By [http://ezinearticles.com/?expert=Gail_Lynn]Gail Lynn
Autism is on the rise. Today the risk of having a child with autism stands at about 1:110. No one is sure if it is on the rise because of better diagnosis procedures or because of more children being diagnosed. Whatever the reason, it stands that you are more likely to have a child with autism, or know a child of autism than ever before.
While scientists haven't been able to pin down one precise cause of autism, there are several things which occur prenatally which may cause autism. It has also been found that there is a strong genetic element to autism. Studies have found that the chances for a child to have autism increases if there is a sibling or other close blood relative with autism.
None of the prenatal causes for autism have been proven 100% to be a cause of autism, but there is significant information to show that they are linked to autism.
One of those things is parental age. The age of the parents when the child is born has a direct impact on the risk of the child of having autism. It isn't sure yet if it is both parents, or just the mother or father. The reasons for this aren't clear. It could be because or increased complications as a parent gets older, as well as risks of mutations. Unlike other issues where maternal age matters more, in this case paternal age factors in more.
One potential prenatal causes of autism include some viral infections that the mother might have while pregnant. This is because the illness can cause the mother's immune system to go into overdrive. As her immune system goes crazy it can attack the foreign cells baby's body. Congenital rubella syndrome is the most common infection. Rubella, or German measles, is also linked to other things like schizophrenia, as well as blindness and deafness in babies.
There are other environmental things that could cause autism and birth defects. Those things are called teratogens. Some of them a woman has control of, others are beyond control. There are several studies exploring alcohol as one of the causes of autism, as well finding out if it's related to birth defects like fetal alcohol syndrome.
Women who are surrounded by specific chemicals that are found in pesticides have been found to have a higher incidence of autism in their families. In families where there is already a genetic element the chances that a child with end up with autism because of exposure to pesticides and fertilizers increase dramatically.
There are a lot of theories behind what causes autism. These theories are the ones that have the most agreement in the scientific community. There are some others that have been put out there, but not a lot of people are doing studies or believe that they are a significant cause. One of those is fetal exposure to ultrasound. There have been studies that have linked neuron disruption in mice with prolonged exposure to ultrasound. However, there hasn't been any significant human studies done on this subject.
There is no one agreed on cause of autism, but there are many things that can happen prior to birth that can push a child with a predisposition to it into having autism.
Get more information about non-invasive, [http://lifevesseloftherockies.com/about/autism-treatments/]mild autism treatments at the Life Vessel of the Rockies and see how they can make a difference.
Article Source: [http://EzineArticles.com/?Some-Possible-Prenatal-Causes-of-Autism&id=6579838] Some Possible Prenatal Causes of Autism
Wednesday, November 30, 2011
Monday, November 28, 2011
7 Key Things You Should Know If Your Child Has Autism
By [http://ezinearticles.com/?expert=Charlene_R_Proctor]Charlene R Proctor
ASD can be a frightening diagnosis, which every parent reacts differently to. Along with a diagnosis parents are often bombarded with advice and strategies which are often not always helpful. Here are just 7 points I think every parent should be aware of when parenting a child with autism.
Autism is Not New
There is a wealth of knowledge and understanding that can be found within the minds of other parents alike. Any problem you may be facing has invariably been dealt with before in other families. This means you can learn and use what others have learned and experienced about raising a child with autism to help you. Parents understand autism, perhaps somewhat better than some professionals as they have not lived the experience. There is no need for you to go and reinvent the wheel, but there is a need for you to connect with other parents of autism. This way you not only learn but are able to give back on what your experiences have been as well.
Children with Autism LOVE their parents.
I realise at times this may not seem true. Invariably your child may have the tendency to beat up on you, hate being touched or run off in the opposite direction at any given chance with no need to turn back to see how far they are from you. They may struggle to look at you eye to eye and connect with you on an emotional level you crave for, but this does not mean they do not love you. Keep sharing and exposing your love for your child in all the ways that you do; they may just surprise you
Don't get too hung up on Critical Periods of Learning
I have great belief in the wondrous outcomes that early intervention can have on a child with autism. However I so often hear parents trying to beat this race and treat their child before the 'window of learning' period is closed. The human brain is a wonderful organ. It is constantly changing, forming and developing in response to learning and environment stimulation. Yes it has been said that children learn best in their younger years, but it is naive to think that learning and development have to stop there.
Learning and Development can be a Bumpy Road on the Autism Spectrum
All children go through rough patches in their learning and development. Some get left behind a bit in certain areas but then catch up later. This is true for children with ASD as well. However leaps of development and deficits are generally more pronounced. When a learning regression or plateau hits we so often want to blame something or put it down to one thing. This is often not the case. The trick is also to keep with your child, don't give up them or your self as this is the time you really need to help pull your child through the rough patch. It can be completely un-motivating when your child hits a learning plateau especially when they may be miles behind their peers already. Chances are they will come out on the other side with a big bang and you may struggle to keep up with them.
Your Child's Abilities Can Shift Over Time
We hear much talk regarding the different "functional levels" within the Autistic Spectrum. A professional may point out your child falls into the spectrum at a certain level whether it be high functioning of low functioning. You need to realise though that this can change over time with the right treatments and guidance. Diagnosed children are very often moved from one autism diagnostic category to another.
Professionals are a Great and useful Resource, BUT they can also be Disappointing
Some professionals don't know enough about autism, some may only know the "doom and gloom" aspect of autism. Some professional are incredibly knowledgeable and helpful. The point is, all incoming information concerning your child at any level needs to be scrutinised by you, perhaps even do some more research if you not sure. Find doctors and Therapists etc that you are happy with, that know the particulars of what you are dealing with and understand your child and family.
YOU ARE YOUR CHILDS' BEST AND MOST IMPORTANT TEACHER
A lot people believe that in order to help our child you need to go from therapy to therapy. Your child spends huge amounts of time with other people than with you. Don't let people drag you into this notion that your child is so unusual that only a person with an advanced degree can help him learn.
Yes therapies are important, but you are your child's primary caregiver and leader. You are the person that needs to guide them through life. And no one loves your child as much as you. [http://theautismfactor.com/parenting-autism-ways-to-keep-being-your-best/]Parenting Autism can be frustrating at times, but remember You are important and don't let anyone tell you any differently.
Remember to Get your Free copy of: [http://theautismfactor.com/]Autism -Where to start guide, where you will learn immediate strategies to help your loved one with Autism.
Article Source: [http://EzineArticles.com/?7-Key-Things-You-Should-Know-If-Your-Child-Has-Autism&id=6580425] 7 Key Things You Should Know If Your Child Has Autism
ASD can be a frightening diagnosis, which every parent reacts differently to. Along with a diagnosis parents are often bombarded with advice and strategies which are often not always helpful. Here are just 7 points I think every parent should be aware of when parenting a child with autism.
Autism is Not New
There is a wealth of knowledge and understanding that can be found within the minds of other parents alike. Any problem you may be facing has invariably been dealt with before in other families. This means you can learn and use what others have learned and experienced about raising a child with autism to help you. Parents understand autism, perhaps somewhat better than some professionals as they have not lived the experience. There is no need for you to go and reinvent the wheel, but there is a need for you to connect with other parents of autism. This way you not only learn but are able to give back on what your experiences have been as well.
Children with Autism LOVE their parents.
I realise at times this may not seem true. Invariably your child may have the tendency to beat up on you, hate being touched or run off in the opposite direction at any given chance with no need to turn back to see how far they are from you. They may struggle to look at you eye to eye and connect with you on an emotional level you crave for, but this does not mean they do not love you. Keep sharing and exposing your love for your child in all the ways that you do; they may just surprise you
Don't get too hung up on Critical Periods of Learning
I have great belief in the wondrous outcomes that early intervention can have on a child with autism. However I so often hear parents trying to beat this race and treat their child before the 'window of learning' period is closed. The human brain is a wonderful organ. It is constantly changing, forming and developing in response to learning and environment stimulation. Yes it has been said that children learn best in their younger years, but it is naive to think that learning and development have to stop there.
Learning and Development can be a Bumpy Road on the Autism Spectrum
All children go through rough patches in their learning and development. Some get left behind a bit in certain areas but then catch up later. This is true for children with ASD as well. However leaps of development and deficits are generally more pronounced. When a learning regression or plateau hits we so often want to blame something or put it down to one thing. This is often not the case. The trick is also to keep with your child, don't give up them or your self as this is the time you really need to help pull your child through the rough patch. It can be completely un-motivating when your child hits a learning plateau especially when they may be miles behind their peers already. Chances are they will come out on the other side with a big bang and you may struggle to keep up with them.
Your Child's Abilities Can Shift Over Time
We hear much talk regarding the different "functional levels" within the Autistic Spectrum. A professional may point out your child falls into the spectrum at a certain level whether it be high functioning of low functioning. You need to realise though that this can change over time with the right treatments and guidance. Diagnosed children are very often moved from one autism diagnostic category to another.
Professionals are a Great and useful Resource, BUT they can also be Disappointing
Some professionals don't know enough about autism, some may only know the "doom and gloom" aspect of autism. Some professional are incredibly knowledgeable and helpful. The point is, all incoming information concerning your child at any level needs to be scrutinised by you, perhaps even do some more research if you not sure. Find doctors and Therapists etc that you are happy with, that know the particulars of what you are dealing with and understand your child and family.
YOU ARE YOUR CHILDS' BEST AND MOST IMPORTANT TEACHER
A lot people believe that in order to help our child you need to go from therapy to therapy. Your child spends huge amounts of time with other people than with you. Don't let people drag you into this notion that your child is so unusual that only a person with an advanced degree can help him learn.
Yes therapies are important, but you are your child's primary caregiver and leader. You are the person that needs to guide them through life. And no one loves your child as much as you. [http://theautismfactor.com/parenting-autism-ways-to-keep-being-your-best/]Parenting Autism can be frustrating at times, but remember You are important and don't let anyone tell you any differently.
Remember to Get your Free copy of: [http://theautismfactor.com/]Autism -Where to start guide, where you will learn immediate strategies to help your loved one with Autism.
Article Source: [http://EzineArticles.com/?7-Key-Things-You-Should-Know-If-Your-Child-Has-Autism&id=6580425] 7 Key Things You Should Know If Your Child Has Autism
Saturday, November 26, 2011
Von Economo Cells, Autism, and Intuition - A Few Special Brain Cells May Produce Social Awareness
By [http://ezinearticles.com/?expert=Peter_Zvejnieks,_M.D]Peter Zvejnieks, M.D
Von Economo Neurons, Autism, and Intuition.
