All Available Treatment Options Of Autism

How dreadful it would be if we couldn't be able to speak out our feelings and thought? That's what 'autism' does to you. Under the influence of this terrible neurological disorder, one's mind and body stays under developed. Symptoms of this disease can be seen after first three years of a child's life. It's curable but information about it is scarce. There are several ways to cure autism as the experts believe. So, let's talk about how it can be treated.

Effects of vitamins and nutrients

Doctors have many theories for the cause of Autism. Some believe the lack of vitamins and minerals like calcium, folic acid, iron, magnesium and chromium is the reason of this disorder. Therefore it has become a common practice to prescribe multivitamin or mineral nutrient supplements to kids who are suffering from this disease. It has been proven through many tests that, treating autism patients with vitamin and nutrition shows improvement in their learning, speaking and behavioral skills.

Oral medicines

It was first known as an experimental therapy but soon it proved to be one of the most efficient therapy to cure autism. As per the doctors, it should be given thrice a day with vitamin pills as support. The statistics say, that kids treated by this therapy show change in behavior in less than 4 days. They were less irritable and more responsive than before and this therapy is affordable too.

Stem Cell Therapy

In this therapy one's own cell from bone marrow is used. Why stem cells? Well, because these cells are able to change into other cell types, they can travel faster to the damaged tissues and has the capability to merge with other cells. When injected, a stem cell travels to the damaged tissue location being attracted by the chemicals that damaged tissues release in the blood stream. Then it connects itself to the damaged tissue and transforms into the same tissue afterwards.

Hyperbaric Oxygen Therapy

This is the latest and most efficient therapy to cure autism. It is a process in which, the patient breathes pure oxygen at high atmospheric pressure. This high altitude does the trick as it forces more oxygen in one's bloodstream and accelerates healing process. A few years earlier people didn't even know its name but now, all the researches are giving the credibility to Hyperbaric oxygen therapy.

So, gone are the days to feel terrified of this disease, as we have Hyperbaric oxygen therapy by our side.

Kevin Halls is a well published and certified autism treatment specialist. He is a member of Autism Wisconsin and tries his best to treat his patients well. He has witnessed unbelievable recovery of his patients through hyperbaric treatment. Thus he is sharing his thoughts with us.

Original article

The Advantages Of Hyperbaric Oxygen Therapy In Treating Autism

The Hyperbaric Oxygen Therapy was used for centuries. But its popularity gained momentum from the twentieth century. This method was used effectively to decompress the divers of their sickness. More recently, this was thought to be a viable treatment for poisoning by carbon monoxide and other ailments. In the 1990s scientists and other medical researchers began to realize that there was more to this treatment than previously thought. Hyperbaric oxygen therapy was found to decrease the neurological inflammation and facilitate faster metabolism with the increased blood flow.

This therapy is not limited to the divers and the poisoned. Increased oxygen in the blood has been found to maximize the production of the white blood cells which staves away other diseases. This means improved immunity with a healthier life than that of the average Joe. This therapy's augments the healing process of the individual. Serious accidents with severe hemorrhages can lead to disabled life. This therapy has the inherent quality to improve the value of life. What prevented the individual to continue with their professions, this treatment can now endow them with improved abilities which would confer them to continue their way of lifestyle.

Today the hyperbaric chambers have their own set of purposes. They have their own usage in the cosmetics industry as well as for other preventative measures. One of the most researched, this therapy has been found to benefit the individuals with autism spectrum disorder. The positive impact of the oxygen in the deprived areas has shown to have significant improvements in speech of the individual, socialization, eye contact and ameliorate the sleep and behavior of the affected person.

There are different procedures to go about this treatment. The most common of them is visiting the clinic where one can undergo the therapy. The chambers used by the clinics are known as the hard shell hyperbaric chambers. The atmospheric levels can be varied as per the requirements. The scale can be adjusted from one atmosphere to two+ atmospheres.

The other option available to the patients is the inflatable chambers. Portable, they can be set up in the homes or even be rented. The chambers can mostly reach up to 1.2 atmospheres or 1.5 atmospheres. This is considered a preferable option for children of the autism spectrum. The treatment can be availed from the comforts of the home and greatly benefit those who need regular therapies.

The oxygen spectrum also varies in these two types of hyperbaric chambers. The clinics would have 100 percent of pure grade oxygen while the ones at home usually have 50 to 75 percent. In the home, for the portable chambers, the air is cleansed and converted to pure oxygen by the filter. The home hyperbaric chambers still continues to be the favorable choice for the autistic children.

Autism is one of those diseases that do not have any treatments available which would eradicate the problem from its roots. However, the hyperbaric oxygen therapy at least shows some positive hope for the individuals with autism. Research has shown some improvements in the brain activity after children undergoes some hours of exposure. The benefits of this therapy surmount its detrimental side effects of dizziness and ear blockages. The therapy should be only taken with proper consultation.

Mark Zubaric, a reputed writer, evaluated the great potentialities of the hyperbaric oxygen therapy especially for the individuals in the autistic spectrum disorder. She acknowledges the availability of the clinical hyperbaric chambers and the inflatable Hyperbaric Oxygen Chamber for those who wish to avail the therapy.

Original article

Augmented Brain Functionality With Hyperbaric Oxygen Therapy

The human brain is like a super computer. With complex components, they are the processing unit ensuring that the human body works to its optimum level. The scientists are still amazed at the functionality of this organ and there is always an ongoing research to discover the full potential of the brain. But when the brain is damaged, and results in some parts being dead, it directly undermines some operative function rendering the part inefficient. This is the reason that the people select all possible methods to heal faster.

The human brain can be affected due to many reasons. Some may be genetic like that of autism, cerebral palsy or the Alzheimer's disease, some may be accidental and some may not have any explanation at all. This is the reason that people wish for the brain to function as it does for the other normal beings. Out of varied neurological treatments available in the market, the hyperbaric oxygen therapy is one of them.

The Hyperbaric Oxygen Therapy has its roots as the treatment for decompression. But later when researched, it was found that hyperbaric oxygen therapy had other significant uses. It could cure gas gangrene, reduce the carbon monoxide toxicity, eradicate carbon dioxide poisoning and showed improved differences in the autistic children. So what is really hyperbaric oxygen therapy? Hyperbaric means in higher pressure. The person is introduced into chambers which have oxygen at higher pressure. The oxygen dissolves in the blood more than normal, increasing the flow of oxygen even in the dead parts of the brain. This therapy has been found to show a marked improvement in patients suffering from the disorders of the nervous system. This therapy ensures that there is increased blood flow in the affected areas. The higher oxygen content once being introduced into the tissues increases the healing process. The very first symptom of the improvement is the increased brain function and thereby leads to the rapid progression of the other relevant brain functions.

Some smile, some wave, some converse, and some feel euphoric after the treatment. When the complex central nervous system is acquainted with an oxygen rich environment, it starts the recovery process. There are the behavioral changes also. The oxygen aids in regaining the dead neurons and thus starts the healing process. The brain perceives the most in the oxygen rich atmosphere, but all other body parts also partake in the therapeutic healing of the body.

Some people choose the hyperbaric centers for the sessions. These usually come with the latest advanced chambers that provide the best of the facilities. Medical personnel monitor the entire process so that any discomfort can be treated immediately. These centers are equipped with state-of-art amenities to help ensure a comfortable session. Some people purchase these chambers especially if they require frequent treatment sessions.

Allen Wood evaluates the importance of treatment via the hyperbaric oxygen therapy for the autistic children. She has found that those undergoing these sessions in a Hyperbaric Centers or at home, to have shown marked improvement in the brain functionality and the behavior.

Original article

Snowshoeing Adventures Increase Stamina and Independence in Autism

Original article

What Is Autism? Explore Different Types of Autism

What is Autism?

Often we come to know an individual (children or adults) who find it difficult to communicate or build relationships. Without knowing the actual reason and being so judgmental, we consider them rude or introvert. But that might not be the case with few individuals as it can also be a disorder commonly known as Autism.

Autism is a disorder where one, especially a child, finds it difficult to learn and develop the basic skills. More often than not the problems associated with Autism results in social communication. Their behavior appears restrictive and it is one of the severe outcomes of blockage of information processing in mind. Though there has been tremendous research regarding real cause of autism, but no big success has been achieved in this regard. It is believed that in maximum cases autism starts appearing within first three years in a child. Bear in mind it is a neurological complexity which results in malfunctioning of brain. It ultimately results in incapability to communicate and make relationships.

Different Types of Autism

Though both girls and boys can develop this disorder at any time, but it has been seen that boys have more chances of developing it than girls. As far as the question how common is the problem of autism than the answer is, approximately 10-20 people develop this habit among 10,000. Have a glance at the sub types of autism. These are based on severity of the situations and also the age factor.

Classic Autism is considered as the most dangerous types of this order. People suffering with this problem are those who find it difficult even to talk and their social communication is one the lowest side. They are extremely sensitive regarding few certain smells, sounds and signs. Their behavior may become repetitive about few TV shows or food items.

