2012年7月31日 星期二

What You Need to Know About Autism Spectrum Disorder - FAQs

What is Autism Spectrum Disorder?

Autism Spectrum Disorders (ASDs) is a disability that causes a hindrance to the patient's mental development. This is usually manifested by difficulties interacting socially and by delayed faculty developments. Autism can manifest as early as age three.

What are the different types of Autism?

There are five types of Autism Spectrum Disorder namely:

Asperger's syndrome - This is the mildest form of autism disorder. This is characterized by severe obsession about a single object or topic. When they become obsessive about it, they will try to study everything related to that object and they will not stop discussing it for a long time. Males are more likely to be affected by this syndrome.

Rett syndrome - It is a neurodevelopmental disorder in the brain that affects not only the social skills of the person but also his physical traits. This is characterized as having small hands and feet, decreased rate of growth and repeated body movements. People who are affected by this syndrome have no verbal skills.

Pervasive developmental disorder - This Autism Spectrum disorder is the middle ground between those diagnosed with Asperger's syndrome and Autistic disorder. It means that the person affected is not as good as a person with Asperger's syndrome but not as bad a person diagnosed with Autistic disorder.

Childhood disintegrative disorder - This disorder is very rare. It is characterized by normal to stopped development. A person with childhood disintegrative disorder develops on a normal pace at early age and stops at one point. An abrupt stop in the development makes them lose most areas of function.

Autistic disorder - This includes mental retardation and seizures. People with autistic disorder shows signs of repetitive movements and language malfunction.

What causes Autism Spectrum Disorder?

Some types of Autism Spectrum Disorder are considered as 'idiopathic' or originating from an unknown cause. Though a lot of factors relates to autism such as genes, vaccines and parenting, they are just correlation which does not actually pinpoint a cause.

Can Autism be passed on?

Though genetic play a big part in autism disorders, there no scientific proof to validate that claim. However, it is safe to assume that greater risks of Autism Spectrum Disorders can be expected from families with such history.

Does poor nutrition affect Autism?

Yes, poor nutrition definitely affects Autism. However, the same can be said about healthy people. Nutrition affects all aspects of health, whether you are in peak form or not. But poor nutrition does not cause autism.

What are the treatments available for people with Autism Spectrum Disorder?

1. Behavioral training - This type of training induces self help and positive reinforcements. This training includes Special Education and sensory integration.

2. Different therapies - Depending on the type of Autism Spectrum Disorder, the person affected may be needing physical, speech and occupational therapy. It targets different function areas to work properly.

3. Parental Support and training - This is particularly important when it comes to treating Autism disorders. Parents need to employ special care to make their child feel understood and cared for.

4. Medicines - This is used to tone down some symptoms of autism like stress, anxiety and obsessive-compulsive disorders.

If you are looking for information about autism spectrum disorder, we can help you out in understanding this concept. To learn more information about this disorder, this website can help you out on your concern.

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Causes of ADHD / ADD

Few steps to identify the causes of ADHD-ADD (Treatment without medication)

ADHD and ADD are two concepts that define difficulty in concentrating and in the ability to regulate emotional and/or motor impulses. Such difficulty is defined as the uncontrollable lack of ability to sit still (Tension Deficit Disorder) on the one hand, and on the other, difficulty focusing during variable tasks (educational and otherwise).

There are many diverse symptoms that are identified with ADHD-ADD,(see title ADHD-ADD at the eBook site), but if we examine the possibility of there being physical components that are able to cause these symptoms, we will notice that in most cases the cause of symptoms is an obvious physical component that is easily diagnosed.

After successfully locating and defining the physical bases of symptoms we can train the body to eradicate the difficulty without use of medication.

Any one of the following basic physical factors can lead to the appearance of great physical tension (Tension Deficit Disorder), which is released differently by each person.

The following conditions are common causes of great physical tension, resulting in symptoms that can be the source of ADHD-ADD misdiagnosis.

1. Immaturity of gross motor skills.

Meaning - incapability to coordinate between opposing limbs. The right leg cannot cross over simultaneously with the left arm and vice versa while jumping on one spot (high levels of tension are produced during physical activity {Tension Deficit Disorder}, breathing is delayed and cognition processes are not enabled).

