Archive for 'Autism'
A Short Discussion On Autism Spectrum Disorders
Posted on 01. Dec, 2009 by Karen Barta.
Autism symptoms vary from individual to individual. Folk that have the disorder often find it difficult to communicate with others and thus tend to have problems with social interactions. Autism often tends to start influencing youngsters before the age of three. There are several kinds of autism spectrum disorders that start in youth and will affect someone thru maturity.
The following list categorizes just a few of the autism spectrum disorders that are typically seen. They are the most common, but there are other types as well.
1. Another disorder that is in the autism spectrum disorder is, of course, autism disorder. This condition greatly affects the child’s learn capabilities and can disrupt the child’s ability to comprehend day to day activities. The child often develops routines that he or she does regularly.
2. Another commonly seen disorder that has a few key differences from autism is Asperger syndrome. Although it falls under the umbrella of autism spectrum disorders, people that have Asperger’s seem to focus their energies on certain subjects or things and are not distracted by the environment that immediately is around them.
There are many signs that a child may be affected by an autism spectrum disorder. Many of the symptoms include, but are not limited to, difficulty understanding body language, not being able to carry on a conversation, and obsessing over one particular object or topic.
Many treatments can be done by the oldsters and family of the patient. Some cures , however , must be carried out with the help of a professional. Talk to your kid’s doctor for the best treatment for your child if they’ve been diagnosed with any form of autism range disorder. There are many treatment plans and treatments that will greatly benefit a child diagnosed with the disorder.
Continue Reading
Identify Asperger’s Symptoms
Posted on 30. Nov, 2009 by Sidney Walencheck.
Aspergers syndrome is a complex disorder that is characterised by many different Asperger’s Symptoms. People with this disorder people are very intelligent and have included famous people like Jane Austen or Sir Isaac Newton. In fact, most people with this condition have been found to have over average IQ’s.
It is perhaps due to the characteristics of this condition that makes very intelligent people more likely to have it. Although a person with this condition might have the same symptoms as someone else with this condition they are very rarely alike. Asperger syndrome usually displays itself in childhood where the child is very controlling and likes things to be very ordered.
People with Aspergers syndrome are often victim to bullies at school due to them being a little different. Bullies find them an easy prey and do not understand their behaviour. People with this condition may act violently if they are misunderstood or react in unpredictable ways.
Specialists often misdiagnose this illness with anxiety disorders or speech problems. However it is far from being just about speech or anxiety. People with Aspergers have problems showing emotions and understanding them. They also have problems with coordination due to poor motor skills.
Professionals sometimes diagnose the wrong condition for Aspergers because it is such a tricky condition to diagnose. As a child develops and grows older it is easier to diagnose. It is whilst a child is young that it is not so easy to diagnose. As they get older they might not meet milestones compared with other children.
People with Aspergers might need special help in school with lessons and counselling. Depending on the severity of the condition an individual might need to attend a special school where specialist help is available.
Those people who have Aspergers very severe struggle with life and might not be able to communicate with others. They might appear to others as though they are trapped within their own bodies. Very often Psychologists will be involved with people suffering from this condition. A person might have to see several professionals until they are given the right help and they might have to take medication. To others the behaviour might seem odd and they might have other disorders like Tourettes syndrome.
Sometimes people with this condition might not be able to carry out motor functions and need help even carrying out the basic of tasks like eating or dressing. The severest forms of Aspergers can be very complex and need the highest level of care, perhaps in a special home. A sufferer might carry out behaviour that even they do not understand and this can be frustrating for them. Teenagers often struggle with adolescence and have a difficult time understanding the changes in their bodies and hormones.
Continue Reading
A Quick Look At Autism Spectrum Disorders
Posted on 28. Nov, 2009 by Karen Barta.
Learning disabilities are only one of the major indications of a kid existing with one of the many autism spectrum disorders. This condition is not only a daily challenge for the patient, but the families of a child with autism are significantly influenced. Autism is affecting children younger than the age of three and it is usually carried on through their adult years. The symptoms vary from one patient to the next.
The following list categorizes just a few of the autism spectrum disorders that are typically seen. They are the most common, but there are other types as well.
1. Autism disorder is one of the basic forms of autism that display signs of language and conversational skills. Children with this disorder often have speech problems and often can not clearly comprehend body language. This condition greatly effects the patient’s daily life.
2. A disability known as Asperger Syndrome often shows symptoms that resemble those of autism disorder. These children have learning disabilities and often show signs of focusing on one certain object or subject. Outside influences rarely take the child’s concentration away from the object.
A child that is affected by an autism spectrum disorder may have problems in regards to social interaction, such as normal conversational skills. They also might obsess over a specific subject or item and find it very hard to interpret body language.
