The Terrible Teens - Dealing with Autistic Teenagers

For most parents, one of the most trying times in their lives is during their child's teenage years. When puberty hits, young adults go through serious changes in their bodies and minds, and parents have little or no control over many situations. In an autistic child, puberty is no different. Although your autistic child is not experiencing puberty in quite the same ways as others his or her age, major hormonal changes still occur in the body. This can lead to extreme results, and this can be either good or bad depending on how your child reacts to the new hormone levels.

One of the scariest side effects of changes in an autistic person's body is the onset of seizures. Many autistic individuals experience seizures from birth to adulthood, but even if your child does not suffer from these episodes, he or she may begin to experience seizures during puberty and afterwards, due to the new levels of hormones in the body. Strange as it may sound, violent shaking seizures are not necessarily a bad thing. Almost a quarter of autistic children experience seizures, but many go undetected because they are not textbook versions of seizures. If you recognize that your child is experiencing a seizure, you can do something about it, and doctors will be able to better treat your child. However, if the seizures are subconsciously happening, you and your child may not realize it. The result of these small hidden seizures can be a loss in function, which can be devastating, especially if you child was improving before puberty. Regular check-ups during puberty, therefore, are extremely important.

The changes might not necessarily be a bad thing. New hormone levels in the body and the other changes associated with puberty might help your autistic child grow and succeed in areas in which he or she normally had no skill or interest. Many parents report that their child's behavior improved, and that learning in social settings was easier.

The important thing about puberty is to learn to monitor the changes in your child very carefully and to ask your doctor lots of questions. Remember that puberty is a difficult experience for any young adult, and so it will be even more difficult for someone with autism. Try to practice patience and understanding with your teen, and be careful to regulate his or her autism so that the transition from child to adult will go more smoothly.

Autism is often described as a spectrum disorder because of the variety of ways in which it can present itself in different individuals. There is no single known costs and because of the complexity of the disease and the fact that no two children ar

One of the greatest controversies that surrounds the autism is the questionable link between the condition and certain childhood vaccines, particularly the measles-mumps-rubella vaccine. Others have also linked autism to vaccines that contain a preservative with small amounts of mercury, thimerosal. Many researchers and doctors believe that most of the children's vaccines have been free of thimerosal since 2001. However, the flu vaccine continues to hold this particular preservative. Today, extensive studies have been done which have neither proven nor disproven the link between autism and vaccines.

In the particular spectrum of autism lies a condition called Asperger syndrome. In this condition individuals have both normal intelligence and normal language development as well as non-of the learning disabilities commonly associated with autism, but they do carry some of the behavioral symptoms often associated with autism.

Children with Asperger syndrome will usually exhibited a triad of symptoms which include difficulty with social communication, social imagination and social interaction. Children and adults who exhibits signs of Asperger syndrome will also typically have an all absorbing interest in a particular topic or hobby.

Researchers place Asperger syndrome with other conditions called autistic spectrum disorders or pervasive developmental disorders. All of these involve problems with social skills and communication, although, Asperger syndrome is generally thought to be at the milder and of the spectrum.

In fact, Asperger syndrome was so mild that although it was described in the literature as early as 1944 it wasn't until 1994 that it was included in the DSM-IV and even later recognized by professionals and parents. Until that time individuals who suffered from Asperger syndrome were considered to be a bit eccentric or odd but did not have a diagnosis or considered to be disabled.

Controversy continues to be an issue with Asperger syndrome because researchers are still focusing on whether high functioning Asperger syndrome is really a disability or just a "difference". By categorizing this condition as difference they feel that the diagnosis will be more neutral and value free rather than describing it as an impairment or a disability. The latter may apply only to lower functioning cases of autism and should be reserved only for those who require financial and physical support.

Individuals who suffer from Asperger syndrome and autism find their condition is difficult and leave them lonely. By definition the disorder brings difficulties in socialization and communication, both for the child and the parents. It probably means fewer play dates and birthday invitations and stayers from parents in public when a child's meltdown is part of a disability and not the result of "bad parenting".

Asperger syndrome and autism are part of the same diagnosis of pervasive personality disorder or autism spectrum disorder but on opposite ends of the continuum. At this point researchers are continuing to define the clause of both conditions, working towards better treatment protocols and the possibility of prevention.

How PDD-NOS is Diagnosed

PDD-NOS is a diagnosis given when a child does not meet all the criteria for Autism, but they show several of the signs. PDD-NOS or Persuasive Developmental Disorder Not Otherwise Specified is diagnosed with several different types of assessments. We will look at these different types of assessments needed for PDD-NOS.

Medical Assessment

The medical assessment will examine the child completely to rule out any health conditions that could be causing the symptoms the child is experiencing. Some health conditions can cause similar symptoms as those in Persuasive Developmental Disorder Not Otherwise Specified.

Educational Assessment

The child will be tested in several different educational areas. They will be assessed on what skills they have appropriate for their age. They will be assessed on daily living skills. These skills include dressing, bathing, eating, etc. These skills can be assessed by testing, or interviewing the parents, and teachers.

Interviews with Child's Parents, Teachers

Children with Persuasive Developmental Disorder Not Otherwise Specified can have different symptoms at different times or places. Interviewing the child's parents and teachers gives a better picture of the child. A child in school is with the teachers for several hours a day. They can add very important information to the child's assessment. The same can be said for anyone that spends a lot of time with the child. This might be a daycare provider, or grandma.

Psychological Assessment

The child will be assessed by a Psychologist to rule out any mental disorders that could be causing the problems. The child will be examined for delays in several areas like cognitive, or social. They will be evaluated for anxiety, or problems with depression.

Behavior Observation Assessment

The doctor assessing the child for PDD-NOS might want to observe the child in a natural setting. This can be done in the child's home. This gives the doctor a better view of symptoms a child is having. They can see how the child acts with their family.

Communication Assessment

The child will have their communication skills tested. This will be done with testing and by talking to the child's parents. The child will be assessed for their ability to understand others, and their ability to use their words. The doctor will want to know if the child understands body language, and facial expressions.

Occupational Assessment

The occupational assessment will check how well the child can use their fine motor skills. They will also check for any sensory issues the child may be dealing with. An example of a sensory issue would be a child that only likes certain textures. This can make choosing clothing difficult.

After all of the assessments are complete the team will meet and decide if the child has met the criteria for a diagnosis of Persuasive Developmental Disorder Not Otherwise Specified. If the child is found to have PDD-NOS a treatment plan will be created. Getting treatment for the child is very important. The treatments can help a child with Persuasive Developmental Disorder Not Otherwise Specified to be able to communicate better. They can learn how to act in social settings. Overall treatment can make their life easier.

Bully Proofing the Child with Asperger's Syndrome in Your Classroom

As a skilled teacher, you know how to help the child with Asperger’s Syndrome transition from one activity to the next in your classroom. As a matter of fact, you most likely work closely with the parents of your students anyways, and since you are sensitive to their input and the needs of your children, you are not having any troubles. The problems which you might encounter, however, deal with the interpersonal relationships the children in your classroom are forging between themselves. There is little input from grownups and these relationships are crucial for the proper development of the youngsters’ social skills. Unfortunately, for a child with Asperger’s Syndrome there is a very real danger of falling victim to the class or school bully.

This kind of bully delights on picking on children who might be a bit move naïve and eccentric than others. These differences provide great fodder for the bully who sees this as an opportunity to pick on the child with Asperger’s Syndrome. Perhaps she will point out the inability to understand jokes or the failure to read social clues. The bully might mercilessly tease the child for being different, and before long, others might join in with name calling and ostracizing the child. Bully proofing the child with Asperger’s Syndrome in your classroom is not always easy, but it is an absolute requirement to ensure the youngster’s safety and also willingness to engage in the academic process.

To accomplish bully proofing, it is important to make the child with Asperger’s Syndrome a valued part of the group. Whenever possible, make her or him part of a group of kids where the special abilities the child has will come to the forefront. Since children with Asperger’s Syndrome do especially well with learning by rote activities, you might want to use these teaching opportunities to make the child part of a team where this ability will lead the team to victory. Not only will this made for instant peer acceptance, but it might also make the child into a much sought after team member.

Moreover, discuss with the parents or caregivers the kind of social interaction role playing that is being done in the home. If there is little or no such role playing, model the proper behavior and also engage the child in role playing in between classes. Helping the youngster know how to respond to certain challenges on the playground as well as in the cafeteria or classroom will make her or him unattractive to the bully who is out for easy prey. If the child is older, consider a buddy type system where a more socially mature child I paired with the Asperger’s Syndrome child to help ease transitions and to basically act as a buddy that helps the child understand the implications of social interactions and leads by example.