Recently discovered brain cells called Von Economo cells (VENs), named after the neurobiologist who described them, are unique in that there are only about 200,000 of them in a normal adult human. That's amazing because just about any other type of brain cell we have number in the billions. Up until just recently, we saw these cells only in the great apes and not in any other animals. They are present but rare numbering only five or six thousand in the solitary gorilla, but relatively more numerous in the hyper-social bonobo monkey.
VENS can be seen in just two parts of the most recently evolved part of our brains, the neocortex. They are present in the anterior cingulate gyrus (ACC), and the frontal insula (FI).
�
Other brain cells in the neocortex, the pyramidal cells, have a long process on the apical end but many shorter processes on the basal side (apical and basal dendrites). The VEN is unique in that it has very long dendrites on both poles and the cell body is 4.5 times larger than an ordinary pyramidal cell. Large size is conducive to high speed transmission of signals. VENs are just now being mapped thoroughly but in essence they seem to pick up signals from several deeper, more primitive brain centers regulating fight or flight, pleasure/reward, punishment, fear, and uncertainty and quickly process and simplify what might be a cacophony of signals and transmit the result to the frontal and temporal cortex. VENs are thus implicated in "gut feelings", intuition, and the rapid first impressions we all get when we meet someone new. In the frontal and temporal cortex, these instant impressions are blended with more deliberate and slower more rational judgments formed there. In fact, one fascinating feature of VENs is that they, unlike any other brain cell, express serotonin 2b receptors on their surface. These receptors are also present on cells in the stomach and small intestine and are responsible for peristalsis. Unconscious or "gut" feelings might be picked up more rapidly by the brain this way rather than have rely on detection what the gut is doing, allowing for more rapid and perhaps socially appropriate or danger avoiding response.
The right side of the brain contains 30% more VENs than the left side and this right dominance seems to be important for normal functioning of the brain. In fact, MRI studies of the FI can demonstrate that the right FI is larger in normal individuals and not in autistic kids. Furthermore, normal brains react to uncertainty, facial expressions and pictures of loved ones strongly in these areas on functional MRI scans but not in autistic brains.
I have spoken with high functioning autistic people who say that to navigate a new social situations they often must have a kind of script in their minds. They use past experience and logic to generate appropriate responses to ever changing social situations. This compensatory method for coping with uncertainty seems to be a hallmark of autism. I've encountered many autistic children who may do very well if everything in their world is expected and routine, but totally decompensate in the face of change. Furthermore, humans are not born with a full complement of VENs, but only sprout them in early childhood until age four. This is about the time autism seems to manifest in childhood. And it is this time of life that both genetic and environmental factors can be influential. Indeed some studies have shown autistic kids to have fewer VENs and other studies show and excess of VENs but with disorganized or truncated dendrites, consistent with theories that autism involves failed "pruning" of neurons in early childhood. Perhaps genetic influences inhibit "pruning" and environmental or inflammatory conditions shut down the development of VENs. Either way, the result is an inability to cope with social situations and uncertainty, arguably some of the most highly developed and evolutionarily recent manifestations of consciousness.
Now very recently VENs have been found in whale brains, dolphins, and elephants. This is quite interesting because VENs therefore must have evolved convergently in these species which are unrelated to us. Similar selective pressures must encourage the production of VENs. Perhaps large brain size itself triggers the secondary enhancement of consciousness as a byproduct of needed upgrades in connectivity!
To your health,
Dr Z
Peter Zvejnieks, MD is a board certified physician in Columbia SC. His blog can be found at http://www.anylabtestwestcolumbia.com/DrZforLife
Article Source: [http://EzineArticles.com/?Von-Economo-Cells,-Autism,-and-Intuition---A-Few-Special-Brain-Cells-May-Produce-Social-Awareness&id=6581444] Von Economo Cells, Autism, and Intuition - A Few Special Brain Cells May Produce Social Awareness
Von Economo Neurons, Autism, and Intuition.
Recently discovered brain cells called Von Economo cells (VENs), named after the neurobiologist who described them, are unique in that there are only about 200,000 of them in a normal adult human. That's amazing because just about any other type of brain cell we have number in the billions. Up until just recently, we saw these cells only in the great apes and not in any other animals. They are present but rare numbering only five or six thousand in the solitary gorilla, but relatively more numerous in the hyper-social bonobo monkey.
VENS can be seen in just two parts of the most recently evolved part of our brains, the neocortex. They are present in the anterior cingulate gyrus (ACC), and the frontal insula (FI).
�
Other brain cells in the neocortex, the pyramidal cells, have a long process on the apical end but many shorter processes on the basal side (apical and basal dendrites). The VEN is unique in that it has very long dendrites on both poles and the cell body is 4.5 times larger than an ordinary pyramidal cell. Large size is conducive to high speed transmission of signals. VENs are just now being mapped thoroughly but in essence they seem to pick up signals from several deeper, more primitive brain centers regulating fight or flight, pleasure/reward, punishment, fear, and uncertainty and quickly process and simplify what might be a cacophony of signals and transmit the result to the frontal and temporal cortex. VENs are thus implicated in "gut feelings", intuition, and the rapid first impressions we all get when we meet someone new. In the frontal and temporal cortex, these instant impressions are blended with more deliberate and slower more rational judgments formed there. In fact, one fascinating feature of VENs is that they, unlike any other brain cell, express serotonin 2b receptors on their surface. These receptors are also present on cells in the stomach and small intestine and are responsible for peristalsis. Unconscious or "gut" feelings might be picked up more rapidly by the brain this way rather than have rely on detection what the gut is doing, allowing for more rapid and perhaps socially appropriate or danger avoiding response.
The right side of the brain contains 30% more VENs than the left side and this right dominance seems to be important for normal functioning of the brain. In fact, MRI studies of the FI can demonstrate that the right FI is larger in normal individuals and not in autistic kids. Furthermore, normal brains react to uncertainty, facial expressions and pictures of loved ones strongly in these areas on functional MRI scans but not in autistic brains.
I have spoken with high functioning autistic people who say that to navigate a new social situations they often must have a kind of script in their minds. They use past experience and logic to generate appropriate responses to ever changing social situations. This compensatory method for coping with uncertainty seems to be a hallmark of autism. I've encountered many autistic children who may do very well if everything in their world is expected and routine, but totally decompensate in the face of change. Furthermore, humans are not born with a full complement of VENs, but only sprout them in early childhood until age four. This is about the time autism seems to manifest in childhood. And it is this time of life that both genetic and environmental factors can be influential. Indeed some studies have shown autistic kids to have fewer VENs and other studies show and excess of VENs but with disorganized or truncated dendrites, consistent with theories that autism involves failed "pruning" of neurons in early childhood. Perhaps genetic influences inhibit "pruning" and environmental or inflammatory conditions shut down the development of VENs. Either way, the result is an inability to cope with social situations and uncertainty, arguably some of the most highly developed and evolutionarily recent manifestations of consciousness.
Now very recently VENs have been found in whale brains, dolphins, and elephants. This is quite interesting because VENs therefore must have evolved convergently in these species which are unrelated to us. Similar selective pressures must encourage the production of VENs. Perhaps large brain size itself triggers the secondary enhancement of consciousness as a byproduct of needed upgrades in connectivity!
To your health,
Dr Z
Peter Zvejnieks, MD is a board certified physician in Columbia SC. His blog can be found at http://www.anylabtestwestcolumbia.com/DrZforLife
Article Source: [http://EzineArticles.com/?Von-Economo-Cells,-Autism,-and-Intuition---A-Few-Special-Brain-Cells-May-Produce-Social-Awareness&id=6581444] Von Economo Cells, Autism, and Intuition - A Few Special Brain Cells May Produce Social Awareness
Thursday, November 24, 2011
About Autistic Children
By [http://ezinearticles.com/?expert=Maxine_Wagner]Maxine Wagner
When tests for Autism are first being considered, this typically involves the use of a pre-developed checklist or screening, rather than a blood test, in order to determine if Autism is present. Despite the fact that the majority of the pediatricians that are available today will help care for autistic children, it was only recently that they reported performing routine screenings for the disorder.
Since the "Identification and Evaluation of Children with Autism Spectrum Disorders" clinical report was published in 2007 by the AAP (American Academy of Pediatrics), the hope is that more pediatricians will include screening for the disorder when infant care commences. Additionally, it is recommended that once this is established that they will continue routine screenings in all ensuing examinations.
There were three recommendations that the publication mentioned regarding Autistic children including:
o Conduct routine surveillance for autism spectrum disorders at every follow-up, well-child visit, including searching for any subtle signs of the disorder.
o Screen the child for autism using a specific or targeted screening checklist when they reach 18 years of age and again at 24 months.
o Schedule special appointments anytime you have any concerns about autism that you may have as a responsible parent would do.
Most importantly is the fact that the AAP highly recommends that all pediatricians send children for a comprehensive evaluation if the screening test results are positive. You might consider a hearing test as well as one of the warning signs is that the child either cannot hear you or appears to be ignoring what you say and not reacting normally.
The signs and symptoms exhibited by autistic children
When it comes to the early warning signs and symptoms of Autism in children, there are three distinctive behavior patterns evident when the disorder is present. They include:
o difficulties with communication and social interaction
o problems with either non-verbal or verbal communication
o repetitive behavior patterns
o narrow or extremely obsessive interests
Additionally, the impact of these warning signs and symptoms can range from very mild or slight to extremely severe and nearly disabling.
Regardless of the above, it is the inability to communicate effectively and engage in any social interaction that is considered the most prolific feature. Additionally, it is normally the parents that start seeing these warning signs and symbols. They will start seeing the child display abnormal behavior, even as early as the infancy stage. This includes being unresponsive to those around them or obsessively focusing on a single object or toy.
Additionally, a child may appear to be developing normally and then suddenly withdraw from any social interaction or be ambivalent of or indifferent to what is going on around them. Autistic children may also fail to respond to calling their names or will avoid making eye contact or maintaining it for any normal length of time. Finally, they usually cannot understand specific social clues which makes it difficult for them to interpret what others feel or think. This includes certain facial expressions and tone of voice.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?About-Autistic-Children&id=6592436] About Autistic Children
When tests for Autism are first being considered, this typically involves the use of a pre-developed checklist or screening, rather than a blood test, in order to determine if Autism is present. Despite the fact that the majority of the pediatricians that are available today will help care for autistic children, it was only recently that they reported performing routine screenings for the disorder.