Many treatments and treatments have been created to help folks with development skills. These are created to help those with autism spectrum disorder learn how to life a more normal life while developing the talents to take care of themselves. Talk to a pro medical therapy giver for further instructions if your child has been diagnosed with an autism spectrum disorder to find the best treatment. There are several treatment plans that will aid the kid with learning disabilities.
Continue Reading
The World’s Most Advanced Learn To Read Phonics Program!
Posted on 24. Nov, 2009 by Sonja Schuyler.
ClickN’ READ Phonics is the world’s most advanced Interactive learning to read program where children demonstrate learned skills. 100 fun interactive reading lessons that children love!
Your child will experience the joy of self achievement by using a learning to read program where answers are learned and not just given away by the program. Your child will enjoy the challenge of correctly responding to move forward within a lesson. The program patiently re-teaches until the correct response is learned.
Use the program at home, while visiting Grandparents or while traveling on vacation! It’s all online and you can log in from any country in the world. All you need is a computer and an internet connection. No waiting for shipping and no software to install. No flash cards, video tapes, game pieces, CD’s to keep track of or piles of worksheets.
A learning to read program that closely matches live expert reading tutor instruction. Your child learns perfect English pronunciation because our learning to read program instructor speaks perfect English.
Your child will learn the entire kindergarten to 3rd grade phonics curriculum based on the National Reading Panel research. The same research all school language arts curriculums are based on.
ClickN READ Phonics is the ONLY reading program that is guaranteed to teach your child to learn to read! Parents can use this beginning reading program with complete confidence that they are buying the best for those they love the most.
A wonderful program for children ages 4 and up and adults learning to read. The program is used used worldwide by schools and homes in over 100 countries. The only phonics product you will ever need to teach your child to read. It is also an excellent reading program for autism and dyslexia.
Continue Reading
How to Deal with the Needs of your Special Child
Posted on 15. Oct, 2009 by Dr. Noel Swanson.
Listed below are concerns from parents of special needs children:
1. Do special needs children understand cause and effect and also rewards versus punishments? Do they comprehend the same way as other children?
The interesting thing is that this is not an issue. All creatures great and small have an interest in reward versus punishment to some degree. Think about the bottom of the food chain such as a cockroach. Cockroaches despise the light and live to move around in the dark hours of the night. They associate good feelings with dark and bad feelings with light. They might not think about it in those terms or even at all.
If you turn on the lights you will see roaches scrambling towards darkness under a couch or a crack in the wall. They sense the light and know that a feeling of punishment is headed their way. They understand if they head towards darkness they are going towards a reward. This repeated reward makes them head for the darkness right away.
Roaches don’t have a memory and can’t be trained like humans can. Canines can be instructed because they have a great memory. They know, for example, if they hear the word “sit” they will sit down in order to receive a treat or reward.
The higher you go up on the food chain, the better their memory can be. Interest in time and the improvement of analytical skills appears. When these attributes increase, you need to vary the intensity of the rewards and punishments to have any effect.
How do you know what you can use? Simple. You start with a good guess, and then experiment. You implement a system of rewards and or punishments to modify a behavior (exact details of how to do this are in the book), and see what happens. If the behavior changes, the carry on! If it does not, then one of two things applies:
a) either the rewards/punishments were not sufficiently motivating (again, see the book for details) or
b) they were unable to make a connection between the behavior and the consequent reward or punishment. For example, if the time interval between behavior and consequence is too long, then the younger or less able child may not be able to connect the two.
If your plan doesn’t seem to work at all then you need to stop and look at what you are doing. Make improvements and modifications. Try the system another time. Keep changing the system until you find one that works. If you are unable to find a system that works then think about the following:
You have tried all of the things you can think of and your child’s behavior hasn’t budged. What do you do? For example, let’s say your child had PDD. You are required to complete a few hours of physical therapy with your child eacy day. However, your child doesn’t want to do the physical therapy.
Richard has read the book. He has experimented with just about every reward, punishment, incentive scheme he can think of. He has tried to make the therapy more exciting and fun. But despite all of these efforts, half the time the therapy just does not get done.
So what is one to do? Well you have two options here:
a. You could become all bent out of shape about it. You get mad at yourself for your apparent failure. You feel like you are no service to your child. You want to find the magic cure that will help your child do his physical therapy.
b. He can step back, look at the situation, and take a calmer, more pragmatic approach, accepting that maybe 50% of the time is all he is going to get, and that that is better than the 30% that Tim was doing a year ago.
Which option, (a.) or (b.), will yield a better result?
The problem with (a) is that it produces STRESS. And stress is unhealthy and unproductive. It means you are less effective, more irritable, and less fun. But it doesn’t produce any better results!