No matter which steps you take in the short term, it is crucial to remember that a big portion of running a classroom that includes a child with Asperger’s Syndrome must focus on not allowing the child to withdraw from contact. It is in your classroom that the child will learn to interact or withdraw, and when given the choice, may become reclusive.

Potty Training an Autistic Child

Potty training a normal, healthy child can be hard work. What do you do when that child is Autistic? Maybe they do not even understand what it means to use the potty. Here are some helpful suggestion when potty training and Autistic child.

1. Make sure the child is ready to be potty trained. Just because all the books says they need to be trained at two does not mean your Autistic child has the ability to do so. Do they know when they are wet or have a dirty diaper? Do they have a dry diaper all night?

2. Does your Autistic child have the skills to undress and redress. If not this can making potty training harder unless you intend to let them run around naked for the next few months. This can also make for a lot of time spent scrubbing carpets. It is best to wait to potty train until your child can easily undress and redress them selves.

3. Use a reward system when potty training. If they use the potty, or attempt to use it give them some type of reward. This can be a treat or a toy. Make sure that anyone working with the child knows they are to be rewarded for their potty efforts.

4. Do not punish the child for accidents. If your child has an accident remind them that is what the potty is for. Make sure everyone working with the child knows this too. Mixed messages will not help.

5. Find out what your child's schedule is. It does not take long to do this. When during the day are your child's diapers dirty? Use these times to sit the child on the potty. You can keep a journal of the day to see a pattern in potty time. Then you will know the times to focus on potty training the most.

6. Do not give up. If your child does not catch on right away do not give up. It takes a few weeks for a new skill to be learned. If you keep switching from diapers to the potty this will just confuse the child even more. Consistency will be a key factor when potty training. This goes for any child not just Autistic children.

7. Do not make your child feel stressed about potty training. If they think they have to use the potty they may immediately turn against it. Let your child see the potty and get familiar with it before they are made to sit there. Place the potty out in an area for them to examine it for a few days . This will let them become comfortable with the idea.

Remember Autistic children can take longer to catch on to a new skill. Do not stress out about the potty training. It will happen when the child is ready. If you are stressed the child will feel that, and they will have a much harder time relaxing to use the potty. It could make them avoid potty training all together. Just relax, your Autistic child will not be in diapers forever.

Behavior in Children with Aspergers

Children with aspergers syndrome have the specific behavioral symptoms that can make it difficult for them both in their family and at school. It was Hans Asperger, a Viennese pediatrician, who first documented a group of behaviors that is now known as aspergers syndrome in the early 1940s. He observed a group of boys with the condition which characterized a variety of levels of intellect and language development but seem to have difficulty with communication and socialization.

It wasn't until the mid-1990s that psychiatry recognized the diagnosis in the DSM-IV and even later than that before professionals and parents understood the disability of aspergers syndrome.

Aspergers syndrome falls in the spectrum of autistic spectrum disorders or pervasive personality disorders. Because it is one of many in this spectrum and because aspergers syndrome manifests in a variety of ways children may not display exactly the same set of symptoms but will show similarities in behavior. These challenges make it somewhat difficult to accurately diagnose children with aspergers syndrome. Some experts will use a variety of terminologies including as for autism or high functioning autism all of which have common symptoms to those of aspergers syndrome.

What differentiates individuals with aspergers from autism is that autistic behavior manifests itself much earlier in age band does aspergers syndrome. Aspergers will happen when the child is well past the age of three with most diagnoses occurring in five to nine years of age. Individuals with autism will often be diagnosed prior to the age of two.

Children who have aspergers syndrome will exhibit behaviors such as an inability to interact with others or they may acquire obsessive fixations on things. These obsessive fixations can be misinterpreted as obsessive-compulsive disorder, which is one diagnosis misinterpreted as aspergers syndrome.

Children may also develop peculiar speaking habits and even act with weird gestures. These behaviors may be a results of the neurological deficits from which they suffer and are the basis of their aspergers syndrome. They are also not expressive and find it difficult to interpret other people's nonverbal communication. The combination of these two behaviors often singles children out as targets for bullies and teasing. Some other children also believe that these kids are self-centered, selfish or egotistical because they are unwilling to participate in social interaction when in fact they are unable.

Children with aspergers syndrome also tend to be extremely sensitive to specific sensory stimuli. These include touch, sound and light. Bright fluorescent lighting may cause them to shield their eyes and they may place their hands over their years for sounds that others find pleasing. These behaviors in children with aspergers syndrome decrease their ability to participate in mainstream society and increase their ostracization for social immaturity, eccentricity and even clumsiness.

Children will have limited interaction with other people, not because they wish it but because they are on able to interact in a social situation which engages the other person. They have reactions to other people that are incompatible with the social situation.

A child who has autism will have delayed language development but children with aspergers syndrome will have excellent grammar skills and even high levels of vocabulary. However, they are on able to read the nonverbal cues in communication and misinterpret most humor.

Children will develop appropriately when it comes to being able to dress themselves, help themselves and feeding but they will be unable to have a "normal" attention span and will have very little organizational abilities.

Children with aspergers syndrome will appear to have absolutely no common sense, especially as they grow older. This is because they interpret the world around them in a very concrete manner and are on able to exhibit any social imagination. Using the social imagination, a child should be able to interpret humor, nonverbal social communication skills and be able to finish another person sentence when they understand the entire circumstance. Children with aspergers syndrome will be unable to complete those tasks.

Children with aspergers syndrome will also have an imbalance in their ability to participate in gives and takes social relationships. Even though the child may be able to initiate interactions they are typically considered to be "on his own terms". These children's look very egocentric from the outside and may relate primarily to the child specific wants, needs and desires. Sometimes they appear very quiet or withdrawn and have a very limited social drive. This means they are unwilling to interact with other children their own age because of either fear or of rejection or because of the severity of the condition.

These children also, typically do not learn social rules. They don't learn either by observing or through frequent verbal reminders. They don't intentionally ignore or break the rules body have a difficult time accurately understanding their social environment and don't understand that a particular rule is applied to a specific social events. For example, a teacher may remind the child with aspergers syndrome that he cannot push other children. He may be reminded prior to going out to recess at ones they are the child will push several other children.

Some children and also have specific preferences for closing that are due to comfort level or in relationship to sensory sensitivities. Children do not often make their decisions about what to wear based on peer pressure but rather for a concern of their own comfort. For instance, some children prefer no ridges on the caller or no elastic on the waste were wrist or no buttons down the front of his shirt. Other children would rather wear blue jeans while others were only elastic waist pants.

Their lack of social imagination and communications skills will also mean that they have difficulty acquiring and reading or solving skills. These children will also exhibit some physically clumsy and uncoordinated movements that makes them a target for teasing at gym class and poor choices for sporting activities.

While there are highly articulate and expressive language skills may convince some that they have advanced communications skills this is a mis-labeling of the child's abilities. Children can exhibit difficulty with their narrative skills including relating pass defense or retelling stories or television shows in a sequential manner. They often leave out important pieces of rock with relevant information and may revise the story completely.

Children who have aspergers syndrome have the intelligence and the language development to be able to function in a mainstream classroom. However, there appears and classmates should be told of their unique behavioral mannerisms and learning abilities that are associated with their condition. It should be noted that the parent of the child with aspergers syndrome must give permission prior to any peer training. This sharing of information with the child's classmates, especially when children learn that the child with aspergers syndrome does not choose to act in these ways and is unable to function any other way, often leads to better understanding and more social acceptance by their peers.

While the behaviors of children and with aspergers syndrome can be a significant challenge to the parents, peers and teachers there are specific strategies which can be used to encourage more productive interaction for the children and social strategies which help them throughout life.

Alternative Treatments for Autism

Usually the first treatment mentioned for Autism is medication. This is changing. More people are open to trying alternative treatments. Medications can have terrible side effects, so more people are looking for natural products. Here are some alternative treatments used for Autism.

Nutritional

There are several diets that can be used when treating Autism. They range from eating Gluten free products to eliminating dairy from the diet. Some Autistic children have a sensitivity to certain ingredients in food. These ingredients will contribute to behavioral problems, or meltdowns when eaten.