Since the "Identification and Evaluation of Children with Autism Spectrum Disorders" clinical report was published in 2007 by the AAP (American Academy of Pediatrics), the hope is that more pediatricians will include screening for the disorder when infant care commences. Additionally, it is recommended that once this is established that they will continue routine screenings in all ensuing examinations.
There were three recommendations that the publication mentioned regarding Autistic children including:
o Conduct routine surveillance for autism spectrum disorders at every follow-up, well-child visit, including searching for any subtle signs of the disorder.
o Screen the child for autism using a specific or targeted screening checklist when they reach 18 years of age and again at 24 months.
o Schedule special appointments anytime you have any concerns about autism that you may have as a responsible parent would do.
Most importantly is the fact that the AAP highly recommends that all pediatricians send children for a comprehensive evaluation if the screening test results are positive. You might consider a hearing test as well as one of the warning signs is that the child either cannot hear you or appears to be ignoring what you say and not reacting normally.
The signs and symptoms exhibited by autistic children
When it comes to the early warning signs and symptoms of Autism in children, there are three distinctive behavior patterns evident when the disorder is present. They include:
o difficulties with communication and social interaction
o problems with either non-verbal or verbal communication
o repetitive behavior patterns
o narrow or extremely obsessive interests
Additionally, the impact of these warning signs and symptoms can range from very mild or slight to extremely severe and nearly disabling.
Regardless of the above, it is the inability to communicate effectively and engage in any social interaction that is considered the most prolific feature. Additionally, it is normally the parents that start seeing these warning signs and symbols. They will start seeing the child display abnormal behavior, even as early as the infancy stage. This includes being unresponsive to those around them or obsessively focusing on a single object or toy.
Additionally, a child may appear to be developing normally and then suddenly withdraw from any social interaction or be ambivalent of or indifferent to what is going on around them. Autistic children may also fail to respond to calling their names or will avoid making eye contact or maintaining it for any normal length of time. Finally, they usually cannot understand specific social clues which makes it difficult for them to interpret what others feel or think. This includes certain facial expressions and tone of voice.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?About-Autistic-Children&id=6592436] About Autistic Children
Tuesday, November 22, 2011
Autism Treatment - Managing the Disorder
By [http://ezinearticles.com/?expert=Maxine_Wagner]Maxine Wagner
There is no secret to the fact that the earlier Autism is diagnosed and a course of treatment is prescribed that this not only benefits your child, it benefits you as well. Typically, Autism treatment is not done medically in its entirety. Other variables come into play where this is concerned such as behavioral training and management, community support as well as parental training, and some specialized therapies. In so many words, Autism Treatment can be correlated with managing the disorder.
Treatment strategies
The following strategies for managing and treating Autism have been recommended by the AAP (American Academy of Pediatrics) and should help your child improve how they function overall as well as reach their potential:
Behavioral management and training - positive reinforcement along with self-help and social skills training are the foundation for behavioral management and training. The primary benefit for you and your child is that it greatly enhances the ability to communicate better and improve their behavior.
Community Parental Support and Training - it is always advisable that you undergo training and join a support group in the community in order to better manage and treat your child's disorder. Your child's doctor or one of the many Autism treatment advocacy and support groups will have all the information you need.
Medication - the same medications that treat other related conditions and behavioral disorders or problems are most the commonly used medications in Autism treatment. These include medications that treat anxiety, depression, hyperactivity, and OCD (Obsessive Compulsive Disorder).
Specialized therapies - occupational, physical, and speech therapies are the most common ones applied for managing and treating Autism. However, they are more important where the management of the disorder is concerned rather than the treatment. All of these need to be included in the treatment program that is prescribed.
What causes Autism?
Autism is categorized as a PDD or Pervasive Developmental Disorder which is one of many conditions or illnesses that hamper skills development in children. Unfortunately, the causes of Autism remain unclear, even though research has revealed a few important elements or factors. These factors include genetics, problems during childbirth, and several types of infections.
The most recent studies now suggest that some individuals are genetically pre-disposed to Autism, meaning that parents can pass the condition onto to their children. Currently, a number of researchers are looking for clues regarding specific genes that contribute to being more vulnerable to the disorder. Another speculation is that the environment can be one of the factors that influences the onset and development of the disorder.
Other theories also suggest that abnormalities in the structure of the brain can be at fault or that the child's immune system may be producing certain anti-bodies that attack their brains and cause some damage to it. Another theory suggests that the timing involved with the development and growth of the child's brain is abnormal. So as you can readily see, there is still much that needs to be discovered about Autism in order to treat it properly.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Autism-Treatment---Managing-the-Disorder&id=6592443] Autism Treatment - Managing the Disorder
There is no secret to the fact that the earlier Autism is diagnosed and a course of treatment is prescribed that this not only benefits your child, it benefits you as well. Typically, Autism treatment is not done medically in its entirety. Other variables come into play where this is concerned such as behavioral training and management, community support as well as parental training, and some specialized therapies. In so many words, Autism Treatment can be correlated with managing the disorder.
Treatment strategies
The following strategies for managing and treating Autism have been recommended by the AAP (American Academy of Pediatrics) and should help your child improve how they function overall as well as reach their potential:
Behavioral management and training - positive reinforcement along with self-help and social skills training are the foundation for behavioral management and training. The primary benefit for you and your child is that it greatly enhances the ability to communicate better and improve their behavior.
Community Parental Support and Training - it is always advisable that you undergo training and join a support group in the community in order to better manage and treat your child's disorder. Your child's doctor or one of the many Autism treatment advocacy and support groups will have all the information you need.
Medication - the same medications that treat other related conditions and behavioral disorders or problems are most the commonly used medications in Autism treatment. These include medications that treat anxiety, depression, hyperactivity, and OCD (Obsessive Compulsive Disorder).
Specialized therapies - occupational, physical, and speech therapies are the most common ones applied for managing and treating Autism. However, they are more important where the management of the disorder is concerned rather than the treatment. All of these need to be included in the treatment program that is prescribed.
What causes Autism?
Autism is categorized as a PDD or Pervasive Developmental Disorder which is one of many conditions or illnesses that hamper skills development in children. Unfortunately, the causes of Autism remain unclear, even though research has revealed a few important elements or factors. These factors include genetics, problems during childbirth, and several types of infections.
The most recent studies now suggest that some individuals are genetically pre-disposed to Autism, meaning that parents can pass the condition onto to their children. Currently, a number of researchers are looking for clues regarding specific genes that contribute to being more vulnerable to the disorder. Another speculation is that the environment can be one of the factors that influences the onset and development of the disorder.
Other theories also suggest that abnormalities in the structure of the brain can be at fault or that the child's immune system may be producing certain anti-bodies that attack their brains and cause some damage to it. Another theory suggests that the timing involved with the development and growth of the child's brain is abnormal. So as you can readily see, there is still much that needs to be discovered about Autism in order to treat it properly.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Autism-Treatment---Managing-the-Disorder&id=6592443] Autism Treatment - Managing the Disorder
Sunday, November 20, 2011
Understanding Asperger Autism
By [http://ezinearticles.com/?expert=Maxine_Wagner]Maxine Wagner
By medical definition, Asperger Autism is a disorder of the Autism "spectrum" which is characterized by repetitive and restrictive behavior and interest patterns as well as significant difficulties with the ability to interact socially. According to Wikipedia, "it differs from other Autism spectrum disorders by [virtue of] its relative preservation of cognitive and linguistic development." The atypical use of language and physical clumsiness are oftentimes reported as characteristics although they are not required for diagnosis.
A child may display numerous symptoms of Asperger Autism, or they may only exhibit a few. Additionally, the severity of these symptoms may range from mild to extremely severe in nature. However, the key characteristic of this form of Autism is that the child will have a significant amount of difficulty when it comes to interacting with others in social situations. As a result of this unpredictable variance, no two children who are suffering with Asperger Autism are ever alike.
Childhood symptoms
Typically, a parent will first notice the following signs of Asperger Autism when the child first enters preschool and starts interacting with other children:
- changes in their routines appear to upset them
- lights, loud noises, or strong tastes and textures tend to over-stimulate them due to a heightened sensitivities
- preoccupation with only a single or a limited number of interests but they have considerable knowledge of the subject(s)
- the ability to pick up on certain social clues inborn social skills are lacking
- the inability to distinguish minor or subtle differences in others' accent, pitch, and tone of speech which can alter its meaning
- their motor development is oftentimes delayed
- their style of speech is well advanced for their age
- they display unusual body posture or facial expressions
- they lack the ability to be empathetic
- they sometimes avoid eye contact while at other times stare endlessly at others
- they will hold one-sided conversations, talk a lot about a favorite subject, or verbalize their most internal thoughts
Despite the above and the numerous similarities to Autism, Asperger syndrome is normally characterized intellectual development and normal language.
Adolescent and teen year's symptoms
The symptoms of Asperger Autism typically linger well into the child's teen years they may begin learning those social skills they are lacking in. However, the ability to communicate effectively remains difficult. Additionally, the difficulty encountered with reading the behavior patterns of others remains a significant issue as well. Teens suffering with the disorder want to make friends but they may feel intimidated or shy when approaching other teens because they feel "different" from other individuals.
Symptoms evident during adulthood
The adult with the disorder typically has a much better realization and understanding of their personal flaws including their strengths and weaknesses. They are more capable of learning social skills and reading the social cues of those around them. In fact, many individuals with Asperger Autism get married and eventually have children. Despite the fact that improvements are occasionally seen and the disorder tends to stabilize over time, Asperger Autism is a condition that lasts a lifetime.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Understanding-Asperger-Autism&id=6592402] Understanding Asperger Autism
By medical definition, Asperger Autism is a disorder of the Autism "spectrum" which is characterized by repetitive and restrictive behavior and interest patterns as well as significant difficulties with the ability to interact socially. According to Wikipedia, "it differs from other Autism spectrum disorders by [virtue of] its relative preservation of cognitive and linguistic development." The atypical use of language and physical clumsiness are oftentimes reported as characteristics although they are not required for diagnosis.
