Signs of Autism

With all the recent publicity of Autism in the news you might be wondering what are the signs of Autism. Here are a list of signs that can be associated to Autism. If you see these signs in your child speak to their doctor about having them evaluated. The sooner that Autism is discovered the better the chances are at treating it.

1. Does not reach developmental milestones on time. Each child develops differently. Some children will crawl at four months while others will not until they are several months older. This can be perfectly normal. The problem starts when every milestone is much later than usual. If your child is not meeting the developmental stages talk with their doctor.

2. Child does not talk. Children learn to talk at different ages. Some will start talking very young while others will just start blurting out whole sentences one day. This can be very normal. However if your child does not have any babbling type talk by the age of one this could be a cause for concern. Most children will says some words by the time they are sixteen months. If your child is not ask their doctor if they think an evaluation is necessary.

3. No eye contact. Most babies and children will look at you when you are talking to them. Autistic children will often not give you eye contact. It will appear they are looking off into a daze instead of paying attention to you. They will not point to objects. They will not look at something you are trying to show them. Instead they look past it.

4. Child does not show emotion. Autistic children often do not show any emotion. They do not smile back when a person smiles at them. They do not show any cares when someone around them is expressing pain, or crying. The Autistic child does not usually like to be held or cuddled. They will not reach up for their parents to hold them.

5. Likes to play by their self. The Autistic child usually will play alone. They feel more comfortable being by them self. They have a hard time making friends. They do not know how to relate to other kids. They do not understand when another child is joking with them. They take everything said to them literally.

6. The child loses skills the knew. The child may have learned to talk and then it seems as if they forgot how. They can learn a new skill and then a week later have no idea how to do it. Autistic children often lose skills they have learned.

These are just a few of the signs of Autism. If you notice any of them in your children talk to their doctor. All children with Autism will not have every sign. Getting them diagnosed as soon as possible will allow treatment to begin sooner. Getting your child evaluated as soon as you suspect a problem is very important. Even if there is nothing wrong it is better to be safe. The earlier treatment can be started the better for the child.

My Child is Autistic-and I don't Know what to Do...

Discovering your child has autism may be a distressing ordeal, and unfortunately, time is of the essence. As a parent, you do not have the time to consider why or how this happened, only what to do next. The most important thing to remember is that you are not alone in your struggle. By researching the disorder and finding others going through similar situations, you can help you child while still dealing with your own emotional response.

Join a support group for parents with autism. You can find these by contacting the national Autism Society of America. From there you can find local branches, many of which offer support groups for parents and families with an autistic child. Being in contact with other parents in a similar situation can not only help you feel less alone, but it can provide you with a myriad of resources. A parent support group will also help point you in the direction of the best doctors, intervention programs, and workshops for both your child and your family. Find a support group for any other children you have as well. Many parents forget that they are not the only ones who must learn to live and communicate with an autistic child. By locating a support group for your other children, you can help them from acting out or acting against the autistic child by teaching them about the illness. As a parent, you must create a supportive environment for the entire family in order to properly manage your child's illness.

Consider marriage counseling if you are married. An autistic child can put serious strain on a marriage, leading to escalating arguments, neglect of each other, and even perhaps blaming each other for the situation. Marriage counseling from the very beginning can help a couple through this discovery and rough transition, and help build a better supportive environment for your children. Your marriage should not end as a result of having an autistic child, but the sad fact is that many of them do. Prevent this by using one another for support and by understanding that you may need help to deal with one another now and in the future.

Most importantly, start on the path to becoming an expert. Many times pediatricians or psychiatrists are not experts on autism, which can lead to improper diagnoses or incorrect treatment options. As your child's best advocate, you must know everything you can about autism. Parents of Autistic Children can be a great resource; this organization offers training and workshops. The ASA has a newsletter and also offers a variety of information, from diagnosing to treating. As always, remember that a support group of parents with autistic children can always provide you with books and research that focus on the reality of the situation. Educate yourself and those around you to provide the most beneficial things for your child-love and guidance.

Asperger's Syndrome in Laymen's Terms

A child or an adult can exhibit signs or symptoms of Asperger's Syndrome at any time in life that are attributed to other things such as being absent minded, awkward physically, brilliant but eccentric or socially inept. Many children are said to have a language of their own and eventually are diagnosed with Asperger's Syndrome. They may indeed have a wonderful vocabulary but do not understand the pragmatics of communicating that language. Individuals who have Asperger's syndrome are said to be clumsy. Individuals with this syndrome may avoid gazing directly at someone even in greeting. Children with this syndrome may have difficulty in social situations but can learn how to act socially over time. Adults who have this syndrome may experience difficulty with relationships, family life and being able to be comfortable in social situations for business or pleasure but they can learn to live happy and productive lives adapting to the syndrome and with therapy and certain medications.

The syndrome was named for a Viennese physician, Hans Asperger. He published a paper describing the pattern of behaviors witnessed of boys who had normal IQs and language development, but who were thought to be autistic in behavior with marked social and communicative deficiencies. In 1994 professionals recognized Asperger Syndrome and parents finally had a name for what they experienced in their children.

Common characteristics of individuals with this syndrome are deficiencies in social skills, difficulties when it comes to changes and they often have obsessive routines and are preoccupied with one subject of interest. Individuals with Asperger's Syndrome tend to have difficulty reading nonverbal cues of communication often referred to as body language. They can also have difficulty determining proper body space and can be overly sensitive to sights, smells, sounds and tastes. They will also have preferences for things that are soft, for certain foods, and can be agitated by certain sounds or by lights that others around them are not bothered by. Those with this syndrome are often teased as children for being "odd" and adults are accused of being eccentric. Individuals with Asperger's Syndrome can be extremely literal and have difficulty using language in a social context.

Asperger Syndrome is currently considered to be an autism spectrum disorder and is often described as being High Functioning Autism. Still, others describe the pattern of behaviors as a Nonverbal Learning Disorder. Many individuals are misdiagnosed or remain undiagnosed.

Individuals with Asperger's Syndrome usually have normal IQ ranges, in fact many show exceptional skill or talent in certain areas, so they can achieve high levels of achievements but experience difficulties in social situations or in making transitions or changes in work or home life. Individuals who have Asperger's Syndrome prefer to have stability in their lives and shy away from situations that would necessitate change.

Kindergarten for the Child with Asperger's Syndrome

When the hurdle of preschool is overcome, parents may feel confident that their youngster will be well equipped to also handle kindergarten. Unfortunately, they fail to realize that the main reason why the child was able to do well in preschool is the fact that they, as parent advocates, took the initiative to work with the teachers and playground supervisors to create an environment for the child in which she or he could thrive. Once kindergarten comes around, it is tempting to assume that all is well and the child requires no further help. In addition, there is the back of the mind hope that the child is now somehow in control of whatever effects Asperger’s Syndrome is having and therefore no further intervention is required by the parents.

Kindergarten for children with Asperger’s Syndrome is therefore usually one of the most unpleasant experiences while for parents it is the watershed moment that alerts them to the fact that Asperger’s Syndrome is a forever diagnosis and not something that comes and goes. In this sense, kindergarten is a most important part in the life of a family where Asperger’s Syndrome has been diagnosed. On the other hand, for the child whose parents realize early on that the diagnosis will not go away, this might be a most useful school year to help them prepare for the years that lie ahead.

As the child deals with Asperger’s Syndrome on a daily basis while also maturing physically and socially, the teacher must be made aware that environmental stresses may result in adverse reactions to the learning environment. If not nipped in the bud, no amount of discipline will help the child to reverse course and integrate well into the classroom setting. Instead, the child may actually experience the very first bouts of apathy that are closely related to the stress felt by those with Asperger’s Syndrome. It cannot be overcome simply by shaping up and making a good effort, but instead it requires the trained touch of a teacher who has the power to keep the learning environment friendly for the person with Asperger’s Syndrome.

Perhaps the single most important aspect of this attempt rests in the fact that children with Asperger’s Syndrome are quickly and easily overwhelmed and kindergarten is a lesson in change and social interaction that thrives on a large volume of information being passed on quickly. Teachers need to understand that a child with Asperger’s Syndrome can only comprehend and deal with a limited amount of input. As such, they require more time with transitions and even though speed is often of the essence, a child with Asperger’s Syndrome simply cannot work well in such an environment.

On the other hand, if a child can anticipate the change and actually work it into a routine, then it presents little problem. Skilled kindergarten teachers, and those who prepare well for their classes, have little problem with keeping on track and helping children with Asperger’s Syndrome anticipate and plan for change.

Should You Join a Support Group for Parents of Children with Asperger's Syndrome?

A new diagnosis of Asperger’s Syndrome can wreak havoc with the inner workings of a family. You may be tempted to become angry, get bitter, or even take out some of your frustrations on your mate or child. In this instance, a diagnosis that points to an incurable condition quite often demands the same grieving process as a death would. At the same time, there are countless new doors that can open for you and your child, but you might need some help recognizing these opportunities. This is where support groups come in.

