Autism: How Do You Communicate With a Non-Verbal Child?

I am a teacher and recently, I assisted to one of these workshops meant to improve the quality of your teaching methods. I also am the mother of two young autistic children. My oldest is a 5 years old boy, which is considered to be non-verbal as he may not have used more than six words in his life. "Mama" was said for the first time about a year ago when he was 41/2 years old. I can't describe to you how precious this magic moment was. I still enjoy it every time he pronounces it.

Sometimes, teachers need to be taught a few things!

During this workshop, we were studying the multiple ways that a person learns new information. Some are visual and learn using diagrams, drawings, pictures, etc. Others are using manipulative to understand new concepts. There are eight types of learning styles. One of them is called: "verbal". This type of processing is done orally and using written material such as books, essays, etc. One of the statements that was made was that: "The more people express themselves orally, the more easily they will be able to express themselves and show their knowledge through their writing skills."

It burned me inside. That is when I shared both my feelings and my experience concerning my son with my colleagues. It opened a new door for me when I realized that the question that popped up in people's mind really was: "Autism: How do you communicate with a non-verbal child?"

That is when I decided to share some information related to my experience as a parent of a non-verbal child who is affected by the Autism Spectrum disorder.

A bit of personal history of my non-verbal son

My son is considered non-verbal since his vocabulary contains approximately six words which are mainly used when frustration sets in, especially when his message is not understood by the person he is communication with, at the time. Physically, he is able to speak as he is able to pronounce words but for an unknown reason, he is not communicating with others this way.

Doctors have explained that he has 50% chances of becoming verbal one day as in several cases; non-verbal children affected by Autism will start speaking between the ages of 5 to 8 years old. Some children even began speaking as late as 13 years old.

When he does speak without being influenced by frustration, his words are said in such a faint tone of voice that they are often difficult to understand or heard, if at all. As a parent, you sometimes think that you have heard him speak but being unsure you tend to believe that you heard things that you want to hear without reflecting reality. Sometimes, it may be the case but you will never know it for sure.

Communication with a non-verbal child

So, how do we communicate with our son? Well, we are using a variety of techniques. For example, in certain cases we use concrete objects that we either show him or the other way around. If he wants a sandwich, he will bring the container of jam to us. If he wants the remote control, he will take us to the shelf, take our hand and point it towards it. If you ask him to choose between several options, we will observe his reaction towards each one of them. If he gets excited, his body language will display his affirmative response by jumping up and down, some hand flapping accompanied by a huge smile. When the answer is negative, he will become upset, push away the item, turn away from it and sometimes he will even cry.

What are other ways that we use for communication purposes? Well, we use a bit of sign language, the PECS, objects and observe a lot of his reactions and the clues that he gives us such as: his body language, his tone of voice, his sounds, the expression on his face as well as the gestures that he makes us do such as putting our hands on his head with pressure to communicate that he has a headache. Another thing that we keep an eye on is his routine and the slightest changes that may be responsible for his sudden distress.

Lack of information can lead to harsh and judgmental comments

Today, I went to the hair salon. The hairdresser told me that earlier, she cut the hair of an autistic child. She said that she thought he was "normal" until she was told that he was affected by ASD. Then, she said that as all children with ASD, he was "a bit behind mentally". I was so disgusted, hurt and angry that I even considered leaving but being in the process of a haircut, I did not want to leave with half of it completed.

I explained to her that it was a misconception that all people with ASD were affected by mental developmental delay. I also explained that during my workshop, I was told that someone who is non-verbal cannot communicate which meant, according to them that they were automatically affected by intellectual difficulties. I explained that not being verbal does not mean that someone cannot communicate efficiently their thoughts and knowledge.

Knowledge is present in a non-verbal child

As a parent, I often feel hurt and frustrated about the misconceptions that people have about Autism. At school, my son has been evaluated differently but he still surprises the school staff that work with him by his knowledge. Since he is using the computer efficiently, maybe he can use it later in life to communicate with us if he remains non-verbal.

Autism is often misunderstood

Often, people do not understand the frustration level of a non-verbal person. Well, imagine that you visit a country where you are unable to communicate with people in their own language. Wouldn't you feel frustrated after a while? Now, imagine how it would feel to live like this every day!

If people ask you in the future: "How do you communicate with a non-verbal child?" You will be able not only to answer their question but also to enlighten them by sharing some insightful information as Autism is often unknown, even by the Educational system.

If you wish to learn more information about Autism, I invite you to visit the following sites: http://autism-spectrum-disorder.com, http://autism-spectrum.blogspot.com and http://autism.findoutnow.org.

Autism Causes, Symptoms and Treatments - Effective Strategies for Children on the Autistic Spectrum

No matter how you look at it, autism is complicated. It is best understood as a spectrum of related disorders because it encompasses a broad range of abilities and symptoms all sharing common traits such as difficulties with language and social interactions. The ASD umbrella includes people who have severe communication deficits and a total inability to cope with the world, to people who can live independently, but lack the breadth of interests and social skills we expect in adults.

Many people still believe ASD is an educational issue, a mental health disorder, or the result of bad parenting. Unfortunately, many medical professionals still do not accept that there are biochemical problems (flaws in the chemistry our bodies require to function normally) at the root of ASDs. The current standard of care for most ASD patients is prescription drugs to "manage" symptoms. This might make it easier for others to live with an ASD person, but it cannot be considered an effective treatment, as it doesn't address the root causes of the disease. However, if you are open to understanding ASD as a set of unique biochemical problems and are willing to fight to make your child better, you will almost certainly succeed.

There are many different pathways leading to an ASD diagnosis. A child with ASD is likely to have many different biochemical problems and these problems may only slightly overlap with another ASD child's issues. This one fact is almost always overlooked in scientific studies, books, and especially in media reports. You may have heard reports which conclude a particular cause (like mercury poisoning from childhood immunizations) is not correlated with autism, or a particular treatment (such as chelation or nutritional supplements) is not effective. You may even have tried giving your child a treatment someone swore did a world of good for their child, only to be disappointed. There is no "one-size-fits-all" cure for ASD. There are as many different forms of ASD as there are people who have it. Since each case of autism is unique, your child's autism cannot be treated effectively until his or her unique problems are determined and a customized treatment plan is created and strictly followed.

This will not be easy, and may be the most difficult thing you have ever done. It is much easier to pretend your child will grow out his or her ASD symptoms, or that there is nothing you can do. Nothing could be further from the truth -- your child needs help to get better and treatments are easier and more effective if started when a child is young.

It is very important that you take a leadership role in your child's recovery. You know your child best and need to assemble an effective team of medical professionals and educators who can help you and your child. Your child cannot do this on his or her own, and your pediatrician and even some so-called ASD experts may not understand this disorder well enough to truly help.

The most effective treatments for ASD may not be well known to your current doctor, but they are not "weird", "fringe" or even "non-traditional". They are the result of decades of scientific research by leading ASD scientists and physicians. Most importantly, they are the treatments used and recommended by over 25,000 parents of ASD kids who administer therapies and carefully document the positive and negative effects of these treatments. The bottom line is this -- if you want your ASD child to get better, you are going to have to think for yourself and take charge starting right now.

If you are a parent of an ASD child, you have a long and difficult challenge ahead of you. You can choose to accept a lifetime of disability for your child, or face this disease head on. The decision is yours.

There are many resources available to learn about treating autism. Some are very technical; others are too general to be of much immediate help, or are nothing more than a sales gimmick. Conquer Autism is a comprehensive and hands-on eBook written for parents and caregivers. It describes exactly how to determine your child's unique problems and how to design and implement effective treatments. It is guaranteed to help you and your child conquer the biochemical problems at the root of their ASD. However, this will be just one step of the battle. Conquer Autism also reviews the essential clinical services your child will need to fully recover and techniques to cope with ASD at home and at school. Conquer Autism, and more information about effective treatments for Autism and ASD are available at http://www.conquerautism.com

Autistic Teaching - An Eight Point Primer For Parents of a Child With Autism

Autistic teaching can be a challenging topic for parents who have recently received a diagnosis for their child and have stepped into exploring the expansive world of autism and what it means. This short article aims to help you overcome that feeling of overwhelming emotion and give you some direction for planning your child's teaching program.

When you first receive the diagnosis of "Autism Spectrum Disorder" you probably go through a mixture of feelings and have a ton of questions. One of the big questions in the background is that of teaching. How will your child be able to learn if he or she has problems with the basic skills needed to learn? Here are ten important points you should understand and explore as it applies to your child. These ten points not only help with autistic teaching, they help you better understand your child's needs.

1. Autistic children are visual. They like nouns. Verbs are more of a challenge and must be demonstrated. This is an important point in autistic teaching.