Few patients do have the same problem but language is not a barrier for them, fall under the category of Asperger's Syndrome. Others may find their behavior unusual as its patients are odd, when it comes to following the social rules.

In few cases it has been seen that a child was completely normal till 2 years of age and then suddenly he/she start behaving abnormally. It is called as "childhood disintegrative disorder" and children start showing some unacceptable signs such as problem dealing with potty rules or playing.

Rett Syndrome is another type of childhood developmental disorder which is seen in girls in early age. This common syndrome stops physical and mental development of a girl child. There are four main stages of Rett Syndrome and its severity differs from child to child.

More details can be found on "Autism Spectrum Disorders".

Original article

Coping With Road Blocks

Recently a number of families I work with have been stymied by their children getting stuck. These are children with Asperger Syndrome, nonverbal learning disability, obsessive compulsive disorder, or some combination of those. During the course of a normal day, these kids hit road blocks that trigger outbursts. Often the cause is a change in plans that seemed inconsequential to you. You might say, "On our way home, I'm stopping at the grocery. Want to come in?" Child: "Nooooo. You always do this, etc." Or you might say, "Your brother has a friend over." Child: "I won't go in the house." Or on a pleasant family outing to an ice cream store you say, "They're all out of confetti sprinkles, but they have the chocolate ones." Child: "Noooooo."

Any one of these scenarios can trigger an outburst that could last five to forty minutes or more.

You get the picture, and you have been there. It is very frustrating for a parent to deal with this behavior. It can seem as though your child is incredibly self-centered, immature or badly behaved. When it happens in public, it is embarrassing.

You have a child who is wired to be rigid. Imagine what it must feel like to have your anxiety peak over a minor change in routine. Imagine that you are headed down the track on a bobsled run and suddenly the track has new turns. You skid, you careen, and you might be pretty anxious and angry. I think that is a little of what these children experience. The emotional discomfort triggers the outrageous behavior.

So what is a parent to do?

First, consider the last paragraph about what a child experiences. Try to have some empathy for your child. It's a tall order, but it is very helpful.

When your child is out of control, concentrate only on what will help him or her settle down. This means that you cannot argue or reason with him at this time. You simply do not have a rationale partner for this. On the other hand, I don't mean offer him the world so he will quiet down. Just don't make it worse by arguing and scolding. That means that you might be in a fairly awkward situation, but there is nothing to be done about it then - once your child is out of control the "horse has left the barn," so to speak.

When your child is calm, you can address the situation again if it is still relevant. But the passage of time may have changed this.

Punishments are not helpful this type of problem. Your child needs to learn to recognize his or her emotional discomfort and learn coping strategies. No amount of punishment or reward can teach this.

Using empathy, begin a conversation with your child about how to manage the outbursts. Consult a psychologist if you need to, to help with this. Once your child is learning some strategies, incentives can be helpful to motivate him or her to use them.

Good luck. This is a long process. Because it has to do with neural networks, it will take some time for your child to learn to cope with it. The important thing to understand is that you do not have a spoiled child - you have a rigid one with poor coping skills.

Parent Coach and Licensed Psychologist, Carolyn Stone, Ed.D. ( http://www.drcarolynstone.com/ ) educates parents of children with learning disabilities, ADHD, Asperger Syndrome and anxiety about their children's needs using humor and evidence-based practices. Parents learn new strategies through role play and homework. She teaches children to manage their anxiety and attention and to understand their learning styles. You can learn about Dr. Stone's work from her blog at http://www.drcarolynstone.com/blog/.

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The Power of Positive Self-Talk for Kids With Autism

What type of messages do you think are going on inside your child's mind? Children with special needs such as Autism will intuitively grasp that they are different and pick up on the less than positive judgments from others - however subtle they may be.

Do you pay attention to that voice inside your head? I am not talking about auditory hallucinations here. I am referring to the things we say to ourselves everyday. That continuous chatter of our inner dialogues that typically never stops unless we actively meditate.

Experts tell us that we are constantly talking to ourselves, using between 150 and 300 words a minute to be exact. We plan what needs to be done next or we review things that just happened. Most of this self-talk is harmless yet some of it is detrimental to our self-worth. "That was so stupid of me." or "I will never be popular... thin, smart, pretty, etc." You know what I am talking about. We battle with this every day.

Having some negative self-talk from time to time is to be expected but it is important to be mindful about how often we do this so that it doesn't become our default mode. Unfortunately, these malicious little voices can be even more powerful than positive affirmations because we often find them easier to accept.

Each pessimistic thought or word is a negative affirmation and has the capacity to do a lot of damage if allowed to continue. Self-fulfilling prophecies are built from the thoughts that run inside our heads so repeating positive messages makes better sense if we want to create optimistic possibilities.

We will begin to accept whatever our conscious mind comes to believe, it's that simple. But turning off the negative isn't really that simple to do and if it isn't easy for us as adults think of how difficult it is for our children.

Solution: Teach kids positive affirmations at an early age.

Regardless of your child's challenges and abilities - ALL children will benefit from learning to listen to the positive voices inside their heads and if they don't have many, we need to help them develop some. The more we help our children focus on positive self-talk the more it will minimize the self-blame and doubt that sprouts from paying too much attention to the negative.

As adults we can prevent them from creating a broken record of negative self-talk that gets in the way of progress. We can give our children a jumpstart by teaching them positive affirmations while they are young, setting the stage for good habits to take hold.

For those of you who saw the movie, The Help, there is a powerful example of helping a child develop positive affirmations when Aibileen, a third generation housemaid, who has helped raise seventeen children, teaches Mae, the little girl currently in her care, to repeat the words, "I am smart, I am kind, I am important."

When we encourage our kids to speak and believe such statements instead of "I can't... " or "I should..." etc we are giving them the best gift there is to help them reach their full potential and experience success in life.

In order to get these statements to soak deep into their subconscious mind we can also write these affirmations down and post them in places that our child is apt to run into on a daily basis. The bathroom mirror, their bedside table, the refrigerator, the TV or computer screen and their lunchbox are all good examples of where to place affirmations.

Depending on where your child is on the Autism spectrum, he or she may be more visual and think in pictures. Therefore, find visual pictures that represent the affirmation you want them to absorb and cut them out. Have them look for pictures of what is important to them or what they are good at (or want to be good at).

You can then use these photographs and pictures to make a vision board with your child. This is a great tool to create a positive atmosphere in a child's bedroom, a place where they can refer to it often. Doing this activity together will not only enhance your connection to your child but it will also give you insight into their likes and dislikes, their passions and interests.

They sooner we can help our children to acquire a habit of dismissing the negative dialogue inside their heads and replacing it with positive and affirming self-talk, the sooner our children will be on the road to maximizing their potential. It is a well-known fact that maintaining good thoughts about one's self creates a mindset conducive to growth and an attitude and spirit that is ripe for blossoming. What better gift can you give a child with Autism?

Connie Hammer, MSW, parent educator, consultant and coach, guides parents of young children recently diagnosed with an autism spectrum disorder to uncover abilities and change possibilities. Visit her website http://www.parentcoachingforautism.com/ to get your FREE resources - a parenting e-course, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.

Original article

A Successful Transition to Adulthood for My Child With Autism

All parents worry about their child's future. Many of us wonder what our children will be like when they grow up. Will they go to college, join the military, find a good job and be financially independent? Will they have healthy relationships and become parents themselves?

Are the concerns of a parent of a child with an Autism Spectrum Disorder (ASD) any different? Except for some young adults who come back home to live with mom and dad (temporarily one hopes), parents of neuro-typical children don't usually worry if their child will be able to live independently. Unfortunately, worrying that your child will be able to live an independent life as an adult is a very big concern for parents with children on the Autism spectrum.

How will my child transition to adulthood?

How do I make sure my daughter can manage on her own when she is an adult?

What will happen to my son when I am not around anymore?

These are not the cries of parents whose children have ordinary needs but those of moms and dads whose children have the special needs that come with a diagnosis of an Autism Spectrum Disorder.

Our assignment as parents is to prepare our children for a life of independence, regardless of our child's level of ability. This is not a job that we can or should postpone. This is a task that should begin early on, like the bank account or college fund some parents are able to set up at birth. But we all know that every child's independence extends beyond the financial aspect and has more to do with acquiring basic life skills and mastering daily living tasks.

This journey begins with having a positive vision for your child's future.

What kind of person do you want your son to be as an adult?

What opportunities would you like to make available to your daughter?

Seeing your child as capable of all possibilities is an important mindset to have because what we focus on grows.

Once a dream for your child's future is drafted in your mind, the next and most important step is to determine how you are going to help your child get from point A to point B as you focus on your child's unique talents. This is a process that can begin at birth and will be tweaked along the way as your child helps you shape it.

Here are some things parents need to pay attention to when planning and working towards an independent future for their child.