Reasons to join a support group for parents of children with Asperger’s Syndrome are plentiful:

* Network with parents whose children also have received the Asperger’s Syndrome diagnosis. They may know great doctors, hospitals, clinics, and other such locales where your child may receive better treatment than the clinics you thought of. * Find a place to voice your feelings. It would be simple to say that any parent can take the diagnosis of Asperger’s Syndrome in a stride and not have it have some kind of adverse effect. At the same time, how you deal with your knowledge greatly influences the way the children with the condition take their diagnosis. Let it all hang out in the relative safety of the support group, but then return home with a positive attitude and an advocating spirit that will support your child all the way. * Learn ways in which to support your child. This is done on a trial and error basis, but you can cut down considerably on the amounts of errors you make simply by learning from other parents’ experiences. As a matter of fact, this might actually open the doors to some wonderful learning experiences! * Advocacy is a learned trade, and as a parent you are your child’s primary advocate in the school system and in other venues as well. Learning how to be an advocate requires finesse and will be greatly sped up by the life experiences of others. While at the onset it might appear a huge task, when broken down into smaller parts and learned from the ground up, advocating for your child in the school system really does not have to be a complicated undertaking. * Connect with parents who know how you feel. There is strength in numbers and when you can actually see that you are not alone, you are certain to take heart for the task ahead. Socializing with others who are in a similar boat can actually help you look on the positive sides of the condition and you might be able to pass on this kind of experience and knowledge to your child.

Remember that a support group made up of parents who also have children with Asperger’s Syndrome is not a cure all and will not suddenly and magically make it all better. It is, however, a tool that you can use to your and your child’s advantage and to learn how to deal with the condition

The Struggle over Body Language for the Patient with Asperger's Syndrome

It is a well known fact body language is the bane of existence for many patients suffering from Asperger’s Syndrome. Although they might work hard with family members and caregivers to work around the need for body language and also the correct interpretation of body language, it is still an area where many fall short. If you are a caregiver and find that you simply do not understand the far reaching consequences of the problem that an incorrect interpretation of body language brings with it, consider the facts associated with this form of communication.

* Body language involves hand gestures, overall carrying of one’s person, but also facial expressions. Even eye contact is governed by body language! Not having the tools needed to properly read or convey the right kind of body language and response makes regular conversing challenging. * Body language becomes a point of contention for those who cannot really understand it. This leads to insecurity in social situations. Ultimately, it may cause a patient with Asperger’s Syndrome to isolate from social setting, simply because of the fear that they may be shown inept. * There is a very real chance that a patient with Asperger’s Syndrome will display the wrong form of body language at the wrong time. This might lead to laughing at the wrong time, using an inappropriate gesture, and not combining a statement with the proper form of eye contact. This makes interactions sometimes awkward and even downright embarrassing. * The failure to show proper body language has led to some Asperger’s Syndrome patients to be considered cold and lacking in empathy. Although to a certain degree that is one symptom of the condition, it is not necessarily the condition that causes this perceived lack of empathy.

As you can see, the problem with body language has led to numerous difficulties for the average individual and although skills differ greatly between individuals, there are a good number of them who see this as perhaps the single greatest challenge in their lives. They are forever trying to affect a new, better way of communicating but fail in doing so simply because they do not understand the non verbal clues offered by those with whom they are conversing. In the same way, those with whom they are interacting also do not understand the fact that they are speaking to someone not able to respond adequately to their clues.

High school kids in particular are trying desperately to fit in, and reading body language is a crucial aspect. When it is lacking, some have reverted to an attitude made famous by Clint Eastwood. Portraying the cool and acting the part of the non emotional hero, they try to affect an exterior that is actually considered desirable because of the lack of emotion. This of course does not work in the long run and before long the individual with Asperger’s Syndrome is painfully aware that the condition makes fitting in a hard idea indeed. Parents and caregivers are urged to help the youngster with their body language.

The Symptoms of Asperger's Syndrome In Your Adolescent

As your child with Asperger's Syndrome (AS) progresses into their teen years the symptoms of AS can change as your child changes. If your child was diagnosed between the ages of 4 and 11 (which is typical) and received early intervention and therapy to help him/her to cope with the symptoms of AS your child by the time they reach the adolescent years have begun to be able to learn the social skills they previously lacked, and communication although still difficult is becoming easier. The teen with AS will have trouble "reading" others while in groups at school or in recreational situations such as on sports teams. The teen with AS may be shy or even intimidated to approach other teens for fear of being seen as different from others. It may be a frustrating experience to try to fit in when social situations are so difficult to handle. Teens with AS are often immature for their age, can be too trusting or naive, which can all lead to being bullied or teased by other peers. Not being able to conform will make th e teen with AS feel isolated and soon they will become withdrawn and at risk for anxiety and depression.

This inability to make friends is however not the rule as there is one exception: kids with AS are also very honest and sticklers for following rules, which makes them, model school, "citizens". They also do not typically follow fads or conventional thinking but rather they usually are creative thinkers and they will follow their own original interests or goals, which may make them popular with certain kids who are of like mind. They may have a few friends in those individuals who value creativity, and those who march to their own beat, and are rule followers.

Your teen may experience some of the saddest and most difficult years of his/her life during the years from 12 to 17 as they face intense peer pressure and strive to overcome being different. Typically the "Aspies" as they refer to themselves become more socially isolated during these teen years despite craving friendships. These school years are when they are bullied a lot making them feel more rejected and isolated. School also becomes more demanding academically and socially during these years. The symptoms of AS can make Aspies appear as if they are rude, odd, aloof, or loners. The teen with AS will not care as much about teen fads, clothing styles, and peer group concerns that drive other teens so this makes them feel even more different. It is also during the teen years that Aspies will neglect personal hygiene, and to be unaware of current fashions making them stick out even more from the rest of the more "normal" teens.

Sometimes the teen with AS will become "stuck" in childhood likes or hobbies such as Legos instead of advancing with the rest of the age group into teenage concerns such as dating.

The lack of street knowledge and dating behaviors makes Aspie teens susceptible to unintentional sexual interest because of lack of understanding of non-verbal communications. They can become victims of sexual harassment and even date rape.

Aspies in their teens can be lead to the drug and sex scene out of frustration and their overwhelming need to fit in. The middle school and high school years are filled with change and non-routine ways such as different teachers for each subject, changing classrooms for each subject, numerous distractions, elevated noise levels, and the potential for over stimulation.

Apathy Secondary to Asperger's Syndrome

Did you know that apathy was a symptom of Asperger’s Syndrome? It is not always seen or even connected, but there is a very real link between an individual with Asperger’s Syndrome experiencing stress, and there suddenly being a response of severe apathy. Some have likened it to feeling stuck in a vat of sinking sand and not being able to move their feet to get out.

* Apathy may be seen in the adult who simply cannot get out of bed to get ready for work. It is also noticed in the school aged child who does not cooperate with a parent to get ready for school. Eating, toileting, and various other tasks that would normally only take a fraction of an hour suddenly turn into tasks that span the better portion of the walking hours. * Apathy happens at work or in school. The individual with Asperger’s Syndrome requires a sudden burst of micromanagement to stay on task and even then she or he has a hard time remembering what it is that was supposed to be accomplished. At the same time, supervisors and teachers are thoroughly frustrated at what they might consider a lack of respect, attention, and also obedience. * Apathy is marked by a sudden inability to communicate adequately. It is not that the individual with Asperger’s Syndrome loses his words, it is more a matter of not being able to find that in which is required to initiate a two sided form of communication. Children do not properly communicate their needs to teachers, leading up to disciplinary measures and even exclusion from certain tasks and planned activities. In the adult setting, this might lead to an employee being put on administrative leave, receiving a write up, or actually being dismissed from the work they are currently assigned to do.

In the home, family members notice this apathy as a way of spacing out. The individual with Asperger’s Syndrome suddenly seems to have retreated into his own little world and it is hard to reach her or him. No amount of verbal sparring seems to be able to counteract this sudden apathy that descended on the individual and onlookers get quite frustrated at the lack of response. In some cases this may lead to harsh words, which do little other than make the patient with AS withdraw even further.

Physicians have theorized that it is a certain form of disconnect between knowing what needs to be done and visualizing the activity necessary to get there that causes the apathy. Adding to this kind of disconnect is the fact that outward pressures on the Asperger’s Syndrome patients lead to a further shutdown. At this time it becomes a self fulfilling prophecy that renders the patient virtually incapable of acting until the spell is broken. As frustrating as it is to the onlooker and family member, apathy of this kind is even worse to the individual who is experiencing it and who feels powerless to overcome the condition and move on with the tasks at hand.

Diagnosis Asperger's Syndrome; Now What?

Has your child just been diagnosed with Asperger’s Syndrome? Are you unsure what to do next? Take heart! You are not alone. Each year countless thousands are leaving consultation rooms with a diagnosis of Asperger’s Syndrome for their children, and there are more questions than answers. Fortunately, there are some very real answers that can help you map out what to do next.