2. Immaturity of fine motor skills.

High levels of tension arise when using hands (Tension Deficit Disorder) for any given task - writing, drawing, dressing, eating etc.

3. Immaturity of eye movement coordination.

High levels of tension, tiredness, avoidance etc. arise when reading and/or writing, playing ball games, clumsiness, when spatial perception, is needed etc.

4. Hypersensitivity of the sensory system.

When one or more of the senses are hypersensitive high levels of tension are created (Tension Deficit Disorder) as well as great mental strains in an effort to regulate/modulate the sensory system.

In addition, hypersensitivity can directly lead to some/all of the following symptoms:

Ongoing frustration, variable communication difficulties, aggression, impulsiveness, introversion/avoidance, mental and physical fatigue, lack of confidence in the power to change the situation, unwillingness to be in company (e.g. difficulty going to school, parties and social events), incapability to comprehend social situations and more.

There is a diagnosis approach for each of the above-mentioned physical conditions in the book, along with descriptions and animations of exercises used to improve each condition. All are physical conditions (instead of psychological or behavioral ones) that can be altered/improved by a short period of exercise implementation.

A complete evaluation and training program can be found at http://www.intelligence-integration.com.

By Moshe Elbaum

24 years ago, I developed from martial arts and alternative medicine the "Elbaum Method" and the "Intelligence Integration" method for helping children and adults to overcome learning and behavioral difficulties as ADD / ADHD, Dyslexia, Dysgraphia, Dyscalculia, Emotional Impulsiveness and more. With these methods we succeeded to help thousands of children and adults.
As a child I suffered from learning disabilities and dyslexia, the methods help me to totally overcome them.
The methods are physical training oriented and help to find the "physical roots" of learning and behavioral difficulties. Also contain a training program that helps to develop better neural networks that improves human ability.
Intelligence Integration been published as an ANIMATED eBook in the intelligence integration site.

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Sensori-Neural Hearing Loss - Ayurvedic Herbal Treatment

Sensori-neural hearing loss (SNHL) is a common disorder which is caused by a dysfunction of the components of the inner ear, which mainly include the cochlea and the auditory nerve. Impaired hearing may result from biochemical, metabolic, vascular, hematologic or endocrine causes. Hearing loss may also be genetically acquired, and may be associated with other abnormalities in the body.

The Ayurvedic treatment of SNHL is aimed at treating the known cause of the condition, and improving the structural and functional integrity of the inner ear and the central nervous system. Medicines like Saarivadi- Vati, Panch-Tikta-Ghrut-Guggulu, Punarnavadi-Guggulu, and Maha-Rasnadi-Guggulu are used for symptomatic treatment of the inner ear. Maha-Manjishthadi-Qadha, Saarivasav, Arogya-Vardhini, Punarnavadi-Mandur, Gokshuradi-Guggulu, Chandraprabha-Vati and Dashmoolarishta are used to treat the various causes of this condition. Herbal medicines like Gokshur (Tribulus terrestris), Amalaki (Emblica officinalis), Guduchi (Tinospora cordifolia), Pippali (Piper longum), Marich (Piper nigrum), Haritaki (Terminalia chebula), Punarnava (Boerhaavia diffusa), Kutki (Picrorrhiza kurroa), Manjishtha (Rubia cordifolia) and Saariva (Hemidesmus indicus) are also very useful for this purpose.

Medicines like Tapyadi-Loh, Ekangveer-Ras, Vat-Gajankush-Ras, Maha-Vat-Vidhvans-Ras, Bruhat-Vat-Chintamani, Abhrak-Bhasma, Trivang-Bhasma, Kaishor-Guggulu and Sinhanaad-Guggulu are used to strengthen and improve the functioning of the auditory nerve and the central nervous system. Herbal medicines like Yashtimadhuk (Glycyrrhiza glabra), Mandukparni (Centella asiatica), Haridra (Curcuma longa), Rasna (Pluchea lanceolata), Guggulu (Commiphora mukul) and Ashwagandha (Withania somnifera) are used to heal and regenerate damaged nerve-cells, thus improving nerve function.