- Start now to expand your child's social skills. Knowing how to relate to others is a better indicator of success then a person's IQ according to Daniel Goleman, author of Emotional Intelligence: Why It Can Matter More Than IQ. Social skills groups and social thinking classes are great for children with Autism but never underestimate the power you have as a parent to enhance your child's ability to socialize appropriately.

- Help your child develop self-advocacy skills. When our children are young we need to be their advocate but as they grow the balance needs to shift into their court as much as possible if they are to achieve and maintain independence. Every day provides numerous opportunities for teaching self-advocacy skills and it begins with encouraging your child to make choices - choices for dressing, meals, play activities, and even choices for which chores to do around the house. Role modeling advocacy skills for your children will also help.

- Educate your child about Autism Spectrum Disorders and where he falls on the continuum. The more informed your child is about her uniqueness, the more empowering it is - especially when done in an empathic manner, always being mindful of where she is developmentally and what she is able to understand. If you start taking baby steps in this direction now your child will grow to be better able to embrace herself as is and access the amazing potential that exists beyond the label that has been given to her.

- Get to know the laws inside and out. If your child receives special education services don't wait until she is in high school to familiarize yourself with the laws that can empower her. There are three laws that overlap to protect you and your child with an ASD that you need to become familiar with right away: Individuals with Disabilities Education Act (IDEA), Section 504 of the Vocational Rehabilitation Act, and the Americans with Disabilities Act (ADA). You also want to stay informed of the No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, which expands the federal role in education by improving the educational lot of disadvantaged students.

If nothing else, remember to hold on to hope. Don't judge or make assumptions about your child's potential to live independently based on other children with Autism. As the saying goes, "Once you have met one child with Autism, you have met 'one' child with Autism." Your child is unique and his journey to adulthood should be customized to his abilities, not his disabilities.

Connie Hammer, MSW, parent educator, consultant and coach, guides parents of young children recently diagnosed with an autism spectrum disorder to uncover abilities and change possibilities. Visit her website http://www.parentcoachingforautism.com/ to get your FREE resources - a parenting e-course, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.

Original article

Learn How to Cope With Autism Symptoms

This article will define in detail, the now widely observed disease autism. To cure any disease, you need to know in the first place what it is. Hence this article will begin by defining what is autism? Autism is a disorder, of the neurons and is identified by deteriorating and impaired communication skills and interaction in the social environment. People suffering from autism show repetitive behavior that restricts their ability to learn new behavioral characteristics. The signs of autism can start showing as early as three years old, so autism is not a disease of the elderly or of the infants since it can develop even in the earliest or the latest stages of life. How does this particular neural disease develop? Autism is caused by dysfunctional information gathering, processing and organizing of information by synapses and nerve cells in the brain. In medical terms there are three types of autism disorders that fall under the spectrum of autistic diseases. These include autism, Asperger syndrome and lastly pervasive development disorder. In the Asperger syndrome, the patient shows stunted cognitive and language development and the Pervasive development disorder is diagnosed when the signs and symptoms of autism and Asperger are not met.

The basis of autism isn't clear, however, it is mostly considered to be a disease of the genes. Some believe that it is caused by rare mutations while others believe it to be a cause of irregular combinations of genetic variants. In other conditions, autism is also caused by birth defects. Coming onto the signs of autism, there are numerous characteristics which depict this particular neural disease. These include stunted social development, communication problems, repetitive and restricted behavior, prohibited motor skills and odd eating behaviors.

Now before providing treatment for autism and diagnosis, any particular disease needs to be screened first. In the case of autism, most people notice odd behavior as early as 16 months to 24 months. There are certain signs that can be most commonly used to diagnose this particular problem. These include the inability to speak or babble up till twelve months, no pointing or motor skills up till twelve months, no language usage and loss of communication and language skills. There are numerous checklists present to further help screen this particular disease which include Checklist for Autism, First Year Inventory and Early screening of Autism. These different checklists are used for prognosis and screening, where different variables are checked and tested against a patient.

Now coming on to the prognosis and treatment of autism, talking about a full-recovery treatment, there is no such thing. So autism cannot be cured permanently since it is a disease of the neurons; medical specialists seldom finds cures to diseases related to the brain. Recovery has said to happen itself, in rare cases as developments are seen as the child grows up and is given special attention regarding development of motor and language skills. Furthermore, such children are usually provided special social interaction training where they are made to feel more comfortable in external environment. Intensive help and care can aid a child to cope up with this particular neural disease.

Original article

Adult Symptoms of Autism

"Autism Spectrum" describes disorders that are often called "pervasive developmental disorders". These include Asperger syndrome, autism, childhood disintegrative disorder and Rett syndrome. Symptoms for these disorders include social deficits, difficulties communicating, repetitive behaviors, stereotyped behaviors and cognitive delays. The difference in the individuals with these disorders are in the severity experienced.

In your search to read more about the symptoms of autism in adults you encountered a lot of sights sponsored and supported by the pharmaceutical industry, who, at present, is quite alarmed that they might lose the battle against autism and Alzheimer's to the alternative medical professions utilizing integrative modalities of care.

One reason people develop the symptoms of Pervasive Developmental Disorders (PDD) is because when they went to their regular doctors for checkups, and blood tests were performed, the doctors and laboratories that did the testing used normal ranges. What's wrong with using 'normal ranges'?

Doctors order blood tests all the time. What the normal range is on the blood test is based on the mean averages of the last 1000 people tested by the lab. But these people are not well and the ranges are too large. A more healthy range is a more narrow range...that is the optimum range. Had the doctors of these patients with alzheimer's, before they had Alzheimer's, told them that their blood values were less than optimal, even though they were barely within clinical ranges of normal, then they could have taken measures to correct these less than optimal blood values. A more stringent range encourages us to take healthy measures before we are stricken with an ailment as distressing as Alzheimer's.

Often people's values fall into the 'normal' range, they are told, "all is well", and yet they feel chronically fatigued, not quite right, have anxiety and depression, or are beginning to have the cognitive symptoms of adult autism and they don't know why...after all the blood test says there is nothing wrong with them. Then one day, John Doe dies of a heart attack and everyone thought he was doing fine.

Blood is a good indicator and in the work I do I use a more narrow range, a more stringent range. I make corrections BEFORE problems progress to a more serious state. With cancer now exceeding cardio-vascular as the major cause of death in the U.S. we have to react preventatively well in advance of major diseases. And with PDD on the rise in our youth and in adults we have to make blood and hair value corrections early enough to prevent changes on deeper levels - do nothing and health gets worse!

Adding a hair analysis to the equation makes good sense. It tells us about many items that are not usually tested in the blood. In the work I do I test for 52 items in the blood and 30 in the hair. The hair can show us which of 18 heavy metals have accumulated in our tissues. These heavy metals may be responsible for PDD and other ailments for which, as of yet, the regular medical profession says they do not know cures.

For those with adult symptoms of autism a urine and stool analysis should be considered as well. Constant depletion of nutrients from the body affects brain function. Heavy metals also have the ability to block chemical reactions in the body thereby depleting vitamin stores and causing the production of free radicals. Free radicals interfere with chemical pathways. The more we are unable to create all the molecules we need for normal function the more we are running on 3 cylinders!

Aluminum has been implicated in alzheimer's. A hair analysis will show aluminum in the hair. The heavy metals and the essentials elements, mostly minerals, that the hair analysis will pick up, are an indication of what the body is trying to get rid of. The body uses hair to deposit unwanted substances. When aluminum is high in the hair it indicates that the body is doing well eliminating the aluminum but it also means that the aluminum shouldn't have been there in the first place.

Dr. Thomas has 33 years of experience treating chronic conditions.

Treating chronic disease is a complicated and tedious work. Most physicians can only spend a few minutes with each patient as their clinic owners and hospital management force them to keep on the move. Dr. Thomas spends half an hour just explaining what tests will be done...then he spends an hour going over the test results with you and discussing nutrient cures. He also requests that you check in with him once a month for at least a half hour to go over your symptoms and to discuss your nutrients.

33 years experience has taught Dr. Thomas the value of quality care, personal patient/doctor interaction and just what is required to obtain lasting results.

Refer to my website for more information on this topic and to watch videos from the television show I do on Nutritional Medicines by Lab Analysis.

Adult Symptoms of Autism

Original article

Should An Autism Teacher Show Students How To Lie?

An autism teacher has a truly awesome job, one not to be taken lightly. Autistic children need a tremendous amount of attention and instruction -- not necessarily just in the basics like reading, writing and arithmetic, as those are skills that all students at all levels need to know, but in other skills that you may not find specifically written down in the curriculum -- social interactions.

You need to understand that autistic children, for the most part, are not stupid or even dumb. In fact, many studies and tests have concluded and come to realize that autistic children are generally some of the smartest children in the school, at least from an academic standpoint. Many of them will learn quickly if the autism teacher has employed the right kind of teaching aids and approaches that are required when teaching children with autism.