* Accept your new role. You are no longer just a parent but also an advocate for your child. As an advocate, you are a believer, promoter, backer, activist, negotiator, and clam in the storm. You are the one who will tell the school administrator “no” when it comes to special education, or who will force the administrator to find a special education aide for your child if you believe it necessary. * You must see your child’s weaknesses and her strengths. Do not get caught on either side. Many parents make the mistake of either focusing solely on their child’s limitations, making the youngster believe that she is disabled, or they only focus on the child’s strengths, making her believe that her limitations are only in her mind. Both extremes are dangerous and of little value to your child. Instead, you need to have a clear, unbiased view of your child’s limitations and also strengths, and then help your child to build on her strengths while learning to overcome and deal with her limitations. * Join a support group for parents of children with Asperger’s Syndrome. They are plentiful and your doctor or specialist most likely has some information. These groups are an absolute must have for any caregiver. It is there that you can vent your frustration and not walk on egg shells as you might be prone to do at home. There you can give a voice to your anger, your fears, and your ill will toward the gods, the doctors, the school administrators and even your child. Getting it out of your system makes parenting a child with Asperger’s Syndrome a lot easier than trying to eat it all in. * Recognize that you must be a visible figure on campus. There is no excuse for not being there. Instead, the teachers should know you by name, have you on speed dial, and expect you to be popping in your head now and then for an in between progress report. The teachers need to recognize you as being there to lend your support, help and strength, while being a fount of information for teaching a child with Asperger’s Syndrome. This takes time but if you set up your schedule properly, it can be done.

Parenting a child with Asperger’s Syndrome is frightening and there is no nice way of putting it in perspective. Take heart in the fact that other parents have gone before you and done spectacular jobs at preparing their youngsters for successful scholastic careers. On the flipside, plenty of parents who decided to leave their child’s education process to third parties lived to regret their decision when their child experienced frustrating episodes on a virtually daily basis.

What is Asperger's Syndrome

Asperger syndrome, or Asperger disorder, is actually a form of autism. It is a lifelong disability that affects how an individual processes information from the world and relates to other people. Autism is also described as a "spectrum disorder" because of the variety of ways in which it affects other people. Asperger syndrome is a piece of that puzzle.

Individuals with Asperger syndrome often have normal or above normal intelligence and language development but also autistic like behaviors and marked deficiencies in social and communication skills. The disorder was originally named by a Viennese physician, Hans Asperger, who published a paper in 1944 describing a pattern of behaviors. Despite the publication it wasn't until 1994 that the syndrome was added to the DSM-IV and only recognized in the past few years by professionals and parents.

By definition, individuals who experience Asperger syndrome have a normal IQ and potentially exceptional skill or talent in the specific area. These individuals are often viewed as eccentric war on and are easily the victims of teasing and bullying. On the surface, their language development appears normal but they often have deficits in pragmatics. This means they have difficulty understanding the intended meaning in speech.

Individuals with Asperger syndrome were once considered to have a hidden disability. This meant that an outsider may not understand their condition because they were able to function within society. However, they have difficulties in social communication, social interaction and social imagination. While they don't have the learning disabilities associated with autism the condition can be associated with dyslexia and dyspraxia or ADHD.

Individuals who suffer from Asperger syndrome find it difficult to express themselves emotionally and socially and have difficulty understanding facial expressions or differentiating tone of voice. It is difficult for them to know when to start or end a conversation and how to use complex words and phrases. Individuals often want to be social but have difficulty initiating social relationships and may struggle to make and maintain friendships. Individuals with Asperger syndrome don't get the social rules that most of us pick up at an early age without thinking. They see others as unpredictable and confusing and because of this, can become withdrawn and seem on interested in other people.

While individuals may be incredibly imaginative and creative, accomplished writers, artists and musicians-they can also have difficulty with social imagination. This means they find it difficult to predict outcomes to situations or interpret other people's thoughts or feelings that are expressed by facial expression and body language.

Other related characteristics include feeling a certain comforts in routines as well is developing an intense and somewhat obsessive interest in the specific hobby or collection. Some individuals also develop sensory difficulties which can occur with one or all of the senses. The degree of difficulty very is between individuals but most common way the fence is either intensified or underdeveloped. For instance, right lights or loud noises may cause anxiety or pain for an individual who suffers from Asperger syndrome.

Using some advanced brain imaging techniques researchers have found structural and functional differences in specific areas of the brain. These differences are likely caused by the abnormal migration of embryonic cells during development, while the child is still in the womb. A variety of studies have shown differences in brain activity when children to have Asperger syndrome are asked to respond to specific tasks. Although researchers believe there is a genetic component because of the tendency to run in families additional evidence is needed to link genetic mutations and Asperger syndrome.

Treating Individuals With Asperger's Syndrome

There is no cure, no magic pill that will take the symptoms of Asperger's Syndrome away. There is however interventions and treatments that can improve functioning and reduce the occurrence of undesirable behaviors in a person with Asperger's Syndrome. The treatment may be a combination of education, behavior modification, speech or physical or occupational therapy, and different medications to treat associated conditions such as anxiety, depression, hyperactivity, and obsessive-compulsive behavior.

Because the symptoms vary as the individual grows the treatment too will change over the years. A young child may have difficulty picking up on social cues, may not know how to recognize personal space when in group situations and therefore preschool teachers can help by establishing routines that teach how to interact with others and make a game about personal body space. The elementary school aged child may have a large vocabulary but has difficulty with tone (monotone) and the speech pattern may seem rigid. The child may fixate on a topic and talk for a long time without being aware that others are bored. The school-aged child needs to have routines that are stable. The child with AS will learn better if a subject is broken into steps instead of having the "big picture" presented at once. The teen has a difficult time dealing with relationships, with communicating with others and with social situations where body language is used to express ideas. School counseling or private counseling may help the teen t o express how he or she is feeling about body changes and peer pressure. Speech therapy, physical therapy and occupational therapy can assist any age child including teens to be able to communicate better and to deal with social situations with better understanding. Teens can be helped to have a better chance at getting jobs when they are helped with interviewing skills and are taught how to behave in the work environment.

It is common for those with Asperger’s Syndrome to have other associated conditions or disorders such as depression, anxiety disorders, and bipolar disorder, even attention deficit disorder. Medications for these conditions can be beneficial in helping children and adults to cope with a life in which being able to communicate means being able to belong or not, being able to participate in sports or not, being able to function well in a work environment or not, being able to form friendships, date, or get married and have a normal family life.

The treatment plan for Asperger's Disorder is individualized as symptoms can range from mild to severe. Medications may reduce anxiety, may help to reduce agitation, and idiosyncratic thinking and may help to improve someone who is depressed. Common medications are Paxil, Prozac, Zoloft, and Risperidone.

Social skills training are typically part of the treatment plan. The individual with Asperger's Syndrome needs to learn how to make eye contact, learn proper personal space perimeters, be able to function in a group, and learn how to relate to another individual and hold a conversation without monopolizing it.

Education interventions are common for school age and teens with Asperger's Syndrome. Teachers, and other staff should be educated in how to handle someone with this syndrome; this may include extra training for the teacher, or giving the child an instructional assistant.

Psychotherapy can help sort out the intense emotional feelings, and can help the individual to learn concrete, behavioral techniques, including role-playing. Group therapy or support groups may be utilized to add to the network of support for the individual. A teen needs someone such as an older teen to teach them how to dress, and use the current slang or the rules of cliques at school.

Test for Asperger's Syndrome

Asperger syndrome is on the mild end of spectrum disorders or a pervasive personality disorders. Because of the characteristics and criteria for diagnosis of asperger syndrome it is related to autism. Many times it has been considered a silent disability because it was only after 1994 when it was recognized in the DSM-IV and even later than that before professionals and parents recognized the condition.

Some consider asperger syndrome a developmental condition because the majority of individuals have normal intelligence and normal language development what falls short in social interaction. At this time there is no one specific conclusive diagnostic tests used to determine if an individual has asperger syndrome. Instead diagnosis and testing is done between the physician, a child's teacher and parents. At times the psychologist is brought into the picture to evaluate pure relationships, reactions to new situations and the ability to understand feelings or other types of indirect communication.

In an effort to increase the social awareness of individuals who suffer from asperger syndrome, and therefore the acceptance of these individuals, there has been some developments of individuals tasks which help to point sufferers in the direction of a potential diagnosis. While these tests are often found online and may not be completely accurate they do help to points individuals in the direction needed in order to find how for their social situation.

These online tests are more accurate in adult situations than they are in the pediatric population. In other words, most of them are designed to ask questions which relate to adult activities and not to those experienced in the classroom. Children are best served by a devaluations with their primary care practitioner, psychologist and with the assistance of their parents. Growing up with this disorder leaves these children at higher risk to bullies and cruel teasing by their peers.

Children are more at risk because those with asperger syndrome will find that they are on able to interact socially with their peers in the way that their classmates are capable. Individuals with asperger is often have difficulty with social communication, social interaction and social imagination. This basically means that, although these children have normal or above average intelligence and normal language developments they are often on able to participate in social interaction with their peers which sets them apart for teasing.