A child may display numerous symptoms of Asperger Autism, or they may only exhibit a few. Additionally, the severity of these symptoms may range from mild to extremely severe in nature. However, the key characteristic of this form of Autism is that the child will have a significant amount of difficulty when it comes to interacting with others in social situations. As a result of this unpredictable variance, no two children who are suffering with Asperger Autism are ever alike.
Childhood symptoms
Typically, a parent will first notice the following signs of Asperger Autism when the child first enters preschool and starts interacting with other children:
- changes in their routines appear to upset them
- lights, loud noises, or strong tastes and textures tend to over-stimulate them due to a heightened sensitivities
- preoccupation with only a single or a limited number of interests but they have considerable knowledge of the subject(s)
- the ability to pick up on certain social clues inborn social skills are lacking
- the inability to distinguish minor or subtle differences in others' accent, pitch, and tone of speech which can alter its meaning
- their motor development is oftentimes delayed
- their style of speech is well advanced for their age
- they display unusual body posture or facial expressions
- they lack the ability to be empathetic
- they sometimes avoid eye contact while at other times stare endlessly at others
- they will hold one-sided conversations, talk a lot about a favorite subject, or verbalize their most internal thoughts
Despite the above and the numerous similarities to Autism, Asperger syndrome is normally characterized intellectual development and normal language.
Adolescent and teen year's symptoms
The symptoms of Asperger Autism typically linger well into the child's teen years they may begin learning those social skills they are lacking in. However, the ability to communicate effectively remains difficult. Additionally, the difficulty encountered with reading the behavior patterns of others remains a significant issue as well. Teens suffering with the disorder want to make friends but they may feel intimidated or shy when approaching other teens because they feel "different" from other individuals.
Symptoms evident during adulthood
The adult with the disorder typically has a much better realization and understanding of their personal flaws including their strengths and weaknesses. They are more capable of learning social skills and reading the social cues of those around them. In fact, many individuals with Asperger Autism get married and eventually have children. Despite the fact that improvements are occasionally seen and the disorder tends to stabilize over time, Asperger Autism is a condition that lasts a lifetime.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Understanding-Asperger-Autism&id=6592402] Understanding Asperger Autism
Friday, November 18, 2011
The Warning Signs of Autism in Infants
By [http://ezinearticles.com/?expert=Maxine_Wagner]Maxine Wagner
Although the exact cause of Autism still remains somewhat of a mystery, most doctors and other health professionals that there is some type of genetic link between the disorder and genetics. Additionally, there are other variables that are possible causes such as abnormalities with the child's immune system and contributing environmental factors.
Although the cause of the disorder remains unknown or speculative at best, major medical advancements have been made in the past decade where the management of treatment of the disorder are concerned. However, most medical professionals agree that the best course of action is early intervention and diagnosis.
Autism's early warning signs and symptoms
The following information has resulted from a number of different studies that were conducted in order to discover some of the early warning signs and symptoms of Autism in the infancy stage of the child's life. The following are what you should look for and by what age these should be apparent:
- the absence of smiling or other positive facial expressions by 6 months of age
- failing to exchange smiles and sounds with others by 9 months of age
- the inability to babble, wave, point and/or reach for different objects,, by 12 months of age
- the lack of or total absence of any vocabulary development by 16 months of age
- the inability to create basic two-word phrases by 24 months of age
- a regression of communicative, social, and speech skills at any age
There may also be noticeably, severe sensory issues during their infancy that you should look for such as an abnormal reaction to certain sounds or tastes and touching.
Early intervention and treatment
If these signs or symptoms mentioned in the preceding section appear early on, you don't want to delay or procrastinate about this. You should talk with your pediatrician and maybe even a neurologist or psychiatrist/psychologist who specializes in the diagnosis and treatment of Autism. While the infant is being observed, the parents will most likely be interviewed to see if the diagnosis of Autism is accurate. The doctor may also order for the infant to receive a hearing test and an MRI.
Additionally, if there are communication, language, and social issues that are apparent, the doctor may also recommend a speech pathology evaluation. Once all of these variables have been evaluated, clinicians and other doctors may get involved in order to develop some type of educational intervention program for the afflicted infant. The most important treatment for Autism involves teaching the infant or the child how to communicate and interact socially successfully with others around them.
Beware of the misconceptions
No two children or infants are ever alike in the manner that Autism affects them. Symptoms of the disorder can range from mild or slight to extremely severe. The common misconception to be aware of is that every child or infant with Autism does not display any emotional response such as smiling at others. For instance, this may not be an issue whereas other children may smile but have serious linguistic or sensory issues.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?The-Warning-Signs-of-Autism-in-Infants&id=6592407] The Warning Signs of Autism in Infants
Although the exact cause of Autism still remains somewhat of a mystery, most doctors and other health professionals that there is some type of genetic link between the disorder and genetics. Additionally, there are other variables that are possible causes such as abnormalities with the child's immune system and contributing environmental factors.
Although the cause of the disorder remains unknown or speculative at best, major medical advancements have been made in the past decade where the management of treatment of the disorder are concerned. However, most medical professionals agree that the best course of action is early intervention and diagnosis.
Autism's early warning signs and symptoms
The following information has resulted from a number of different studies that were conducted in order to discover some of the early warning signs and symptoms of Autism in the infancy stage of the child's life. The following are what you should look for and by what age these should be apparent:
- the absence of smiling or other positive facial expressions by 6 months of age
- failing to exchange smiles and sounds with others by 9 months of age
- the inability to babble, wave, point and/or reach for different objects,, by 12 months of age
- the lack of or total absence of any vocabulary development by 16 months of age
- the inability to create basic two-word phrases by 24 months of age
- a regression of communicative, social, and speech skills at any age
There may also be noticeably, severe sensory issues during their infancy that you should look for such as an abnormal reaction to certain sounds or tastes and touching.
Early intervention and treatment
If these signs or symptoms mentioned in the preceding section appear early on, you don't want to delay or procrastinate about this. You should talk with your pediatrician and maybe even a neurologist or psychiatrist/psychologist who specializes in the diagnosis and treatment of Autism. While the infant is being observed, the parents will most likely be interviewed to see if the diagnosis of Autism is accurate. The doctor may also order for the infant to receive a hearing test and an MRI.
Additionally, if there are communication, language, and social issues that are apparent, the doctor may also recommend a speech pathology evaluation. Once all of these variables have been evaluated, clinicians and other doctors may get involved in order to develop some type of educational intervention program for the afflicted infant. The most important treatment for Autism involves teaching the infant or the child how to communicate and interact socially successfully with others around them.
Beware of the misconceptions
No two children or infants are ever alike in the manner that Autism affects them. Symptoms of the disorder can range from mild or slight to extremely severe. The common misconception to be aware of is that every child or infant with Autism does not display any emotional response such as smiling at others. For instance, this may not be an issue whereas other children may smile but have serious linguistic or sensory issues.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?The-Warning-Signs-of-Autism-in-Infants&id=6592407] The Warning Signs of Autism in Infants
Wednesday, November 16, 2011
Autism Signs to Watch For
By [http://ezinearticles.com/?expert=Maxine_Wagner]Maxine Wagner
According to numerous medical sources, Autism is a neural development disorder which is typically characterized by the impairment of social communication and interaction as well as repetitive or restrictive behavior. Typically, the signs that Autism is present occur between the ages of 18 months and three years. Although Autism's genetics are extremely complex, it displays a strong basis in genetics.
The disorder affects the information processing capabilities of the brain by altering or changing how the synapses of nerve cells connect and then organize themselves. However, it is not completely understood how and why this occurs. There are two other forms of Autism that are recognized in the spectrum of the condition, namely Asperger syndrome and PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified).
Autism signs that are characteristic of the disorder
Autistic children typically have difficulties in three critical areas of their development - behavioral, lingual, and social. Interestingly enough, two children with similar diagnoses may display different actions and different skill levels. Here is a breakdown of the three developmental areas that are Autism signs to be aware of:
Behavioral warning signs include:
o constant movement and never keeping still
o constant repetitive movements such as hand-flapping, rocking, and spinning
o despite being almost oblivious to pain, there is an unusual sensitivity to light, sound, and touch
o parts of an object, such as a toy car's spinning wheels, fascinate them and hold their attention for long periods of time
o specific rituals or routines are developed early on
o the slightest change in common routines or rituals disturbs them
Lingual warning signs include:
o beginning to talk later than 2 years of age while other developmental issues are delayed by up to 2� years
o cannot start conversing or keep a conversation going
o does not make eye contact whenever the child is making requests
o loss of previously acquired abilities to say words or speak in complete sentences
o repetition of phrases of words verbatim without understanding how they are used
o speaking with an abnormal rhythm or tone and may use robot-like speech or a sing-song type of voice
Social warning signs include:
o appearing unaware of another child's or individual's feelings
o appears that they sometimes do not hear you or are ignoring you
o failure to respond to their names
o poor eye contact or the total lack thereof
o resistance to any type of cuddling and holding
o retreating or withdrawing into their "own world" while preferring to play alone
Though every autistic child may have their own unique style of behavior, the Autism signs listed above are the most common ones that you should look for if you fear that your child has the disorder. However, for the most part, severe Autism in children is characterized by a total inability to communicate and/or interact with other individuals. Some signs appear early on in infancy while in other cases, the child appears totally normal in the first few months of their lives and then change suddenly.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Autism-Signs-to-Watch-For&id=6592448] Autism Signs to Watch For
According to numerous medical sources, Autism is a neural development disorder which is typically characterized by the impairment of social communication and interaction as well as repetitive or restrictive behavior. Typically, the signs that Autism is present occur between the ages of 18 months and three years. Although Autism's genetics are extremely complex, it displays a strong basis in genetics.
The disorder affects the information processing capabilities of the brain by altering or changing how the synapses of nerve cells connect and then organize themselves. However, it is not completely understood how and why this occurs. There are two other forms of Autism that are recognized in the spectrum of the condition, namely Asperger syndrome and PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified).