Omega 3's

Omega 3 has been found to be helpful in treating Autism, as well as many other disorders. People using the Omega 3 have found better sleep patterns, social interaction, and over all health of their child. People wanting to try this alternative treatment can add fish oil to their children's diet. Fish oil can be found in capsule for or liquid. Some children have trouble swallowing the capsule. The liquid form can be found in a flavorless type that is mixed in a drink.

Music Therapy

Several studies have found music therapy to be very beneficial to the Autistic child. Sometimes an Autistic child will sing along with music while they will not speak. This is one way of working on the child's speech. The music can be soothing to an Autistic child. It can relax them enough to take part in an activity with other people.

Sensory Integration

Children with Autism can be very sensitive to noises, tastes, textures, and smells. Sensory integration therapy helps the child to deal with whatever it is causing them problems. It can also be used to calm a child with something like a certain smell or texture.

Speech Therapy

Speech therapy is a must for any child with Autism. Children with Autism usually misuse words. They often have a hard time understanding the meanings of words like few or many. Speech therapists can help teach gestures and communication skills to nonverbal children. They can help the child to learn how to read other people's body language.

Play Therapy

Play therapy can be very useful when treating an Autistic child. Play therapy allows the child to relax and focus on things they enjoy. A therapist working with an autistic child will play on the floor with the child. They will give the child various toys and see if the child takes a liking to one of them. If the child begins to play the therapist will then try to interact with the child. After the therapist has formed a relationship with the child they might bring another child into play therapy. This can be a great way to get the Autistic child to play with other kids. Usually a therapist does the play therapy, however the parent can do the therapy after they have learned the techniques used.

These are just a few of the many alternative treatments available for Autism. Medication does not have to be a first resort. These can also be combined with medication for a better treatment plan.

Dairy Free Diet to Treat Autism

Parents are turning to their child's diet to when treating Autism. Some believe that Autistic children have a food sensitivity. They believe dairy, also known as Casein, is one of the foods to cause problems with Autistic children. Removing all dairy from your child's diet can at first seem very difficult to do. Most kids love cheese and ice cream.

Most people following a dairy free diet also remove Gluten from the diet. The ingredient in dairy that it thought to cause problems is Casein. Casein is a protein found in dairy products such as milk, cheese, yogurt, butter, and some hotdogs. It is very important to read all labels on food the child will be eating.

If you are going to try the dairy free diet with your child you will need to make sure they are getting enough calcium. This can be done with vitamin supplements, or milk substitutes. Many types of food are including calcium.

It is thought that the Casein reacts in the Autistic child's body causing the unwanted behaviors. They think if the dairy products are removed some of the behaviors will leave. It should take a few months to know if the diet is working for your child. If you are considering removing Gluten from the diet too it is advised to try removing dairy first. The dairy is removed from the body much faster than the Gluten. Gluten can take ten months or more to be completely removed from the body.

Following a Casein free diet can be expensive. Most milk replacements cost double the price of regular milk. Not all stores will carry the dairy free products. They can usually be found at specialty, or health food stores. You can find Casein free products on the internet for mail order. There are also lots of Casein free recipes available online. To save on the cost of Casein free foods some families find another family in their area using the same diet, and share the cost of ingredients by buying in bulk. They then split the foods.

If you choose to try a Casein (dairy) free diet with your Autistic child remember to allow enough time to see if the diet is helping. It can be helpful to keep a journal while trying the diet. Keep a record of behaviors your Autistic child has. Then you can see if the number of behaviors is dropping. If you have not removed Gluten from your child's diet you may want to consider this if your child is not improving from the dairy free diet.

To find out if your Autistic child has a sensitivity to dairy (Casein) have them allergy tested. This will tell you if you should remove any other foods from the diet. If you are wanting more information about Casein free diets visit your local library. You can find many books that deal with dairy free living. The internet is also a great source of information.

A Casein free diet might be helpful in treating your child's Autism. It is not a cure for Autism though. It will only help treat some of the symptoms.

Doctors and Diagnosing Autism

When a doctor first suggests that your child has autism, your immediate reaction might be disbelief and the urge to seek a second, third, or even fourth opinion. Because autism is so different in every child, it is a tricky disorder to diagnose. However, there are a few key ways in which doctors can efficiently identify autism in children, and if your infant or toddler is showing any of these signs of autism, you should visit your pediatrician immediately to express your concerns.

Autism occurs at a young age, rather than being a disorder an older child might develop. It is usually detected before the age of three, and many times much earlier. The first signs or autism are usually delays or regression in speech communication. Another early sign is abnormal behavior in group play situations and other social situations. The first step to diagnosing autism is a thorough physical examination as well as a review of family history by a specialist. Although your regular pediatrician will be able to spot unusual behavior, you'll want your child to be examined by a professional who specializes in autism and other similar diseases to make sure your child is properly diagnosed.

The next step includes hearing tests. Sine language and social skill delays could be due to inadequate auditory sensations. There are two types of auditory tests, one of which records the tones a child can hear and the other of which requires sedation and measures the brain response to certain tones. Of course, the first method is preferred, since it does not require any use of a sedative. After auditory testing, your doctor may encourage testing your child for Fragile X syndrome, which often times goes hand in hand with autism. Metabolism can also be evaluated. To do this, your doctor will need a blood or urine sample to analyze DNA.

An MRI or CAT scan can also be helpful in diagnosing autism. The important thing is to work with doctors you trust. Second opinions can be very helpful, but when your child has been diagnosed, stick with one doctor so that treatment is uniform and so that your child will get used to this person. Autism is difficult to diagnose and even more difficult to treat, so remember that you should begin to learn as much as possible about the disorder as soon as your doctor identifies it. If you have yet to speak with your doctor about abnormal behavior in your child, do so immediately. By detecting autism early, you give your child a better chance at becoming a high-functioning individual with much more opportunities in life.

Is my Child Autistic

Autism is a popular topic in the news right now. Several celebrities have came out and told the world about their Autistic children. This is causing more people to be aware of Autism, and to question whether their child is Autistic. Nobody wants to think that something could be wrong with their child. Then they watch a news report, or hear someone talking about a child that has Autism and they start to question their own child.

The symptoms of Autism are many, and they vary in each child. Just because you see some symptoms of Autism in your child does not mean they are Autistic. There are other medical conditions that have the same symptoms. Some children are late on their developmental milestones. Each child develops at their own rate. Just because your child is not talking by the time they are one does not mean for certain they have Autism.

If you have concerns about your child's development speak to their healthcare provider. They can tell you if further testing should be considered. A lot of parents try to self diagnoses their children. This can be a big mistake. It takes several qualified medical professionals to diagnose a child with Autism. This will not be done with one appointment at the pediatrician. You will have a team of health care providers evaluating your child. The earlier you have your child evaluated the better the chances of treatment helping the child.

Try not to compare your child with other children. Each child is an individual. They grow and develop at their own rate. While they may be late at some milestones, they may excel at others. Sometimes a parent has a gut instinct that tells them there is something wrong. If you feel that your child is having problems and the doctor does not agree, get a second opinion. Parents have to be the voice for their child.

Finding out if your child is Autistic can take time. It can be a life changing experience for both the child and the parent. Once you find out if your child is Autistic you can begin the process of treatment, or finding out what is causing your child's problems if it is not Autism.

Signs that your child needs to be evaluated further include. 1. No eye contact 2. No communication. This can be sounds, or words. 3. Shows no emotions. 4. Does not pretend play. 5. Uses repetitive movements. 6. Have a hard time with schedule changes. 7. Do not respond to you when you are talking to them. This can be with looks or words. 8. Does things over and over again. 9. Loses skills they knew. 10. Develops an attachment to a certain food, or smell. These are sensory issues.

If you see these signs in your child talk to the doctor about them. Getting a diagnosis and treatment plan are very important. At the same time do not worry over every little thing. Some children just take a little longer to reach their milestones.

Self-Injury: How to Stop this Dangerous Practice

Many wonder why anyone would practice self-injury, as it is painful and dangerous. However, with autistic children, self-injury occurs more often than not. There are several theories as to why this practice can be prevalent in autistic children, and there are some methods you can use to help ease this distressing practice.

Because autistic children are unable to communicate through language the way that others can, they often feel frustrated at not being understood or at not getting what they need or want. Thus, autistic children may commit self-injury, by banging their heads or biting themselves (among other tactics), to release some of that frustration that cannot be communicated through words. Also, self-injury is a way of getting attention. An autistic child's frustration goes hand-in-hand with wanting attention. For instance, by scratching oneself until one bleeds, the autistic child will immediately get someone's attention, and this person will work to understand what the child wants or needs.