Immunomodulatory medicines like Suvarna-Bhasma, Suvarna-Malini-Vasant, Abhrak-Bhasma, Bhrungraj (Eclipta alba), Tulsi (Ocimum sanctum), Brahmi (Bacopa monnieri), and Jatamansi (Nardostachys jatamansi) are used to reduce the deleterious effects of stress and to boost the immune status of the body. This helps in early improvement in SNHL, and prevents further deterioration of this condition.

It is also important to take into consideration other associated abnormalities in the body. In such situations, the treatment is aimed at healing the body tissues. More commonly, medicines which act on the "Rakta", "Mansa" and "Meda" dhatus (tissues) are used. These medicines include Patol (Trichosanthe dioica), Patha (Cissampelos pareira), Musta (Cyperus rotundus), Nimba (Azadirachta indica), Triphala (Three Fruits), Draksha (Vitis vinifera) and Kutaj (Holarrhina antidysentrica). Correction of abnormalities in the body tissues indirectly helps in improvement in hearing by reducing the dysfunction of the inner ear.

Patients affected with SNHL often present with no obvious cause for the condition, or may give a confusing history. A typical case history will adequately drive home this point. A thirty-six year old female came for treatment of SNHL of both ears, with more hearing deficit of the left ear. She reported that this problem started after coming back from her native place, where she had an episode of influenza, and had also received a minor injury on the left side of her face, to which she attributed her symptoms. She was treated for her hearing deficit, keeping these obvious causes in mind. However, when she did not report any benefit even after 6 weeks of treatment, a more detailed history was taken, with direct questioning for any other possible causes for her condition. She then reported that she had worked for some time with a construction company, where a large amount of drilling work was in progress. Unable to withstand the noise, she had left the job in two weeks. She was then given different treatment in the light of this new knowledge and she recovered completely with four months of treatment.

Surgery, hearing aids, and speech and language therapy are the currently accepted interventions in the management of SNHL. Ayurvedic herbal treatment can be used as an alternative or supportive therapeutic modality to give better, quicker, or additional benefits to individuals affected with SNHL.

Dr. A. A. Mundewadi is Chief Ayurvedic Physician at Mundewadi Ayurvedic Clinic based at Thane, Maharashtra, India. He is available as an online Ayurvedic Consultant at http://www.ayurvedaphysician.com. The online clinic offers Ayurvedic treatment for all chronic and refractory health problems. Dr. A. A. Mundewadi uses high quality herbal extracts in tablet form, which are easy to take, effective and safe for long-term use. Dr. A. A. Mundewadi, B.A.M.S., has clinical experience of 25 years and clinical research experience of 12 years. He has conducted extensive research in HIV infection, Schizophrenia and many other chronic diseases.

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2012年7月30日 星期一

7 Areas That Should Be Addressed in IEP's For Children With Autism

Do you have a child with autism, pervasive developmental disorder (PDD), or Asperger's disorder? Do you have difficulty getting special education personnel to listen to your input on what services your child needs?

Would you like a short list of areas that should be addressed at your child's IEP meeting? This article will give you 7 areas that need to be discussed at your child's IEP meeting; to determine what special education and related services your child requires, in order to get a free appropriate public education (FAPE).

Area 1: The nonverbal and verbal communication needs of the child

Impairment in communication can negatively affect a child with autism's education, and should be addressed, possibly by direct services from a Speech Language Pathologist.

Area 2: The need to develop social interaction skills

One of the characteristics of autism is that children have impairments in social interaction with other people. Children may need services in this area to help them develop appropriate social interaction skills.

Area 3: The needs resulting from the student's unusual responses to sensory experience

Many children with autism have sensory integration dysfunction that can have a detrimental affect on their education. Special education services may need to be given by an experienced trained SIPT qualified occupational therapist.

Area 4: The needs resulting from resistance to environmental change or change in daily routines

Rigidity in routines and resistance to change is another characteristic of autism spectrum disorders. Picture schedules and verbal notice to the child of change in schedules and routine, may help.

Area 5: The needs resulting from engagement in repetitive activities and stereotyped movements

Another characteristic of autism is the existence of ritualistic behaviors. Strategies can be developed to help your child decrease these behaviors.

Area 6: The need for any positive behavioral interventions, strategies, and supports to address any behavioral difficulties resulting from autism.