Autism signs that are characteristic of the disorder
Autistic children typically have difficulties in three critical areas of their development - behavioral, lingual, and social. Interestingly enough, two children with similar diagnoses may display different actions and different skill levels. Here is a breakdown of the three developmental areas that are Autism signs to be aware of:
Behavioral warning signs include:
o constant movement and never keeping still
o constant repetitive movements such as hand-flapping, rocking, and spinning
o despite being almost oblivious to pain, there is an unusual sensitivity to light, sound, and touch
o parts of an object, such as a toy car's spinning wheels, fascinate them and hold their attention for long periods of time
o specific rituals or routines are developed early on
o the slightest change in common routines or rituals disturbs them
Lingual warning signs include:
o beginning to talk later than 2 years of age while other developmental issues are delayed by up to 2� years
o cannot start conversing or keep a conversation going
o does not make eye contact whenever the child is making requests
o loss of previously acquired abilities to say words or speak in complete sentences
o repetition of phrases of words verbatim without understanding how they are used
o speaking with an abnormal rhythm or tone and may use robot-like speech or a sing-song type of voice
Social warning signs include:
o appearing unaware of another child's or individual's feelings
o appears that they sometimes do not hear you or are ignoring you
o failure to respond to their names
o poor eye contact or the total lack thereof
o resistance to any type of cuddling and holding
o retreating or withdrawing into their "own world" while preferring to play alone
Though every autistic child may have their own unique style of behavior, the Autism signs listed above are the most common ones that you should look for if you fear that your child has the disorder. However, for the most part, severe Autism in children is characterized by a total inability to communicate and/or interact with other individuals. Some signs appear early on in infancy while in other cases, the child appears totally normal in the first few months of their lives and then change suddenly.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Autism-Signs-to-Watch-For&id=6592448] Autism Signs to Watch For
Monday, November 14, 2011
Recognizing the Early Signs of Autism
By [http://ezinearticles.com/?expert=Maxine_Wagner]Maxine Wagner
Autism is growing more and more common throughout the US. In a recent study conducted by the CDC, it was estimated that 1 out of every 100 child in the country is autistic. Although many younger married couples and parents are more concerned about over population than they were during the Baby Boomer generation, Autism has now become a concern for many of the ones who want to have a family.
What's important is that you should always be monitoring your child's behavior to see if any of the early signs of Autism are present. Even the youngest of children can be diagnosed at an early age. Research has proven that the earlier the child is diagnosed and a treatment is prescribed, the better the long-range outcome will be. So what exactly do you need to watch for? Here are some of the warning signs that you should be looking for, according to the National Institute of Mental Health:
- The child does not speak a single word by the time they reach 16 months of age.
- The child is not babbling, not making any meaningful or noticeable gestures, and not pointing by the time they are 12 months old.
- They begin to lose both language and social skills.
- They do not interact with others or smile
- They do not start putting two words together by the time they are two years old.
- They don't respond to their names.
- They don't seem to know how to play with their toys.
- They focus more on lining up objects and their toys rather than other, more important issues.
- They focus obsessively on only one object or toy
- They maintain poor eye contact if any at all.
- They occasionally appear to be hearing-impaired
Although there be other Autism warning signs to be aware of, the ones above are the primary indicators of an Autism Spectrum Disorder. What's important to remember is that there are numerous explanations for the majority of these warning signs listed above.
For instance, the fact that the child is attached to one particular object or toy in itself (see point #9 above), is not a definitive sign of Autism. Conversely, a child with excellent communication, language, and reading skills can still be diagnosed as being Autistic. As an example, there are numerous children today who have been diagnosed with Asperger Syndrome, another form of Autism, that have exception skills in these key areas. Even children who display exceptional language skills have been diagnosed with Autism.
The diagnosis of Autism is based on a process of interviewing the parents while at the same time observing the child. This is done in order to make the right diagnosis and prescribe the proper course of treatment. Additionally, sufficient research has also revealed that in many cases of Autism, certain correlations have been found between Autism and specific physical issues. What is important is that you acquire all the knowledge that you possibly can regarding Autism so that you will be better equipped to deal with the situation.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Recognizing-the-Early-Signs-of-Autism&id=6592415] Recognizing the Early Signs of Autism
Autism is growing more and more common throughout the US. In a recent study conducted by the CDC, it was estimated that 1 out of every 100 child in the country is autistic. Although many younger married couples and parents are more concerned about over population than they were during the Baby Boomer generation, Autism has now become a concern for many of the ones who want to have a family.
What's important is that you should always be monitoring your child's behavior to see if any of the early signs of Autism are present. Even the youngest of children can be diagnosed at an early age. Research has proven that the earlier the child is diagnosed and a treatment is prescribed, the better the long-range outcome will be. So what exactly do you need to watch for? Here are some of the warning signs that you should be looking for, according to the National Institute of Mental Health:
- The child does not speak a single word by the time they reach 16 months of age.
- The child is not babbling, not making any meaningful or noticeable gestures, and not pointing by the time they are 12 months old.
- They begin to lose both language and social skills.
- They do not interact with others or smile
- They do not start putting two words together by the time they are two years old.
- They don't respond to their names.
- They don't seem to know how to play with their toys.
- They focus more on lining up objects and their toys rather than other, more important issues.
- They focus obsessively on only one object or toy
- They maintain poor eye contact if any at all.
- They occasionally appear to be hearing-impaired
Although there be other Autism warning signs to be aware of, the ones above are the primary indicators of an Autism Spectrum Disorder. What's important to remember is that there are numerous explanations for the majority of these warning signs listed above.
For instance, the fact that the child is attached to one particular object or toy in itself (see point #9 above), is not a definitive sign of Autism. Conversely, a child with excellent communication, language, and reading skills can still be diagnosed as being Autistic. As an example, there are numerous children today who have been diagnosed with Asperger Syndrome, another form of Autism, that have exception skills in these key areas. Even children who display exceptional language skills have been diagnosed with Autism.
The diagnosis of Autism is based on a process of interviewing the parents while at the same time observing the child. This is done in order to make the right diagnosis and prescribe the proper course of treatment. Additionally, sufficient research has also revealed that in many cases of Autism, certain correlations have been found between Autism and specific physical issues. What is important is that you acquire all the knowledge that you possibly can regarding Autism so that you will be better equipped to deal with the situation.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Recognizing-the-Early-Signs-of-Autism&id=6592415] Recognizing the Early Signs of Autism
Saturday, November 12, 2011
Do Children With Autism Have Varying Degrees With Their Senses?
By [http://ezinearticles.com/?expert=Bonita_Darula]Bonita Darula
I want to learn out of curiosity, if children with autism have varying degrees with their senses. How would I determine the answer to my curiosity? Can it be done with all of the five senses that we have, for it to be accomplished?
What about the senses of smell, touch, and taste? They are just as important to us, as to what we see, hear and how we express ourselves.
I believe there are varying degrees individuals have, with autism. For example: To learn and express their senses. They may have difficulty understanding what their senses mean or what to do with their senses. There may be some correlation in this area, that could be considered to be dysfunctional in their behavior.
I have observed, some children who have the disorder of autism, are extremely sensitive to bright lights, texture, touch, certain sounds, loud, soft and high-pitched noises. In addition, to some smells and odors.
Therefore, I have observed some people with autism, have varying degrees with other senses, such as tastes, colors and flashing images.
Learning could be a challenge for autistic children, because of their varying degrees of trying to understand how they react to their senses and what they are expressing or trying to express through their senses, compared to other people who do not have autism.
I was in a classroom recently, that was teaching autistic children. I noticed, one child, put his head down between his knees and plugged his ears with his hands, to protect himself from hearing the noise, when an airplane flew over the classroom.
I noticed later, how this same child was struggling, when he was around a group of children that were noisy and participating in a game outside the classroom.
I approached the teacher, with a question to determine if this particular child, would be able to over come his fear of noise. If this was an option, will he do better in learning?
I continued my observation of another child who was using clay to construct and create an object. I noticed, she became oversensitive to the touch.
There were moments, she did not want to put the clay back on the table, because she felt the touch of it was a stimulus. Later, her actions indicated to throw the clay on the floor. I could see anger and frustration in her face.
Take interest in the senses of your child who have autism. Gather information about how he or she. is communicating through these senses.
What senses are shown to be strong? For example: Is touch, smell, noises, watching various objects, because of the color or movements, appear to be a strength? What is your child expressing with these varying degrees of senses? Does bright or flickering lights, create another area that your child might be expressing for his or her senses?
Bonita Darula's informational web sight==> [http://www.autismintoawareness.com/]http://www.autismintoawareness.com Take action and SIGN up to RECEIVE your FREE WEEKLY NEWSLETTER on Autistic TOPICS. For example: [http://www.autismintoawareness.com]Senses of varying degrees, because you're autistic? Order your E-Books to identify symptoms of Autism.
Article Source: [http://EzineArticles.com/?Do-Children-With-Autism-Have-Varying-Degrees-With-Their-Senses?&id=6595047] Do Children With Autism Have Varying Degrees With Their Senses?
I want to learn out of curiosity, if children with autism have varying degrees with their senses. How would I determine the answer to my curiosity? Can it be done with all of the five senses that we have, for it to be accomplished?
What about the senses of smell, touch, and taste? They are just as important to us, as to what we see, hear and how we express ourselves.
I believe there are varying degrees individuals have, with autism. For example: To learn and express their senses. They may have difficulty understanding what their senses mean or what to do with their senses. There may be some correlation in this area, that could be considered to be dysfunctional in their behavior.
I have observed, some children who have the disorder of autism, are extremely sensitive to bright lights, texture, touch, certain sounds, loud, soft and high-pitched noises. In addition, to some smells and odors.
Therefore, I have observed some people with autism, have varying degrees with other senses, such as tastes, colors and flashing images.
Learning could be a challenge for autistic children, because of their varying degrees of trying to understand how they react to their senses and what they are expressing or trying to express through their senses, compared to other people who do not have autism.
I was in a classroom recently, that was teaching autistic children. I noticed, one child, put his head down between his knees and plugged his ears with his hands, to protect himself from hearing the noise, when an airplane flew over the classroom.
I noticed later, how this same child was struggling, when he was around a group of children that were noisy and participating in a game outside the classroom.
I approached the teacher, with a question to determine if this particular child, would be able to over come his fear of noise. If this was an option, will he do better in learning?
I continued my observation of another child who was using clay to construct and create an object. I noticed, she became oversensitive to the touch.
There were moments, she did not want to put the clay back on the table, because she felt the touch of it was a stimulus. Later, her actions indicated to throw the clay on the floor. I could see anger and frustration in her face.
Take interest in the senses of your child who have autism. Gather information about how he or she. is communicating through these senses.
