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

Original article

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/

Original article

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/

Original article