2. Charts and sequence learning helps. If your child is able to read, use written steps to teach tasks. Write down anything with more than three steps.

3. Uss the love of art. Most autistic children love art. Encourage this skill. It may become their life passion and lead to gainful employment.

4. Find your child's intense interest. It could be maps, or video games, or specific book topics. Use this fixation to teach.

5. Let your child try the computer for writing. Many autistic children have motor control problems and get frustrated using a pencil and paper.

6. Identify your child's learning style. Is he or she better with phonics or whole word? Whether one or the other, use flashcards that have both the image and the words.

7. Beware of sounds sensitivity. Some sounds can be disruptive to an autistic child and you may notice this in your child when a specific noise occurs. The child will cover his or her ears. To prevent this in autistic teaching settings or even at home provide a pleasant background noise using an MP3 player or a white noise machine.

8. Avoid negative visual stimulation. Some visual interferences can be distracting for some autistic children. Avoid using fluorescent lights and make sure any light you do use does not flicker.

With these eight points you can begin to approach autistic teaching with basic steps that can make the process of learning much easier for you and your child.

Learn to help your autistic child embrace the world with his or her own special abilities and challenges. For more information, resources, and ideas for teaching autistic children visit [http://autistic-teaching.com]

How To Help Your Aspergers Child Make Friends

It is no secret that children can be cruel and a child that does not appear to fit in can be the subject of taunting and ridicule. This present a major problem for the child and his parents as the child will have trouble making and retaining friends and other social interactions, and the child with Aspergers Syndrome can be adversely affected.

First of all, please understand that just because your child has Aspergers does not mean that they are intellectually limited. Various studies in fact have indicated that children with autism and Aspergers are actually very smart, many times being intellectually superior to their peers of the same age group. Unfortunately, the social interaction part of their maturity has fallen behind the rest of their maturing process, which presents the parents with another challenge along the same lines. In other words, they are probably not intellectually challenged, but simply "socially challenged", and the best thing you can do as parents is to work with them to help them overcome that aspect.

One of the best things you can do as parents is to do role-playing activities or scenarios which would reflect a natural social environment such as another child's birthday party or pool party or similar setting. Work with the child to help them understand how to join in with the playground games, how to converse with their playmates, and what is and is not expected of them in this type of setting. Helping them to become comfortable in this type of setting can go a long ways towards helping them fit in when they participate in actual events with their peers.

Children with Aspergers and autism will face internal anxiety if they cannot accept their current surroundings. Try to teach them not to obsess about objects or any preferred items or activities. Work with them to find out what calms them so that anxiety can be subdued and controlled.

Normal everyday life at school can present its own unique set of challenges, since social interaction is a normal part of school life. Be sure to let the teachers know about the Aspergers or autism in your child so that they can make accommodations for them as they are able to. Most schools are happy to work with you and your child in this respect, but it will take effort on both parts. Work with your child at home to help them become comfortable with social interactions, perhaps starting with just one friend on a one-to-one basis and then increasing to more friends. Put them in an environment, even in your role-playing, where they will see and recognize success, instead of putting them in a situation where failure is inevitable.

Children with Aspergers or autism need to be given extra chances to make and retain friends, build social networks, and understand what is acceptable for interacting with others. If you can work with them in a role-playing environment, it will be easier for them to learn these skills. Do not force them, but rather be positive and supportive so that they will not dread any future social interactions.

For more information about Aspergers Syndrome Aspergers Disorder please visit our web site at http://www.aspergers-syndrome-explained.com

Diagnosing Autism and the Differences With Sensory Integration Disorder

When it comes to diagnosing autism, there are many different factors that need to be considered. This is because the autism spectrum disorders have such a vast range of potential symptoms and no two cases are alike. Therefore, it is very easy to mistake autism for another condition. Among the most common mistakes when diagnosing autism is not understanding the difference between being on the spectrum, and sensory integration disorder.

This leads to the question of whether autism spectrum disorder and sensory integration disorder (also known as sensory processing disorder) are the same condition, or at the very least if they are related. Does one exclude the other? To begin, they are considered to be completely separate disorders, but to further understand them, Dr. Lucy Jane Miller performed a study "Quantitative psychophysiologic evaluation of Sensory Processing in children with autistic spectrum disorders", involving 40 high functioning autism or Aspergers Syndrome children who were tested for sensory integration disorder.

Dr Miller's results showed 78 percent of the participating children also displayed notable signs of sensory integration disorder. While, 22 percent of the participants did not show signs. However, a secondary study by the same researchers, "Relations among subtypes of Sensory Modulation Dysfunction" looked into children diagnosed with sensory integration disorder and tested them to see how many also had autism. Within that experiment, zero percent of the participants had autism. The reason that this is interesting is that while children with autism can exist without having sensory integration disorder, the majority show signs of the condition. On the other hand, there is no inclination toward autism in children who have only sensory integration disorder.

Children with both disorders demonstrate challenges with high-level tasks that involve the integration of different areas of the brain. This can include emotional regulation as well as complex sensory functions. However, the key to diagnosing autism as opposed to sensory integration disorder usually lies in the fact that autistic children experience greater problems in the areas of language, empathy, and social skills. Sensory integration disorder children do not experience the same connective breakdowns for controlling emotional empathy and social interaction.

In both disorders, children experience difficulties in tasks that require their brains to make long-distance connections, for example, between the frontal lobes (which coordinate the activities of the brain) and with the cerebellum (which regulates the perceptions and responses within the brain).

If you think that your child may have one or both of these disorders, it is important to speak to your child's pediatrician for autism diagnosing or identification of sensory integration disorder on its own or in combination with autism. If autism or autism alongside sensory integration disorder is the diagnosis, then you will be able to begin talking about the possible treatments available. These treatments can include various medications as well as alternative therapies and may overlap in terms of addressing aspects of both conditions simultaneously. For example many children with autism benefit from sensory integration therapies that also work well for children with sensory integration disorder.

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 how to go about diagnosing autism and for information on autism characteristics please visit The Essential Guide To Autism.

Autism Symptoms - Mild Signs of the Spectrum Disorder

The signs of autism sometimes show up during infancy, but it isn't until around three years old that children exhibit the milder signs. Because early intervention is crucial for the development of the child, the following guidelines are presented to assist parents in recognizing mild autism in their child.

* It is difficult for them to make friends. Socialization is impaired because of an inability to communicate effectively. If they are able to start a conversation with a peer, they may not be able to sustain it.

* They become focused on one activity to the exclusion of their surroundings. They may even sit and stare at a toy or other object for long stretches of time.

* They show a decreased ability to make eye contact with others and are unable to maintain it for long when they do succeed at it.

*Sudden temper tantrums may occur over situations that are not bothersome to average children. Yet when it comes to others, they show a distinct lack of consideration for feelings and desires.

* An autistic child may repeat lines from a conversation, book, or movie incessantly.

* The child might talk too much or talk about things that are unrelated to the current conversation. Attempts to draw them back to the topic at hand can be futile.

* They may have extremely precise knowledge of things that seem trivial to those around them. For example, a mildly autistic child might know every type of bolt used on a specific type of vehicle.

* They may have impaired fine and gross motor skills ability.

* They may not pick on cues from the body language of others.

Autism, whether mild or severe has been described as being "locked inside oneself". They usually recognize that something is wrong with them and this can cause distress leading to depression and a worsening of their symptoms. Because of impaired social development, children with mild autism are often bullied and teased. This causes them more psychological damage and if the problem is not addressed, it may cause their condition to worsen into the more severe form of autism.

Concerned that someone you know is showing autism symptoms? You can change their life. Click here to find out how. http://www.autism-symptoms-checklist.com/

Early Treatment For Autism Works

Autism is a mysterious illness that affects millions of children around the world. Early intervention has been noted as a key part of treatment. However, a new study finds that early treatment may not have the intended effects.

British researchers recruited more than 150 autistic children to participate in their study. Each child was randomly assigned to communication-focused treatment, which has been found to be effective in a few small studies, or standard treatment. Over the course of one year, the children in the treatment group received language therapy sessions in which parents learned how to communicate better with their autistic children. The two groups were compared at the end of the study to determine any significant improvement resulting from either standard or communication-focused treatment.

They found that early treatment for autism does not significantly improve symptoms, but it does benefit parent-child interaction. The researchers accounted for factors such as age and treatment center when making the comparisons. The prevalence of autism symptoms remained the same for both groups. A widely used assessment test was used to evaluate symptoms. While researchers were disappointed in this aspect of the results, they were encouraged by the gains made in communication between parents and children.

