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.