One online asperger syndrome quiz that may help individuals to determine their risk factor for this diagnosis can be found at http://www.piepalace.ca/blog/asperger-test-aq-test or at http://www.okcupid.com/tests/take?testid=198221545015390802

Adults who suffer from asperger syndrome finds they are never really able to grasp conversations that involve small talk and would rather sit with the computer then with an adults. When adults approach their doctor for a diagnosis the testing usually starts with an IQ test.

Doctors may also administer an autism diagnostic observation schedule for high-functioning verbal young adults. Both tests allow a doctor to look at social communication skills and behavior.

Online tests should never be considered an alternative for a diagnosis by a licensed physician or psychiatrist.

A Closer Look at 10 of Asperger's Own Findings on Asperger's Syndrome

When Hans Asperger worked with the children under his care in Vienna, he was astounded to note several similarities that appeared unique to individuals that are today understood to suffer from Asperger’s Syndrome. In 1944, however, autism was just beginning to emerge as a clinical diagnosis and Dr. Asperger and several of his colleges were still working on cataloging, labeling, and also recognizing the disorders and its nuances.

There are 10l conditions which Hans Asperger recognized:

1. More often than not, boys were affected with the condition while girls made up the minority of cases. In addition, a true diagnosis is not possible to form until about age three, when several other ailments or behavioral idiosyncrasies have been ruled out. 2. Developmental delays were not common in the area of language development, but children suffering from Asperger’s Syndrome appeared to be delayed walkers. 3. Later on the development of gross motor skills also appears to lag behind. Children appear clumsy, fail to make coordinated moves, and as a general rule will greatly fail in games that require motor skills. The same is also true for artistic skills, such as drawing or writing. 4. As language development progresses, children exhibit problems with the use of pronouns and instead of accurately using the first person singular, the second or third person is chosen. 5. Later on, the topics of conversation are abnormal in content. They tend to center on a specific topic of interest and the children may converse at elaborate length about the one item to anyone who would listen. This tends to happen in younger years, when most children have yet to identify a specific item of interest that captures more than a passing fancy. 6. As the child grows older, their chosen skills surpass that of their peers. Memory in these areas are astounding and it is not unusual to have pint sized patients recite extraordinary and exhaustive details about astronomy, history, or even something as mundane as a time table. 7. Phrase repetition is a common sign of autism and also Asperger’s Syndrome. Moreover, the cadence of language is affected in such a manner that expressive speech or reading is not often observed. Children tend to recite facts in a somewhat monotonous manner. 8. It is noted that those suffering with Asperger’s Syndrome are inept at reading and interpreting body language and facial impressions. Their own non verbal expressions are lacking, unless they are subject to very strong internal upheaval. 9. The repetitive nature of activities mimics the repetition of phrases and words, and children are often absorbed in repetitious activities, such as spinning a top and then watching seemingly mesmerized at the object continues to spin and slows down. 10. Children with this disorder have a hard time transitioning from one activity or locale to the next, and change is a hard reality for them. Anything that is unfamiliar presents huge challenges to the child and great efforts must be made to introduce that which is to have some form of permanence in the child’s life.

10 Things Parents Wish Teachers Knew About Asperger's Syndrome Students

Teachers are some of the most important individuals in the lives of children. Often their importance is underestimated, and while they can never hold the same position of authority and influence as a parent, they rank as close seconds. This makes it even more obvious why there are so many parents who want to work closely with their children’s teachers. Parents, who have an Asperger’s Syndrome child at home, are even more eager to accomplish this feat.

Here are the top 10 things parents wish teachers knew about Asperger’s Syndrome students:

1. A child with Asperger’s Syndrome is inevitably picked last by peers for a variety of activities. Since there are some very obvious problems in the arena of social development, the savvy teacher will assign team mates rather than leaving it to the luck of the draw to see who picks whom. 2. Structure is the number one need a child needs when away from home, and Asperger’s Syndrome kids thrive on a structured, predictable environment. Although there are a lot of kids who enjoy the off the wall teacher with the last second field trip ideas, having an Asperger’s kid in the classroom should curtail this kind of teaching behavior. 3. Overstimulation is a very real situation for children with the Syndrome and the wise teacher avoids an overload on sensory input. If this is not possible, she or he will be wise to space stimuli as far apart as possible to give the child the chance to process what she has seen, heard, or just undertaken. 4. Asperger’s children need a quiet spot. While parents do not want teachers to separate their kids from others, they do recognize that there are times when their children need a quiet place to sit and work off some steam or frustration. 5. Meltdowns are part of life, and even though in a school setting they are hard to deal with, they cannot completely be disciplined away. Parents of children with Asperger’s Syndrome appreciate the teachers who are willing to do whatever it takes to work with them on helping kids dealing with their temper. 6. The worst part of the day for an Asperger’s Syndrome child is the chaos that ensues during lunchtime and unstructured waiting times when the class is transitioning from one activity to another. Teachers who are aware of this may take steps to minimize the impact on the child. 7. Movement is a must for Asperger’s children. Whether it is simply pacing in the back of the classroom, or being excused from the lunch table to walk around for a bit, teachers who know that the child’s need for movement is not as easily controllable as that of another child will find ways to accommodate this. 8. Asperger’s Syndrome students are very frequently visual learners, and a teacher who knows how to transfer information onto a visual level is certain to reach a child who might be otherwise disadvantaged. 9. Alternative communication methods, such as agreed upon gestures, work well. At the same time, teachers need to be aware that gestures the majority of kids will understand may not make sense to the Asperger’s child unless it is explained ahead of time. 10. Patience is a key virtue for working with a child diagnosed with Asperger’s Syndrome.

Supplemental Guide for Teachers of Children with Asperger's Syndrome

There is little doubt that teaching a child with Asperger’s Syndrome can be an intimidating prospect. After all, they do not call these children little professors for nothing. At the same time, their proverbial hair trigger temper is all but legendary, and those who do not work on providing a safe and also structured environment for students with the condition will soon find that their classroom will have a lot of problems. Mind you, these problems are not the fault of the student with Asperger’s Syndrome, but they are the responsibility of the teacher who failed – in spite of being alerted to the child’s condition -- to prepare for teaching properly.

In the hopes of minimizing the problems your classroom faces this year, here is a supplemental guide for teachers of children with Asperger’s Syndrome.

* Underestimating the frustration a child with Asperger’s Syndrome faces is easy, in part because their verbal skills are far advanced ahead of their peers. This leads to repeated overestimation of their academic prowess, which in turn places a lot of pressure on the child. Pressure turns into frustration, and frustration may lead to unwanted acting out. Avoid this vicious cycle by accurately assessing the actual learning rather than inferring skills. * All peer interactions are stressful, and bullying can happen even if you do not personally believe any of the kids in your class to be able to engage in such behavior. Work closely with playground supervisors to know what is going on when the children are not under your watchful eye. Adopt a zero tolerance policy for bullying and nip even the earliest signs of this kind of behavior in the bud. * Remember that students with Asperger’s Syndrome often have a hard time when forming their words on paper. This causes them to fall behind in activities and makes the classroom experience one of intense frustration. Counteract this problem by limiting the amount of writing the children need to do in class, and instead focus on other activities first. If you can schedule the writing activities to be done toward the end of class, this offers an open end that other children who are already done with their writing may use to read or get a start on their homework, while it will not allow the child with Asperger’s Syndrome to fall behind the rest of the class. * Consider a foray into typing. Typing is a normal motor skill that children with Asperger’s Syndrome can easily learn and it will make their homework preparation a much simpler task. Work with parents and caregivers to establish proper typing techniques and then let all your children choose to either type or handwrite their homework assignments. * Whenever possible test orally. This flies in the face of a lot of common school wisdom, but when teaching a child with Asperger’s Syndrome, you will find that the old school wisdom does not always work. Additionally, you may find that this mode of testing also helps your other kids do better on their evaluations and learning. You may be surprised how many actually are auditory learners as opposed to visual learners!

Changing Schools When Your Child Has Asperger's Syndrome

If you moved recently, or if your child is ready to leave elementary school behind, you are undoubtedly looking for a new school your child might attend. The first day of class is always a challenge for any child, but since your child has been diagnosed with Asperger’s Syndrome, you know that she or he has additional challenges to contend with. Fortunately, there are a number of things you can do ahead of time that will make the transition easier on your child. Mind you, it will not be stress free, but by and large it will enable the child to get a lot out of the new setting without falling victim to the apathy that seems to go hand in hand with stressful situations.

Tips and tricks for parents with Asperger’s Syndrome children who will find themselves in new educational setting are plentiful, but perhaps the most important five can be summed up.