In the United States, autism spectrum disorders affect about 1 in 100 children. Treatment for autism spectrum disorders currently costs healthcare systems billions of dollars every year. Symptoms of autism include poor social skills, slow language development, and repetitive behaviors. Treating these symptoms with drugs or behavioral therapy have not been widely effective thus far. As a result, researchers continue to look for new means of intervention.

The results of this study shed new light on what works and what may not work when it comes to treating autism spectrum disorders. Future studies are needed to find more beneficial forms of treatment.

Along with writing articles, Joseph enjoys working in his gardens. Garden Harvest Supply is one of his favorite gardening websites which offer heuchera plants and potted hosta plants for sale for fast shipping directly to your flower gardens.

Goals and Expectations - Personal Lessons and Revelations - Working With an Autistic Child

"In the hopes of reaching the moon men fail to see the flowers that blossom at their feet".

Albert Schweitzer

In relationships, both personal and professional it's important to be conscious of our goals and expectations. It's also a good idea to honestly assess the present and the past. How else can we establish reference points, of where we were and where are now? Too often we focus on the future; what we want, have yet to attain, on our unrealized dreams. We forget to take stock and credit the positive change and growth that has occurred.

This article is the continues the story I started "Letting Go to Think Outside the Box; Insights and a Breakthrough with an Autistic Child".

Jay was a nine year old boy with autism. I began working with Jay in the Child Life program I was directing at Bronx Lebanon Hospital. He was brought into the hospital for evaluation and kept there on a child protective hold. The hospital became Jays' foster home and after months of unsuccessfully trying to reach him, I discovered a way into his self contained world; by singing African chants. As a member of the Social Work department I met daily with his case worker and our team of specialists to review and develop an extensive treatment plan for Jay. We found a school program and enrolled him for half-day sessions. When summer came we even arranged for him to go to summer camp. His teachers and counselors noted "significant gains" in their progress reports. But I was discouraged when Jay came into the playroom during the afternoons because he still maintained his self stimulating repertoire of behaviors; rattling, twirling, shaking, and chewing on everything. I couldn't figure out how to bridge the gap between our worlds; so I could begin to teach him...

At some point I probed deeper, cross examining myself. "Teach him what? "What do you expect Jay to do? Are you waiting for him to say something? Have you overlooked the bigger picture? What is he doing today that he wasn't doing six months ago"?

The most obvious change was that he was in the playroom with other children! And without prompting he was sitting near or next to them. When I first brought Jay to the playroom he ran around in circles, oblivious. Sometimes he'd retreat under the tables, or huddle in the corner. Now he seemed interested in what the children were doing, sitting intently watching them play. When I reorganized the room and set up a gross motor obstacle course he moved independently negotiating different levels and planes. Previously I needed to supervise him closely, so he wouldn't step off in mid air.

I sang songs with the children and offered him musical instruments and though the instruments didn't seem to ring his bell, he started making new sounds. Perhaps like an infant these were preliminary before Jay could form and utter words. I continued to mimic his noises and sometimes the children copied me, which seemed to startle Jay, but at least he seemed to take note. These were all huge differences. But I didn't know how much Jay understood because I hadn't found a language we both understood.

One day Jay climbed up on the table and began to twirl around. It wasn't climbing time. There were other activities going on in the room. As I approached him to get him off the table, he reached over placing his arms on my shoulders. It was almost as if he wanted to hug me. That was a change too. He was touching me. But instead of a hug he lay limp, slung over my back. Dead weight Jay was heavy, and I began to feel like a human jungle gym. "No, you mustn't hang on me" I said trying to help him down from the table. He got really upset stamping his feet, biting his hand, and hitting his head. I was surprised at his fierce reaction, that he was so emotive. He placed his hands on my shoulders again and started to lean forward. I placed one hand on his chest and my other hand on his back and began singing "Ay Bo Bo" which is another African chant. While I sang I patted a rhythmic phrase on his body. When I stopped he reached over my shoulder and repeated the sequence, patting on my back what I just finished patting on his! He seemed pleased with himself and climbed down from the table. I was beside myself! Now we were talking...

Twice this had happened; Jay responded to the African chants hearing the sounds, and feeling the beat; auditory tonal and kinesthetic learning processes. He was telling me he understood, by talking to me with his hands. And when I thought back he understood my one word commands especially when I was teaching him to climb like, "up" "down" "sit" "bend" and "jump" because I moved his body while I spoke these simple one syllable instructions.

In 2010 we now know that children with autism or autism spectrum disorder have auditory processing problems. They may be able to hear speech sounds but not perceive the meaning of the sounds; the words and what they mean.

I left New York City in 1985. I recommended that Jay's teachers try teaching him sign language, or create a system of tonal signals in combination with physical patterning. How would you proceed?

"Fine-tuning your intuition safeguards your future and opens doors to the extraordinary" Stephanie Rachel Alt

Stephanie Rachel Alt, holds a Masters degree in Counseling/Human Development from Bank Street College of Education, New York, NY. She is also Master Certified in Neuro-Linguistic Programming (N.L.P.) and hypnosis. Stephanie teaches her clients to use "intuitive intelligence", logic and reason, in daily life and decision making. She created "Of 2 Minds" Coaching and Consulting services, to offer these services; intuitive readings, intuitive coaching, conscious communication &NLP techniques in online sessions. Stephanie's work experience includes leading N.L.P. Training seminars, for NLP Co-founders, John Grinder, and Judith Delozier. She currently resides on the Central Coast, in California, where she maintains an office. Working with individuals, couples, families, and groups you can consult with Stephanie in person or conveniently by phone and online.

From The Eyes Of The Autistic Child

Do you understand what autism is? This is a neurological condition where impulses going to the brain are not interpreted correctly. There are various levels of autism, from one extreme of being barely noticeable and where it has virtually no impact on the daily life of the afflicted person, to the other extreme of being so severe that the afflicted person cannot adequately function in today's world without supervision or assistance. The very mild form of autism is sometimes known as Asperger's Syndrome, although that is not technically correct, since there are some differences between Asperger's Syndrome and real autistic spectrum disorder.

The reported number of diagnosed cases of autism is rising rapidly in recent years and the reason for that is unknown. Some theorize that it is because we are more aware of autism as a society and are now watching for it, while others state that it is natural for the number of cases to rise as the population of the nation increases. It is mostly seen in children, and recent studies have indicated that as many as 1 in every 160 children are affected by autism to some degree.

The autistic child lives in his or her own world. They have significant difficulty with verbal communication. They have significant trouble with social interactions, even with their peer group and even with their own parents. The autistic child needs to have a routine, or more accurately, REQUIRES a routine, and deviations from that daily routine can cause anything from discomfort to extreme trauma. The child will also intently focus on an object for long periods of time, even an inanimate object, with intense concentration, almost to the exclusion of all else.

To give you a flavor of the life of the autistic child, I would invite you to read an article that was written as if it were authored by an autistic child, looking at a day in the world of this child through his eyes. It brings a new perspective to how we as a society view autism, as well as shedding additional light on how life is viewed by the autistic child and how the people who love that child can assist via that understanding.

Read about a View From The Autistic Child for a new perspective of autism at our web site at http://autism-explained.com/a-view-from-the-autistic-child.php

Autism - Living with Autism

Do you know children affected with autism find it difficult to communicate and to become socialized? There are two notions about the existence of autism. One thought is that autism is due to a bio-chemical imbalance, and the other notion is it is a psychological disorder. The autism-affected children seldom communicate with others except to fulfill their needs.

Autism spectrum disorders can be called an umbrella term since it covers classic autism, pervasive developmental disorder (PDD), and Asperger's syndrome. Autism can be termed a spectrum disorder as the intensity and the number of the symptoms of autism differs from person to person. Autism causes impairments in the people in three areas: social relationships, communication, and restricted patterns of behavior. The spectrum of autism can be classified as severely affected, less able, and dependent on others. This also includes persons with above-average intelligence and independence, but lacking social skills.

Autism sufferers lack a proper response to social and environmental stimulations. The affected child would be in a separate world. The child's communication will be very minimal and he will not be able to communicate his emotions and feelings properly.

Malabsorption is the most common problem noticed in autism. Autism sufferers experience structural compromise and chronic gastric inflammation in the digestive tract. The intestinal absorption is delayed due to intestinal inflammation. The specific symptoms of autism are restricted behaviors and interests and this is even seen towards the food choices. Self-limited and restricted diets are highly noticed in the autism condition, which may cause deficiency in one or more essential nutrients.

The commonly occurring deficiencies in the children suffering from autism are Vitamin-A, Sulfate deficiency, calcium deficiency, B12 deficiency, High copper: zinc ratio, etc.