Many school districts still want to punish children with disabilities for negative behavior, even though IDEA requires positive behavioral strategies be considered.

Area 7: Other needs that may impact progress in education, and social and emotional development.

Some children with autism have medical needs, trouble with organization, executive function, and generalization. You should bring up any other area that causes your child to have educational need, and make sure that needed special education services are written in your child's IEP!

By addressing these seven areas in your child's IEP you will be able to determine if your child needs any special education services in these areas! Good Luck!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special education system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com

For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com.

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The 5 Secrets Of Learning That No-One Ever Told You

Secret Number 1 - Brain Hemisphere Dominance

Everyone knows that we have two brain hemispheres - the left and the right. Logic and Gestalt.

The left hand hemisphere or the logic hemisphere handles our ability to see the bits and pieces that make up information - our ability to see the trees in the forest. It controls our ability to sequence information and put it in an orderly pattern. It helps us to see logical progressions and to recognise patterns such as number facts (multiplication tables) and rhymes.

The right hand hemisphere or Gestalt hemisphere handles our emotions, our ability to see the big picture - the reason why. It helps us to make sense of the bits and pieces in a meaningful and emotionally relevant way. The Gestalt hemisphere handles intuition and it is what allows us to make intuitive leaps - those flashes of brilliance when seemingly unconnected information comes together into something amazing. It governs our ability to relate to others with compassion and empathy. It is our creative side, our artistic and musically inclined self. Without it, the bits and pieces supplied by the logical hemisphere are meaningless pieces of information.

To learn effectively we need access to both hemispheres of the brain. In children with high stress levels (aka a learning difficulty,) one of the hemispheres is not functioning as it should. It is suppressed by the dominant hemisphere and its gifts are locked away. These children (and adults) are at a disadvantage - they are operating with only half of what they need to learn effectively. Hence some are dreamers - they can see the big picture but have no way of knowing how to accomplish their dream. Sometimes they are called lazy. Others are so bogged down in the details they get lost in what is called analysis paralysis - they can see the bits and pieces but can't quite grasp how to put them all together into a cohesive whole.

Regaining the use of the whole brain - what I call brain integration - is the first step we take when working with a new student.

Secret Number 2 - The Ability To Move Forward

For so many students (and their parents!) feeling stuck, clumsy, confused and lost is a daily experience. It isn't necessarily a physical feeling - although it can be. Mostly it is a mental feeling, one of being stuck in mud, it is a struggle and hard work.

Of thinking you have the answer and then beginning to doubt yourself. Of being unsure that you heard the instructions properly, so you need to check, double check, triple check before you feel confident to move forward with the activity.

Our ability to move forward determines how we approach different situations. If we feel stuck, our self-esteem and self-confidence are eroded over time and our insecurity increases. As it increases we become fearful of making mistakes, of "getting it wrong", of being laughed at.

On the other hand, if we can move forward without fear - we can sometimes have what I term bull at a gate syndrome. We can rush in where angels fear to tread. Sometimes we can lack the caution which allows us to assess the situation fully. We can have what situations like the one that faced Po in Kung-fu Panda 2. We can see our objective - Gongman City Palace, but not see the wolves prowling the streets, we leap into action without seeing the dangers that lie before us. As Mantis said: "What are you doing? The streets are crawling with wolves!"

A balance between the two extremes - feeling stuck and fearlessly moving forward - are needed for our children to learn. They need to be able to make a decision and see it through. In order to do this, our children need the foundation of Secret Number 1!

Secret Number 3 - Ability To Communicate

What is communication? For many people it is our ability to read and write, to speak clearly and succinctly. However, it is so much more than that. Communication is more non-verbal than verbal. It is the way we hold our self, the tone, the pitch, the delivery speed. It is our body stance, our facial expressions, the way we use or hold our hands. These visual cues are what bring meaning and depth to our communications.

Beyond this, communication encompasses our style of presenting information. Are we logical communicators? If so, we start at the beginning and plod through every detail of what has happened, useful for writing reports, but boring in a conversation!

If we are an emotional communicator, we bring in the full range of expressive language options. We rant, we rave, we may be incoherent at times (especially when excited or angry). We tell the story from an emotional point of view - telling what stood out at the time, not necessarily in a logical progression. So we have difficulty sequencing events as we jump around following the emotional trail. This event reminds me of that one (which may have happened a long time ago) which reminds me of something that I thought I heard yesterday and so on.