But where these types of students need the most help is with social interactions. For whatever reason, their social skills are severely impeded and they need instruction and repetitive teaching to help them understand how to act, behave and react in today's society. One of the ways these types of students seem to learn best with the most retention is by example, and not to anyone's surprise, the typical example they examine and view as a role model is their autism teacher, which puts an additional load of responsibility on that teacher.

You may think that these students only learn in the classroom but that is far from the truth. Yes they learn in the classroom but they also learn a great deal outside the classroom, and since they usually live in the some city or general area, they will frequently see their autism teacher out and about, and will continue to see them as an example or role model to be following and imitating.

While most autism teachers take their responsibility seriously and recognize this fact, there are some, as shown clearly in this case study, who should not be teaching autism because their life outside of the classroom is NOT something that should be viewed by anyone as an example or a role model. As an analogy, how much respect would you have for a priest who is seen most evenings very drunk in a local bar? Would you be inclined to become a member of that church in that case?

Children are incredibly perceptive, particularly autistic children, and they see, observe, internalize and contemplate much more than we usually give them credit for. When they observe their autism teacher lying to another teacher, or continually complaining to others about the behavior or actions of another teacher, what is that telling them? It tells them that such behavior is fine and acceptable. When the students see their autism teacher being "flirty" with virtually anyone who comes into the classroom or even outside the classroom, those actions are teaching the student that such things are acceptable and should be done as a part of everyday life. What message is being given to that autistic student when they observe their teacher locked in a passionate embrace in the school library with someone else that they recognize is not the spouse of their teacher?

Perhaps there are some non-teaching professions where the Jekyll/Hyde nature of a person does not impact other people, but for an autism teacher, such behavior should be considered unacceptable, as those observations from the autistic student are sending conflicting messages to that child, only serving to further confuse them as to what is right and acceptable in today's society.

How much do you really know about your child's autism teacher? Perhaps they appear to do a good job in the classroom, but as this case study demonstrates, appearances can be as deceiving as this type of autism teacher. Are they a totally different person outside the classroom? And if so, how long do you think that somebody leading such a "double standards life" can be successful at keeping those lives separate and distinct, while their life as a role model is sending entirely the wrong message to any students who observe them?

If you have not gotten to know your child's autism teacher, there may be a huge something that you are missing, and actually discover that this is not the type of person that you want to be seen as a role model for your autistic son or daughter. To read the entire case study and to get more insights about autism in children, please visit our web site at http://www.autism-explained.com/selecting-the-right-autism-teacher-for-your-child/

Original article

Autism and Autism Spectrum Disorder (ASD)

Autism is a neurological development disorder that occurs in early childhood which leads to defective verbal and non-verbal communication. Such children may refrain from social interaction. They may also have difficulties in expressing themselves. The symptoms can be observed in first three years of age. There are 2 persons behind 10,000 people who are affected with autism. The number of males affected with autism is 3 to 4 times more than females.

Not two children show exactly same signs of autism. So there is range described for autism also called as Autism Spectrum Disorder (ASD) which categorizes the same. Let us see some major spectra below.

The first one in spectrum is called Autism. Here child fails to interact effectively with the people, lack in developing relationships, sharing thoughts, empathizing with others etc. You can isolate an autistic person from others by the typical signs such as their stereotypic movements, restricted and repeated use of words while speaking. An autistic child may look like a normal child but its behavior is different in comparison with others. Persons affected with autism may not like the changes in their daily activities and are obsessed some activities. Autism may last with the person forever.

Another spectrum is Asperger's syndrome, the name given after Hans Asperger, who described the distinctive behavioral patterns of children, in 1944. The typically observed characteristics in this syndrome are abnormal and delayed responses in the child. For example, the child may not respond immediately if you call by its name. One may need to call him/her several times. Some may also lack in language development skills. The child may carry some symptoms of autism also but are less severe than autism. The Asperger's patients are usually diagnosed in the age between 5 to 9 years. The syndrome can be cured over period of time.

The third one in the list is Pervasive Development Disorder-Not Otherwise Specified (PDD-NOS) which carries some features specified in autism but some of them are severe and others are not. These people are very close to their parents. The child especially lacks in communication and social skills. The child has limited interests.

One more important category is Rett Syndrome found only in girls characterized by developmental disorders in using language and defect in using hands purposefully.

Even though autism patients behave differently, they show some great qualities. These people may have normal or very high I.Q. The cognitive skills may develop fast in such kids while lacking in language development skills. In fact, some skills they may learn faster than other children. The good thing about them is that they do not carry any lies most of the times but the problem is that they may trust on anybody around them.

There are no medicines, injections or pills available to cure autism. Some pills are available which help to decrease anxiety or depression but they are not curative measures. However, an autistic person can be helped providing different therapies, like speech therapy. Picture presentation, pointing towards the things can help such people to understand better. One may use sign language for better understanding. With the support of parents, doctors, therapists, teachers an autistic person can be live a normal life others.

Disclaimer: The article does not promote any treatment or therapy for autism. One should consult doctor before using any kind of pills. There is lot more information available than described above. The article contains only primary guidelines to help people to know about the syndrome.

Original article

Reducing Bathroom Battles When Potty Training Your ASD Child

Potty training a normal, healthy child can propel any parent into a state of anxiety, overwhelm and exhaustion. Now let's consider what potty training is like for a parent when their child is on the Autism spectrum? A child with Autism may have sensory issues that get in the way or they may not even understand what it means to use the potty.

Here are some things to consider when potty training a child with an Autism Spectrum Disorder (ASD) to reduce the number of bathroom battles you encounter.

• Determine if your child is ready to be potty trained. Just because all the books say readiness occurs between the ages of 18 months to 4 years for a neuro-typical child it does not mean your child with Autism has the ability to do so. A developmental delay can carry over into many areas and postpone readiness. Does your child know when he is wet or has a dirty diaper? Does your daughter have a dry diaper all night?

• Find out what your child's elimination schedule is. It does not take long to do this. Keep notes on when your child's diaper is soiled or wet? Notice the time it takes your child to eliminate after he eats or drinks. Keeping a journal for three to five days will determine a pattern. Then you will know the times to focus on potty training the most.

• Do not punish the child for accidents. If your child has an accident remind them that is what the potty is for. Calmly clean up the mess with your child's assistance, even if on a limited basis. Make sure everyone caring for your child uses the same approach as well. Mixed messages will not help.

• Does your child have the skills to undress and redress? If not this can make potty training more challenging unless you have the luxury to let your child run around naked for the next month or two. You will also need to make time for wiping up puddles and scrubbing carpets and upholstery.

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

• Make the potty and your bathroom user friendly. Eliminating any source of stress or anxiety will help your child relax about potty training. Let your child see the potty and get familiar with it before they are made to sit there. Consider writing a social story about the potty chair and what it is used for. This will help them become comfortable with the idea.

Remember children with Autism are more likely to take longer to learn a new skill so be patient and stay relaxed. If your child senses tension you may be in for more battles than you bargain for. To increase you chances for potty training success you want to make sure you eliminate as much of your child's anxiety as possible.

Connie Hammer, MSW, parent educator, consultant and coach, guides parents of young children recently diagnosed with an autism spectrum disorder to uncover abilities and change possibilities. Visit her website http://www.parentcoachingforautism.com/ to get your FREE resources - a parenting e-course, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.

Original article

Treatment Process For Patients With Autism

Mankind has succeeded to uphold a pleasant and disease free life by inventing medicines. These chemical compositions are capable of providing miraculous recovery from deadly diseases. But diseases still find their way into our lives, making it miserable. One of them is autism.

Autism is a neurological disorder, a deadly disease that targets Children. It slows down their brain development, thus rendering their brain incompetent for social and behavioral understanding. Autism is an ancient enemy of our children, and no matter how much we have developed our medicine and treatment process, we were never able to wipe this malicious disease out of existence till now. But doctors are not sitting on their thumbs. Our medical science has brought forth machines like- 'hyperbaric oxygen chamber', that has shown positive recovery results.

But the most important thing is care and to follow a medically proved treatment process to cure a child with autism. Now, let's talk about this activity process.
• Children affected with this disease, usually lack 'the sequential memory'. Help them focus on time organization can deal with this problem.

• Autism stricken children suffer from anxiety disorder. Using pictorial schedules can help them anticipate their daily activity sequence and minimize their anxiety level.

• Another strategy that has been proved to be helpful is 'first-then' strategy. Giving children command to follow certain steps in their daily activity helps them to understand proper order of things.

• Following steps also helps them to cooperate in social interaction. They mingle with other kids and pick up behavioral attributes from others. This is good for them.

• It is proved that a neurologically damaged child can learn more from tasks that they like to do. These visual schedules help us to understand what the children prefer, thus giving us an opportunity to select tasks that helps them develop faster.

• A set of layout must be prepared before treating the children. We must understand that, these kids are impressionable and it's our duty to follow a pre planned process to ensure the success of the process.