This theory of frustration and attention has been the sole thinking for quite some time. Recently, however, studies have shown that self-injury can have a biochemical component that relieves some of the pain and frustration one feels by releasing endorphins, or "happy hormones," into one's system. The endorphins also provide a release for the autistic child, allowing him or her to temporarily forget about his or her frustration and pain. Furthermore, it is believed that if one practices self-injury enough, the endorphins will begin to help mask any pain associated with such behavior, making it an addictive action.

While some professionals say that ignoring the autistic child's self-injurious behavior is an acceptable method of treating such practice, this can obviously be very difficult. Others have suggested that communication therapy and drugs may help an autistic child by providing him or her with another method of communication. There are drugs that will help stem the addictive behavior of releasing endorphins into the system, and thus help stop such behavior. There are also nutritional solutions available; vitamin B6 and calcium have been said to help many families with an autistic child.

For the family members involved, communication training to learn how to communicate with an autistic child is also extremely important. Because normal adults, and even children and teenagers, are so accustomed to communicating through easily recognizable words or body language, they have to learn that communicating with an autistic child requires a completely different process. By looking for solutions for both the family and the autistic child involved in self-injurious behavior, one may be able to overcome this distressing practice.

Traveling With an Autistic Child

Daily life with an Autistic child can be a challenge to say the least. What should you do if you are traveling for vacation, or another purpose? Lets look at some things a parent can do when traveling with their Autistic child.

1. Plan ahead. If at all possible plan trips far in advance. This gives you time to talk with your child and get them used to the idea of traveling. You can explain to them where they will be going, and some of the things they will be doing while away.

2. Bring items from home that your Autistic child likes. Bring their favorite toys. Bring along their pillow and blanket they use each night. Try and keep as many items that are familiar to your child with you while traveling. This can help your child to relax in their new environment.

3. Bring all their necessary medications. You do not want to be away from home and not have their medicine. Get the prescriptions refilled before the trip to make sure you do not run out.

4. Try and keep a schedule while traveling. If possible keep some of the schedule you use while at home. Try to get up and go to bed at the same time each day. Autistic children needs their schedules to feel safe.

5. Do not overload your child. If your child has a lot of sensory issues do not over load them while traveling. If you see your child getting overwhelmed go back to your hotel for a break. Warn your child if the place you are going has loud noises, or bright lights if these are issues.

6. Do not force your child to do something they are not comfortable doing. For example do not make them go to a amusement park if they do not like loud noises and lots of people. Consider bringing a qualified person to watch your child while you visit the park. They could do an activity that your child would like instead.

7. Make sure your child has something with them that has your name, and phone number where you can be reached incase the child gets lost. If your child is verbal make sure they know how to tell someone they are lost. This can be very hard for an Autistic child. They have hard time dealing with people anyway.

8. If you have to travel for an emergency try to stay calm. If you are stressed about the trip your Autistic child will pick up on this and become stressed their selves.

9. Take lots of activities the child enjoys to keep them occupied while traveling. This could be hand held games, or a portable DVD player. This can help keep your child from becoming overly bored. It can also give them something to focus on if they start to feel uneasy.

10. Notify the place where you are staying that your child is Autistic. This is very important if your child likes to wander on their own. The staff at the hotel will know if they see the child and you are not with them to contact you right away.

Traveling with an Autistic child will take some extra planning, but it can be done. Just try and keep as much structure to the trip as possible. It will make the trip more enjoyable for you and your child.

Busting the Autism Stereotypes

As with anyone with a physical or mental disorder, autistic people deal with a wide range of reactions from others, from full support to uncaring ignorance. Unfortunately, even those who support autistic family members, co-workers, and friends may not understand autism very well. This leads to stereotypes, which can result in hatred, embarrassment, or other unhappy situations. By becoming educated about autism, you can help others in your community cope with this disorder.

It is most important to note that not all autistic people are the same. Other diseases and disorders have their own sets of rules, but autism is such a complex medical condition, that everyone reacts differently to it. Autistic people are usually rated on a functional scale, with high-functioning people being able to hold jobs and low-functioning people needing 24-hour-a-day care. Symptoms include behavioral challenges, uncontrollable movements, speech and communication difficulties, and emotional inadequacies. Some show all symptoms, while other show few, and still others may have most under control to the point where you cannot tell they have autism at all.

Because every person is different, no one thing can be said about autism and be true overall. However, most autistic people have trouble communicating emotions. This does not mean that an autistic person does not feel. He or she simply cannot express this feeling. It also does not mean strong relationship bonds are not possible. On the contrary, many autistic people are happily married and in love. Forming relationships is more difficult for most, but can be accomplished over time.

Many people believe that being autistic coincides with being a genius in some aspect. While it is true that some autistic individuals have extraordinary math, music, and art skills, this number is nowhere near the majority-in fact, relatively few autistic people function outside of the normal range in any skill. This stereotype is perpetuated in the movies and on television, because the story of a talented person fighting disadvantages (such as autism) makes a good plot. However, this is not the norm, so nothing more than the best they can personally do should be expected from an autistic person. However, it is important to note that autism is not a form of mental retardation. Some autistic people are mentally retarded as well, but most are not and should not be treated as such.

In the end, the most important lesson to take away from your studies on autism is one of tolerance. You will probably need to be patient when dealing with autistic people, but by understanding a little more about the disorder, perhaps this will be easier. Learn what you can and spread the knowledge to those you know to help create a more tolerant setting for autistic individuals in your community.

Autistic Children and the Strain on Marriage

Unfortunately, in modern times, many marriages end in divorce or separation. This statistic rises even higher when you mix in an autistic child. No matter how loving and understanding you both may be towards your child, the truth is that autism is a very difficult matter, and strain on the marriage is not uncommon. By trying to stay positive about your situation, and by working to keep your marriage healthy, you and your spouse can avoid marital problems and hopefully survive the trying times of raising an autistic child.

Why did you marry your husband or wife? By asking yourself this question often, you can focus on the good things in your marriage. Raising a child with autism is stressful, and if you are stressed, you have a tendency to snap at another person for the smallest missteps. Instead of focusing on these bad qualities, take some time to enjoy one another the way you did at the beginning of the relationship. This may include spending some time apart from your children. When you find out that your child is autistic, it is beneficial to make sure that you and your spouse are not the only two people with whom your child will respond. A grandparent, aunt or uncle, mature sibling, or nanny are good people to have in your child's life in the most intimate way possible. This way, alone time with your spouse is possible.

Work together with your spouse to help you child, instead of fighting with one another. It is very likely that you will have different ideas about what to do in certain situations, so be prepared to compromise and always seek professional consultations before making any medical decisions for your child. By working together, remember that you are giving your child the best opportunities. Try to set apart time every week to spend together as a family, especially if one parent or the other is the primary caregiver.

Lastly, seek help when you need it. Part of any successful marriage is spending some time apart to focus on individual needs, and it is no different when you have an autistic child. However, if you find that you and your spouse are not happy unless you are spending time alone, it is time to reevaluate the situation. A family or marriage counselor can help you and your spouse get back on the right track to a happy life together. It might also be beneficial to meet other couples raising autistic children. You are not alone, and it is never easy. By making an effort to keep your marriage happy, even when you are stressed with the task of raising an autistic child, you and your spouse can ensure that your marriage does not end in a messy divorce.

The Characteristics of Asperger's Syndrome

The individual with Asperger's Syndrome (AS) exhibits language, cognitive, and behavioral characteristics that are typical of the syndrome. Recognizing that the child has odd ways, is different regarding language and in having difficulty dealing in social situations is paramount to getting early intervention that is necessary for the best prognosis.

Language Characteristics:

The child with Asperger's Syndrome may have a large grasp of vocabulary at an early age with both grammar and vocabulary being at a high level. The speech though may be somewhat stilted and repetitive. The voice pattern tends to be monotone and emotionless and conversations revolve around self.

Cognitive Characteristics:

The individual with Asperger's Syndrome is usually obsessed with complex topics, such as history, music, patterns, and weather etc., and is often described as being odd or eccentric.

The IQ is usually normal to high especially in verbal ability and below average in performance ability. Many individuals with Asperger's Syndrome also have dyslexia, writing problems, and difficulty with mathematics. They may also lack common sense, and have concrete thinking versus the ability to think in terms of abstract.