There are numerous treatments available to cure the autism condition in children. Initially, nutritional supplements are offered to the child suffering from autism. This might be followed by behavioral training. In general Vitamin B12 is given as a supplement. The behavioral change noticed in autism can be improved by giving suitable educational therapies, where the child is motivated to give good response to the environmental and social changes promptly.

Although it is easy to say that educational therapy is good for autism patients, the children found difficult in learning the task, and they will intercept the process and show aggressive behavior to other people to avoid learning any new task.

In order to improve the autism behaviors, Magnesium in the form of injections are given to the autism sufferers. Within 2-4 weeks of administration of Vitamin-B12, autism behaviors can be reduced within 2 to 4 weeks. It can take more than 3 months for some children to respond with Vitamin-B12. The autism child with speech problems can be treated with Dimethylglycine (DMG) for better results. DMG will improve the immune system of one's own body. Moreover, this improves frustration tolerance and eye contact.

For negative attention-seeking behaviors of autism, it is advisable to eliminate the behavior by giving attention to desired behavior rather than the negative behavior.

Rachel Evans writes a Free Autism Newsletter, designed to help families understand and manage autism effectively. To find out how an sign up, click here: please visit Free Autism Newsletter. For more information on autism characteristics visit our blog.

How To Determine If Your Child Has Autism

Recent studies, which have been a major topic on TV shows such as Good Morning America and the Today Show, that autism is more prevalent than was previously thought. One estimate indicated that approximately 1 in every 150 children have autism to some degree, and the majority of those are undiagnosed.

You need to be aware that autism, also known as Autistic Spectrum Disorder, and the milder form of it, Asperger's Syndrome, is not necessarily limited to children. This can affect people of any age, and many older people who have been diagnosed with autism have had the affliction since they were children, but were simply never diagnosed with it.

People who are afflicted with autism show definite signs and symptoms of the affliction. One of the keys to accurate diagnosis is to note the presence of these symptoms and to note whether the symptom was an isolated incident or whether the symptom shows itself over and over again. For example, one of the signs of autism is that the affected person seems to live within their own world, they have clear problems with social interactions and in fact seem to reject any interaction with another person. Some people may say that that symptom would also apply to almost any computer geek, but in all seriousness, this is just one symptom of many possible ones, and it is not a laughing matter.

While there is not a "cure" for autism in the same sense that taking aspirin will "cure" a headache, early diagnosis of autism is critical to being able to help the afflicted person cope with it and to minimize the effects of autism over the long term of that person's life. Special teaching skills and methods are required to properly teach and train someone affected with autism, so that they can more readily learn how to exist in today's world. If left untreated and undiagnosed, most autistic people cannot live by themselves because they frequently do not have a good sense of what is right versus what is wrong, even concerning everyday mundane things.

Some of the signs and symptoms of autism would include the following:

* Autistic people frequently have poor language skills and therefore frequently have great problems in speaking and interacting verbally.

* Autistic people do not like to be touched or hugged. Even though a hug is usually seen as a sign of affection from someone who cares, people afflicted with autism are very uncomfortable with a hug or being touched by another person.

* Autistic people have difficulty making direct eye contact with another person and will frequently go out of their way to avoid direct eye contact.

* Autistic people frequently do not enjoy being in a group setting with others, but prefer to be alone in their own world.

* Autistic people frequently have high sensitivity to bright light and loud noises, while at the same time exhibit a significantly reduced sensitivity to pain.

* Autistic people can focus for hours at a time on a single object, with concentration so intense that they may not even react to outside stimuli, like someone calling their name.

Autism is a very broad term that covers a lot of ground. To get insights into other areas related to autism, you might also want to become familiar with Aspergers Syndrome which is a milder form of autism. Some of the some symptoms can also be present if a child is diagnosed with Attention Deficit Disorder (ADD).

One of the biggest problems in detecting autism is that there is not a specific pattern that can be traced or noted. But if you see your child consistently exhibiting one or more of the symptoms listed above, it would be a good idea to schedule a checkout with a trained professional who can perform additional tests to make an accurate diagnosis.

Jon is a computer engineer who maintains web sites on a variety of topics based on his knowledge and experience. You can read more about Autism and Autistic Spectrum Disorder at his web site at Autism Explained.

Autism Spectrum Disorder (ASD)

Autism is the most common neurological disorder affecting children; and also is one of the most common developmental disabilities affecting American and Canadian Children. ASD changes the way the brain processes information which affects all areas of a person's development.

Autism Spectrum Disorder is a neurological disorder resulting in developmental disability; this affects a person's communication, social understanding and behaviour including interests and activities. Autism usually appears around the first three years of a child's life and boys are more prone to autism than girls.

No one person with ASD behaves or responds exactly the same way as others with the same diagnosis, each individual is quite unique. There are actually five different Autism Spectrum Disorders described under a diagnostic category, Pervasive Developmental Disorders [PDD].

1. Childhood Disintegrative Disorder[CDD]:

This is a rare condition that affects 0.2 in 10,000, symptoms are significant losses in social behaviour, language, and play. These symptoms usually appear after at least three years of normal developmental period. This disorder results in severe defects in cognitive ability.

2. Rett Syndrome:

This too is a rare condition that affects 1 in 10,000 and affects girls inclusively. Again significant regression after a period of normal development. Severe impaired language and psychotic motor skills and difficulty cognitive ability.

3. Autistic Disorder [AD]:

This condition is diagnosed more often and affects 20 in 10,000 cognitive impairments, deficits in non-verbal and verbal communications and social understanding, unusual behaviour and restrictive activities.

4. Pervasive Developmental Disorder - not already specified [PDD.NOS]:

This condition is often used in 15 in 10,000 diagnosed; this is also named a typical Autism. This condition is severe and pervasive impairment that can be found in some interaction or restrictive activities and interests.

5. Asperger Disorder - also called Asperger's Syndrome, and Asperger Syndrome, AS

This is a common disorder and is diagnosed 5 in 10,000. This condition can have mild to severe impairments along with social understanding, interactions, repetitive, restricted interests and activities Cognitive and language development is not delayed; however there are deficits in communications.

Early Signs of Autism: (12 to 24 Months) - children may demonstrate only a few of these symptoms -

- May appear deaf because they respond unevenly or not at all to sounds

- " Failure to Bond" (i.e. child is indifferent to parents' presence)

- Does not Point and Look

- Chronic gastrointestinal problems

- Self restricted/selected diet

- Repeated infections

- Reaction to vaccines

- Difficulty consoling during transitions (tantrums)

- Often begins to develop language then loses it or doesn't acquire language.

- Difficulty sleeping / wakes at night.

- Limited imaginative play

- Not interested in playing with other children

Many paediatricians and other physicians are not experienced in diagnosing Autism Spectrum Disorder (ASD) and the physicians fear making the diagnosis because they were trained to believe that ASD is incurable. Do not accept your doctor's advice if he or she proposes a "wait and see" approach or promises that your child will "catch up". If your child has normal development and then regresses, you should seek help immediately. As a child's brain develops it is pliable and there is a window of opportunity for recovery at a young age that however does diminishes as the child gets older.

See the following Links: http://www.autism-society.org

http://www.autismsocietycanada.ca

I am a professional writer, a published poet and have recently co-authored a book about living with chronic illness with Two Maximum Life Coaches. I also have a new on- line magazine especially for children with special needs, chronic illnesses, and learning challenges.

Besides working as a freelance writer, l still try to finds time for two other passions of mine they are to volunteer as literacy tutor for our local Learning Centre, and assist in facilitating workshops on disability awareness.

My main goal is to write books for and about young adults and children who have special needs, learning challenges and chronic illnesses.

My mission in life is to improve and enhance the lives of others through the written word. My website is: [http://www.professorowlspublicationcentre.com/]

Autism Spectrum Disorder - What Exactly Is Autism?

Autism is actually a classification of PDD. And what is PDD? Well PDD stands for pervasive developmental disorder and it's considered to be a behavioral disorder. Children with PDD have difficulty in areas of development in social interaction, impairment in functional skills such as

language and communication and repetitive type compulsive behavior.

There can be a great variation in symptoms among people with PDD and also in the severity of

these symptoms. There are 5 types of disorders that fall under this category (including Autism, Asperger's Syndrome, Childhood disintegrative disorder, Rett's Syndrome, PDD NOS (pervasive developmental disorder not otherwise specified).

Here is a quick review of the various PDD's

The five types of PDD's.

1. Autism

2. Asperger's syndrome

3. Childhood disintegrative disorder

4. Rett's disease

5. PDD NOS or pervasive developmental disorder not otherwise specified

1. Autism

Symptoms of Autism usually always starts to show up before 36 months of age, and approximately

18 months of age many toddlers can experience regression in their speech and social interaction. Some of symptoms that parents often report is that their child has poor eye contact, is non-verbal,

and seems to be "in a world of their own."