What senses are shown to be strong? For example: Is touch, smell, noises, watching various objects, because of the color or movements, appear to be a strength? What is your child expressing with these varying degrees of senses? Does bright or flickering lights, create another area that your child might be expressing for his or her senses?
Bonita Darula's informational web sight==> [http://www.autismintoawareness.com/]http://www.autismintoawareness.com Take action and SIGN up to RECEIVE your FREE WEEKLY NEWSLETTER on Autistic TOPICS. For example: [http://www.autismintoawareness.com]Senses of varying degrees, because you're autistic? Order your E-Books to identify symptoms of Autism.
Article Source: [http://EzineArticles.com/?Do-Children-With-Autism-Have-Varying-Degrees-With-Their-Senses?&id=6595047] Do Children With Autism Have Varying Degrees With Their Senses?
Thursday, November 10, 2011
Turning Common Interactions Into Meaningful Social Skill Lessons for a Child With Autism
By [http://ezinearticles.com/?expert=Connie_Hammer]Connie Hammer
Do you have a child with an Autism Spectrum Disorder (ASD) who is challenged socially? Do you realize that you don't have to rely on the professionals who provide services to your child to enhance their social skills. Social skill groups and classes led by experts in the field are extremely beneficial but you also have the power to take every social interaction your child experiences and turn it into a teaching/learning opportunity.
As parents we interact with our children numerous times during the day. Each interaction has a specific reason attached to it, helping a child dress, tucking them into bed, or reading them a story are simple encounters that are almost done by default as if we are on automatic pilot. These can be anything from a greeting, asking them a question or giving them a direction that may be brief yet powerful. When you think of it, every contact we have with our children is a social one and as simple as it might be we can make it even more significant to our autistic child if we take 30-45 more seconds to describe what we are doing.
Children with Autism are very concrete and literal and we should not assume that they are picking up everything we do via watching or observing us. We need to be more mindful and deliberate when it comes to parenting a child with autism because they do not always absorb things just by being exposed to them. Realistically, there is much that is happening that is not being noticed unless we specifically point it out.
The best strategy for turning a social encounter into a meaningful learning experience for your autistic child is to call attention to the manner in which you relate to them and why. This is a simple yet effective way to expand your child's social toolbox. Here are some tips on how to make each interaction you have with your child more meaningful and useful.
- Use the rewind button. After a typical social interaction you have with your child, rewind what you just did and replay it for them in slow motion. Ex. "Did you notice what I just did? I wanted to ask you a question so I made sure I was close to you instead of hollering from across the room." Replay the scene using each approach and ask which one works best. For older children you can also get into a discussion of why that tactic was the better one to use.
- Pretend you need help. All children like being asked to share their opinion - it makes them feel important. When you have time to think ahead, try involving your child in a social skill decision. "I want to ask your dad a question but he looks as if he is busy right now, what do you think I should do?" Then present two plausible options, one more socially acceptable than the other and ask your child what do you think will happen if I use option A, then examine option B.
- Paint a picture of what you just did. "I wanted to make sure I had your attention so I leaned over and looked into your eyes." Then follow up with a specific description of using that skill - "When you want to make sure someone is listening to you, it's best to get in front of them and look at the color of their eyes." Add any specific details that you think your child will need - in front of means an arms length away, not right up in their face, etc.
- Point out your mistakes. Even as adults, not all of our interactions are successful but we often know where we went wrong. This is a great opportunity to share your experience with your child and prompt them to think about what you could have done differently. When asking their advice do not let too much time go by after you pose the question or make them feel pressured by it, simply fill in the answer for them and briefly discuss it, if possible.
Remember, there is no such thing as too much repetition for a child on the autism spectrum. It is always a good idea to end each one of these possible scenarios with a specific description regarding the social skill you are trying to teach and duplicate it as often as you think you need to in order for your child to grasp the skill.
There is always ample opportunity to practice most of these skills because they occur over and over again in our daily activities. The added benefit to this process is that we grow in awareness as to how we utilize our own social skills to communicate and get to practice them more consciously.
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 ecourse, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.
Article Source: [http://EzineArticles.com/?Turning-Common-Interactions-Into-Meaningful-Social-Skill-Lessons-for-a-Child-With-Autism&id=6589751] Turning Common Interactions Into Meaningful Social Skill Lessons for a Child With Autism
Do you have a child with an Autism Spectrum Disorder (ASD) who is challenged socially? Do you realize that you don't have to rely on the professionals who provide services to your child to enhance their social skills. Social skill groups and classes led by experts in the field are extremely beneficial but you also have the power to take every social interaction your child experiences and turn it into a teaching/learning opportunity.
As parents we interact with our children numerous times during the day. Each interaction has a specific reason attached to it, helping a child dress, tucking them into bed, or reading them a story are simple encounters that are almost done by default as if we are on automatic pilot. These can be anything from a greeting, asking them a question or giving them a direction that may be brief yet powerful. When you think of it, every contact we have with our children is a social one and as simple as it might be we can make it even more significant to our autistic child if we take 30-45 more seconds to describe what we are doing.
Children with Autism are very concrete and literal and we should not assume that they are picking up everything we do via watching or observing us. We need to be more mindful and deliberate when it comes to parenting a child with autism because they do not always absorb things just by being exposed to them. Realistically, there is much that is happening that is not being noticed unless we specifically point it out.
The best strategy for turning a social encounter into a meaningful learning experience for your autistic child is to call attention to the manner in which you relate to them and why. This is a simple yet effective way to expand your child's social toolbox. Here are some tips on how to make each interaction you have with your child more meaningful and useful.
- Use the rewind button. After a typical social interaction you have with your child, rewind what you just did and replay it for them in slow motion. Ex. "Did you notice what I just did? I wanted to ask you a question so I made sure I was close to you instead of hollering from across the room." Replay the scene using each approach and ask which one works best. For older children you can also get into a discussion of why that tactic was the better one to use.
- Pretend you need help. All children like being asked to share their opinion - it makes them feel important. When you have time to think ahead, try involving your child in a social skill decision. "I want to ask your dad a question but he looks as if he is busy right now, what do you think I should do?" Then present two plausible options, one more socially acceptable than the other and ask your child what do you think will happen if I use option A, then examine option B.
- Paint a picture of what you just did. "I wanted to make sure I had your attention so I leaned over and looked into your eyes." Then follow up with a specific description of using that skill - "When you want to make sure someone is listening to you, it's best to get in front of them and look at the color of their eyes." Add any specific details that you think your child will need - in front of means an arms length away, not right up in their face, etc.
- Point out your mistakes. Even as adults, not all of our interactions are successful but we often know where we went wrong. This is a great opportunity to share your experience with your child and prompt them to think about what you could have done differently. When asking their advice do not let too much time go by after you pose the question or make them feel pressured by it, simply fill in the answer for them and briefly discuss it, if possible.
Remember, there is no such thing as too much repetition for a child on the autism spectrum. It is always a good idea to end each one of these possible scenarios with a specific description regarding the social skill you are trying to teach and duplicate it as often as you think you need to in order for your child to grasp the skill.
There is always ample opportunity to practice most of these skills because they occur over and over again in our daily activities. The added benefit to this process is that we grow in awareness as to how we utilize our own social skills to communicate and get to practice them more consciously.
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 ecourse, Parenting a Child with Autism - 3 Secrets to Thrive and a weekly parenting tip newsletter, The Spectrum.
Article Source: [http://EzineArticles.com/?Turning-Common-Interactions-Into-Meaningful-Social-Skill-Lessons-for-a-Child-With-Autism&id=6589751] Turning Common Interactions Into Meaningful Social Skill Lessons for a Child With Autism
Tuesday, November 8, 2011
Controversial Causes of Autism
By [http://ezinearticles.com/?expert=Gail_Lynn]Gail Lynn
While the definition of Autism is basically clear, the causes aren't. Autism is a developmental disorder that starts either at birth or during the first years of childhood. Treating Autism is crucial in order for a child to develop the ability to interact normally with other people. Autism is about 20 times more common than experts initially thought that it was. However, there is no clear consensus among them about the actual cause(s) of Autism. That said, there are various (debatable) theories about what causes the disorder. Here are some of them:
1. Genes
It is unquestionable that genetics is a major factor of Autism. However, the composition of the genes that result in Autism is quite complex, and medical researchers aren't 100% certain about which genes result in the disorder. Recently, scientists uncovered the first important connection between Autism and a person's DNA. The study involved about 1,000 autistic people, and 1,200 non-autistic people. It revealed that autistic children typically have about 20% more Copy Number Variations (CNVs) in their DNA makeup, than non-autistic children do. This discovery could result in the improved diagnosis and treatment of Autism. For example, by understanding how the nervous systems of autistic children develop differently than usual, the hope is that new and better treatments will be available for them. While this new development in promising, researchers admit that they'll need several more years to understand fully the link between CNVs and Autism.
2. Joint Attention
This involves a person's using gazes or pointing gestures when observing a particular object or event. It's important to note that different Joint Attention behaviors are observed in different children with Autism. One theory is that autistic children use Joint Attention as often as non-autistic children do, although via different methods.
3. Mental Retardation
Another controversy involving the causes of Autism are related to mental retardation. A commonly held belief is that the majority of autistic people are also meet the clinical definition of mental retardation. However, that perception is somewhat questionable. Studies show that the percentage of autistic people who are mentally retarded can range from about one-fourth or three-fourths. The reason for the large variance is due to the challenge of evaluating the intelligence of people with Autism. Some experts suggest that standard intelligence tests are heavily language-based, and that those tests that evaluate one's ability for abstract reasoning are better at gauging the intelligence of autistic individuals.
4. Vaccines
There is some strong clinical evidence indicating that vaccines could be one of the primary factors that have caused rates of Autism to increase 1000% in the USA since the year 1990. For example, a study in the USA indicated that children who received a particular type of vaccine (with a preservative called thimerosal that's extremely high in mercury) were about 200% more likely to develop Autism, than children who didn't receive the vaccine. Thimerosal has also been linked to learning disabilities that have resulted from Autism. Many researchers also point out the number of vaccines for children has increased significantly during recent decades. They note that certain substances in them could be having an adverse impact on a child's immune system, thus resulting in higher rates of disorders such as Autism.
Get more information about non-invasive, [http://lifevesseloftherockies.com/about/autism-treatments/]Colorado alternative autism treatments at the Life Vessel of the Rockies.