Behavioral Characteristics:

They typically appear to be clumsy and awkward in movement, have off forms of self-stimulatory behavior, odd movements like flapping of hands. They exhibit sensory problems but not as dramatic as those who have forms of autism. They may show inappropriate reciprocal interaction and are unaware of personal space issues often times getting in your face when having conversations with you. They often avoid direct gaze when greeting individuals. They have a great deal of difficulty with non-verbal interpretation such as body language and facial expressions.

Cause:

At the present time there has not been any direct determination for a clear cause for Asperger's Syndrome though it is thought that there is a hereditary factor involved as many times when there is a diagnosis of Asperger's Syndrome there is found to be several "odd" or eccentric characters in the family tree.

Other conditions such as depression and bipolar disorder are often reported to be experienced along with the symptoms and signs of Asperger's Syndrome or they have family members who have been diagnosed with depression or bipolar disorder.

With intervention and treatment, especially early in life, an individual with Asperger's Syndrome can lead a productive and functional life although they typically have to work harder at being successful at personal and work relationships, and being able to communicate effectively with others. Through early education, cognitive and behavioral therapy and also occupational therapy individuals with Asperger’s Syndrome are able to go to college, become professionals, have productive careers, and learn how to develop relationships even have families. Early intervention is essential for the best prognosis. Educating family members, teachers and other caregivers is also important so that they understand how to relate to the individual with Asperger’s Syndrome and to help the individual to learn how to overcome the characteristics of Asperger’s Syndrome.

Do I Have Autism or Asperger's Syndrome?

It is surprising to learn how many adults wonder if they fall under the autism spectrum or have Asperger’s Syndrome. Oftentimes they have wrestled throughout childhood or adolescence with hints at being different, but perhaps because of a lack of medical care or a parental preference for not receiving a diagnosis that was undesirable, they were never tested or diagnosed. Now, as adults, they are still wrestling with questions about being different and maybe even having Asperger’s Syndrome or a form of autism, and this wonderment is affecting their every thought and social interaction.

There are tests adults can take that will disclose if they may have a latent or severe case of Asperger’s Syndrome and also autism. Some adults may even do so via the Internet, and then armed with the knowledge garnered there, consider what the next step should be. The questions asked in such online tests usually have a four level response faction that ranges from “agree completely” to “disagree completely.” The values in between are “agree somewhat” and “disagree somewhat.”

The questions that these tasks ask are designed to measure the level of social interactivity a person seeks out versus endures. They ask about whether or not a person likes to do things with others or prefers solo activities, whether an established way of doing things is preferable to doing things in different ways, and also what the perception of others is with respect to social interactions the test taker undergoes. Other questions focus on the ability to work with, deal with, and also memorize numbers, recognize patterns, and general enjoyment that may be derived from things.

Another set of questions seeks to delve into the intricacies of interpersonal relationships and their nuances, such as reading between the lines during a conversation, starting a conversation as opposed to keeping it going, and also providing ample context for a conversation. What makes many of these tests highly effective is the way that they ask the same question in two or three different ways. This prevents misunderstanding and it also allows for a discovery of potential differences in the responses.

Granted, these online tests do not make an actual medical diagnosis, but it may tip off the individual who notices something about their ways of thinking and relating to others that there may be a need for further diagnosis. Additionally, those who might think so because of statements made by others may find their fears put to rest simply because their test does not even suggest that they should get a medical evaluation. Of course, if the latter is the case, they will do well to review their social skills on a more behavioral plane.

Receiving a diagnosis of Asperger’s Syndrome or autism is not the end of the world. Additionally, it will enable the patient to make changes in their lifestyle and also in their way of relating to others that can make life on the whole a lot easier. Anyone who suspects that they might have Asperger’s Syndrome or a related condition will do well to seek out medical help as soon as possible.

Dietary Concerns: Glutton and Casein

Autism is a disorder that must be treated with a variety of methods since there is no effective way to completely cure it. One of the ways you can help keep the symptoms of autism under control is by studying diet. Parents of children with autism have reported that by controlling diet, they see a significant difference in their child's behavior. Two of the main dietary concerns are glutton and casein.

Glutton is a substance found in many common food products, with wheat, rye, and oaks being the main culprits. Casein is found in dairy products, such as milk. If you or your child with autism eats many foods with these products in them, such as breads or cheeses, you may be able to better control autistic behavior by decreasing consumption of such foods.

The difficulty in digesting both glutton and casein comes from an inability to digestively handle the peptides in these substances. Since they are not broken down as in a normal body, these extra peptides are absorbed into the blood stream. Elevated levels of peptides disrupt major brain functions, contributing to the effects of autism. By cutting foods containing glutton and casein out of you or your child's diet, you can help the body with the process of breaking down the peptides present in the body. To see if you or your child has a high absorption rate of these peptides, your doctor can administer a simple urine test.

Speak to a nutritionist or doctor before making any major changes in your diet. When you decide to cut glutton and casein from your diet, do not attempt to do this all at once. Cutting anything from your diet suddenly is unhealthy, and your body could go into withdrawal. Instead, slowly begin reducing the amounts of breads, grains, and milk products until you are eating none. You doctor can provide you with a complete list of all the foods containing glutton and casein if you truly want to cut them all from your diet. However, it may be necessary to get the nutrients that you find in glutton and casein products in another way, such as with dietary supplements. Again, your doctor can help in this decision. Overall, maintaining a balanced diet is the healthiest thing to do. Leaving glutton and casein products out of your or your child's diet may help control autistic behavior, so it is an option that should be considered, but eating a healthy diet altogether is the best way to keep you and your family healthy.

Sibling Rivalry: How Brothers and Sisters can Cope with Autistic Family Members

When a family member is diagnosed with autism, there is a vast amount of information teaching parents how to cope with an autistic child, and there is also information for parents about dealing with an autistic child's different behaviors. However, there are fewer learning tools for those who have an autistic sibling, even though this is a very stressful situation for brothers and sisters of an autistic child. The following tips can help children cope with an autistic sibling.

Sometimes parents are so involved in preparing themselves and their autistic child for the transition ahead that they forget that their other children must also deal with the new situation. Often, siblings of an autistic child may feel the new situation acutely. They may feel neglected by parents or jealous of the autistic child who is now receiving more attention. Also, they may find their peers constantly teasing them about having an autistic sibling, which can lead to more stress. This may lead to behavioral issues, with the sibling acting out and becoming a "problem child" to receive attention. In some cases, the sibling may even try to hurt the autistic brother or sister in an attempt to remove him from the family environment.

However, this is not always the case. Sometimes, having an autistic sibling forces one to "grow up" and become responsible. There can be a strong emotional attachment to the autistic sibling and a keen desire to keep him or her safe in all situations. Furthermore, living with an autistic sibling can teach one to be more open about another person's differences. In this way, having an autistic sibling is a life-enriching experience that pushes individuals to be emotionally and mentally stronger and to be more tolerant towards others in life

One tip for siblings to cope with their autistic brother or sister is to find a support group. There should be resources available at the local chapter of the Autism Society of America. This is especially important in helping siblings feel that they are not alone and isolated in this unfolding situation-others are dealing with the same sorts of problems. Also, try to increase family interaction. Schedule a regular family day or family night each week, where all children can spend time with parents or other family members and share their day or week experiences and any problems. The best thing to remember is to be open about how you are feeling. If children feel that their parents are neglecting some aspect of their life, simply asking them for a moment of their time is often the best solution. It is important for parents to be understanding towards their children's needs for attention, whether they are autistic or not. Communication is the key to helping the entire family run smoothly.

Running a Classroom Discussion When a Child with Asperger's Syndrome Dominates

It is a well known fact that even young children with Asperger’s Syndrome will have a topic or small range of topics on which they can converse at great length. Termed by Dr. Asperger himself as little professors, these children delight in the facts they learn about a given subject matter and are eager to converse about it at length. The problems arise for these children’s inability to know when to stop and how much input is too much. Children with Asperger’s Syndrome tend to dominate the discussion about the topic at hand.

Running a classroom discussion when a child with Asperger’s Syndrome dominates by virtue of their expertise in the subject matter is not easy. As a matter of fact, it could be considered one of the most difficult tasks a teacher will have to face. On the other hand, with just a few simple little tricks and teaching tools, you are likely to successfully incorporate the child’s expertise in the subject in your teaching effort while still giving other children a chance to chime in as well.