2. Asperger's syndrome

Children with Asperger's syndrome seem to have more problems with social interaction than in the speech department. Many of these children do rather well academically, and they tend to have exceptional memories for "insignificant" details, such as football or historical trivia. They can talk repetitively on a specific theme without realizing that they maybe boring other people with their repetitive talking. A lot of individuals with this disorder remain undiagnosed since they exhibit such excellent academic abilities and exceptional memories, however they are often looked upon by

others as being odd or eccentric.

3. Childhood disintegrative disorder

This disorder affects children usually after they have done quite a bit of developing, these children usually grow and develop normally for the first 3 years of life. Then they begin to regress and

acquire some autistic characteristics which at times can be quite severe. These children can

sometimes develop seizures which affect speech so it is important to have them evaluated by a physician.

4. Rett's disease

This disorder is only diagnosed in girls. These girls usually develop normally until about 6 months

of age and the regression begins. The head of these little girls appear to stop developing around 6 months of age and regression is noticeable at that time.

5. PDD NOS

PDD NOS symptoms are quite similar to autism, but the impairment seems to be less severe. These children tend to experience some level of verbal or non-verbal communication, however they still exhibit autistic characteristics such as severe impairment in communication and social skills, they

can also display repetitive stereotype behavior. Children are only diagnosed with PDD NOS when

they are showing severe impairments but does not specifically qualify for the diagnosis of autism.

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]

Early Intervention is the Key to Helping a Child With Autism Or Any Development Disorder

Don't ever lose hope!

You may frustrated, exhausted, angry, confused and concerned about how to treat your child or other loved one and what to do to help them.

If it is Autism, Aspergers, PDD, ADHD, or any other developmental disorder, it should not ruin you and your child's life. It is not a curse - it is just a variation that can be worked around your life.

You and Your Loved One CAN still BE CAPABLE OF leading a Joyful, Secure, Peaceful, Triumphant and Fruitful Life just in a surprisingly different way. It won't ever be easy but it will be better.

SO please don't be in constant despair. Just start to think of your child or person who has a developmental disorder be it Autism or otherwise.

If YOU are still concerned about a child or a loved one you know that may be displaying weird behaviour, under developing, language delay, or anything that is concerning you and all you want to know is if any of these Signs and Symptoms of Autism? Check out my article: "Are You Concerned That Your Child Has Autism? 22 Signs and Symptoms of Autism to Look Out."

Believe me; I am aware of what you might be going through because not long ago I was in the same place wondering what is going on with my child!

You should be finding more about what to do to help your child as soon as you think that they may have a problem, whether it happens to be Autism or any other developmental disorder.

- Learn to spot main signs and symptoms to lookout for

- Start to Understand what Autism Means

- Learn about other Disorders related to Autism

- How a child is affected by the Autism condition

- What can be done?

ALL this is useful to know, learn and help your child. Knowledge is power and putting this knowledge into action will help you and your child's future. BUT Early INTERVENTION is the beginning and the key!

Intervening early or as soon as possible by helping your child and getting professionals such as speech and language therapists, physiotherapists and any one that can help to be involved at this early stage, you could actually help your child and their future.

Letting others know about the condition and to seek help for your child so that early intervention can be taken immediately is the best chance to see success and rewards for your child's future.

I must keep repeating that early intervention is the best possible way to cope with this disorder. Early Intervention will vastly improve your life and most important your child's life.

Believe me, I have been there and done this. Just by early intervention you are able to get your child:

o To understand what communication means

o To learn to point

o Teach why it is important to communicate

o To learn to better cope with everyday demands

o To be less dependent on you or a Guardian

o To cope with school (possibly a mainstream school)

o Learn to socialize with others

o Feel comfortable in a situation with other children early on

o To learn to play in an appropriate manner

o Learn to cope better with the challenging life

AND improve the quality of your and your loved one's life.

Although the quality of your life will change dramatically and has already, it can only be improved by early intervention. I am not saying that everything will be sorted out and life will be similar to a family with children with no disorders, NO this will not happen but you can dramatically help your child to look towards a better future than live in hopelessness. From my own experience I can say that early intervention is the key to helping a child with Autism or any other developmental disorder. Don't ever lose hope!

This is Part 3 of the saga of a series of articles I am writing on Autism. Please check my website http://signsandsymptomsofautism.com

Sofina Aghios is a mother of an Autistic Child who lives in London. I have attended many courses to deal with Autism and to learn about the lifelong condition, including dealing with challenging behaviour of an Autistic child. I have supported my child with PECS to get him to communicate and successfully getting him a Statement of Education Needs (SEN) to help with his support at a Mainstream School, knowing that he could deal with it. Yes, mainstream school, some Autistic children can attend mainstream school with support in the UK.

My objective is to raise awareness of Autism, to help other parents and people affected by autism and to bring my child up in a world where Autism is truly understood and is accepted.

How Do I Tell Someone Their Child Has Autism?

When your child has autism it can be a very difficult situation to deal with. Oftentimes, parents may suspect there is something developmentally wrong with their child, but consciously coming to grips with the situation can be extremely hard to accept. There are many cases where an autistic child is treated as if he or she is a completely normal child, out of a sort of blind, but wishful thinking, and these situations can be particularly troubling, for parents and child.

If you know someone close to you and you believe their child has autism, it is best that you voice your concerns even if you risk upsetting the parents. The reason being is the quicker a diagnoses is confirmed, the faster interventions and treatment can be started. Simply ignoring the problem will never make it go away. In fact, pretending that a child does not have autism can actually exacerbate symptoms and problematic behaviors instead of redefining and helping to structure them. Raising an autistic child, depending on the severity of the disorder, can be an extraordinarily difficult task that can take both an emotional and physical toll on parents and family members.

However, there are forms of treatment and interventions that can truly help, so the sooner a child is diagnosed the easier it can be.

Basic psychology suggests that when you approach someone about a potentially troubling situation it is better for all concerned if the situation is handled in a gentle manner. Obviously, if you are going to tell someone close to you that you believe their child is autistic, it pays to be sensitive. If you are straightforward and discuss the matter in a calm, sensitive way, you can avert any possible hostility in return. Many parents may react angrily and deny the suggestion their child is autistic, so it is probably a good idea to have some literature with you to back up why you feel their child may be autistic. It is also important to explain the different levels of autism and their effects.

If you are prepared to provide some meaningful information on autism you should first learn as much about the disorder as you can. If you are going to approach parents and suggest a diagnosis of autism, you should know what you're talking about. Furthermore, it is a good idea to be supportive and honest when you tell someone you believe their child is autistic. Remember many people do not fully understand what autism really is, so it will be up to you to be able to explain the disorder and answer any of their initial questions.

In addition, autistic children, like other children with developmental disabilities, have special needs. If you really want to help, you should be ready to provide information on how to access services that address the special needs of the child in question. When a parent faces the fact that her child may be autistic, it can be an overwhelming sensation due to the fact that the resulting changes will be life-altering for the people directly involved.

When you raise your concerns with someone in your family or really close to you, you should always try to do so sensitively - pick your moment and don't just blurt it out at a family gathering or in public. Remember, the news you are going to deliver can be initially devastating. Make sure you know enough so you can answer the majority of questions that will be thrown at you. Most importantly, be yourself and make sure the person knows that you care and are concerned for them and their child.

Try to offer information about methods of treatment that will shed some positive slant on autism. Inform your friend or family member that there are thousands of scientists and researchers working on ways to better treat autism. You should also have a list of resources available. This list can include websites, local clinics, cutting-edge research and anything else you feel can give a realistic, but positive approach to autism. Have a look through the previous posts on the blog for links to sites that could provide a great starting point for a parent learning about autism for the first time.

Rachel Evans writes a Free Autism Newsletter, designed to help families understand and manage autism effectively. To find out how an sign up, click here: Free Autism Newsletter or for more information on signs of autism in a child visit our blog.

Autism Signs and Symptoms - Play

Whereas an average toddler might play with several toys in rapid succession, an autistic child will often fixate on one toy for long periods of time or only play with one particular toy. Children with autism will often play with toys unpredictably. For example, three very common play-traits are lining up objects, fixating on a minor mechanism of a toy such as staring at a spinning wheel of a toy car and destructive play like peeling off decorative stickers. Most children with autism will not engage in play that is obviously imaginative. This can be hard to pick up on its own, because children with autism often do not have much speech and rarely seek out playmates (or you) to play with. Another autistic behavior that can look like play is waving hands and fingers in front of the eyes.