Article Source: [http://EzineArticles.com/?Controversial-Causes-of-Autism&id=6595370] Controversial Causes of Autism
While the definition of Autism is basically clear, the causes aren't. Autism is a developmental disorder that starts either at birth or during the first years of childhood. Treating Autism is crucial in order for a child to develop the ability to interact normally with other people. Autism is about 20 times more common than experts initially thought that it was. However, there is no clear consensus among them about the actual cause(s) of Autism. That said, there are various (debatable) theories about what causes the disorder. Here are some of them:
1. Genes
It is unquestionable that genetics is a major factor of Autism. However, the composition of the genes that result in Autism is quite complex, and medical researchers aren't 100% certain about which genes result in the disorder. Recently, scientists uncovered the first important connection between Autism and a person's DNA. The study involved about 1,000 autistic people, and 1,200 non-autistic people. It revealed that autistic children typically have about 20% more Copy Number Variations (CNVs) in their DNA makeup, than non-autistic children do. This discovery could result in the improved diagnosis and treatment of Autism. For example, by understanding how the nervous systems of autistic children develop differently than usual, the hope is that new and better treatments will be available for them. While this new development in promising, researchers admit that they'll need several more years to understand fully the link between CNVs and Autism.
2. Joint Attention
This involves a person's using gazes or pointing gestures when observing a particular object or event. It's important to note that different Joint Attention behaviors are observed in different children with Autism. One theory is that autistic children use Joint Attention as often as non-autistic children do, although via different methods.
3. Mental Retardation
Another controversy involving the causes of Autism are related to mental retardation. A commonly held belief is that the majority of autistic people are also meet the clinical definition of mental retardation. However, that perception is somewhat questionable. Studies show that the percentage of autistic people who are mentally retarded can range from about one-fourth or three-fourths. The reason for the large variance is due to the challenge of evaluating the intelligence of people with Autism. Some experts suggest that standard intelligence tests are heavily language-based, and that those tests that evaluate one's ability for abstract reasoning are better at gauging the intelligence of autistic individuals.
4. Vaccines
There is some strong clinical evidence indicating that vaccines could be one of the primary factors that have caused rates of Autism to increase 1000% in the USA since the year 1990. For example, a study in the USA indicated that children who received a particular type of vaccine (with a preservative called thimerosal that's extremely high in mercury) were about 200% more likely to develop Autism, than children who didn't receive the vaccine. Thimerosal has also been linked to learning disabilities that have resulted from Autism. Many researchers also point out the number of vaccines for children has increased significantly during recent decades. They note that certain substances in them could be having an adverse impact on a child's immune system, thus resulting in higher rates of disorders such as Autism.
Get more information about non-invasive, [http://lifevesseloftherockies.com/about/autism-treatments/]Colorado alternative autism treatments at the Life Vessel of the Rockies.
Article Source: [http://EzineArticles.com/?Controversial-Causes-of-Autism&id=6595370] Controversial Causes of Autism
Sunday, November 6, 2011
Using Methylation Chemistry for Autism Treatment
By [http://ezinearticles.com/?expert=Dr._Kurt_Woeller]Dr. Kurt Woeller
Methylation is a vital biochemical reaction in the body that supports the cardiovascular, hormone, immune, and detoxification systems, DNA/RNA structure and function, and other key metabolic system controlling energy production. It is commonly a problem in many autistic-spectrum individuals. There are some effective therapies, namely methylcobolamin therapy (injection, oral, sublingual), as well as other methylation supplements such as DMG and TMG.
The two most referenced chemical reactions in this methylation system are Re-methylation and Trans-Sulfuration.
Re-Methylation (or methylation) - this pathway involves the conversion of Homocysteine to Methionine. Methionine is a rate-limiting step for the production of other necessary chemicals which affect the heart and blood vessels, muscle tissue, immune and nervous system. The conversion of homocysteine to methionine can occur by direct transference of a methyl (CH3) groups from Methylcobalamin (B12) or betaine (trimethylglycine or TMG).
Homocysteine sits at a junction of two different biochemical reactions. Because of its position in this biochemical matrix it has the capacity to impact all methylation and sulfur group transference metabolic processes in the body. The most recognized impact of homocysteine is associated with increased risk for cardiovascular disease. However, in individuals with autism its impact affects other functions as well particularly cognition including concentration, attention, and language.
Trans-Sulfuration - this pathway involves degrading homocysteine to two different amino acids - taurine and cysteine. Taurine is most commonly known for cardiac support and liver support, detoxification, bile acid formation and cholesterol excretion. Cysteine has direct influence on glutathione production. Glutathione is a potent anti-oxidant and has broad reaching effects on the DNA/RNA protection, heavy metal detoxification, and immune function. Many children on the autistic-spectrum have deficiencies of both taurine and cysteine.
There are many intermediary steps involved in these two important biochemical reactions. Envision a wheel that is constantly spinning in a clockwise fashion. Homocysteine is at 6 o'clock and Methionine is at 12 o'clock. The goal is to get from 6 o'clock to 12 o'clock, and then from 12 o'clock to 6 o'clock. This keeps the wheel spinning in the right direction. Certain other chemicals will impact upon this wheel at specific points. If any one of these intermediary steps is blocked than the wheel slows down or stops. This causes a backlog of chemical information that has deleterious effects on our overall health.
Methylcobolamin, activated Folic Acid (called methyl-folate), and Betaine (TMG) are responsible for taking homocysteine from 6 o'clock to methionine at 12 o'clock. If one system is faulty (methylcobolamin/Folic acid) than betaine (TMG) can help out. SAMe (s-adenosylmethionine) the body's "universal methyl donor" helps take methionine from 12 o'clock to homocysteine at 6 o'clock. Along the way other important chemicals are being spun off in different directions to support the many dependent biochemical reactions in the body.
The problem with many autistic individuals is that this system does not operate properly severely compromising their immune, nervous, and detoxification systems. The impact can be enormous including increased chronic infections, inability to detoxify their body of chemicals and heavy metal toxins, and neuro-cognitive problems such as language processing, attention, focusing, and concentration. There appears to be a genetic component with many autistic individuals for having a problem with this methylation and trans-sulfuration chemisty. However, for many the problem does not become manifest until their system is negatively impacted upon from nutritional deficiencies, digestive problems from yeast, bacteria, parasites, malabsorption from digestive imbalances, heavy metal toxins from vaccines or environmental exposures.
Autism really is treatable! Biomedical Autism treatments and therapies have resulted in many, many children improving, or even even losing their autism-spectrum disorder diagnosis. For lots more free biomedical autism intervention information and videos from Dr. Woeller, go to [http://www.AutismRecoveryTreatment.com]http://www.AutismRecoveryTreatment.com.
Dr. Kurt Woeller is an biomedical autism Intervention specialist, with a private practice in Southern California for over 10 years. He has helped children recover from autism, ADD, ADHD, and other disorders, and has the information you need to help your child. Download his free ebook at [http://www.AutismActionPlan.org]http://www.AutismActionPlan.org.
Article Source: [http://EzineArticles.com/?Using-Methylation-Chemistry-for-Autism-Treatment&id=6600193] Using Methylation Chemistry for Autism Treatment
Methylation is a vital biochemical reaction in the body that supports the cardiovascular, hormone, immune, and detoxification systems, DNA/RNA structure and function, and other key metabolic system controlling energy production. It is commonly a problem in many autistic-spectrum individuals. There are some effective therapies, namely methylcobolamin therapy (injection, oral, sublingual), as well as other methylation supplements such as DMG and TMG.
The two most referenced chemical reactions in this methylation system are Re-methylation and Trans-Sulfuration.
Re-Methylation (or methylation) - this pathway involves the conversion of Homocysteine to Methionine. Methionine is a rate-limiting step for the production of other necessary chemicals which affect the heart and blood vessels, muscle tissue, immune and nervous system. The conversion of homocysteine to methionine can occur by direct transference of a methyl (CH3) groups from Methylcobalamin (B12) or betaine (trimethylglycine or TMG).
Homocysteine sits at a junction of two different biochemical reactions. Because of its position in this biochemical matrix it has the capacity to impact all methylation and sulfur group transference metabolic processes in the body. The most recognized impact of homocysteine is associated with increased risk for cardiovascular disease. However, in individuals with autism its impact affects other functions as well particularly cognition including concentration, attention, and language.
Trans-Sulfuration - this pathway involves degrading homocysteine to two different amino acids - taurine and cysteine. Taurine is most commonly known for cardiac support and liver support, detoxification, bile acid formation and cholesterol excretion. Cysteine has direct influence on glutathione production. Glutathione is a potent anti-oxidant and has broad reaching effects on the DNA/RNA protection, heavy metal detoxification, and immune function. Many children on the autistic-spectrum have deficiencies of both taurine and cysteine.
There are many intermediary steps involved in these two important biochemical reactions. Envision a wheel that is constantly spinning in a clockwise fashion. Homocysteine is at 6 o'clock and Methionine is at 12 o'clock. The goal is to get from 6 o'clock to 12 o'clock, and then from 12 o'clock to 6 o'clock. This keeps the wheel spinning in the right direction. Certain other chemicals will impact upon this wheel at specific points. If any one of these intermediary steps is blocked than the wheel slows down or stops. This causes a backlog of chemical information that has deleterious effects on our overall health.
Methylcobolamin, activated Folic Acid (called methyl-folate), and Betaine (TMG) are responsible for taking homocysteine from 6 o'clock to methionine at 12 o'clock. If one system is faulty (methylcobolamin/Folic acid) than betaine (TMG) can help out. SAMe (s-adenosylmethionine) the body's "universal methyl donor" helps take methionine from 12 o'clock to homocysteine at 6 o'clock. Along the way other important chemicals are being spun off in different directions to support the many dependent biochemical reactions in the body.
The problem with many autistic individuals is that this system does not operate properly severely compromising their immune, nervous, and detoxification systems. The impact can be enormous including increased chronic infections, inability to detoxify their body of chemicals and heavy metal toxins, and neuro-cognitive problems such as language processing, attention, focusing, and concentration. There appears to be a genetic component with many autistic individuals for having a problem with this methylation and trans-sulfuration chemisty. However, for many the problem does not become manifest until their system is negatively impacted upon from nutritional deficiencies, digestive problems from yeast, bacteria, parasites, malabsorption from digestive imbalances, heavy metal toxins from vaccines or environmental exposures.