* Use a tool, such as an egg timer, to very obviously limit the time period anyone is allowed to converse on the subject. Even if other children do not need the full five minute period to express their views, by employing the same timer for everyone levels the playing field and does not ostracize the child with Asperger’s Syndrome in front of classmates. * Limit question and answer sessions to five questions per topic per student. Use tally marks on the board to indicate which children had already asked questions. This allows the child with Asperger’s Syndrome to have his curiosity fed while at the same time avoiding the situation where the child will monopolize the question and answer periods. * Use positive reinforcement to laude the child for not going over the permitted time periods. If the child sticks to only five questions or five minutes of discourse on a given topic, praise him for his willingness to be a team player and letting the other kids also participate. * Kindle the child’s interest in other topics by relating them to topics of interest. This might be difficult at first since children with Asperger’s Syndrome do not usually like to work on topics that are outside their expertise. Nonetheless, if you manage to connect the topics together, you will get more cooperation and at the same time allow the child to still follow his own interests in pursuing knowledge about a certain topic. * Make group assignments with great care and supervise the interactions in the teams. While you do not want a child with Asperger’s Syndrome to dominate the discussion within a team, you also must avoid having him become the quiet recluse who contributes little, if anything, to the overall findings the team presents to the class.

As a teacher the best thing to do for a child with Asperger’s Syndrome is to gain and maintain control of a classroom. Do not turn over the control to the child by virtue of his expertise in an area; at the same time, do not allow other children to take over control of the class either.

Beyond Dr. Asperger's Finding

When Hans Asperger’s findings on Asperger’s Syndrome finally found an audience in the United States, they were already about 30 to 40 years old. It did not take long for researchers and physicians dealing with children falling into the autism spectrum to update his findings and to add their own observations to them.

Here is a list of the most significant discoveries that go beyond Dr. Asperger’s finding:

* Asperger’s Syndrome has been found in hindsight to be evident in infancy. Although common knowledge suggests that children cannot truly be diagnosed until they are in the preschool years, a thorough investigation of the little patient’s background reveals several warning signs. For one, there is a distinct lack of interaction between infant and caregiver. While other infants seek out the face of another person and make little sounds to acknowledge a parent’s presence, the child which is more likely to be eventually diagnosed with Asperger’s Syndrome has more of a take it leave it attitude. * Children slated for this diagnosis are thought to be very quiet. They babble significantly less than other babies their ages, and they also do not learn to speak and talk as quickly as their peers. * Any form of communication – pointing, eye contact, babbling, interaction with a caregiver, or even bringing a toy to a parent – is greatly reduced or missing altogether. * As the baby becomes a toddler, play becomes sometimes marred by repetitive actions that take place again and again, only to be interrupted with another set of repetitive game play. * As the toddler matures in a school aged child, it quickly becomes obvious that learning by rote will lead to excellent results whereas any activity or problem that requires independent thought is most likely going to result in failure. Worsening this situation is the fact that children suffering from Asperger’s Syndrome lack the common sense their peers have accumulated, and therefore consistent supervision is critical.

Even as these situations appear to be dire for the child who will receive a diagnosis of Asperger’s Syndrome, the fact that there is now a strong network of autism advocates in place has greatly enhanced the quality of life and also the ability to obtain and hold down jobs for such individuals. Some become prominent in their fields, and there are also those who are able to go beyond the limiting aspects of the disease and instead earn advanced degrees, and because of their unorthodox approach to problem solving even receive many honors in their chosen fields.

Following the precept that forewarned truly is forearmed, parents who notice such oddities in their infants’ behaviors have a good chance now to have their ailments diagnosed and then may hope to take adequate action to counteract future problems. This is primarily done through parental networking, membership in advocacy organizations, and education on the subject at hand, which makes the parent an integral part in the healthcare of the child. By and large, parents who seek out a possible diagnosis of Asperger’s Syndrome early on will do better with helping their children than those who wait until the child is of preschool age.

Exams Tests and Places to Get Help For Those With Asperger's Syndrome

Making the diagnosis of Asperger's Syndrome is difficult and takes the input of doctors, teachers, parents and other caregivers in order to make the diagnosis. There are specific criteria that need to be met in order to make the diagnosis of Asperger's Syndrome including poor social interaction, unusual behavior, obsessive interests, and activities, normal language development, and normal self-help skills and curiosity about the surrounding environment.

The doctor will take a medical history and ask questions regarding the child's development including his or her motor development, language development, and any special interests that the child has expressed. Social interactions will be noted and a history of the pregnancy and any family medical history or medical conditions will also be ascertained.

Exams and tests will be performed to help determine if Asperger's syndrome is the correct diagnosis for your child.

Testing will probably include a Psychological Assessment, a communication assessment, and a psychiatric examination. The psychological assessment will look at intellectual function, learning style and intelligence quotient (IQ) as well as an assessment of motor skills. Personality assessment tests may also be performed. The communication assessment involves speech and formal language evaluations where the child will be tested to see how well they understand the use of language and how to communicate ideas. The child will also be tested regarding the ability to understand non-verbal communication and nonliteral language skills, such as humor or metaphor. The child's voice regarding volume, stress, and pitch will be evaluated. The psychiatric examination will include the child's family, peer relationships, reactions to new encounters and the ability to understand and respond to the feelings of others, and also the ability to interpret indirect communication such as sarcasm or teasing. Your child may be observed at home and at school. Signs of conditions such as anxiety and depression will be watched for during observations. Medical personnel will be looking for signs of compliance with the criteria set for Asperger's Syndrome in the Diagnostic and Statistical Manual of Mental Disorders, which is a publication of the American Psychiatric Association and used to be a standard for diagnosing Asperger's Syndrome and other Mental Disorders.

Many times a child is misdiagnosed with other conditions prior to be correctly diagnosed with Asperger’s Syndrome. Like most diseases and conditions it is often necessary to rule out other conditions and disorders when making a determination of a diagnosis. It is often a team effort that involves doctors, parents, teachers, psychiatrists, and others who have observed the behavior and communicative abilities of the child.

Places to get help for those with Asperger’s Syndrome:

There are many resources available to gather information concerning Asperger's Syndrome online and offline.

Online you can find information by going to Aspergerinfo.com or to the Online Asperger Syndrome Information and Support Website located at:

http://www.udel.edu/bkirby/asperger/

Other organizations that can give support and information about Asperger's Syndrome are:

Global and Regional Asperger Syndrome Partnership located in New York, USA and also online at:

http://www.grasp.org/

Families of Adults Afflicted with Asperger's Syndrome (FAAAS) located in Centerville, MA USA and on the Web at:

http://www.faaas.org/

MAAP Services for Autism and Asperger Syndrome located in Crown Point Indiana and on the Web at:

http://www.maapservices.org

Diagnosing Asperger Syndrome in Adults

If you have lived all your life with not being able to fully participate in small talk because you do not understand the body language, and other non-verbal communications that goes on with small talk, or you just do not understand the need for such nonessential language, or if you have difficulty dealing with any kind of social situation at work, school or at home perhaps you are an adult who has undiagnosed Asperger Syndrome.

The reason people reach adulthood and go undiagnosed is because it is common for there to be misdiagnosis or for physicians and parents to not recognize the signs and symptoms of this relatively new neurological disorder.

Typically when adults come to be diagnosed they are given an IQ test. People with Asperger's Syndrome (AS) typically have normal or above normal IQs. An assessment of adaptive skills that are designed to test the individual's ability to manage complex social situations is then administered. If the person being assessed is still living with a parent, or if the parent is available, the parent is given the Autism Diagnostic Interview (ADI) for an early history of how the individual functioned in social situations, in his or her behavior and how the individual was able to communicate. The symptoms don't just show up later in life, they were there since childhood. If it is not possible to interview the parent than the individual is asked to describe their childhood for clues of how they interacted socially, behaviorally and how they communicated with others.

Another test is the Autism Diagnostic Observation Schedule (ADOS) which scrutinizes the social and communication skills as well as behavior of young adults and adults. This test helps to determine if the individual meets the criteria for Asperger's Syndrome.

It is the doctor's job to distinguish between shyness, social phobias, obsessive-compulsive disorders and Asperger's Syndrome. Since there are distinguishing characteristics of Asperger’s Syndrome that can be similar to other conditions and disorders it is important to get a complete family history since it is known that it runs in families. Often times there is an eccentric Aunt, or odd Grandfather who just may have also have had Asperger’s Syndrome.

The diagnosis is very important because it is with a diagnosis that the adult can finally put a name to the set of behaviors and inability to communicate with others. He or she can finally know why they were so different from others growing up. The diagnosis often brings great relief to those who suffer and to their families. Once the diagnosis is made the doctor can devise a treatment plan. The treatment plan will include interventions and therapies that may include speech therapy, behavioral therapy, occupational therapy and physical therapy for awkwardness of gait. Medication may be prescribed if needed for anxiety and depression.