This training or treatment process is designed to help children who are neurologically withdrawn. Doctors and researchers have been perfecting this process for years and recently it has shown some pretty decent recovery rates. So, all what we need to do is to follow these steps carefully and contribute your precious help and time to wipe out autism from our lives. Only then can we at least provide these autistic people some relief and an independent life.

Annie Barrete is a well known autism researcher and publisher. His long search for helpful Autism Resources led him to be an expert in treating autism patients. He believes sharing knowledge can help people, who are in distress.

Original article

Children With Autism - Proper Tips For Helping Kids With Autism

Before my son was diagnosed with autism we knew he had developmental issues, we began different therapy's very early in his life.

The first was physical therapy (PT) the doctors told us when he was born that he might not walk, so physical therapy was recommended to us to help with this issue. The therapist worked with him to stand holding on to things and then eventually we were watching him take his first steps. I was surprised at how much determination was shown by the therapist and my son, it seemed that the right combination of attitudes had him walking in no time. This was late he was about two and a half by the time we got him steady enough to not hold on and comfortable with taking a few steps on his own.

The next therapy that was helpful for us was occupational therapy, (OT) which seemed very similar to PT to me as a mother because I had never experienced therapy before. The OT would work with him on other areas like his oral fixation with both edible and un edible items. I later found out this is called pica,"a tendency or craving to eat substances other than normal food (such as clay, plaster, or ashes), occurring during childhood or pregnancy, or as a symptom of disease." This definition came from the dictionary. The therapist gave me many suggestions on tools like chewy tubes for him. When he put something like a pencil in his mouth I would replace it with his chewy tube, that way he was getting the input that he needed with a safe item in his mouth. As the years past we had a lot of issues with PICA he would get into our cupboards and find cleaning agents, or in the car he would find the oil for the car, it became very important for us to keep a close eye on his every move to keep him from getting hurt or ill from his actions. For a young child who was not supposed be able to open containers he became very good at taking covers off just about any package he got his hand on.

As he got older we ended up taking him to many different doctors one of which was able to give him the diagnosis of autism. We had been going to therapist before this but when this diagnosis was added speech therapy (ST) was stressed as very important because he is a very non verbal child. ST was a great help for us early in his life because he was not able to let us know his needs, there was a therapist that taught him some sign language, he caught on to it right away. He could tell us he wanted to eat or, when was thirsty, he even learned to tell us when he needed to got potty. As time went on his language developed more and with much work we were able to get him to verbalize his needs which eliminated the use of signs. I still use signs to get him to say what ne wants today. He still understands them and it keeps his speech more on topic and less echolalia.

Echolalia is when he just repeats what we tell him or what was said by some one else. Most of his speech is in this manner or just random things like " want pizza" right after we just ate dinner. With all this going on for all these years he keeps our life interesting. Everyday brings opportunity for advancement, he is now 12 years old, despite the grimm out look we got from doctors at the time of his birth he can walk, talk, and say I LOVE YOU which they said he would never do. Thanks to therapy, mile stones were reached, and when this happens as a mother I always feel, "better late than never". The one last thing that I feel is very important is doing the "homework" the therapist give. In my case they would tell me to work on certain stretches, or certain words with him when at home between therapy sessions. When we returned the next week they could tell we had been working on things at home. As a mother I was doing a good job. I hope this information is helpful for other parents out there who, like me, in the beginning are looking for helpful hints on helping our children who experience autism or special needs.

Check out the web site I created it has many items parents can use to do therapy for autism in your home. These items have been hand picked by me personally as things that I wished I had in the past, or need now for my son. The web site is http://www.autisticintentions.com/ it is a small selection as of now. I will be adding more inventory as I find items that I personally feel will benefit family's like mine who are living with autism and special needs.

Original article

Dealing With Autism

One of your children has just been diagnosed with autism. The feelings you may be experiencing might be very confusing and possibly even conflicting. You may not even know much about autism, except that it explains why your child has been throwing tantrums without cause and refuses to hug you. You thought maybe those were just their little quirks and that they would grow out of it, but these "quirks" never went away. When a child in your life is diagnosed with autism, the world can suddenly become a very scary place, especially if you know very little about the disorder.

The good news is that more and more information about autism and the autistic spectrum is being released every day, and understanding the disorder that eludes you becomes easier with time and much research. The bad news is that a person can never really be rid of their autistic tendencies. However, the disorder can be managed through therapy and diet.

You should first be aware of the fact that there are many different types of autism. Asperger's syndrome is generally known as a high-functioning autism disorder. Unfortunately, no one knows for sure what causes children to become autistic, but the disorder usually appears during the first three years of their lives. There are some babies who show symptoms when they are born, and others who seem to be developing normally at first but start showing symptoms somewhere between 18 and 36 months. Another unfortunate fact is that autism is more likely to develop in boys than girls - about four times more common.

Signs of an autistic disorder may be subtle at first, but they do eventually become more pronounced and difficult to handle. You should take your child to be evaluated immediately if the following symptoms occur:

Your child does not babble or make baby noises by their first year.
He or she does not point, grasp, or make other gestures by their first year.
Your child does not speak single words by the time they are 16 months old.
They cannot say a two-word phrase on their own (not including if they are repeating what someone says to them) by their second year.
Your child loses any language or social skill at any age.

Of course, these are not the only things you should be looking out for. If you do encounter any of these problems, please take your child to a doctor for autism evaluation immediately, because it is highly likely that your child has developed an autistic disorder of some kind. Do not be fearful, though. There are a few things you can do in order to help your child work through their disorder. First, you should start a gluten-free and casein-free (or dairy-free) diet, as this may be helpful in managing their behavior. You should also choose a good therapist who understands your child's syndrome, and meet as often as possible. If you need medical insurance in order to pay for therapy, make sure you look at health insurance quotes in order to get the best rate.

Original article

The Relationship Between Autism and Antidepressants

Autism is a disorder that affects a child's ability to communicate and interact with other people. The long list of proposed autism causes includes genetic and environmental factors. Some recent studies also show a link between autism and antidepressants.

What are the signs of autism?
Autism symptoms often start showing when a child is around six months old. They become more apparent at the age of 2-3, and continue up to adulthood. Autism has three general symptoms, all of which need to be present for a child to be called autistic.

- Impaired social interaction-Children with autism do not have the basic social instincts many people take for granted. Autistic children do not respond to their own names as often as normal children would, and rarely make eye contact with those speaking to them. They also have difficulty expressing themselves with hand gestures, such as pointing.

- Impaired communication-Most autistic children have difficulty developing enough speaking skills to communicate. Children who babble or speak in patterns completely different from their caregivers are most likely autistic. As they grow older, autistic children usually repeat others' words instead of speaking on their own.

- Repetitive behavior -Autistic children display repetitive or restricted behaviors. These include stereotypy, or repeated movements and gestures; compulsive behavior, such as arranging objects in lines or stacks; and ritualistic behavior, or daily repetition of the exact same activities.

What causes autism?

Autism is a complex disorder, and most studies on it are incomplete. There are several proposed theories regarding autism causes. Genetic factors are the most common, but it remains unclear which genes affect a child's probability of developing autism. A child whose parent had autism will not always develop the disorder, but the chances of it happening are high.

Environmental factors a child is exposed to while in the mother's womb also affect the development of autism. One common cause is the mother's own immune response to viral infections. If triggered during early pregnancy, this immune response has a negative effect on the development of the child's brain and nervous system.

Some studies propose other factors that can cause autism to develop shortly after the child is born. These include mercury poisoning, certain vaccinations, viral infections, and exposure to opiates.

Autism and antidepressants

According to laboratory tests done on animals, the intake of antidepressant substances called selective serotonin reuptake inhibitors (SSRI) in high amounts resulted in autism-like behaviors. Further studies show exposure to SSRI increases the probability a child will develop autism up to four times. This means women taking antidepressants containing SSRI during pregnancy risk increasing the chances their child will be born autistic.

Like most of the research done on autism causes, the studies linking autism and antidepressants are still incomplete. Despite this, many doctors advise pregnant mothers to be aware of the potential risks involved when taking SSRI drugs during pregnancy.

If you were taking antidepressants during your pregnancy and your child developed autism, you can look for an autism attorney to help you acquire compensation from the company that produced the drugs.

Adriana knows all about autism causes, and possible link between autism and antidepressants.

Original article

Teenagers and Sensory Processing Disorder: The Special Challenges

Teens with sensory processing disorder have special challenges because of the stage of development they're in and the fact that until now, their sensory issues may have gone unaddressed.

1. Finding the right OT can be difficult. Few occupational therapists are trained or experienced in working with teenagers who have sensory processing disorder. Play-based SI therapy may seem silly and embarrassing to teens.

2. Poor self-esteem. Teenagers who have had sensory issues for years will have learned at least some accommodations to get around them and are less likely to experience the extreme behaviors and responses they did when they were younger. However, years of feeling different and not knowing why, and noticing that they have never been quite as mature and self-controlled as their peers, take their toll. Teens with sensory processing issues usually struggle with self-esteem. They need a lot of encouragement to admit they have sensory issues and need some help.