When it comes to learning, if we are limited in our communication - meaning our communication is controlled by the hemisphere which is suppressed under stress - we may know the answer but have difficulty expressing it. We have difficulty getting our ideas from our head onto the paper. Sometimes we can talk our way through it, but often we feel tongue-tied. We grow frustrated with our inability to express what is inside of us.

This can go on until we literally explode. The child who is limited in their ability to communicate can feel as though they are living inside a pressure cooker. Once they hit critical levels, steam has to be let out - often in the form of tears, tantrums, escapism, or total shut down where they withdraw inside of themselves completely.

For those around them, this situation is just as frustrating. After all, when they are relaxed and integrated these children show us glimpses of what they are capable of. And these tantalising glimpses leave us frustrated that they aren't performing at their best, especially when we don't understand why.

Secret Number 4 - Visual Input

Visual Input isn't just what we see. It is how we see it, how we then relate it to previous memories and how we then decide to act upon that information.

For the child that is visually limited, the visual world is a confusing place. They can see, but the ability to interpret is not functioning. They can stare at a page of writing or maths and not comprehend what it is they are meant to do. It is as if we had placed a foreign language in front of them and then demanded that they tell us what it means. To us, the language is what we are familiar with, we converse in it, we know that the child knows how to speak this language; they have shown that they recognise some words, some of the time.

So why can't they read and recognise those words?

The answer lies again, in integration. When the hemisphere that is responsible for visual input is suppressed, it is as though that information doesn't exist. We record it but we can't do anything with it (doctors call the Visual Processing Disorder).

When we work on the integration between hemispheres, we allow the information to be "seen", to be recognised and used. Hence we can teach someone to read, to decode, to follow sentences in a short span of time when they are integrated and accessing all information that is available to them.

No discussion of visual input would be complete without mentioning Irlen Syndrome. This syndrome which affects the visual cortex is highly prevalent in our society - especially among students with the so-called learning difficulty.

Irlen isn't a dysfunction of the eyes. It is a misfiring of the two nerves that lead from the eyes to the visual cortex. Normally these two nerves fire in sync and present a clear picture to the visual cortex for processing. When Irlen is present, one of the nerves is firing slower than the other creating a distorted message - kind of like looking at a 3-D TV screen without 3-D glasses on...

The brain needs to work hard to straighten this image out, to even out the distortions. But often it can't and the images move, swirl, vibrate and pulse causing fatigue, nausea, eye strain, avoidance problems as well as focusing issues. For people with Irlen, the world is a visually tiring place.

Often, they have no idea that this is not the experience everyone has when they look at a book, or computer screen or anywhere else that requires them to focus. For them it is just how the world is, so they don't mention it unless asked direct questions. It is often a surprise to parents to hear that the words on a page move, blur, disappear, swirl, dance, jump or rearrange themselves for their offspring.

Secret Number 5 - Auditory Input

The final secret to learning is Auditory Input. Like Visual Input, there is more to Auditory Input than hearing. When we think of Auditory, we think of the sounds that we hear - usually words.

For the student with a limited ear, they hear but don't differentiate sounds. It is just one large jumble of noise that has no particular meaning. We could be talking to them, perhaps in our frustration raising our voice to almost shouting, and they would still be blissfully unaware that we are even talking. Like the eye that is limited, noise goes in (the ears work fine) but no associations are attached to them.

For people with a functioning ear, but who are not in an integrated state, the ear continually scans the environment looking for danger. This means that for people like my son, the noise of the wind outside the classroom window is just as important as the teacher's voice. He can't focus exclusively on the teacher's voice - his ear is continually straining to catch the sound of the predator he KNOWS is hiding ready to leap.

When we are in fight or flight mode (stress by any other name), we descend to the level of instinct. Survival is our main concern. Not learning. Not seeing things from different points of views. Nothing but survival is able to capture our interest.

Learning of any description is impossible when we are concerned for our safety. It seems laughable I know - after all our kids are in school, what harm can come to them there? But the body doesn't know that school is a safe environment. It feels the adrenalin and cortisone pulsing through our veins. It knows that we are primed to run for our life or fight our way out - so this MUST be a dangerous environment with predators lurking, otherwise we wouldn't have adrenaline or cortisone pumping through our system...