Sounding Off: How Auditory Stimulation Helps an Hurts and Autistic Child

Sounds are a part of our everyday life, and so when dealing with an autistic child who has sensory problems, sound is one of the first things you should learn to control, especially in a learning environment. Sound can both be hurtful and helpful for an autistic child. Because each autistic individual is different, you must closely observe him or her to find out what types of reactions you can expect from auditory sensory stimulation.

Loud or frightening sounds may be the most difficult type of sensory stimulation in an autistic child's life. Many of our routine daily activities include such sounds, hurting the growth process. Autistic children can not and will not learn if they are frightened. For example, parents often find that they have a difficult time toilet training their autistic children. This may be due to the scary sound of the toilet flushing; witch could be overpowering to and autistic child. Instead, try using a potty seat away from the actual toilet until they get used to the idea. Another example is loud or crunchy foods. If your autistic child is a picky eater, try to notice specifically which foods he or she blatantly refuses to eat. Sometimes, food simply sounds too loud when crunching in an autistic child's mouth, and these loud noises can hurt his or her ears. If this is the case with your child, provide alternative soft foods instead of crunchy carrots, apples, or potato chips. Other loud sounds, such as a vacuum clea ner, may hurt your child's ears. Try to do these activities when he or she is not in the room, or consider providing your child with earplugs that he or she can use if the world gets too loud.

Sounds can also cause fixation. Some children, for example, constantly hum and seem fixated on the sights and sounds of lawn mowers. Use this fixation to be beneficial. For example, read stories about lawn mowers or use the humming in conjunction with a song. Music is a great way in which autistic individuals can learn, because sound is a form of nonverbal communication. Teachers and parents should use this tool in learning environments. The key is to make sound work for you and your child. Autism is a difficult disorder to handle, so by being sensitive to your child's specific needs, you can help him or her learn to deal with the sounds of everyday life.

Elementary School Students with Asperger's Syndrome Face Uphill Battle

Even as parents have been alerted to the fact that Asperger’s Syndrome will make their child’s education more difficult, they may have breathed a sigh of relief when junior made it through preschool and kindergarten relatively unscathed. After all, there were few incidents and overall your child seemed to be doing remarkably well. This of course is a rather deceptive relief, especially since the real problems do not usually show up until the elementary school years, when social interactions are compounded with a more demanding academic schedule.

Elementary school students with Asperger’s Syndrome face an uphill battle in that they must now learn to contain themselves and their potential for hyperactivity and also emotion outbursts during a rigorous eight to ten hour day. Needless to say, this is where the first chinks in the armor will occur, and before long the child may realize that it is indeed markedly different from the peers and those who surround her or him. Even as intelligence is not an issue and the speech development is considered normal, the fact that Asperger’s Syndrome precludes the accurate understanding of non verbal clues renders the children almost helpless in a world that to an increases extent seems to be made up of such communications.

This is where the advocacy of parents comes to the forefront. Working together with teachers and school administrators, parents of Asperger’s Syndrome children may succeed in having the teaching methods changed to such an extent as to warrant adaptive technologies, altered curriculum studies, and even a difference in playground supervision. There is little doubt that elementary school children dealing with Asperger’s Syndrome do not have to be the odd man out they so frequently become when unskilled teachers and uninvolved parents fail to prepare them and their peers for successful interactions.

Although this only focuses on the social skills, they are a major factor in the life of any elementary school child, and wise is the parent who focuses her or his attention on this aspect of the scholastic life their child leads. The academic skills will take a bit of work as well, but most likely there it is a matter of helping the child to express their interest in certain subjects without actually disrupting the classroom setting, such as it may happen if the child calls out questions or even answered without being called upon and even after the teacher has already moved on to a difference subject matter.

Teaching a child with Asperger’s Syndrome does not have to be a complicated undertaking, but it does require some preparation, knowledge, and the support of caregivers. To this end parents and teachers are often urged to cooperate fully in the attempt to make the elementary school years as rewarding and positive for the child with Asperger’s Syndrome as is possible, and while it is simplistic to assert that there will be no problems, the fact that many of them can be nipped in the bud makes it a hopeful undertaking for those who do not want to put the child into a special education setting.

Cause Diagnosis and Treatment of Aspergers Syndrome

There is no known cause for Asperger's Syndrome but experts and researchers are still studying the syndrome. There may be multiple causes, but more studies are needed in order to determine what they may be. It may turn out that Asperger's Syndrome (AS) is associated with other mental disorders like depression and bipolar disorder, or there may be environmental factors that effected the development of the brain, which may be found to have an impact in the development of Asperger's Syndrome. It has been determined that AS has not been caused by emotional deprivation. AS is not the result of bad parenting. Asperger's Syndrome is a neurobiological disorder.

As of this date, there is no known cure for Asperger's Syndrome, but there are effective treatments and medications that can be used to intervene and redirect behavior so that the individual can function better in social situations. Education is paramount to early intervention and understanding when coping with someone with AS. It is important to educate parents and teachers and other adults who come into contact with children and adults with AS so that their behaviors can be understood and modified with help from treatment and therapy. Individuals receiving this assistance can lead functioning lives.

Asperger's Syndrome is difficult to diagnose and many children have been misdiagnosed before receiving the diagnosis of Asperger's syndrome.

A specialist in psychosocial evaluation usually performs an evaluation. A history of symptoms is usually taken, and the child's development of motor skills and language skills as well as personality and behavior patterns are observed. The child's social development is assessed as well as communication skills and social interaction.

Asperger's Syndrome is treated using behavior interventions, psychotherapy, education of parents and other adults in contact with the child, and medications. Specialized educational interventions are necessary as well as social training, and language therapy. Sensory integration training is necessary for young children in which occupational therapist help to desensitize the child to stimuli such as light, sound and touch. Older children undergo psychotherapy or behavioral/cognitive therapy. Medications may also be used as part of the treatment plan. There should be a team aspect involving all of the caregivers medical and otherwise of the child including doctors, teachers, babysitters, friends, other family members and parents. Getting help early is key to being able to help the child to cope with the signs and symptoms of AS.

Children with AS respond to self-help programs and programs that address the areas of deficiency such as curriculum or programs that address the particular needs of the child.

Families with children with AS need support for emotional and physical needs.

The key to success is through education and early intervention.

Robotic Hugs: How a Hug Can Help Your Autistic Child

Autistic children and adults often seek pressure in a variety of ways to calm themselves and cope with sensory overload. Oftentimes, hugs and squeezes from other people can cause more distress because autistic children or adults are often unable to communicate their needs by indicating a particular amount or length of pressure. This is both frustrating and ineffective for both the autistic person and whoever is hugging or squeezing them.

The hug machine was created to help relive this frustration, putting autistic individuals in control of their situation. Both children and adults who suffer from autism sometimes crave pressure to help calm anxiety. Because of this, one woman with autism developed the hug machine, also known as a hug box or a squeeze machine. The hug machine has two padded sideboards connected near the bottom of the boards to form a V-shape. A lever helps push the sideboards together to create pressure; the lever also allows the autistic child or adult the ability to control the amount and length of pressure.

Studies are still being conducted to find out why those with autism respond to pressure and how it can produce a calming effect. The hug machine may affect the heightened sensory perceptions of those with autism who often feels disruptive or distressing behavior. By applying pressure, perhaps the autistic child or adult moves his or her focus to a single feeling-the pressure-which in turn produces a calming effect. For many autistic children and adults, anxiety can be completely incapacitating. Not being able to function with the anxiety is frustrating, and so appropriate social behavior is even more difficult. Sometimes, the only release from such anxiety is through pressure. To this day, the hug machine is used by several programs and researchers studying autism as well as therapy programs.

Remember that hugging or squeezing an autistic child may not help him or her. You may, in fact, increase their senses and cause more anxiety. Though you may not be able to purchase a hug machine, you may be able to create a similar object. Try wrapping the autistic child or adult in a blanket, where they can control how much pressure to apply. You can also look into buying padded boards that more closely simulate the hug machine's side-boards and perhaps tie or tape some heavy-duty yarn to each side to allow the autistic child or adult control over how much pressure to apply and for how long. Contact your child's school to see if there has been any interest in purchasing a community hug-machine. This may not be a cure to all your child's problems, but it works well to help many autistic individuals cope with the world.