3. Need for independence. Teenagers need to have their independence respected, so being told, "You need to do X, Y, and Z to manage your sensory issues" usually doesn't go over very well!

4. Desire to fit in. Even teenagers who don't feel the need to have a lot of friends or be conformist want to have some friends they feel they fit in with. Sensory challenges can embarrass them and may make them feel isolated, and different in a negative way.

5. Changing hormones. Teenagers have ever-changing hormones that can exacerbate sensory issues by making them more sensitive to input than they were in the past. The normal changes of adolescence can also make them more moody and emotionally sensitive.

6. New expectations. People are less likely to see your teen as a young, immature person with a hidden disability and more likely to see him or her as a young adult whose behavior is willful.

What's a parent, teacher, or therapist to do?

1. Modify traditional SI therapy techniques to be more teen friendly. As a substitute for playing with a tray of shaving cream or finger-paints, encourage the teen to cook, garden, do art or arts and crafts, and engage in other activities that challenge his tactile issues. Work with a sensory-smart occupational therapist who is willing to alter her approach to helping your teenage son or daughter to reduce any embarrassment or defensiveness.

2. Talk about sensory issues positively. Reassure your teenager that sensory issues are simply a difference in brain wiring that can have advantages but that can also be controlled and addressed to make life a little easier. Explain what SPD is and why in some cases, it's good to be extra sensitive or to crave certain sensations, and that people with sensory issues often have other gifts as well, such as the ability to "think in pictures." Then explain that there are "tricks" you and/or an OT can teach them to "make their lives easier." Everyone wants his life to be a little easier! Acknowledge how hard your teen has to work to be organized or tolerate certain sensations and praise her for her efforts.

3. Offer accommodations and sensory diet ideas for him or her to choose from. Present accommodations and activities to teenagers and let them decide which they would like to use. Honor and respect their choices and encourage them to engage in collaborative problem solving with you. If they don't want to be seen doing a brushing protocol for tactile issues, can they do it discreetly in the bathroom at school? If all the kids are wearing loose clothes and they prefer them tight, can the teen wear tight clothing, such as bicycle shorts, underneath looser clothes that seem more stylish?

4.Help your teen with sensory issues to feel okay as he is and find a group of peers he's comfortable with. Practical solutions for grooming, picky eating, and dressing, and encouraging talks about the upside of being different, can help your teen with sensory issues feel more comfortable among his peers. However, he may also feel better about himself if he expands his group of friends. Encourage your teen to develop hobbies and engage in new activities from individualized sports that don't require high levels of skill and competitiveness to enjoy them to groups that engage in the arts, community service, spiritual growth, etc. Extracurricular activities can help kids find their "tribe" and feel the power to make a difference in the world as well.

5. Accept that your child may be more emotionally sensitive at this stage. Be alert to signs of increased anxiety and depression and consult a medical health professional with any concerns you have. Remember, addressing sensory issues will reduce overall anxiety that can lead to mild or moderate depression (when you feel you can't manage your discomfort, over time, you can develop depression). Don't forget some of the most effective treatments for mild or moderate anxiety and depression include physical exercise, time spent outdoors, meditation, and breathing exercises. Mindfulness practices from yoga and tai chi to tai kwan do and karate can help, too.

6. Focus on self-awareness and accountability for self-regulating. It's very difficult to get others to accept poor self-regulation in a teen, even if you educate them on hidden disabilities. Therefore, the sooner you collaborate with your teen in creating a workable sensory diet that prevents negative behaviors, the better. It will be easier for your teen to develop better self-regulation if she is trained in using specific self-calming and self-alerting techniques that she knows work for her. Hold her accountable for using her alerting music and gum, taking time out to sit in a quiet space and do breathing exercises or use a brushing protocol, etc. Have her participate in creating a sensory diet tailored to her needs to keep her sensory needs met and to prevent fight-or-flight behaviors. Let her experience the natural consequences if she refuses to use her calming, focusing, alerting techniques.

Above all, never forget that kids with sensory issues need a "just right" challenge, a balance of accommodations to make them more comfortable and challenges that take them out of their comfort zone. Sensory diet activities for teenagers help them to develop a higher tolerance for situations and activities they'll encounter in life, and over time, retrain their brains to process sensory information more typically. Be creative and encouraging in setting up a sensory diet for a teenager, and always be collaborative to respect the teen's need for independence.

Finally, if you're a parent frustrated by trying to get your teenager's sensory issues under control, consider joining an in-person or online support group or creating one. Knowing that you aren't alone, and having practical and emotional support from other parents going through the same experiences with their teen, can help you enormously at this stage of your child's development.

Nancy Peske is the coauthor of the book Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues. Learn more about sensory issues at http://www.sensorysmartparent.com/ and visit Raising a Sensory Smart Child on Facebook.

Original article

The Psychiatrist and Your Child With Autism Spectrum Disorders

If you have a child with an intellectual disability such as Autism, Aspergers Syndrome, or Pervasive Development Disorder then chances are you have a psychiatrist in your life. They are responsible for putting mood altering substances into your child. Often times this is very necessary, and is done for good reason. The problem that occurs is that often times the psychiatrist is making their determination based on ten to fifteen minutes of face time. With fewer and fewer providers accepting Medicaid, it is just a fact of life that they are stretched so thin. They are the experts when it comes to pharmacology, but you are the expert when it comes to your child.

Here are a few things to remember when you are going to see the psychiatrist. The first thing that is inevitably going to happen is that they are going to talk to you rather than your child. They may talk briefly to your child, but 90% of their determination of treatment will come from what you have to say. You should be prepared for this ahead of time. Write down your concerns. Possibly in short bullet points and give it to the doctor when you walk into their office. You want these issues thought out ahead of time for two reasons. The first is that you want plenty of time to think about these before you get into the office. You don't want to say "Oh he seems agitated lately", only to think about it later and realize he hasn't been sleeping well. He could be agitated because he hasn't been sleeping. The doctor may prescribe a med to control the agitation, that doesn't address the sleeping. You want the time to think thing through. The second reason is that you want all of your concerns addressed. If you hand the doctor a short concise bullet pointed note, then you have a much better chance of succeeding in this. Don't make it long and drawn out. Remember the psychiatrist is well intentioned and wants the best for your child, but is limited on time.

The last thing you should do before you leave the psychiatrist's office is ask them how they would prefer you communicate with them in between visits. I have found that a lot of doctors would appreciate a short email from time to time. Emphasis on the word short. The psychiatrist is a part of your child's team, but they are often the outsider. Find out from them how, and how much they would like to be informed on your child.

These tips will take you a long way when it comes to your visits with the psychiatrist. Everyone wants whats best for your child, you just have to assert a little. To ensure that your child gets the best care possible.

More information and resources about Autism Spectrum Disorders can be found at my website http://www.autismspectrumresources.blogspot.com/.

Original article

5 Practical Uses for Errorless Teaching Strategies

1) The first time a piece of music is played.

As a musician, I was taught that it is extremely important to play a new piece of music very slowly - which would allow me to avoid making mistakes. The idea being that if I made a certain error, for the first couple of times I practiced a piece, it has more of a chance to become engrained into my future performances. Of course, after the piece is sufficiently mastered at this pace, the tempo should be increased at an appropriate rate.

"The secret of success is 'Practice'... Practice slowly and critically - examine it."- Lloyd J Reynolds

2) When introducing complex concepts such as higher level Physics or advanced Chemistry.

Simple lab experiments or group activities involving a straightforward activity or task are a wonderful way to introduce more complex concepts. While dry-ice and semi-volatile chemistry experiments are usually good attention grabbers - they also offer an easily understandable (and executable) example of the concept being taught. Adding a group element to these teaching opportunities provides even more of an errorless nature - since three or four learners teaming-up are much less likely to miss an important step. The confidence resulting from the successful completion of these mini-experiments will hopefully lead to further explorations into the subject.

3) Practically anything mathematical.

This can also be said of most things which are sequential in nature - such as early language acquisition. Mathematics is an especially good example of the need for errorless teaching, since the understanding of each subsequent concept is dependent on knowledge of the previous. Consider how strange it would seem if an elementary school Mathematics teacher introducing long division by assigning several homework sheets on a topic she hadn't covered in class! The time spent guessing, practicing errors and getting frustrated would most likely impede the students' progress.

4) When a learner is anxious or has emotional challenges.

If a learner has underlying feelings of inadequacy or emotional and/or social challenges, errorless style teaching can go a long way to building their confidence. This is also true for typical students as well. If you consider the previous example of an early physics experiment being an example errorless teaching - only imagine that a particular student has wandered into a mid-level physics lab class by mistake. Without the basic understanding from previous classes he would be totally lost! And not only that, he would be the only one that was struggling! Incorporating errorless teaching early can allow these students to solidify the confidence to participate and reach out.

"A student is almost always motivated to practice if he leaves his lessons feeling capable". -Frances Clark

5) If repeated, typical teaching trials have failed.