Another recognizable sign of autism in young children is the way they move when playing. Some kids seem to transition from toddling to track star/gymnast. They run, jump, hang and swing like little adults. Children with autism are often weak and uncoordinated, with poor muscle strength, balance, an immature running gait, and delayed gross and fine motor skill development. Because of this, they often do not engage in running games or climb around on the monkey bars. It is quite common to find an child with autism standing alone and flapping his/her hands and arms rather than engaging in typical playground play. One very common manifestation is an inability to go up and down stairs without support. Look at how you and typical children climb stairs - continuous and smooth, with one foot per stair and no need to hold a hand rail. Autistic children often use an immature and choppy two foot per stair gait and depend heavily on hand rails for stability. Climbing stairs is so done so frequently that it is a good way to measure your child's progress as they begin to conquer their autism. However, they may need significant help from a physical or occupational therapist before they master this task.

Somewhere around the age of 3-4 years, most kids will begin to play with other children rather than playing separately but side-by-side. Children with autism commonly lack the social skills necessary to initiate or engage in cooperative play and subsequently do not develop typical cooperative play behaviors.

Little kids love to show and tell. They thrive on shared enjoyment and seem to want to teach their parents in the same way they are taught. A normal kid may look up at the sky and point to an airplane with a joyful "AIRPLANE" or something similar. Autistic children often do not exhibit any shared enjoyment or exhibit a need to "teach" or "show" their parents.

Whether you are new to autism or an experienced parent /caregiver, it is VERY important to learn to recognize the sign and symptoms of autism and ASDs. It will help you to understand your child's strengths and limitations and is a critical skill when observing your child's progress towards recovery. To learn more about recognizing the signs and symptoms of autism, and about an effective approach to treating autism, go to http://www.ConquerAutism.com

Biomedical Autism Treatment - Intervention For Autistic Children

What is Biomedical Autism Treatment?

Biomedical autism treatment is the practice of treating the medical problems that can trigger autism and other disorders. Many children, teenagers and adults with an autism-spectrum disorder (ASD) have a true, underlying medical condition that includes genetic susceptibilities, detoxification imbalance, immune dysfunction, nutritional deficiencies, dietary sensitivities, biochemical abnormalities and more as causative factors in their ASD condition. A biomedical autism treatment approach comes from the awareness that ASD for many individuals is NOT just a psychological condition with no hope for improvement or recovery, like some say. It is, instead, a medical condition that has the potential to be reversed. Biomedical autism treatment for someone with an Autism-Spectrum Disorder works! It should be considered essential for any comprehensive program you are implementing to improve the health and quality of your child's (and your) life.

Basic Overview of Biomedical Autism Treatment:

* It is more than just a neuro-developmental disorder. Autism and other autism-spectrum disorders are truly a medical condition.

* It is the knowledge that the majority of autism-spectrum children (as well as teenagers and adults) are dealing with an underlying biological (aka. medical) disorder.

* Biomedicine can help children with attention-deficit (ADD), attention deficit hyperactivity disorder (ADHD), and other neuro-developmental problems even if they are not diagnosed with autism.

* Heavy metals, food sensitivities, nutritional deficiencies, chronic infections, immune dysfunction and genetic susceptibilities are at the core of their health problems. When these health issues are identified and treated many children's autism condition either improves or goes away.

* Biological problems involving the brain, immune, digestive, hormone and biochemical systems are at the root for many children on the autism-spectrum. The key is to recognize that autism is reversible for many children.

* Some of the biomedical autism treatments include dietary intervention such as the gluten and casein-free diet, vitamin and mineral therapy, detoxification treatment including the removal of heavy metal toxins, digestive support therapy including bacterial and yeast eradication, hyperbaric oxygen therapy for ongoing neurological inflammation and poor oxygen circulation and more.

* It is totally false that there is no hope for recovery - Autism Is Treatable. Many children have the potential to improve and in some their autism can be reversed. Biomedical autism treatment can also improve the effectiveness of other therapies such as speech, occupation therapy and Applied Behavioral Analysis (ABA). Many parents see a dramatic improvement in their child's response with these "traditional" autism interventions once they begin 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

15 Autism Strategies For Managing Autistic Children

Managing an autistic child can be difficult at times, which is why having autism strategies in place can make the difference between coping and feeling overwhelmed. The strategies don't have to be difficult or complex, it's really simply a matter of ensuring that your child feels secure, comfortable, and calm, so that they can grow and develop in a positive environment.

It's important to remember that a number of the behaviors autistics display are those that they have developed in order to provide security and certainty to the world that surrounds them. Some of the behaviors that an autistic child naturally develops are designed to shut out situations they find too difficult to cope with. Thus applying the right approach can help a parent reach their autistic child instead of being shut out.

The following is a list of 15 different autism strategy suggestions parents can utilize to help them manage their children with autism spectrum disorders:

1. Provide a predictable environment and daily routine

2. Prepare your child in advance for any changes that need to occur to the routine, don't spring surprises on them. Keep in mind changes should only be made when absolutely necessary.

3. Activities should have structure.

4. Distractions should be kept to a minimum, especially when communicating, so don't try competing with the TV or lots of background noise when giving instructions.

5. Ensure you have your child's full attention when trying to communicate with them.

6. When giving instructions they should be simple and direct so there is no room for misunderstandings.

7. When instructions are given, you need to allow enough time for your child to process them. Autism strategies require patience - don't rush your child.

8. Try using visual aids like flash cards or picture books when communicating as these can help get your message across and cement understanding.

9. Try to be as consistent as possible with everything you do involving your autistic child. This includes punishments.

10. If an autistic individual is not coping, he/she requires a "safe" place where they can retreat in order to calm down and de-stress.

11. If your child is not coping with a situation, consider if underlying causes (I.E. confusion, stress, fear, pain or over-stimulation) could be a factor and try to remove that cause.

12. When the stress levels of an autistic have reduced, encourage them to return to group activities or situations.

13. Speak to the school to see if a buddy system could be introduced to help provide academic and social support. This involves pairing autistic kids with non-autistic peers.

14. Before attempting to alter or discourage a behavior that you think is inappropriate, carefully consider if this is necessary, as the behavior you are trying to diminish may be replaced by something worse.

15. Don't take autism behaviors personally, find ways to de-stress yourself and remember that laughter is often the best medicine when you're at your wits end.

For discover more autism coping strategies sign up for the free newsletter below.

In addition, parents need to keep in mind that education is one of the best autism strategies they can apply in their efforts to manage their child's autism. The more information one knows about autism, the easier it will be to cope, understand the needs of autistics, and help provide them with the best environment to grow up in.

By Rachel Evans. Sign up for a free newsletter for more information on autism. In the newsletter you'll find out more about the signs and symptoms of autism.

Autism and the Teenage Years

It is difficult for autistic children at any age, but the teenage years can be especially challenging. Autism is a disorder that manifests itself with the individual having trouble communicating and managing a variety of social situations. Coupled with this, there are the repetitive behaviors and difficulty with emotional control. The teen years are perhaps the most social time of our lives. It is a time where teenagers are learning about themselves, and are moving rapidly toward adulthood. This is an incredibly social time where what you say and how you act are very important in the eyes of your peers. This is also precisely the time where autistic teens face some of the most stressful situations of their young lives.

Like any teenager, they need help in dealing with their increasing sexuality. Some people find that as they reach their teenage years their behaviors improve. However, for others their behavior can worsen as a direct result of the tension and confusion associated with this difficult time

It can be at this age that most teenagers become aware how different they are from their peers. They may notice that they don't have many or any friends and that they aren't dating or planning for a career. For some, these feeling of not fitting in can motivate them to learn more social skills to better fit in, for others it means they retreat into themselves even more.

There are different levels of autism. Many people believe that the depiction of an autistic man by Dustin Hoffman in the movie "Rain Man" pretty much sums up all people with autism. There are cases of autism that are along the lines of Hoffman's character in the film, but there are just as many, if not more, cases of high-functioning autistic people. High functioning autistic people can be difficult to detect at times. In many cases, unless you know them personally, you may not be able to tell that they have autism.

So what is life like for an autistic teen? This is a difficult question to answer. Again, it depends heavily on the severity of autism present in the teenager. High-functioning autistic teens attend regular and honors classes, are involved in school activities, and despite some social difficulties, are often difficult to distinguish from other kids their age. On the other hand, severely autistic teens have a much more difficult time. Many require special schooling and individual care. The vast majority of severely autistic teens are unable to take care of themselves and rely on others to meet their basic needs.

Since autism causes a problem in communication, most autistic teens do not learn how to behave according to sociological norms through experience. They need to be taught the proper way to behave. The inability to fit into proper social situations can be traumatic and lead to a tendency to disengage from a certain situation, whether it is related to play, school, or work, and simply leave the situation. This can make it difficult to raise an autistic teen, especially if they display severe symptoms.