1. Plan the transition ahead of time. There are plenty of times when parents forget to sign up their child with a new school quickly, and the result may be that the child spends a few days at one school and then transfers to another because space was not available. In the same vein, late signups may lead to a switch in classrooms and other situations that could be avoided. Being on the ball for your child counts! 2. Prepare the child in advance for the situation she or he is going to face. Explain why the change is taking place, and point out the advantages this change will bring. Be honest and upfront about the new schedules, the new route the child will take when going to school, and also how routines are likely to change when school starts up again. 3. Visit the school ahead of time. Asperger’s Syndrome causes your child to experience a great fear of the unknown. Since you have the ability to allay many of these fears, it is up to you to ensure you do all that is possible to make sure your child feels confident about the up and coming changes. For example, this might involve you driving the new route with the child a number of times. Start fostering a sense of familiarity about the situation and you will be rewarded with a much more confident child come the first day of school. 4. Make an appointment at the new school and let your child tour the campus, classroom, and also practice the route to the bathrooms and cafeteria. A lot of anxiety comes from not knowing what to do and how to do it. When taking care to tackle these issues one at a time, your child will be a confident first time student at the new school. 5. If at all possible, privately discuss your child’s Asperger’s Syndrome and its symptoms with the teacher scheduled for your child’s next class. It is imperative that he or she understands the implications and also knows how to help the child along. Even though this is not a guarantee for a good school year, it does set up the child for success.

diagnosis of asperger's Syndrome

Asperger syndrome was first described by Hans Asperger, a Viennese pediatrician. His paper in 1944 describe a set of patterns he found in some of his patients. He noted that although these boys had normal intelligence and language developments they also had severely impaired social skills and were unable to communicate effectively with others.

It wasn't until 1994 that the diagnosis of asperger syndrome was added to the DSM-IV and even later be for many professionals believed that this was one of several spectrum disorders. Asperger syndrome is characterized by poor social skills, obsessions and odd speech patterns. Unfortunately this also sets up these individuals for incessant teasing and being the brunt of the class bully.

Individuals with asperger syndrome often have very few facial expressions themselves and can have difficulty reading the body language of others. Parents will reports that these children engaged in obsessive routines, often becoming totally submersed in a hobby or collection. Children and adults often display an unusual sensitivity to different sensations, whether they are touch, smell, taste or sight. For example, individuals may be bothered by a light that no one else notices were may cover their years to block out sounds. Others may find clothing to be restrictive and wear only things made of certain materials or with out elastic at the wrist and ankle.

For the most part, individuals with asperger syndrome are very capable of functioning and holding down a productive job. However, they are somewhat socially immature and are often tagged as being odd or eccentric.

Parents and significant others will also notice some motor delays or clumsiness in the individual's ability to function. Adults will have trouble demonstrating empathy for others and social situations will always be difficult.

Diagnosis of asperger syndrome can be difficult and misdiagnoses are common. This can be further complicated by the fact that many of the same characteristics of individuals with asperger's is also found in other disorders. If these are misinterpreted or over emphasized a diagnosis may be different.

For example, if the individual or child has a high degree of attention deficit disorder that may be the only diagnosis he receives. ADD is a common characteristic of children with asperger syndrome. The same holds true if the individual has a high degree of obsessive-compulsive behaviors.

Just because an individual has ADD or obsessive-compulsive disorder does not mean they don't also have asperger syndrome. Individuals with asperger's will also exhibit anxiety, motor deficits and oppositional defiant disorder. Another overlooked area during diagnosis is that individuals with asperger syndrome often find comfort in your routines are rituals. This does not mean that they exhibit obsessive-compulsive behavior but rather that rules define the way in which they live their lives every day.

Because of the variety of symptoms which can be presented as well as the subtleties and nuances one of the single most important considerations is the professional who is making the diagnosis. This professional should be familiar with autistic spectrum disorders and should have made a diagnosis of asperger syndrome in the past.

The diagnosis is often made with a psychologist or psychiatrist where the child was observed to see how they responded very a situation. They may also request to speak to the school psychologist or the schoolteacher for an additional check last. It is also important that the child have their IQ measured because a measured IQ that his average or above average is necessary for the diagnosis of asperger's.

The child should also see a neurologist or developmental pediatrician to rule out other medical conditions and received any additional medical testing such as blood, urine, hearing and genetic testing. The child should also be seen by a speech and language pathologist to look for impairments in speech pragmatics and semantics. Despite having adequate receptive (received) or expressive (spoken) language children will also display unusual patterns that interfere in later social situations.

It is important to take seriously the diagnosis of asperger syndrome because it can get in the way of the progression of an individual's career, cause negative effects in friendships and relationships, cause issues and social situations and be responsible for being overwhelmed in a public situation.

Although there is currently no known cure for the disorder children with asperger syndrome can lead full and happy lives. This is more likely achieved with the appropriate education, support and resources and only through early diagnosis and intervention.

Autism and the School System

Autistic children will have special needs when it comes to schooling. Many children with Autism go to public school and do just fine with some special modifications. There are laws pertaining to kids with disabilities. Here are some of the things you will need to know about Autism and school.

The Individuals With Disabilities Act

The Individuals with Disabilities act was passed to make sure all children receive a free and appropriate public education that meets their needs. The act requires children with special needs to have special education service as long as they meet the requirements. Autism meets that requirement.

Free and Appropriate Education

This is an education that meets the special needs of your child. It is one that allows them to make progress learning.

Least Restrictive Learning Environment

This means that your child will be placed in an educational setting that is right for their special needs while allowing them to socialize with kids that do not have a disability. The school will do what it can to meet the needs of your Autistic child while keeping them in regular classrooms.

To figure out what special needs your child will need the school will evaluate your child. This evaluation can be requested by the school or the parent. If you think there is a problem write a letter to the school asking them to evaluate your child. They will send a paper home for you to sign that gives permission for the evaluation to take place. During the evaluation your child will be tested for learning disabilities along with any mental, or behavioral problems. After the evaluation is complete the school will have a meeting with you to discuss their findings, and what can be done to help your child.

IEP

An IEP is used when a child has a need for special education services. The group that evaluated the child will be part of the team that creates the IEP. The parents will also have a say in what is included in the IEP. An IEP will state the needs the child has to get an appropriate education. They will also list the services the child is going to receive in the IEP. The IEP can be evaluated at any time if the services are not working for the child. An example of some services that might be included in an IEP are extra time when completing class work, have tests read aloud to the child, or an aide is provided for the child. Each IEP will be different for each child. The IEP will be evaluated on a yearly basis unless the parents request it sooner. The parents have the right to be at every IEP meeting held.

You are your child's best advocate when dealing with the school system. Some schools will try to give you the run around. They will do whatever they can to keep your child from having any special services in school. You have to be the one to stand up for your child. You are their voice. If you do not feel comfortable dealing with the school alone there are lawyers and advocates that are there to help.

The Symptoms of Asperger's Syndrome In The Adult

Adults who have Asperger's Syndrome have a developmental disorder that affects how their brain processes information. Adults with Asperger's Syndrome (AS) usually have trouble making or keeping friends, have a great deal of difficulty communicating with others at work, school or home, and are unable to understand social rules or to interpret or understand body language.

Symptoms may be mild to severe and involve many different symptoms or just a few symptoms. The more common symptoms that an adult may have who has AS are as follows:

> An IQ that is normal or above normal

> An inability to think in abstract terms

> An inability to empathize with others or to see things from another person's point of view

> Lacks in conversational ability, usually talks out of turn, or initiates and continues one-sided conversations even if the other person isn't listening or is showing signs of being bored that the person with AS is completely unaware of.

> Has difficulty controlling feelings of anxiety, anger and depression

> Does well with routines and following the law or rules and has a difficult time dealing with changes.

> Has difficulty managing appropriate social behavior

> Develops obsessive specialized interest in one subject or hobby

The adult who suffers from AS like the child and teen with AS is unable to understand the emotions of others or to have empathy. They are unable to understand non-verbal communication such as facial expressions so the look of sadness will go unnoticed in the adult with AS. Due to the fact that adults with AS are unable to detect facial expressions or other non-verbal communications they are often seen as uncaring, selfish and rude.

Even though the adult male and female with Asperger's Syndrome are interested in sex they lack the social or empathetic skills that are necessary in order to manage adult relationships. Because there are so many "hidden" rules of dating, an adult with AS may show inappropriate behavior sexually simply because they are unaware of what is appropriate behavior.

Adults with AS can successfully navigate the waters of relationships and become married and even parents, but there will be difficulties doing so. One Dutch study shows that the divorce rate for individuals with Asperger's Syndrome is 80%.

The parent who has AS is unable to understand when the partner needs emotional support or help with the children which creates tension in the relationship as this leaves the other parent to basically become a "single parent".

Adults in the workplace who suffer from AS:

* Should avoid jobs that require short-term memory such as air traffic controller, receptionist, waitress, short order cook and cashier.

Careers that adults with AS who are visual thinkers would do better in are:

* Computer programming, drafting, photography, mechanic, appliance repair, handcraft artisan, WebPages designer, video game designer.

Careers that adults with AS who are good at mathematics or music would be better in are:

* Accounting, computer programming, engineering, taxi driver, filing positions, statistician, physician, mathematician, bank teller, telemarketing.

Treatments for Aspergers Syndrome

There is not one set treatment for Aspergers syndrome. You will not find a medication that will cure a child with Aspergers. Instead you will find several treatments to help with the problems associated with Aspergers syndrome. Here we will examine some of the treatments used with Aspergers syndrome.