Even though the previous situations are great examples of chances to use errorless teaching - this technique can be used in any teaching environment. If a learner is having a particularly hard time with a concept, continuing to challenge them may lead to overload or - at minimum - undue frustration on their part. In respect to the teacher, there is often times an unwillingness to relent when it comes to this scenario ("Wait, let's try it this way..."). At a certain point, teachers and parents need to recognize that the approach is not working and, perhaps a more errorless approach is required.

About the author: Mr. Jeffrey Young is the President and Founder of Innovative Piano, Inc.
Mr. Young has published over 17 books dealing with music and autism education. To learn more about the author and the program please visit

http://www.innovativepiano.com/
Innovative Piano, Inc.
Offering piano lessons for students with autism - Nationwide!
http://www.innovativepiano.com/The-Young-Method-Series.html

Original article

Autism Has Been Cured

Or so the American Psychiatric Association says. The APA has a new diagnostic definition of Autism which will make the one in 110 epidemic go away. What will really happen is that the children with a higher functioning autism spectrum disorder will cease to get the help they need.

Statistics prove that early diagnosis and early intervention is key. Without the diagnosis of PDD-NOS, PDD, Aspergers, and High Functioning Autism, that help will be nonexistent for a lot of families already struggling to make ends meet. Very few insurances pay for the therapies these kids need in order to be functioning adults in society. The estimated costs for some of these therapies can be from $39,000 to $130,000. In Pennsylvania, some programs can be paid by the state with medical assistance. But, to qualify for the medical assistance, the child needs to be declared as disabled. This new definition will have these kids falling through the cracks.

Regardless of a diagnosis, children with autism-like symptoms need professional help. Teachers don't know how to get through to some of these kids to give them the help they need. Unless they are learning support teachers, they just are not taught how to deal with the behavior problems the students with autism spectrum disorders are plagued with, some times due to the stress of school.

On the other side of this debate, the new definition will weed out the children with autism-like behaviors brought on by abuse, neglect, and attention. Schools will not be allowed to make on the run diagnosis in hopes of more funding. There will be a stricter criteria that must be met for a true diagnosis.

Personally, as a mom with a teenager that has a diagnosis of PDD-NOS, this new criteria scares me. My son has a lot of behaviors that he has outgrown, but a lot that he still struggles with on a day to day basis. Without the special programs in the area, he wouldn't be doing as well as he is. But, the new diagnostic definition is a needed change because I, as a parent with a special needs child, see teachers and other adults that are not qualified to do so, make unprofessional opinions on children based solely on the child's behavior. Which is unfair to that child who has now been labeled by someone who is supposed to be advocating for all children. And that child will now be treated differently by the adults around him all because of one biased opinion based solely on behavior.

My hopes for this new development is that there will now be more money spent on therapies for the children and adults that truly need it.

Sherry Vulgamott has been married to her high school sweetheart for 24 years and together they have 3 great kids. In her spare time, Sherry enjoys being with her family and friends, reading, writing, camping, and taking care of her parrots. Sherry invites you to her blog: http://sherryvulgamott.wordpress.com/ and asks that you comment on her posts with any questions or statements you have.

Original article

Accepting Autism to Become an Effective Advocate

Did you sense how your identity changed when you became a parent? At the moment of birth or adoption, our lives are never the same because once a parent, always a parent.

Despite the fact that our self-identity shifted once Mother Nature inaugurated us as mom or dad, this new role is not necessarily a fixed one because our children will always impact it.

As a mom or dad we may go from being a working parent to a stay at home parent (or vice versa), from a girl scout parent to a hockey mom, from an elated parent to a stressed parent and back again, but 'being a parent' will remain constant.

Some of the roles we take on as parents are chosen by us but there are times when roles are given to us that we may not like and can do nothing about. We cannot go to the store and exchange our position of night time soother when our infant is up all night with an ear infection for something else and we can't decide we don't want to be parents anymore.

If we are given the role of being a parent of a special needs child, a child with Autism, we can't refuse to take that role. We can kick and scream and pretend it is not happening, we can wallow in self-pity for a while but the sooner we accept our call to action, the sooner we will be able to consciously mold this role into something more effective and easy to take on.

To make the best of any situation our goal as parents is to transform a negative energy into a positive one. True acceptance of the role we have been assigned and the child we have been given is one of the most powerful positive energies to take hold of.

The most important motivator for any human being is to feel accepted. When we feel unconditionally accepted, by others, and ourselves it frees us from the need to justify and qualify our existence. It gives us the ultimate freedom to be real and authentic and secure enough in our skin to explore the possibilities of what we can become next.

Once we accept the reality of autism and whatever our child's challenges are, we open the door for a positive transformation to occur - for our child and for us. When we find ourselves at this threshold we are better able to envision an amazing potential and with that in our mind we are better able to advocate for our child.

Getting to the role of advocacy as a parent may not be an easy one when you have a child on the Autism spectrum but it is one that is extremely worthwhile and much more fulfilling than thinking or feeling that you are powerless and stuck in a role you didn't ask for and didn't want. True acceptance will lead anyone to uncover surprising abilities that will change attitudes and open up limitless possibilities.

I encourage you to fully embrace your role as parent of a child with special needs so you can progress to the position of unwavering advocate. Always be vigilant about limiting your expectations because doing so can unconsciously create a self-fulfilling prophecy that will constrain your child's potential. You never know what your child is capable of or how far he or she can go, so advocate, advocate, advocate, and reach for the stars!

Connie Hammer, MSW, parent educator, consultant and coach, guides parents of young children recently diagnosed with an autism spectrum disorder to uncover abilities and change possibilities. Visit her website http://www.parentcoachingforautism.com/ to get your FREE resources - a parenting e-course, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.

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Selecting The WRONG Autism Teacher Can Be Disastrous For Your Autistic Child

If you have an autistic child, then it almost goes without saying that you want the best autism teacher that is possible so that your child is able to learn, can be taught how to learn, and not be left behind as his peers advance and mature. But have you really considered the autism teacher that the school district simple assigns to your child? If not, then perhaps you should as explained in this article.

First of all, you need to remember that your child will be spending 30 or more hours per week in the classroom. All of this time, your child is receiving instruction from their autism teacher. This instruction is much more than just basic learning as would be done for normal children, but much of that time is spent in helping the child learn how to learn, learn how to interact with his peers, learning acceptable behavior, and all done by someone who has an understanding of autistic children and their very specific needs and requirements.

As such, the autistic child will frequently look at his teacher as a role model, someone that they respect, they admire, someone who helps them with seemingly infinite patience, and someone that the child will attempt to emulate because of that relationship and respect. But this is not always a good thing if you have not looked a bit deeper into the selected autism teacher to really determine if that person is really worthy of being your child's role model.

Almost all autism teachers have been trained in autism, cognitive learning disabilities and dealing with emotionally impaired children. Many of them even have a Masters Degree which indicates that they have learned the material required at least once and should be capable of being a good autism teacher. But unfortunately, that is not the end of that story, since "academic smarts" is not all that is required to be an effective autism teacher and to be seen by autistic children as a role model to follow and emulate.

Some of the autism teachers in today's world are not worthy to be viewed as role models. Sure, they have the required "academic smarts" but they are a far cry from being the type of person that you would want your child to emulate or view as a role model for their future lives. Although it is unfortunate, some of these teachers have a character and personality outside of the classroom that is simply, putting it mildly, not the kind of person that you would want ANYONE to emulate, let alone your autistic child who NEEDS a role model to help them determine what is good, bad, right and acceptable within today's society and amongst their peers. In the role of the teacher of autism, some of these people are totally superficial, pretending to be one type of person in the classroom, but outside of the classroom they are an entirely different type of person, many times exhibiting traits of coldness towards others, consistently lying to friends and family, and feeling no remorse about hurting others that they have deceived. Is that the kind of person that you want your autistic child to view as a role model? I don't think so, and you should not think so either.

The choice is yours and much of that choice depends on the value that you place on the instruction that your autistic child receives at school, understanding that when they develop a relationship with their autism teacher, that relationship will inevitably extend into viewing that teacher as role model. I would strongly encourage you to ensure that such a person is indeed worthy to be viewed as such a role model, and you are not required to accept the autism teacher that the school district arbitrarily assigns to you.

If you are serious about getting the best for your autistic child, I would encourage you to do your research into the right Autism Teacher for your child and to do the amount of research necessary to ensure that your autistic child is receiving the maximum benefit for their learning needs. For more insights about Autism and to read a case study of two very real autism teachers, please visit our web site at http://www.autism-explained.com/selecting-the-right-autism-teacher-for-your-child/

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My Child Has Been Diagnosed With Autism Spectrum Disorder (ASD) - What Do I Do Now?