There are tons of resources on the web and in libraries that can provide you with more information on autism and the teenage years. If you have an autistic teen living at home, you know what a challenge it is to deal with the tremendous problems in communication. Oftentimes, it may seem like your own child does not want to be close to you, but you need to realize that it is the result of their autism rather than a reflection on you as a parent.

Clearly, having autism as a teenager can be extremely difficult. If your child is either low or high functioning, there are a variety of resources available through your local school system. Schools are mandated to provide services for autistic and other developmentally challenged individuals. It is a good idea to discuss the routines and procedures you have in place with officials from school so that the transition between home and school goes as smoothly as possible to provide your teenage with as much help and support as possible during this time.

As an essential guide to autism, my ebook provides more details on managing autism and many treatment options. To find out more, please visit The Essential Guide to Autism.

Rachel Evans also writes a Free Autism Newsletter. Join For Free Here: please visit Free Autism Newsletter. To find out more about autism education and for information on high functioning autism

Autism in Children - Two Important Signs to Monitor That Indicate the Condition

Do you know that more and more people are being afflicted with autism spectrum disorder? This is a fact because many children are continually being diagnosed with this disease on a daily basis all over the world. In the United States alone, it is estimated that more than 2 million people are infected with the disease and the figure is likely to be increasing on a daily basis.

If you are a parent or an intending one, there are certain signs you need to monitor in your child to know if that child is having autism. The major signs to monitor usually affect the communicative and behavior skills of the patient. Read the below two important signs that can help you know whether your child is autistic or not. But of course, ensure that you get the doctor's confirmation before taking any action.

The first sign area you will like to watch out for is the inability of the child to display the needed social skill when it is time. A normal child is likely to show gestures and imitate certain words before he or she reaches one year and six months. If your child at this age cannot show this skill then watch out as he or she might be a victim of the condition.

Another is the behavior he or she is constantly exhibiting. An autistic child usually displays a repetitive characters like the repetition of some words when it is not necessary. He or she could also repeat certain actions such as flapping of hands. The habit is often referred to as stimming. A child with autism usually displays this habit.

These two signs, among others, should alert you to the presence of autism in your child. But of course, before making any decisions or arriving at any conclusions, you should talk to your doctor to examine your child and let you know what the true situation is.

Click to learn --> Autism Toddlers Symptoms and secrets to High Functioning Autism!

Autism - Staying Focused on Managing Your Child's Care

Staying Focused in Managing Your Child's Autism Problems

When you know something is not right with your child, and you've entered the diagnostic arena, get your diagnosis and get out soon. Get out of the diagnostic preoccupation game sooner than later. The traditional medical model would dictate the need for the ultimate and absolute diagnosis before anything at all could be done to actually begin the work of making improvements in the given situation. This does not have to be so. Take the diagnostics to a reasonable point and if you have the idea that your child falls somewhere on the autistic spectrum somewhere, do not get lost and lose time and energy that could be spent on assessing those parts of the puzzle about which something real and practical can be done. Many parents have wasted precious time while the young "impressionable", "malleable", "plastic" and potentially changeable brain and nervous system is allowed to "harden" it's wires into deeper neurologic distortion.

My admonition is to quickly, in a direction of identifying the sub-sets of the myriad of physiologic functions gone wrong, deal with as many of these as is possible and reasonable, at the same time.

One needs to cast a wide net of investigation over the possible physiologic parameters gone wrong in order to help the child that has definitely diagnosed or suspected autistic spectrum disorder.

There is a relative window of opportunity in most cases that generally involves getting onto a course of "functional" investigations and treatments sooner rather than later in your developing child. The child has to develop strategies for survival and coping in a world that is coming thru to that child's brain in a rather distorted way. This forces the child to adapt strategies for relating to that environment as best as that child can adapt, under the distorted circumstances. If some of the distortions can be removed or improved upon, the child then has to adapt new strategies vs. the prior strategies that served him or her best previously. A trusted strategy now has to be surrendered to a new strategy. This process involves serious change. Change, by its very nature, whether for good or bad, is stressful to the already stressed nervous system. In short, get in there fast and furiously, (with both feet on the ground, nothing rash and crazy to be going on) and seize the earliest time to avoid the "hardening" of the plasticity of the brain and nervous system that you do have on your side. It's only so plastic, although so plastic that hope is usually on your side and cautious optimism is very appropriate.

Once you pass the initial diagnostic phase, the "official pronouncement", of the diagnosis or presumed diagnosis of autistic spectrum disorder, then you are first facing the functional diagnostics of finding out what's really wrong with your child, behind the label. You want investigation, testing, and treatment of your child, not your child's new medical label, as if there is an aspirin available for the simple headache with predictable relief. Quite to the contrary, as most of those reading this already know, it seems like a lot less certain and known, than known and predictable. But, there are a variety of sources available now for a variety of types of help.

I will present here an initial list of tests and treatments that should be considered for your child. This is not an all-inclusive list at all, but meant to call attention to innovative methods that should not be overlooked. Fortunately, functional health investigations (also known as "functional medicine") have made headway into more and more treatment networks for autistic spectrum children.

An initial checklist would include a neurotransmitter assay. This ordinarily involves a morning urine sample that is sent to a lab specializing in measuring neurotransmitters, such as NeuroScience Labs founded by Gottfried Kellerman, PhD. Dr. Kellerman is a brilliant and concerned biochemist of many years experience, specializing in neuroscience and neurotransmitter evaluations, and who lectures to doctors all around the nation on this topic. Measurements of neuroexcitatory neurotransmitters such as glutamate, epinephrine, norepinephrine, dopamine, PEA, histamine and others, as well as measurement f inhibitory neurotransmitters such as GABA, serotonin, taurine, and others, have provided invaluable information to guide doctors with the use of non-pharmaceutical amino acids in balancing neurotransmitters safely and efficiently. The whole area of neurotransmitter testing and amino acid therapy should be considered an essential component of a comprehensive approach to helping the child caught in the autistic spectrum problem.

The whole area of identification of food and environmental substance allergy, hidden allergy, and intolerances should be welcomed as a potential source of high yield information for helping your child. Food and inhalant panels for IgE (atopic, or short term reactants), IgG panels for foods and environmentals (delayed reaction antibody responses) and food and environmental substance intolerance panels (measuring the degree of white blood cell damage in the presence of various dietary and food additives and household chemical exposure) should be considered a mainstay in this area of evaluation. Dr. Russel Jaffee, MD, PhD, of NIH research fame, recently made his sophisticated food and environmental sensitivity testing available again. He is the developer of this "LRA by ELISA-ACT" method of testing. All these tests involve a single blood draw that is used to react with hundreds of possible offending substances, according to what is ordered. Testing options include foods, food additives, household chemicals, chlorine and fluoride, spices, trees, pets, molds, and others including antibiotics and other prescription medications to be tested for sensitivity. The panels are modified as logic and financial expenditure are considered.

Another test often comes into consideration when there are many allergies or sensitivities or simply when an overview of the condition identifies gastrointestinal involvements that the practitioner chooses not to ignore as presumed unrelated, until investigated. Some symptoms such as chronic bloating or excessive gas, may be not considered worthy of further evaluation by practitioners who are not acutely aware of the "gut-brain connection". There are many interactions that go on in the intestinal tract that influence the brain and central nervous system function. An interesting point of information that helps illuminate gut-brain interrelatedness would be the fact that approximately 94% of the serotonin driven nerve pathways are in the gastrointestinal tract and only 4% in the brain. This seems opposite of what many would intuitively think but remains an interesting fact.

Investigation of the intestinal health picture with a Comprehensive Digestive Stool Analysis, as is available through Genova Labs and Doctor's Data Labs, can be a very productive lab test in providing information regarding function gone wrong in the intestine that can be directly insulting to the immune and nervous system functions.

The Comprehensive Digestive Stool Analysis provides upwards of at least 50 tests of function covering a wide are of enzymatic, microbiologic and immune markers. It is probably the most clinically efficacious way of determining whether there actually is an overgrowth of yeast/candida species by scientific culture and sensitivity testing as well as direct microscopic evaluations. In this manner, unnecessary speculation regarding yeast issues can be turned into an objective laboratory question. The experienced clinician knows how to logically resolve the often belabored "yeast question" into a factual yes or no matter with sensitivity testing to guide rational treatment when indicated. Other tests of "commensal" bacterial overgrowth, leading to "dysbiosis" that may adversely affect function can be tested and likely corrected. Measurement of pro-biotic bacteria by direct culture and measurement is performed and is often an issue where there has been past antibiotic exposure of significance. When these problems are found they should be treated and not left unattended.