Living With Asperger's Syndrome

There are certain characteristics or signs that someone may exhibit if they have Asperger's Syndrome such as not being able to meet the gaze of someone that they are greeting, having difficulty with personal space recognition, demonstrating motor clumsiness and a decreased ability to function in social situations. Individuals with Asperger's Syndrome lack nonverbal communication skills, which can affect work life, school performance and interpersonal relationships.

Individuals with Asperger’s Syndrome often have difficulties when it comes to change or when it is necessary to transition from one thing to another. They may also have extreme sensitivities to sights, smells, and sounds and tastes adding to the difficulties in social situations in which these sensitivities could make it difficult to participate.

Communication is difficult for the individual with this syndrome because so much of what we express to one another is in the form of nonverbal communication. How many times do we communicate with each other with a smile, wink, and shrug of shoulders, facial expressions or hand signals? Someone with Asperger’s Syndrome is missing all of these nonverbal communications, which is like having a conversation with someone and losing your hearing halfway through the communication and being expected to know what was discussed.

Individuals with Asperger's Syndrome often show a high level of intelligence, have perseverative interests and shy away from romantic relationships, and general social banter like that seen at parties or around the office water cooler.

Individuals with Asperger's Syndrome typically have large vocabularies. They also may have difficulties with lying. People are seen to be boring, humorless and often accused of being too literal.

When listening to someone who has Asperger's Syndrome his or her tone of voice may appear to be monotonous and emotionless. They will also miss facial expressions, or body gestures from those that are listening to them so they are unaware of the fact that they are perceived as being boring. It is easy for someone with this syndrome to entirely misinterpret the meaning of a communication or completely miss something that is being communicated to them.

Individuals who have Asperger's syndrome typically have obsessive interest in things that have a great deal of detail and their interests can be all-encompassing to the point of seeming weird, nerdy or obsessive by others.

Sensory perceptions are usually different for those who have Asperger's Syndrome for instance they may hear high-frequency noises that others cannot hear. Hearing can also be distorted to the point of not hearing correctly what is being said and misinterpreting the words that were spoken. Visually sometimes it is difficult to distinguish objects that are in front of them and can be missed entirely by the person, this can make doing things like math difficult.

Social relationships like having friends, and romantic partners are difficult to foster because of their perseverative interests, literal interpretations, and rigidity and conservative personalities. Many individuals who have Asperger's Syndrome long for the experience of friends and romantic relationships.

Many individuals also have other disorders such as attention-deficit/hyperactivity disorder of the inattentive type, obsessive-compulsive disorder (OCD), social phobia, or avoidant personality disorder and also suffer from depression.

Know Your Rights: Laws and Autism

If you or your child has autism, some of the most basic things you can study and learn are your rights. Every American citizen is protected under the constitution, and there are special laws that have been passed to help protect people with autism and other disabilities. By knowing the laws that protect you or your autistic loved ones, you can live in a world that provides better opportunities to everyone, regardless of not only disability, but also race, gender, and ethnicity. This is simply the first step to creating a more tolerant world in general.

The first law with which you should become acquainted is I.D.E.A., or the Individuals with Disabilities Education Act. The I.D.E.A. covers children ages 3 to 21 and provides autistic children with the special educational programs they need. The I.D.E.A. gives parents the right to be involved with education decisions concerning their child made by the school. Your child first needs to be assessed to qualify under the I.D.E.A., and this is best done by a private professional. In the end, your child has the right by law to receive a free public education that is appropriate for his or her skill level. If your public school has no such program, they are required to find one or create one at no cost to you.

Also become familiar with and knowledgeable about the American Disabilities Act. Under this act, discrimination due to disability is prohibited in the workforce, as well as with state and local government, public accommodations, the United States Congress, public transportation, and telecommunications. For example, if you are autistic, but have the skills to do a certain job, you cannot be refused the job because of your autism.

Other laws provide rights for people with autism so that they are constitutionally equal to others. One such law says that people with autism have the right to vote, and accommodations must be made so that this is possible. Another says that autistic individuals cannot be refused housing based on disability. Others provide equal rights in all other aspects of life, and these should especially be studied if your loved one with autism is in a health care institution. By knowing the law and how it applies to yourself or others with autism, you can be sure that justice is upheld. If you have questions, local law officials should be ready and willing to answer you or provide you with material to answer your own questions. Remember that ignorance of the law is not a valid excuse for anyone, so be an advocate for yourself or others with autism to prevent mistreatment.

When Lying isn't a Problem: Theory of Mind Difficulties

There are many symptoms that an individual with autism may experience; however, one of the most frustrating and hard to understand is what has recently been named Theory of Mind. Within the last few decades, this problem has been more thoroughly discussed and studied, but it is still largely a mystery. Because of Theory of Mind problems, social interactions are even more strenuous for autistic individuals.

Theory of Mind causes these social behavior difficulties in almost every aspect, from playgroups as children to the social world as adults. The concept behind Theory of Mind is that autistic people fail to recognize that other people in the world have different ways of looking at things. Although an autistic person may not be egocentric, he or she probably inherently assumes that everyone thinks, feels, and knows the same things he or she thinks, feels, and knows. Most autistic people have an inability to lie, which is not necessarily a bad thing, but is clearly unnatural. They don't even consider lying an option because they assume everyone knows the truth as they know it.

Because autistic individuals have an inability to lie, they also do not realize that other people do so. In fact, it is a rude awakening for autistic people to find out that others lie or are bad in general. This is especially unnerving when first experienced in the business world, and many autistic individuals do not know how to cope with this. Because they believe that everyone sees the world as they do, it is difficult for them to put themselves in others' shoes. Of course, this can be taught, but it is unfortunately a hard process that those with autism have to constantly remember to do.

Even children have trouble with Theory of Mind-they find it difficult to play games with other children that require keeping a secret. They also often must be reminded of sharing and releasing aggression in ways that are not harmful. Some of an autistic person's frustration may stem from this inability to understand why another is not reacting in a situation in the "correct" way. Autistic children also have a hard time understanding why people don't know certain facts-if they know it, so should everyone else.

Theory of Mind still needs to be studied in order to be able to better understand and treat this symptom of autism. Currently, the best teaching method is continuous social interaction, along with role-playing and other games that require autistic children to see things from many angles. Until modern medicine finds a better answer to Theory of Mind problems, the best thing to do is be patient with autistic individuals and be willing to explain your thought process to them.

Preparing an Asperger's Syndrome Child for the Learning Environment of School

As the parent or caregiver of a child with Asperger’s Syndrome you know that there is a lot that goes into the daily parenting experience. At the same time, there are a lot of processes you need to prepare for, especially when it comes to letting the child leave the safe environment of your home in favor of the classroom. Fortunately, there are a number of steps a parent can take when it comes to preparing an Asperger’s Syndrome child for the learning environment of school.

* Model and role play social situations. Do not focus on all the things that could go wrong, but instead keep it positive and upbeat. Teach the child how to make friends, how to introduce themselves, and also how to interact in a group environment. Role playing is very useful when it comes to meeting new people, learning how to ask someone else to play, wanting to joint a group of kids who are already playing together, and also communicating dislikes to others.

* Introduce the child to the learning environment before the first day of class. Asperger’s Syndrome students loathe the unknown and if you can take your child to the school ahead of time and allow her to see her room and maybe even her desk, the initial few days in a new environment will be a lot less stressful.

* Set a routine that incorporates nutritious food and plenty of sleep for the child. A child who is tired or has not eaten well cannot function at the best possible to begin with; for a child with Asperger’s Syndrome it is a recipe for disaster.

* Use a large number of verbal stories and anecdotes that show the educational process in the best light possible. Recount funny stories from your youth that show how much fun school is. If you need to fib a little to make a story have a good outcome, do it. This is not the time to burden the child with your anxieties and failures and instead should be an exercise of building him up and getting him ready to join the ranks of so many others who thoroughly enjoy school.

* Enlist the help of a buddy. If your child has a good friend who also goes to the school, even if she or he is a few years ahead of your child, this might be a great way for the fears to also be dealt with on a peer level. Someone who has been there and knows the ropes can make the transition easier by looking for your child on the first day of class and welcoming them onto the playground. Even as this is only a very small gesture, it goes a long ways to making the transition process easier.

Granted, these steps can only prepare your child to go into a situation that neither you nor the child can be totally sure of, but if you remember to listen to your child’s recounting of the events of the day, you will be clued in quickly where additional help is needed.