Sometimes you just have to learn to live with the fact that your child may never be totally motivated to do the physical therapy. It’s sad, but true. It is better to work with what you have then cry about not achieving perfection.
It is critical that you pay attention to your child’s specific needs. Strive to define success off of what you are provided with and not an ideal. When you do this, you will ward off stress and the results you want will occur. If things still don’t improve would you want to have: a) limited performance and we are all angry? b) limited performance and we are all happy?
The important thing to remember is to not try to compete to an unrealistic level. Strive to achieve the small successes and accept that things might never totally be the way you want them to be.
Continue Reading
Working with Your Special Needs Child
Posted on 10. Oct, 2009 by Dr. Noel Swanson.
Listed below are concerns from parents of special needs children:
1. Do children with special needs have the same understanding of cause and effect, reward and punishment, as other children?
The interesting thing is that this is not an issue. All creatures great and small have an interest in reward versus punishment to some degree. Think about the bottom of the food chain such as a cockroach. Cockroaches despise the light and live to move around in the dark hours of the night. They associate good feelings with dark and bad feelings with light. They might not think about it in those terms or even at all.
If you flip on the lights you will see roaches hurrying towards darkness under a couch or a crack in the wall. They sense the light and know that a feeling of punishment is headed their way. They know that if they head towards darkness they are heading towards a reward. This repeat reward makes them always want to scramble to the darkness.
Roaches don’t have a memory and can’t be instructed like we can. Canines can be instructed because they have a wonderful memory. They know, for example, if they hear the word “stay” they will stay in place in order to receive a treat or reward.
The more you go up on the ladder of life creatures, the higher memory functioning. Improvement of awareness and analytical skills surfaces. When these attributes increase, you need to vary the intensity of the rewards and punishments to have any effect.
What reward and punishments should you dole out? Simple. Try first by experimenting with different rewards and punishments based on your own experience. Have a plan of rewards and punishments that will affect your child’s behavior. Make sure that you are consistent. If their behavior changes then you have accomplished your goal. If it does not then take these two things into consideration:
a) either the rewards/punishments were not sufficiently motivating (again, see the book for details) or
b) they were unable to make a connection between the behavior and the consequent reward or punishment. For example, if the time interval between behavior and consequence is too long, then the younger or less able child may not be able to connect the two.
If your plan doesn’t seem to work at all then you need to stop and look at what you are doing. Make improvements and modifications. Try the system another time. Keep changing the system until you find one that works. If you are unable to find a system that works then think about the following:
You have tried all of the things you can think of and your child’s behavior hasn’t budged. What do you do? For example, let’s say your child had PDD. You are required to complete a few hours of physical therapy with your child eacy day. However, your child doesn’t want to do the physical therapy.
Richard has read the book. He has experimented with just about every reward, punishment, incentive scheme he can think of. He has tried to make the therapy more exciting and fun. But despite all of these efforts, half the time the therapy just does not get done.
What can you do to fix this? You have two options including:
a. You could become all bent out of shape about it. You get mad at yourself for your apparent failure. You feel like you are no service to your child. You want to find the magic cure that will help your child do his physical therapy.
b. He can step back, look at the situation, and take a calmer, more pragmatic approach, accepting that maybe 50% of the time is all he is going to get, and that that is better than the 30% that Tim was doing a year ago.
Which option, (a.) or (b.), will yield a better result?
The problem with (a) is that it produces STRESS. And stress is unhealthy and unproductive. It means you are less effective, more irritable, and less fun. But it doesn’t produce any better results!
Sometimes you just have to learn to live with the fact that your child may never be totally motivated to do the physical therapy. It’s sad, but true. It is better to work with what you have then cry about not achieving perfection.
Therefore, you should pay attention to your child’s specific needs. Strive to define success off of what you are provided with and not an ideal. When you do this, you will alleviate stress and the results you want will happen. If things still don’t improve would you want to have: a) 1/2 performance and we are all upset? b) 1/2 performance and we are all feeling good?
Don’t try to fight battles you cannot win!
Continue Reading
Behavior Characteristics Of Autism | Head Banging | Ear Slapping
Posted on 08. Feb, 2009 by Jean Genet.
As a researcher and autistic survivor, I can state that children with autism can hear sounds above the average person hearing range. Although high pitch sounds cannot be heard normally, to an autistic child these sounds can cause intense inner ear pain.
In an effort to stop this inner ear pain, the autistic child will cover or slap their ears or in severe cases bang their head against a wall to knock out the pain.
Since Genet wasn’t able to verbalize that his ears hurt, his parents didn’t know he was in pain.