In this limited checklist of important evaluations, lastly, but possibly most important, and least often pursued is the "structural-functional" examination of the cranium for "cranial distortion patterns" by a doctor trained in craniopatic analysis and treatment. This field is generally limited to doctors trained in "craniopathy" or "cranial manipulation" from training backgrounds in Sacro Occipital Technique, post-doctoral training programs in "Cranial Technique", or from appropriately trained practitioners in Applied Kinesiology post doctoral programs, or by a similarly trained cranial osteopath.

The purpose of this form of cranial evaluation and treatment is to provide for normalization of the structural influences on proper cerebrospinal fluid flow by specific corrections of the cranial mechanisms that allow for normal living motion in the mechanisms that propel the nutritive and electrolyte properties of the cerebrospinal fluid to bathe all of the central nervous system. This helps improve and restore the natural rhythmic and pulsatile movement of the brain and cord structures that pump fluid up and down through the brain. Disorders here can block the ability of your child to fully process other informational training nd corrections being used.

Other tests and investigations and considerations for a simple blood test of red blood cells for heavy metal content which may be a useful first screen for mercury and related issues to help weigh relevance in a given case.

The organic acids profile has been described by the famous Sidney Baker, MD, Yale Child Study Pediatrician, as a urine test that can be likened to examining your automobile exhaust to see how the engine is working. There are over forty metabolites of major fundamental metabolic pathways in the body that are measured to see if looking "backwards through the biochemical systems, if we can see something gone wrong in a fundamental area of human biochemical performance, that would likely go unnoticed otherwise. As a non-invasive comprehensive urine study, it's an invaluable tool in a complete investigation.

It is hoped that this partial checklist for the functional evaluation and care of a child with suspected autistic spectrum disorder serves as a worthy primer and inspires parents to mobilize and work hard to continue to be faithful to providing the very best possible care for their children.

You may contact the author at his office:
Pain Relief Center, P.A.
Dr. Daniel P. Hillis, D.C.
239-597-3929
http://www.NaplesPainRelief.com

For an appointment with Dr. Hillis to discuss the issues of autism and children's health issues, including infants & toddlers, please ontact the office. Dr. Hillis also treats the following conditions: chronic fatigue, female hormone balancing, fibromyalgia, neck & back pain, TMJ, persistent & chronic migraine headaches, Autoimmune Disorders, Hidden Allergy, Chronic Digestive Problems, IBS & Chronic Bowel, ADD/ADHD, Restless Leg Syndrome, Torticollis, Balance & Dizziness and Chronic Pain Syndromes, as well as many various health conditions and unsolved issues.

To consult with Dr. Hillis on your condition and what the solutions for effective care would be, call Jennifer at the office at 239-597-3929.

1001 Crosspointe Drive, Suite #1
Naples, Florida 34110

A Brief Explanation of Autism

Autism is a complex developmental disability that typically appears during the first three years of life. It is a result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. It is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities, or interest. Autism is a "spectrum disorder" that affects individuals differently and to varying degrees.

Autism is one of five disorders that falls under Pervasive Developmental Disorders (PDD). The other four are Asperger disorder, PDD-NOS, CDD and Rett disorder. Autism is the most common PDD. It knows no racial, ethnic or social boundaries. It is four times more prevalent in boys then girls. It is believed to be growing at a rate of 10 to 17% per yer in the United States, according to statistics from the U.S. Department of Education. There are no medical tests for diagnosing autism. There is no cure for autism.

Children with autism have a higher than normal risk for certain co-existing conditions:


Cornelia deLange Syndrome - a congenital syndrome, present from birth. Tourette's Syndrome - a neurobiological disorder characterized by tics - involuntary, rapid, sudden movements and/or vocal outbursts that occur repeatedly. Evident in early childhood or adolescence before the age of 18. Fragile X Syndrome - the most common cause of inherited mental impairment. Williams Syndrome - a rare genetic condition which causes medical and developmental problems. Downs Syndrome - the most common occurring chromosomal condition. Tuberous Sclerosis Complex (TSC) - a genetic disorder that causes tumors to form in many different organs, primarily in the brain, eyes, heart, kidney, skin and lungs. Landau-Kleffner Syndrome - a childhood disorder; gradual or sudden loss of the ability to understand and use spoken language. Congenital Rubella Syndrome - when a mother passes the rubella virus (German Measles) to their developing fetus, causing the child to be born deaf, blind, with cardiac problems, developmental delays and other medical conditions. Untreated Phenylkentonuria (PKU) - the absence or deficiency of an enzyme that is responsible for processing the essential amino acid phyenylalanine. This is detectable during the first days of life with appropriate blood testing. Kluver-Bucy Syndrome - a rare behavioral impairment that is associated with damage to both of the anterior temporal lobes of the brain. Prader-Willi Syndrome (PWS) - a complex non-hereditary birth defect resulting from an abnormality on the 15th chromosome. Lesch-Nyhan Disease (LND) - is most commonly inherited but it can also occur as a spontaneous genetic mutation. It is a rare X-linked recessive disorder involving a virtually complete absence of activity of the enzyme hypoxanthine-phosphoribosyltransferase (HPRT). You can access more information on the above conditions through their websites. Type in the condition or disease as a Google search and it should bring up the website (most end in .org).

Many therapists believe that use of a highly structured and intensive skill-oriented program to help children develop the use of language and social skills is the best way to work with autistic children. Others feel differently. There are various programs available to parents who are seeking a different approach to working with their autistic child. Few of these programs have the support of the scientific community. Parents should be cautious when trying a different approach.

For many children, autism improves with treatment and age. Some children will grow up to lead normal or near normal lives. There are some wonderful books written by autistic people about their lives. They give hope to those parents who are raising a child with autism.

Depending on whose reports you read, autism affects three to six children our of every 1,000; according to the International Center for Autism Research and Education. Or, 1 in every 150 American children; according to a report out in February of 2007 by the Center for Disease Control. This is a big difference. Why are so many American children affected with Autism?

Wendy Greif is a mother and graduate of USF in Special Education. She has taught children with various disabilities in both South Carolina and Florida. Mrs. Greif operates an informational website for parents and caregivers of children and/or adults with special needs ([http://www.specialneedschildrenandadults.com]).

Autism - What it is and What it Isn't

With the terms 'autism' and 'Autistic Spectrum Disorder' being thrown around so much lately many people are confused about what exactly autism is. With the rising incidence of autism, it is important for the general public, and especially those with autistic people in their lives, to understand this spectrum of disorders and how it affects people.

Autism is a developmental disability, which means it is a disability which begins to present itself in childhood and which lasts throughout life. Other developmental disability diagnoses that are related to autism, such as Aspergers Syndrome and Pervasive Developmental Disorder - Not Otherwise Specified, are said to exist on the Autistic Spectrum, which makes autism a spectrum disorder. This means that there are a spectrum of symptoms and degrees to which the symptoms can manifest, but that all of these diagnoses are autism. People with a High-Functioning Autism diagnosis therefore have the same symptoms as lower functioning autistics, but they vary in severity.

At its root autism is a non-typical type of perception and cognition. An autistic perceives the world differently than a non-autistic, or neurotypical. This means that sound, sight, taste, touch, and smell are experienced differently by autistics than neurotypicals. The senses can be amplified, dampened, or just plain different. Because of this an autistic person might be overwhelmed or mildly repulsed by certain types of sensory input and might be drawn to others. A good example of this would be an autistic child at a fireworks display - the sudden loud noises synched with the explosive visual displays can send the child into a severe meltdown, because he cannot cope with the way that the sensory input affects him. Another example would be that it is a common (but by no means universal) trait for older autistics to enjoy particularly spicy foods, or to have otherwise unusual tastes in foods.

This affectation of sensory perception is a part of the cognitive alterations at the basis of autism. Another part of this is the way that thought patterns are affected. Autistics often describe thinking in pictures, or even matrices of information, rather than linear strings of data like words. Different lines of thought can be experienced as interactions between these pictures. This is part of the reason that verbal autistics often communicate particularly well with each other.

These are the basic foundations of autism, and of course they exist to different degrees and can cause different traits in different people, but it's important to remember that this, and not the behaviors or other observable symptoms, is what autism is.

Lars is a relationship counselor who has experience working with autistic children and severely impaired autistic adults, and who has friends and family with Autistic Spectrum Disorders. He is now involved with internet marketing to be able to spend more time at home with his new family. Visit his website at http://www.treatmentsforautism.info for more information about Autistic Spectrum Disorders and different options for treating some of the difficulties that go along with them.