggestions on how to get ready for and travel with an individual who has spectrum autism.
Preparing:
Consider your child's unique needs very carefully when planning a family vacation. If your child has a specific area of interest, such as ocean life, you may want to plan your vacation around this interest. If your child is terrified by loud unexpected noise, plan to travel to a relatively quiet location. If possible, start with short overnight trips and build up to a more involved vacation.
Balance activities with down time. You may want to take someone with you who can serve as a babysitter. That way you may periodically leave your child with autism in the security of your vacation home while you sight-see with other family members. Again this depends on how much your child can handle. Start with small increments and add-on. It's helpful to have a back-up plan along the way in order to avoid frustration and overload.
Having a set daily routine paralleling your child's normal routine at home will provide a comforting structure. Again, plan to balance activities with quiet family time. A structure with built-in time for relaxation will more than likely meet the needs of the entire family.
Duplicate activities when possible. If you know, for example, that you will be attending a family function in a large restaurant start small by going to local restaurants to build up toward the larger event. Again, if all else fails, have a back-up plan.
Vacations typically involve wait time, you can help your child prepare by practicing periods of "waiting"; picture cues and social stories can be helpful cuing strategies. There are many methods for autism training and autism learning that can be found on the web and in autism-asperger books.
Communicate with everyone who is involved in the trip. It is essential to discuss the needs of the family with all involved. Let friends and relatives know what to expect. If your child is likely to have a meltdown, or strip off clothing, prepare others by explaining the possibility and indicate how they can respond and assist.
Before the vacation, prepare in as many ways as possible. Plan for the expected as well as the unexpected! While your preparation probably began months earlier, approximately two weeks prior to your trip show your child pictures and explain where you are going. Find photographs and/or videos that depict the place you are traveling to and show them to your child with autism spectrum disorder symptoms.
If possible, when you are planning to travel by air, visit the airport ahead of time and run through security. Call your local airport in advance to find out if this is a possibility. Alert the airline about the specific needs of your child in order to avoid surprises. (Many airlines will provide seats in the bulkhead when there is a specific need or request. Plan to reserve this area well in advance as these seats will often be the first assigned.)
Although flying cannot always be avoided, it may not be the best option for many children with autism as it may be too stressful. When vacationing, try to start small and build up gradually. Some families choose to return to the same vacation spot year after year because they are able to build routine through familiarity.
When flying, or traveling by car, carry along activities and snacks that will keep your child occupied and calm throughout the trip. Recorded music and videos may provide entertainment and a diversion from what is happening nearby. Take familiar items, such as stuffed animals (if possible have duplicates in case of loss. One little girl was devastated when a family friend threw her doll across the room tearing off a cloth arm in the process. It wasn't until the arm was surgically replaced (needle and thread) by her mother that the home was restored to a peaceful state!) Remember that not just visual reminders of home that evoke feelings of familiarity.
Track the upcoming vacation on a calendar, count down the days, take the calendar along and refer to it during the vacation.
Create social stories. (The internet is a great source for photographs and vacation specifics.) Create a picture planner to refer to before and during your travels. If you and your family are returning to a familiar vacation spot, a scrapbook that recounts the previous vacation(s) will help your child to prepare. Carrying visual prompts, social stories, and photographs with you while travelling will also serve as reminders about what to expect, what is happening, and will help to reinforce appropriate behaviors. Visual schedules can be used while vacationing to initiate the day and as prompts throughout the day.
Base the daily routine, while vacationing, on your child's typical daily routine. While this is not entirely practical, strive toward primary events occurring (i.e. meals) at their fixed times. Have as many familiar foods available as possible. If you are staying with friends or relatives explain the need for your child to have the foods, beverages, objects, and routines that provide comfort. Remember to bring these items with you wherever you go!
Many vacation sites are designed to accommodate individuals with special requirements. Contact guest services; tell them when you will be arriving and find out what accommodations are available. Many theme parks, such as Disneyland, may allow you to by-pass long lines. You may want to take or rent a stroller or wheelchair to avoid your child's fatigue. Large theme venues will often have hotels available that are geared toward supporting very young children and older children who have specific needs.
Consider where you will stay very carefully. Often an environment similar to the home setting is advisable, for example a condo rental will provide many amenities. If you choose to stay in a hotel, ask someone in guest relations for a quiet room location. Consider your child's unique needs and plan on reserving a space that will accommodate the specific necessities. It is likely that you will be spending a fair amount of time in this setting also, so factor in your own personal needs!
It is recommended that staff and neighbors be alerted when there is a risk of wandering. In addition to having appropriate ID (as well as pertinent medical information) on your child, it is helpful to alert security in the event of a flight situation. You will need to attach the identification in such a manner that it won't be disturbing to your child. Include the phone numbers where you can be reached immediately as well as information concerning your child's specific needs. Make certain that you also carry a photograph of your child with you in the event that you have to identify yourself as your child's parent(s).
When traveling:
It is helpful to carry earplugs or a headset for your child to tune out unusually loud sounds and crowd noise. Take-out dinners and room service can also provide a respite from crowded and noisy restaurants.
Time your visits when parks, beaches, and tourist attractions are not as busy. Early morning and late afternoon may be the ideal times to visit the beaches. Museums tend to be less busy early in the day, especially on Sundays. Theme parks are not typically as busy in the spring and autumn months. Contact the visitors' bureau and ask questions, explain your situation. You will find the majority of people are ready and willing to help. Remember to build in flexibility. Even the best laid plans can fall apart. Have family members spell one another so that everyone has a chance to relax. When all else fails step back, regroup, and maintain a sense of humor!
There are always going to be individuals who are ready to criticize and make rude comments. Remember that their inconsiderate remarks reflect their own insecurities. You can always smile and walk away, or you can use the opportunity to educate them about the needs of individuals with autism. Again, remember that this is your vacation and nobody has the right to destroy your enjoyment. There are many related articles on the internet and several autism Asperger's books that provide information on traveling with children with PDD autism and autism in adults.
By building familiarity into the unfamiliar, family vacations can become a welcome change for your family, a time when your entire family can enjoy a break from the typical routine. By starting small and adding on, most children can learn to enjoy and eventually look forward to a family vacation. Through careful preparation and the implementation of change you can also help to foster your child's development, independence, and individuality. Travelling with individuals with ASD can become a vacation for the entire family!

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