Autism really is treatable! Biomedical Autism treatments and therapies have resulted in many, many children improving, or even even losing their autism-spectrum disorder diagnosis. For lots more free biomedical autism intervention information and videos from Dr. Woeller, go to [http://www.AutismRecoveryTreatment.com]http://www.AutismRecoveryTreatment.com.
Dr. Kurt Woeller is an biomedical autism Intervention specialist, with a private practice in Southern California for over 10 years. He has helped children recover from autism, ADD, ADHD, and other disorders, and has the information you need to help your child. Download his free ebook at [http://www.AutismActionPlan.org]http://www.AutismActionPlan.org.
Article Source: [http://EzineArticles.com/?Using-Methylation-Chemistry-for-Autism-Treatment&id=6600193] Using Methylation Chemistry for Autism Treatment
Friday, November 4, 2011
Autism Symptoms in Infants and Children
By [http://ezinearticles.com/?expert=Maxine_Wagner]Maxine Wagner
According to health officials and medical professionals, the exact causes of the Autism disorder are still unclear although there is considerable agreement that there exists some type of genetic link between the disorder and the afflicted person's genes. There are other variables that could be possible causes such as environmental factors and immune system abnormalities. Regardless, the majority of all health and medical professionals agree that early intervention and diagnosis is still the best course of action to pursue.
Recognizing the early warning signs of the disorder
Past clinical research has demonstrated that the earlier a child is properly diagnosed and a treatment is prescribed, the outcome in the long-run will be considerably better. The following are some of the National Institute of Mental Health's early warning signs:
o In many cases, the child doesn't respond with a joyful facial expression (i.e., smile)
o The child hasn't spoken a single word by the time they are 16 months old
o They appear not to understand how they should play with their toys
o They are not babbling, making meaningful and/or noticeable, or pointing by the time they have reached 12 months of age
o They do not maintain eye contact for any length of time, if they do make it at all
o They haven't started to combine two words together by the time they reach 2 years of age
o They rarely interact with others, sometimes not at all
o They rarely respond to their names,
o They sometimes focus entirely on a single object or toy
o They start losing acquired language and social skills
o They will focus less on critical or important issues, yet they will focus on lining up certain objects or toys
The warning signs mentioned above are the primary indicators of an Autism Spectrum Disorder being present in the individual, although there are other ones to be aware of as well. What you should remember is that there will be numerous explanations for the majority of the warning signs that we have mentioned in the points above.
Early Autism warning signs or symptoms in infants
A number of different clinical studies have revealed the following warning signs and symptoms of Autism being present in infants at certain ages:
o 6 months - absence of smiling
o 9 months - failing to exchange smiles and/or sounds with other individuals
o 1 year - the inability to babble, point at or reach for different objects, or to wave at others nearby them
o 1 year, 4 months - a lack of or a total absence of vocabulary development
o 2 years - inability to create simple phrases (two words)
o Any age - the regression of communication, social, and/or speech skills
During infancy, there may be severe sensory issues to deal with during this period in the child's life including the abnormal reaction to certain sounds, tastes, and touching. Though mild autism can be handled with proper counseling and therapy, but severe autism is difficult.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Autism-Symptoms-in-Infants-and-Children&id=6609969] Autism Symptoms in Infants and Children
According to health officials and medical professionals, the exact causes of the Autism disorder are still unclear although there is considerable agreement that there exists some type of genetic link between the disorder and the afflicted person's genes. There are other variables that could be possible causes such as environmental factors and immune system abnormalities. Regardless, the majority of all health and medical professionals agree that early intervention and diagnosis is still the best course of action to pursue.
Recognizing the early warning signs of the disorder
Past clinical research has demonstrated that the earlier a child is properly diagnosed and a treatment is prescribed, the outcome in the long-run will be considerably better. The following are some of the National Institute of Mental Health's early warning signs:
o In many cases, the child doesn't respond with a joyful facial expression (i.e., smile)
o The child hasn't spoken a single word by the time they are 16 months old
o They appear not to understand how they should play with their toys
o They are not babbling, making meaningful and/or noticeable, or pointing by the time they have reached 12 months of age
o They do not maintain eye contact for any length of time, if they do make it at all
o They haven't started to combine two words together by the time they reach 2 years of age
o They rarely interact with others, sometimes not at all
o They rarely respond to their names,
o They sometimes focus entirely on a single object or toy
o They start losing acquired language and social skills
o They will focus less on critical or important issues, yet they will focus on lining up certain objects or toys
The warning signs mentioned above are the primary indicators of an Autism Spectrum Disorder being present in the individual, although there are other ones to be aware of as well. What you should remember is that there will be numerous explanations for the majority of the warning signs that we have mentioned in the points above.
Early Autism warning signs or symptoms in infants
A number of different clinical studies have revealed the following warning signs and symptoms of Autism being present in infants at certain ages:
o 6 months - absence of smiling
o 9 months - failing to exchange smiles and/or sounds with other individuals
o 1 year - the inability to babble, point at or reach for different objects, or to wave at others nearby them
o 1 year, 4 months - a lack of or a total absence of vocabulary development
o 2 years - inability to create simple phrases (two words)
o Any age - the regression of communication, social, and/or speech skills
During infancy, there may be severe sensory issues to deal with during this period in the child's life including the abnormal reaction to certain sounds, tastes, and touching. Though mild autism can be handled with proper counseling and therapy, but severe autism is difficult.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Autism-Symptoms-in-Infants-and-Children&id=6609969] Autism Symptoms in Infants and Children
Wednesday, November 2, 2011
Recognizing Autism in Its Earlier Stages
By [http://ezinearticles.com/?expert=Maxine_Wagner]Maxine Wagner
In order to properly recognize an autistic infant or child, you have to learn all you can about Autism and its indicators. This is referred to as a neural development disorder whose primary characteristics are social interaction and communication impairment. It is also characterized by behavior that is obviously repetitive or restrictive. According to a number of medical sources, the exact cause of the disorder is not clear. However, most physicians and other health professionals agree that it is genetically related.
The information processing ability of the person's brain is greatly affected because it alters or changes how the nerve cell synapses connect with one another and then organize themselves. What is not completely understood is how and why they do this. There are two other forms - Asperger syndrome and PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified) - that we find on the Autism spectrum and which are also of interest to the specialists that work with the disorder.
Signs that indicate Autism is present
Autism in children and infants manifests itself in three critical areas of development, namely behavioral, lingual, and social. Ironically, two children can have the identical diagnosis but display totally different actions and skill levels. The following will give you an idea of the warning signs in these three critical developmental areas.
The slightest change in common routines or rituals disturbing them. They develop specific rituals or routines early on and parts of an object (e.g. a toy car's spinning wheels) fascinate them and hold their attention for long periods of time despite the presence of any type of pain. They have an unusual sensitivity to light, sound, and touch. They make constant, repetitive movements (e.g. hand-flapping, rocking, and spinning) while never keeping still for any length of time.
The primary sign that their language development is not on track can b judged by the fact that they don't begin talking until around 2 years of age. They cannot converse well or keep any conversation going and they do not make eye contact whenever they are asking for something. They tend to lose previously acquired skills such as speaking words or talking in complete sentences. They repeat phrases verbatim without fully understand their meaning, speak in an abnormal rhythm or tone, while using robot-like speech or a sing-song style of voice.
Their social skills are diminished as they appear to be unaware of another child or person's feelings and sometimes it looks as though they do not hear you or are just ignoring you. They shirk eye contact if any is made at all. Most of them do not like being cuddled or held but like to be left alone to live in their own dream-like worlds. If you have a child that is displaying any of these types of behavior, you should make an appointment with your child's pediatrician so that they can examine and test them for Autism.
For the latest videos and training information on [http://www.childdevelopmentmedia.com/]child development as well as books and curricula on [https://www.childdevelopmentmedia.com/adhd-children.html]ADHD children please visit childdevelopmentmedia.com.
Article Source: [http://EzineArticles.com/?Recognizing-Autism-in-Its-Earlier-Stages&id=6609955] Recognizing Autism in Its Earlier Stages
In order to properly recognize an autistic infant or child, you have to learn all you can about Autism and its indicators. This is referred to as a neural development disorder whose primary characteristics are social interaction and communication impairment. It is also characterized by behavior that is obviously repetitive or restrictive. According to a number of medical sources, the exact cause of the disorder is not clear. However, most physicians and other health professionals agree that it is genetically related.
The information processing ability of the person's brain is greatly affected because it alters or changes how the nerve cell synapses connect with one another and then organize themselves. What is not completely understood is how and why they do this. There are two other forms - Asperger syndrome and PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified) - that we find on the Autism spectrum and which are also of interest to the specialists that work with the disorder.
Signs that indicate Autism is present
Autism in children and infants manifests itself in three critical areas of development, namely behavioral, lingual, and social. Ironically, two children can have the identical diagnosis but display totally different actions and skill levels. The following will give you an idea of the warning signs in these three critical developmental areas.
The slightest change in common routines or rituals disturbing them. They develop specific rituals or routines early on and parts of an object (e.g. a toy car's spinning wheels) fascinate them and hold their attention for long periods of time despite the presence of any type of pain. They have an unusual sensitivity to light, sound, and touch. They make constant, repetitive movements (e.g. hand-flapping, rocking, and spinning) while never keeping still for any length of time.
The primary sign that their language development is not on track can b judged by the fact that they don't begin talking until around 2 years of age. They cannot converse well or keep any conversation going and they do not make eye contact whenever they are asking for something. They tend to lose previously acquired skills such as speaking words or talking in complete sentences. They repeat phrases verbatim without fully understand their meaning, speak in an abnormal rhythm or tone, while using robot-like speech or a sing-song style of voice.
Their social skills are diminished as they appear to be unaware of another child or person's feelings and sometimes it looks as though they do not hear you or are just ignoring you. They shirk eye contact if any is made at all. Most of them do not like being cuddled or held but like to be left alone to live in their own dream-like worlds. If you have a child that is displaying any of these types of behavior, you should make an appointment with your child's pediatrician so that they can examine and test them for Autism.
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Article Source: [http://EzineArticles.com/?Recognizing-Autism-in-Its-Earlier-Stages&id=6609955] Recognizing Autism in Its Earlier Stages
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