Once your child has been diagnosed with ASD, begin researching best practices for effective learning. Autism is a lifelong disability, however, research indicates early intervention using the principles of applied behavior analysis (ABA) can make significant changes in your child's ability to learn and meet his or her potential. ABA therapy is one of many programs available however, when researching different programs, talk to other parents who have gone through the program, examine data, and research the professionals in the program's credentials as a therapist. Be cautious of programs offering "cures" or "recovery" as autism is a lifelong challenge and effective means to prevent or cure autism do not exist at this time.

Although most public schools do not offer the intense ABA therapy needed for a child diagnosed with autism, there are many private agencies or professionals that can help develop an appropriate program to meet your child's individual needs. The most important step for a parent is to make sure the professional you choose is licensed by the state in which you live and or is a board certified behavior analyst with experience in working with children on the spectrum.

Programs should be individualized, use positive reinforcement strategies and increase wanted behaviors while decreasing unwanted behaviors. The philosophy of applied behavior analysis is to look at the function of a behavior. For instance, if your child screams every time you run water for a bath, then you either postpone the bath or skip the bath, the function of the screaming is to avoid a bath. By giving in and delaying or skipping the bath, the parent is then reinforcing the escape and avoidance behavior. At the same time, screaming can also mean something different when it occurs when a child wants a cookie and the parent says no. If the parent gives the child a cookie to stop the screaming, the behavior has been reinforced again, thus guaranteeing the behavior will be repeated again in the future because it worked for the child; he got what he wanted.

Parents should be involved in the development of the plan and asked what they would like to see their child learn in the process. Be thinking of what is most important to you, your child and family. Therapy should be preformed 20-30 hours per week even with children as young as 3 years. Early intervention and intensity are keys to success with someone diagnosed with ASD.

Kerri Duncan has been supporting families with children diagnosed with autism. She aims to increase awareness and educate those involved in the lives of individuals diagnosed with Autism Spectrum Disorder. If you need more information and support, click here to see how she can help you and your child reach a brighter tomorrow.

For more information contact Kerri Duncan, Ed.D., BCaBA at 417.860.7640 or at http://www.facebook.com/hart4autism

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Asperger's And Transitions

Transitions are often a major challenge for those with Asperger's. I witness this first hand with my nine year old son and see the amount of stress and anxiety he endures when he faces change. For example, this past Christmas break he enjoyed two quiet weeks at home mainly playing with his new toys, one play date, and a couple of family gatherings. For the most part his social interactions were limited and kept to small groups or one on ones. All of this came to an end after the first week of January and he returned back to school. The transition back to school was difficult for him and resulted in a minor melt-down. His senses were on overload, especially his audio with frequent requests to turn the car radio off that was barely loud enough to hear in the first place. His stomach was unsettled for a good week as well. His teacher commented that the first week back was a struggle for him. He had had great success at school with regards to his social development for the month of December. I guess two steps forward and one step back in this case. Most of us do not like change, but for those with Asperger's Syndrome that can be a huge understatement. I guess the final message I am trying to drive home is firstly, anticipate the struggle your child/student may have when a transition is ahead. Give them lot's of warnings and instructions for the forthcoming change. Show some compassion and understanding for this period as you know it is only temporary as your child/student adapts to the new routine. Half way through the second week back to school things seemed to have balanced out and my son appears to have settled back into his school routine and all the social challenges involved for a child with Asperger's syndrome. Transitions can be events like the one I mentioned above to less complex situations such as changing class rooms for the next subject at school. It's important to remember, the actions of one child with Asperger's will seldom be the same for the next Asperger child as many will handle transitions differently than others.

Some strategies you can adopt to help your child/student with Asperger's syndrome and coping with transitions include:

Lot's of warnings about the upcoming change.You could act out or role play the upcoming event.Visual aids such as a daily schedule at the child's desk.A timer so they can countdown and prepare for the next event.

For more tips and information on helping your child or student with Asperger's Syndrome you can visit http://www.understandingaspergers.ca/

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Autism and Tactile Stimulation: Use It to Your Advantage!

You're doing every thing you are supposed to be doing according to all of the specialists. Your loved one, or student, has a disorder on the Autism Spectrum and you feel like you are simply treading water. You have tried to create structure. You have visual schedules, charts, and communication boards. Nothing seems to be working. They seem to be constantly seeking out stimulation of touch, or feel.

If this is your case then there are some things you can do to use this to your advantage. Since our skin is so sensitive and such a huge part of our sensory system, with Autism this is either amplified by ten or diminished by ten. The stimulation is so rewarding to them it can consume their world. I once worked with an individual who would have spent his entire day standing at the kitchen faucet. He would stand there just running his hand underneath the water, and flicking the stream. You can use this behavior, with a little earnestness on your part. Instead of fighting it completely. Put "water time" into the day's routine. Put into the schedule designated times that they can retreat into their autism. This will allow them to decompress after the demands you have been placing on them prior. Make sure that it is a set length of time. Try setting a timer, and let them know when the timer goes off it is time to move on to the next activity. You might be surprised how well the person responds, when they know that they will get their sensory time. You can try and use it as a reward system that they can earn, but(depending on the person) this may backfire the first time they don't earn their time.

You may now be asking "How can I put this into their schedule, when I can't get them to follow a schedule?". This is a very valid point. If you are using a picture schedule and not having much success then I have a suggestion for you. Try attaching small pieces of different textured materials to each picture. Use many different types of materials, but make them all feel different. Try things like felt,different grades of sand papers, and various fabrics. Just put a different material on each activity. If an activity is repeated during the day, use the same material for both. When it is time for that activity have the person touch the material as you tell them what they will be doing. They will also see the picture. The material will serve two purposes. The first is that it will slightly satisfy their need for stimulation. This should allow them to focus on what you are saying, or what they are seeing. The second is if they can't focus on anything else, then they will begin to associate the activity with the feel on the schedule.

I have used both of these ideas with great success in real life situations. I know that everyone is different, but give them a try. You might be surprised by the results.

I have been working in the field of intellectual disabilities for twenty years. I have seen a lot of what works and what doesn't. I try to keep abreast of what is new and good in the field. I have more tried and true resources on my website at http://autismspectrumresources.blogspot.com/

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Sensitivity to Lights and Sounds in Vehicles

Children with sensory integration disorder or sensitivities to light and sound, can resist going out for a walk, playing on the playground, and even going for a ride in the car. Sensory integration disorder is when the brain doesn't understand the information it is receiving from the senses and misinterprets it.

When a child is sensitive to the brightness of light or sound that it is either too loud or high-pitched, they may overreact and exhibit a variety of behavioral challenges, such as crying, screaming, having headaches or stomachaches. As onlookers, we interpret this child as being temperamental or having a bad day. The way the parents respond, if they are not aware of this sensitivity, is to do a number of things to calm or stop the child's behavior. Most people have not heard of sensory integration disorder, although it is on the rise, primarily due to the frequency of diagnosis and quantity of people having the same or similar sensory issues.

Sensory integration disorder can coexist with Autism spectrum disorders, other learning disabilities or disorders. The book, "The Out of Sync Child," by Carol Stock Kranowitz, discusses and explains what this disorder is and how to adjust events in your child's life so that your child can be more comfortable. Checklists on the web do not fully understand the disorder, and try to attest their validity by making blanket statements, with black and white conclusions. Many children exhibit sensory issues, but parents and therapists may not recognize all the symptoms. Symptoms may occur one day and not the next two days or new ones may surface. Some days a child may be overly sensitive to sound or light, and other days they may be under sensitive.

Some children are okay with having sunglasses on, to protect their eyes from the light. Those who do not like to have things on their face or who are too young to wear eye protection, can typically shield their eyes with a hood or cover. Vehicles that have darkly tinted windows in the backseat are perfect for these children. Some people find that tires that do not have a specific expiration mileage will produce more sound and noise than tires that that last for just 50,000 or 100,000 miles, for example. These types of tires are firmer due to the amount of rubber that is spun tighter around the tire.

Some of the newer vehicles, have features that auto adjust mirrors so light is either reflected or muted and won't glare or bounce off other reflective objects in the car. Additionally, there are muted colored lights throughout the car that given an amber, blue or red glow to light the console or dashboard.

If you are unable to purchase a newer vehicle, there are ways to adjust the interior of your car to reduce the glare or brightness. Private investigators use black curtains hung near or around the windows to prevent the light from glaring in. The same curtain can be used to hang from the inside of the car's window, using the window to hold it up. Using white noise machines, video games, or soft music helps with irritating or aversive sounds.

Observe your child's behavior on a daily basis to see how or if the amount of light is bothersome. Ask your child questions and help them become more comfortable. Traveling in a car with your child in car can be a pleasant experience; most importantly, it needs to be safe so the driver is not distracted and the passengers are safe.

Julie Callicutt is the owner of Ferko Therapeutic Group, a company specializing in providing intensive rehabilitation therapy to children with disabilities, specifically those on the Autism Spectrum. Julie's services include 1:1 intensive therapy, coaching/mentoring of caregivers and making herself available to speak at local and national early childhood conferences. If you would like more information, please visit, http://www.ferkotherapy.com/.

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