“I was isolated in my own world where this pain existed. I saw the world from the inside out. I was not able to cross over to a proper reality.” Genet has surmised that this self isolation was caused by the inability for his brain to ground to its physical body.
As Genet explains it, “My brain’s inability to ground to its physical body didn’t allow me to complete the pathway or circuit into a normal reality. In the world I lived in, I spoke properly, maintained mental focus, emotional balance and occasionally felt this inner ear pain.
I wasn’t able to travel back and forth between a normal reality and the only reality I knew, due to this lack of grounding. I wasn’t able to create any mental, emotional or physical filters that would protect me from these high pitch sounds. In a normal reality, people can filter out these sounds, protecting them from this intense inner ear pain. I could not.”
According to Genet there are two causes why his brain could not ground to its physical body:
1) The chemical preservatives in his childhood vaccinations reeked havoc on his brain’s ability to form proper brain wave frequencies needed for this grounding to occur.
2) Energy fields generated by florescent lighting, microwave ovens, TV’s, computers, electronic equipment, flying in airplane and driving in a car. These electro magnetic fields interferes with the brain’s circuitry.
The slapping of ears or banging the head against the wall, 98% of the time isn’t a rebellious or acting out behavior, they are in intense pain
Continue Reading
Car Donation for Autism Programs
Posted on 31. Jan, 2009 by Chris Chandler.
Are you familiar with someone suffering with autism and aim to make a difference? One of the top ways is to give money or possessions to charities that go to funding autism research. It is well worth it.
With more and more kids being diagnosed everyday with autism, it is highly likely that someone you know will be affected by the disorder. Donating an automobile makes a world of difference in developing treatments for this terrible condition.
If you are tired of looking at your old clunker of a car in the backyard or garage, then consider donating a car. An old car can often be more trouble than it is worth, just to maintain and repair. It can be like throwing money down the drain just to keep up an old car.
If you in the market for a new car and want to avoid the hassle of selling or trading your current vehicle? You can now contribute towards research for the one in 166 children now diagnosed with autism by donating your car to the National Autism Association. It’s a hassle-free way to put that clunker to good use, and is tax-deductible as well.
Many people like donating a car because of the tax write-off and it is a lot easier sometimes to an old car rather than get the cash out of the bank. Especially in this economy. One of the best places to begin is the Autism Society of America
If you are considering donating a car to any Autism Charity, we recommend checking out several charities and discovering for yourself what is the best fit for your charity giving.
I am happy to disclose that the Autism Society of America is effectively working to endow very important research initiatives through their car donation charity. If you decide to donate your car, it can make a big difference in the lives of many children!
If you plan to donate a car, SUV, Recreational Vehicle yacht, etc., or even property in the form of land, look into giving to autism related charities. When looking at the autism charity, make sure they are a 501-C3 nonprofit charitable corporation in good standing with the US government.
Continue Reading
Kids Love World’s Most Advanced Learn To Read Phonics Program!
Posted on 28. Jan, 2009 by Learn With Phonics.
ClickN’ READ Phonics is an Interactive learning to read program where children demonstrate learned skills. One hundred fun interactive reading lessons that children love!
Your child experiences the joy of self achievement using a learning to read program where answers are learned and not just given away by the program. Your child enjoys the challenge of responding correctly to move forward within a lesson and the program patiently re-teaches until the correct response is learned.
It is all online and you can log in from any country in the world. All you need is a computer and an internet connection. Use the program at home, while visiting Grandparents or while traveling on vacation! No waiting for shipping and no software to install. No flash cards, video tapes, game pieces, CD’s to keep track of or piles of worksheets.
A learning to read program that closely matches live expert reading tutor instruction. Your child learns perfect English pronunciation while having fun.
Your child will learn the entire kindergarten to 3rd grade phonics curriculum based on the National Reading Panel research. The same research all school language arts curriculums are based on.
Parents can use this beginning reading program with complete confidence that they are buying the best for those they love the most. ClickN READ Phonics is the ONLY reading program that is guaranteed to teach your child to learn to read!
A wonderful program for children ages 4 and up and adults learning to read. The program is used used worldwide by schools and homes in over 100 countries. The only phonics product you will ever need to teach your child to read. It is also an excellent reading program for autism and dyslexia.
Continue Reading
Common Origin Shared By Autism And Schizophrenia
The first month of pregnancy forms the basis for disrupted development Schizophrenia and autism probably share a common origin, hypothesises Dutch researcher Annemie Ploeger following an extensive literature study. The developmental psychologist demonstrated that both mental diseases have similar physical abnormalities which are formed during the first month of pregnancy.
Read the original:
Common Origin Shared By Autism And Schizophrenia