Social Skills Training

Children with Aspergers syndrome have a hard time understanding facial expressions, and tone of voice. They tend to take everything said to them very literally. They do not know when a person is joking with them. Children can be taught to recognize changes in peoples voice, and what different facial expressions mean. They also need to be taught how to use better eye contact. This type of training can help the child to make friends. They are taught how to act around other people. Some children with Aspergers want to be around other kids, they just do not know how to act with them. They can be taught how to act when out shopping, or at a restaurant.

Cognitive behavior Therapy

This type of therapy teaches the child with Aspergers syndrome to find ways to cope. They are taught ways to reduce anxiety. They learn how to spot a situation that can cause them trouble. Then they learn techniques to cope when they are in that situation. Aspergers children often have a lot of anxiety. They have a hard time in social settings. They can have anxiety attacks, or complete meltdowns. The Cognitive therapy teaches them ways to stop the meltdowns from occurring. This therapy will teach a child with Aspergers that when they feel an unwanted behavior coming on something they can do to stop it. They are taught how to remove them selves from a situation that makes them uneasy.

Medication

There is no medication that will treat Aspergers. However there is medication to help with some of the symptoms of Aspergers. Many children with Aspergers have anxiety and depression. There are medications that can help relieve these problems. Relieving the anxiety can help the child feel more comfortable in social settings. Medications like these can have side effects. You will need to monitor your child's behavior while they are on the medication. Some children with Aspergers have a hard time sleeping. There are medications to help the child sleep.

Parenting Education

There is training for the parents of Aspergers children. This training consists of ways you can deal with behaviors. Learning things that can help to calm your child down when they are having a meltdown, or anxiety attack. Parents are taught ways of using reward systems to control behavior problems. They are taught how to deal with the behaviors in the home. This helps them to deal with behaviors in other places too.

With these treatments the life of an Aspergers child can be easier. If no treatment is given children with Aspergers can have trouble with depression, and anxiety. They have such a hard time dealing with people socially they might turn to alcohol, or drugs to relax them. Getting a treatment plan that works is a number one priority for your Aspergers child.

Tips for Celebrating Holidays with Your Autistic Child

The holidays are all about being with family and enjoying the festivities. This can be very difficult for a child with Autism. This does not mean the holidays are ruined, it just means that as a parent you will have to take some precautions. Here are some tips for celebrating the holidays with your Autistic child.

1. Plan visits with family and friends for short time periods. If you plan short visits your child is less likely to get over tired, or overwhelmed. Keep the visitors to a few at time.

2. Do not force your child to participate in activities they do not like. If you are having a family dinner and your Autistic child does not want to sit at the table with a lot of people let them sit where they are comfortable.

3. Keep your child's schedule. If bed time is at eight in the evening, stick to it. Explain to visitors that your child's needs come first, and they need their sleep. Taking a sleepy child somewhere will be asking for trouble. If there is something that requires them staying up later in the evening try to get a nap in the afternoon. This will help the child enjoy the activity later in the day.

4. Spread holiday activities out over a few days. This way your child does not become too overwhelmed. There is no rule stating that you have to visit all the family in one day. They would much rather see your child in a happy mood than in the midst of a meltdown.

5. Leave your child home while Christmas shopping. If your Autistic child does not like crowds do not take them Christmas shopping. Leave them home with your spouse, or other responsible care giver. It is hard enough to deal with the crowded stores alone. It could be miserable bringing an unhappy child along.

6. Consider opening a few presents at a time. Opening Christmas presents is very exciting to a child. To a Autistic child the excitement can become overwhelming. An autistic child often has issues with over stimulation. By opening a few presents at a time the child does become to overwhelmed, and can enjoy their gifts.

7. If you have your child on a special diet make sure friends and family know this. You do not want other people feeding your child things that could ruin the progress you have made. Some people might not agree with your choices about your child's diet. Be strong and stick to your beliefs.

8. Remember the reason for the holidays. They are meant to be spent with family and loved ones. Enjoy the holiday with your Autistic child. Be thankful for all you have in your life.

9. Reward your child for their good behavior while visiting others. This will help with unwanted behaviors. The child will know they can earn a prize so they will work harder on behaving.

10. Relax. If your child senses stress or anxiety from you they will become uneasy.

The holidays with an Autistic child can be a wonderful time with a little extra planning. Forget about the daily problems and struggles you have. Remember all the good things you have. Most of all enjoy the holidays with your Autistic child.

Teacher's Asperger's Syndrome Guide

As a teacher you know that each classroom is filled with children who come from a variety of background. You also recognize that some of them will have learning challenges which may or may not be adequately addressed in the home. Yet are you prepared for the situations that arise from having a child in your class that has been diagnosed with Asperger’s Syndrome?

A child with Asperger’s Syndrome is well known for the intelligence with which she or he can converse on a topic that is of interest to the youngster. Dr. Asperger himself used to call them the little professors he would work with. At the same time, such children may display an extraordinary reticence at shifting gears in between different activities, leading teachers to sometimes experience something like exasperation.

It is important for a teacher to understand what it is like teaching a child with Asperger’s Syndrome and if you follow this guide, you are well on your way to integrating this child into your classroom and teaching.

* Recognize that simple acts, like forgetting homework, is not an affront toward you, but simply might be an expression of the child’s inability to remember a routine task. * Behavioral skills are not transferable. If your science minded Asperger’s Syndrome student is able to go ahead and do the research on a complex science matter, it does not automatically mean that he is able to transfer this research ability to a much simpler social studies project. If the topic does not appeal to the student, he will not know how to do the same things he did for science. * Positive reinforcement is a must with your student. While many students may do well with negative consequences and actually learn from their mistakes, the Asperger’s Syndrome student will get frustrated. Work hard to notice the good behaviors, and gently work with the parents to correct the bad choices the student makes. * Asperger’s Syndrome children will have meltdowns. The younger the student, the more prone to meltdowns he will be. Even older children will still showcase this behavior, although in many cases they will have learned how to handle the frustrations that set them off a bit better. If you have younger kids in your classroom, offer a safe spot away from the other children where the child may cool off. During such a meltdown there is little you can do for the child other than acknowledging his feelings and giving him some time to regroup. * Understand that an Asperger’s Syndrome child is considered odd by his classmates. If you do the group approach to teaching, assigning the groups rather than letting the kids do the picking is crucial. Otherwise you will end up with the child consistently being the odd man out. * The child has parents. Do not fall into the trap of trying to parent the child during school hours. Work together with the parents to help him during class time and make yourself available for help within the confines of your schedule, but do not try to correct or undo what the parents do at home.

Asperger's Syndrome in the Adult Population

Preschoolers turn into high school students, and from there they become adults. What does life hold for the young adult and the aging adult with Asperger’s Syndrome? There is no doubt that gainful employment, marriage, and also parenthood are all part and parcel of the experiences an individual with Asperger’s Syndrome may claim. Granted, she or he will have to work a lot harder to make them come true, but they are indeed achievable goals, if the individual is motivated to reach for them.

This of course opens up the question what is considered normalcy in adult life experiences. For some the litmus test is employment, while others consider it functioning independently in society and even becoming involved in a marriage relationship that further cements one’s relationships in that society. To others this is the wrong way of looking at the way adults interact in society today, and instead the focus for them is on the way the individual with Asperger’s Syndrome feels, when it comes to describing her or his interactions.

Critics of this approach have cited the many problems associated with the subjective consideration offered by the Asperger’s Syndrome patient. After all, if she or he were to have recently been rebuffed by a love interest, will the individuals rate their normalcy and societal integration as highly than they would if a lover had recently accepted them? At the same time, there is also the alarming rate of secondary mental illnesses that seem to come to light in the lives of those with Asperger’s Syndrome. There is bipolar disorder, schizophrenia, and also multiple personality disorders that have been diagnosed.

It is hard to tell if these are more prevalent in adults with Asperger’s Syndrome or simply more easily diagnosed since these adults are more likely to seek out physician and counseling help than others. Yet it also begs the question how the term “normal” could be adequately defined so as to pertain to the experiences the average adult has.

The haggling over terminology notwithstanding, there are some recognized traits that do not go by the wayside, even as the child with Asperger’s Syndrome turns into an adult with AS. First and foremost are group interactions. Although adults are a lot more subtle at making their discomfort at that which is different known, there are still situations with an individual with Asperger’s Syndrome is the odd man out. This may then lead to depression in the individual as well as other, related, expressions.

Conversely, those who are in tight control of their Asperger’s Syndrome may turn it to their advantage by becoming an eccentric and instead of generating pity are actually generating envy and become much sought after in social circles. There is no doubt that this approach has its merits and that it has served well for many adults with AS, no matter the degree of the condition. Paired with a job or profession that capitalizes on their area of interest, these individuals will find that many doors open for them; doors which are usually considered closed to so called normal adults.

When Asperger's Syndrome Makes It Hard for a Child to Concentrate in Class

Some people believe that Asperger’s Syndrome is synonymous with a lower IQ or even some mental retardation. Nothing could be further from the truth! The mislabeling arose when children with the condition failed to concentrate adequately in class. Naturally they fell back in their studies and before long trailed behind their classmates in scores and grades. Drawing the wrong conclusions, the assumption that Asperger’s Syndrome and a lower IQ are related was soon made.

Today it is a known fact that poor concentration skills are actually one of the symptoms of Asperger’s Syndrome, and thus teachers and also parents work side by side to enable the kids to do better in the classroom setting. While it is not possible to hold the child’s hand the entire time and to encourage copious note taking and concentration, there are some things parents and teacher do to foster a better level of concentration and also attention paying.

* Structure classroom activities in such a way that clearly defined transitions alert the child with Asperger’s Syndrome that it is now time to concentrate on something new. Failure to do so may result in the child’s mind wandering and you might find her daydreaming or still thinking about the last activity that took place in the classroom. * Assign time values to certain activities. An egg timer is a very useful gadget and it helps to limit the child’s inability to concentrate naturally. Just by setting the timer and having an audible signal of transitioning from reading to writing, math to social studies will help the child with Asperger’s Syndrome to shift gears. There may still be times when an incomplete assignment will have to be made up at a later time, but if you allocate time in the classroom for this purpose, you will soon find success. * Review the child’s writing abilities. If the child spends a lot of time forming letters and numbers and lags behind classmates in this endeavor, it is only logical that concentration on other tasks will lack. It is a good idea to offer remedial writing skills at a later time in the day outside the regular class setting so that the child can speed up his writing. * Children with Asperger’s Syndrome should be placed in the front of the classroom as opposed to the middle or the back. The less potential distraction from other classmates the child faces, the better he will do in the classroom setting. This also makes it easier concentrating on the facts at hand. * Teachers and parents can work together on a non verbal clue that helps the child remember to concentrate. Doing this preserves the child dignity in the classroom setting while at the same time getting the point across that he may be daydreaming or not doing that which needs to be done in step with other classmates. It is imperative that the child, teacher, and caregivers agree on this sign ahead of time, and that the child is frequently reminded of its existence. Failure to do so may lead to embarrassing situations and some where the child may actually forget what the teacher’s clue is attempting to tell him.

What Will the Future Hold for Patients with Asperger's Syndrome?

Although the early diagnosis often gives parents and caregivers a distinct advantage when seeking to begin treatment and adaptive modifications that make life in a society of individuals unaffected with the disease more possible, the long term outlook is not entirely understood. Considering that attention paid to Asperger’s Syndrome in the United States did not come about until just a few short decades ago, long term case studies are virtually nonexistent.

Conversely, for those adults who are extrapolated to be diagnosed with Asperger’s Syndrome, a complete and accurate case history is not usually available. There are, however, some theories that Dr. Asperger himself championed:

* Adults with Asperger’s Syndrome will not lose the symptoms of the disorders. They may be camouflaged through ageing and adaptive measures, but they are not lost. * Employment and normal functioning in society is a distinct possibility, although not each and every job will be a good fit. * There is a good chance that a person suffering with this disorder will be able to put to good use their special talent or skill that is amplified by Asperger’s Syndrome. This may come in handy in fields of mathematics and other sciences. * There is a not completely understood causation when it comes to mental illness and Asperger’s Syndrome. Behavioral scientists and physicians are uncertain if the presence of one causes the other or vice versa. In some cases there may be a direct relationship between the inability to function in everyday society and the accurately perceived inability to live up to standards considered normal by peers. In extreme situations this had led to clinical appointments and forced commitments due to threats of suicides.

Even advocacy attempts are sharply divided when it comes to gauging the overall outcome for adults with the ailment. Those who are determined to put a good spin on their advocacy will point to famous award winners and show that all can be overcome, while those with a vested stake in securing a more negative outcome will point to those committed for attempting suicide or living in relative isolation. There is sadly no distinct outcome and at this point there is a lack of studies that permits for adequate generalization.

At this point parents and caregivers are urged not to look for long-term studies in an attempt to predict what the future may hold for children or adolescents, but instead to focus with single minded intent on adaptive measures that will help the individuals affected with Asperger’s Syndrome to master the here and now. Although this flies in the face of many other advocacy movements, when it comes to those conditions related to the autism spectrum, the here and now quite frequently is as good as it will get.

If you believe that your child or adolescent is affected with this condition, it is crucial to have a diagnosis made as soon as possible, so that modifications in the surroundings and also education and vocational setup may be made quickly for best results.

Recent research for treatment of asperger's

Asperger’s syndrome is a disorder that affects a child’s developmental skills primarily in the category of communication and socialization. These children have a great deal of trouble in social settings and they noticeably focus on specific topics of interest and wanting to learn everything about it. It is a psychological disorder that is grouped along with the autism spectrum disorders, which are also known as pervasive developmental disorders. Asperger’s disorder is known as a mild case of the autism spectrum disorders.

Children with Asperger’s disorder may display a lack of eye contact with others, awkward body movements and gestures and little facial expression. They enjoy and do focus on one topic and talk all about it. They have trouble with interpretation of other people. They may be poorly coordinated and their speech may be monotone or fast. The symptoms of Asperger’s can mimic normal childhood development. The key to the difference is when a child has trouble adapting to social settings and the above symptoms interfere with doing so. This is the time when outside intervention should be considered after consulting with your child’s pediatrician.

The cause of Asperger’s syndrome is thought to be in part responsible due to genetics. Although Asperger’s disorder cannot be cured children can learn to cope better with specialized therapies in the areas of communication, socialization, and behavior. Some children benefit with the use of medications, such as those used in the treatment of ADHD, which some Asperger children have characteristics of.

Recent research for treatment of Asperger’s syndrome and autism is in using the hormone, oxytocin, which occurs naturally in people. This hormone is thought to be able to allow people with this disorder better awareness and reaction capabilities when interacting socially and in terms of emotions. The concept of oxytocin is not clear. However, it is thought to encourage bonding in a relationship. It is a hormone that is expelled when a woman has an orgasm or goes through the birthing process. A clinical psychologist, Adam Guastella, is the leader of this study. This study has been done previously in humans and did show significant abilities in understanding the expressions of others. Expectations are high for this study and testing is being accomplished using male subjects in their early to late teen years with the use of a nasal spray made up of oxytocin. This test will be conducted for a year and then follow-up will be done.

Anytime that research is being done on this mysterious psychological illness everyone gets excited and anticipates big dreams in their future. They will cling to just about any type of encouragement to bring normalcy to their lives. As long as there are people trying, there is hope for the future.

Communicating Asperger's Syndrome Idiosyncrasies to Your Child's Teacher

With the new school year just around the corner, parents of children dealing with Asperger’s Syndrome are once again in a quandary about enrolling the youngsters in a regular school setting. Not needing the support that a special education setting has to offer, but needing a bit more assistance than other school kids, children suffering from Asperger’s Syndrome are literally in a class by themselves.

Fortunately there are some effective ways of communicating Asperger’s Syndrome idiosyncrasies to your child’s teacher well ahead of the first day of class.

* Meet with your teacher and explain the basics of Asperger’s Syndrome and also how this condition affects your child individually. Even as a generalized account of the condition may be helpful, a personalized accounting is much more useful to the teacher and to your child. * Help the teacher understand your child’s need for a set routine. Granted, there will always be the unexpected, but teachers have the unique power of controlling much of the classroom and the routines that occur during the day, and if your child’s teacher knows that routine and uninterrupted structure make the youngster perform at his best, she will be more apt to pay attention to the little details. Conversely, this bit of information can help her anticipate any problems your Asperger’s child may encounter during a school day that brought about a lot of change. * Enlist the teacher’s help in keeping you well informed about any events and changes in schedule that might disrupt your child’s need for continuous structure. If you know that something is coming up, you may choose to keep your child at home that day, or begin working with him on the anticipated changes in schedule that are about to take place. * Find ways to make the teacher understand that a child with Asperger’s Syndrome lacks the ability to react to nonverbal communication and clues, and rather than being rude or simply belligerent, your child simply does not know the unwritten rules of social interactions. Being well aware of this fact also makes it easier for your child’s teacher to help him with the other students and foster an environment where he can explore new friendships and relationships on relaxed terms. * Whenever possible, help your child’s teacher to recognize that your child is a unique individual and that it is made up for more than a medical diagnosis. Instead, Asperger’s Syndrome makes up only a small part of your child’s overall personality.

Granted, even the most careful teacher preparation cannot anticipate problems and issues before they appear, but it gives the teaching professional the tools she needs to ensure that your child is well taken care of. Failure to communicate about Asperger’s Syndrome in general and how it affects your child in particular also fails your child’s overall shot at having an enjoyable school year. Since you, as the parent, are in the unique position to make this happen for your child, do not put off this appointment with your child’s teacher!

Treatment for aspergers Syndrome

Asperger syndrome is a neurobiological condition that affects children and adults. Many people feel it's a form of high functioning autism and it falls in the group of conditions of spectrum disorder or pervasive personality disorder. It affects the ability of the person to socialize and communicate effectively with others. Individuals often exhibit social communication, social interaction and social imagination.

At this time doctors and researchers have not found a cause or cure for aspergers syndrome. There has been some research to indicate that individuals who suffer from this condition have had permanent changes to their frontal lobe. These changes make a difference in the ability of the brain to process social activities.

In 1944 Hans Asperger labeled this disorder autistic psychopathy and published a paper describing the symptoms and behaviors. However it wasn't until 1994 that the disability was recognized in the DSM-IV. Throughout those years, and the many different research studies which have been performed, the exact cause of this disorder has never been found.

While there is currently no cure for asperger syndrome there are treatment protocols that help both adults and children to learn how to interact more successfully in social situations. Treatment which will be recommended will depend upon the individual's level of adaptive functioning. Just as with autism there is a range of disability or functionality of individuals who have asperger's.

Resources that are available for children and adults with asperger syndrome are communication and social skills training which help individuals to learn the unwritten rules of socialization and communication. These are often too hot to children in much the same way that students learn to speak a foreign language. This is because for children and adults with asperger syndrome learning these social communication skills is a foreign language.

It is possible for children with asperger syndrome can learn how to speak using a more natural rhythm as well is how to interpret communication such as gestures, I contacts, tone of voice, humor and sarcasm which usually fly right over the top of their heads.

Another behavioral therapy that may be recommended if cognitive behavior therapy. This technique is aimed at its decreasing problem behaviors such as interrupting, obsessions and angry outbursts. They also focused on helping children and adults to recognize a troubled situation, such as a new place or events, and then be able to select a specific strategy to cope.

While there is no medication specifically aimed at treatment of asperger syndrome there are some symptoms that can be controlled, such as anxiety, depression or hyperactivity using medications. Most commonly selective serotonin reuptake inhibitors, antipsychotics and some stimulants are used to treat these problems.

Treatment outlook for individuals with asperger syndrome is usually heavily correlated with the measured IQ. Those who have a high IQ will fare better and show greater improvements in social function than those who have a below average one.

Children who experience the symptoms of asperger's syndrome will also require a bit of assistance in the school system. Schools who have a communications specialist with an interest in social skills training, opportunities for social interaction and structured settings, a concern for teaching real-life skills and a willingness to individualize the curriculum are best suited to help individuals who have asperger syndrome. Parents should stay informed of what is happening in the child's classroom and maintain frequent communication with the teacher.

Even though a specific pill is not available for treatment for asperger syndrome, and there is no cure, individuals who have this condition have a degree of adaptability to the environment when they are taught coping strategies and have a good support system in their relationships.

Treatment and Interventions for Those With Asperger's Syndrome

The purpose of treatment and interventions for Asperger's Syndrome is to give a child the best chance to improve his or her abilities to interact with others. The treatment will be tailored to the specific child, as each person with Asperger's Syndrome will have differences in the number and the severity of symptoms. The treatment plan will also revolve around the family's available resources. The treatment plan and interventions are designed around the symptoms exhibited by the individual with the syndrome.

Families with children that have been diagnosed with Asperger's Syndrome can secure services by contacting the local school district, or by contacting organizations for Asperger's Syndrome. Federal laws require that public schools provide educational services that are appropriate for individuals with disabilities including those who have Asperger's Syndrome that are between the ages of 3 and 21. There may also be certain state and local laws pertaining to the education of those with special needs. The school personnel will identify goals by initiating and designing an Individualized Education Program known as an IEP. The IEP will be specific to the particular need of the student with special needs such as Asperger's Syndrome. The IEP will be designed based on the evaluation of the level of disability.

Typical school programs that may be set up to meet the needs of those students with Asperger's Syndrome include smaller groups or classrooms, a communication specialist to work on social training, opportunities for structured social interactions, individualized curriculum, and an assigned counselor to help the child cope with emotional issues encountered during school.

Treatment:

The treatment plan will involve therapies to improve communication, social skills, and behavioral management. Activity-oriented groups and focused counseling may also be offered. The treatment plan may also include other conditions such as attention deficit hyperactivity disorder (ADHD), bipolar disorder, obsessive-compulsive disorder (OCD), social anxiety disorder, and depression. These conditions often coexist with Asperger's Syndrome and must also be addressed when treating the individual. These conditions may require therapy or therapy in combination with medications.

Ongoing research continues in an attempt to discover the cause or causes and any preventative measures that may be taken.

Home Treatment:

Those who care for a child with Asperger's Syndrome including parents, other family members, babysitters and other caregivers should seek education regarding Asperger's Syndrome so that they can better understand the individual with Asperger's Syndrome and be better equipped to assist the individual in learning new coping skills. Speak with the individual's physician to locate resources for education about Asperger's Syndrome and also contact organizations for Asperger's Syndrome.

Children with Asperger's Syndrome typically respond better when they have daily routines and rules that are consistent. They are able to respond better to verbal communications rather than to non-verbal communication.

When teaching someone with Asperger's Syndrome it might be beneficial to teach in parts that build up to the big picture instead of trying to present the entire concept at once. They also respond well to visual supports such as schedules, charts and other organizational aids. It is important to be aware of sensory stimuli in the learning environment like ticking clocks, humming machines and fluorescent lighting; all of these things are sensory distractions that make it more difficult for the individual to learn.

Bottles of Pills: Medication Options for Autistic Patients

As with any illness, disease, or disorder, there are a number of medicine options available to help control these symptoms. It is important to remember that none of these medications will "cure" autism; they simply help control some of the effects of the disorder. There are advantages and disadvantages to each drug, as they all have side effects as well as benefits. When choosing medicines to effectively treat autism, your doctor can make recommendations, but since autism is a disorder which varies from person to person, you should use drugs very carefully, watching to see how the body reacts to the treatments.

First, consider the safety of the drug. Some cannot be used in children or in people under a certain weight. Make sure the dosage is easy to understand and before you choose one medicine or another find out how it is administered (pills, injections, liquid, etc). This is important if you are not comfortable with certain methods, such as injecting yourself or your child. Also find out how safe the drug is to individuals who do not suffer from autism. If you have small children in the house, you'll want to be sure that the drug is not lethal if it gets into the wrong hands. Find out what to do in case this happens, just to be on the safe side.

Also consider the side effects of the drugs you are considering. While they may be very good at controlling aggression, responsiveness, hyperactivity, or other autistic tendencies, they may also cause sedation or other side effects such as nausea or dizziness. Weigh your options carefully before beginning one of these treatments, or you could find yourself with ten bottles of pills, each taken to counteract the side effects of another. Also remember that medications may have long-term effects. Will you or your child become dependent on the drug? Will you be tolerant? How else will it affect the body over time? These are all important questions to ask your doctor before beginning any medication.

You can research the many studies on these drugs at your local library or on the Internet. Publications such as journals and healthcare magazines are probably most current and most reliable, whereas you may get some altered information on the World Wide Web, so be careful about following advice you find without first consulting your doctor. He or she may also be able to provide you with literature about the medication options available for autistic patients. Do your researching on the many choices before making any decisions, and you'll be able to better control your health.

Gluten Free Diet

The Gluten free diet consists of removing any foods from your Autistic child's diet that contain Gluten. This can seem hard at first because so many foods do have Gluten in them. Gluten is found in most prepared foods. Foods containing wheat, barley ,oats, or rye need to be eliminated from the diet. Gluten can also be found in some vinegars and sauces. Artificial flavorings often contain Gluten.

When using the Gluten free diet you have to be careful and read all labels on foods. Gluten can be in foods you would not think of, like spices. The theory behind removing Gluten from an Autistic child's diet is that when the child eats a food with Gluten it causes their body to react differently than a child without Autism.

The Gluten free diet can be expensive to follow. Most Gluten free products are sold in specialty, or health stores. These stores usually charge a much higher price. Some major grocery stores are now carrying Gluten free products. You can find Gluten free flour, pancake mix, waffles, cookies, snacks, and many other foods. Most parents find out it is cheaper to make their own Gluten free food. Recipes can be found on the internet, or in Gluten free cookbooks. Some parents go together with another family following the Gluten free diet and buy in bulk. Then they share the foods. This can help lower the costs of the Gluten free items.

Autistic children following a Gluten free diet can eat meat, fish, fruits, vegetables, nut, eggs, and products made with gluten free ingredients. It can be hard to keep a child from eating their favorite snacks, and treats. Some of these can be made by using Gluten free products. Muffins and cookies can be made from Gluten free flour. It just takes some getting used to the new way of eating.

Often people following a Gluten free diet will remove all dairy (Casein) products from their diet as well. You can find out if your Autistic child has an allergy to a certain food by having allergy testing done. The doctor can arrange for this testing.

If you are going to try the Gluten free diet with your child you have to be prepared to follow it for several months to tell if it is going to make any difference. Gluten remains in the body for a long time. Most people do not give the diet a long enough chance to work. Trying it for a week or two will not give the body enough time to remove any remaining Gluten from its system. Some people do however see improvements right away in their Autistic child.

If you want to find more information about Gluten free dieting there are several books available. Visit your local library, or book store to find one. To find Gluten free recipes try searching online using your favorite search engine. The Gluten free diet will not work with every autistic child. The majority of the children that show improvement had a sensitivity to the gluten to begin with.

The Gluten free diet is not a cure for Autism. It is used to help lesson the symptoms of Autism.