So our children are edgy, easily distracted, jumping or turning towards every sound... (Sounds like ADHD doesn't it?) They are tense, ready to fight, ready to run. Small things can set them off - and later they don't know why.

Depending on the combination of senses available to our child (which of the 32 Learning Profiles they have) many responses are possible. Running from the room when the tension becomes too much (looking for a safe place), verbal aggression when approached incorrectly by the teacher or another student (fight my way out of here), a feeling of constriction and being trapped, anxiety attacks, fidgeting, easily distracted by noise when they are meant to be focusing on the task at hand etc.

These children are labelled ADHD, ADD, Auditory Processing Disorder or Sensory Processing Disorder. Very few doctors or specialists recognise that these kids are highly stressed individuals who need to be shown safe, effective stress release methods that they can employ every day, in every situation.

Once again, brain integration and moving from a stressed state to the integrated state can and does have a marked impact on the behaviour of these students. When they feel safe, integration occurs, the unsettling behaviours diminish and viola we have a student who can focus, who can learn.

So what does this all mean for your child?

If we truly want our children to learn to the best of their ability then we need to understand how learning occurs for them. It is unfair to label children who are stressed with "disorders". Stress is not a disorder; it is a sign that something in a person's environment is amiss. We, as parents, educators and carers need to teach our children how to manage themselves and their response to stress. We cannot expect to teach children with a one-size-fits-all approach, especially when the world that they live in is rapidly changing and filled with uncertainty.

Learning about your child's unique learning profile isn't difficult. Applying that knowledge also isn't hard. It simply means that we need to change the way we view our child and their education - to learn to recognise the signs of stress and to remind our children of what they can do to relieve that stress. This, as parents, we can do. It is easy, and it benefits us all.

Diana Vogel

Diana Vogel is a sought after speaker, tutor, parent educator and author who is passionate about teaching parents and their dyslexic children the life skills that they need to maximise their chances of success. The mother of 2 wonderful boys, one of which is dyslexic, Diana has seen both the positive and negative sides of the dyslexia coin.

To learn more about Diana and the work that she does go to http://www.TheKidWhisperer.com.au

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2012年7月29日 星期日

Autism Spectrum Disorder - Better Diagnosis Or Growing Epidemic?

Current incidence of Autism Spectrum Disorder, or ASD is unbelievably 1 out of every 95 children. As compared with the number of children diagnosed with this disorder in 1980, the percentage of ASD has quadrupled. In 1980, autism was considered a rare disorder, with an estimated 2-5 per 10,000 people.

Autism is generally diagnosed during a child's first 3 years of life, however new research is now identifies diagnostic indicators as early as 6 months. One may wonder what is happening to cause such a dramatic increase in this relatively new disability. Autistic children display difficulties in Sensory Integration Disorder (SID), comprehension problems, expressive language disorders, and a variety of social/pragmatic difficulties. A review of medical, professional, and research literature will result in an array of various explanations. An extensive review of the medical, professional, and autism interest group literature results in a wide diversity of opinion and explanation to the apparent escalating rise of autism. Some believe that autism has no cure, while others claim that there is a complete and definite cure.

During the 1970's, research data began to be reported which showed strong evidence in the role of genetics in the causation of autism. The theory of environmental influence in the causation of autism has only recently taken a more prominent stance amongst the professional and medical communities. In his book Changing the Course of Autism, Dr. Bryan Jepson states that even though finding the gene that triggers autism could lead to developing a medication for treatment, "understanding the role of the environment and studying the biochemistry of autistic children seems much more likely to lead to effective treatment immediately, and in fact would pinpoint which genes should be targeted...understanding the genetic factors requires understanding the impact of the environment on the genetic code." Most proponents of this theory do believe that there is a genetic predisposition to autism, however that changes in the environment and in the practice of modern day medicine are "activating", you might say, the genetic flaw.

As a Speech/Language Pathologist of 25 years, I have noted an unprecedented increase in the diagnosis of autism or one of the various diagnostic labels that fall within the autism spectrum of disorders among the pediatric client population I work. The "picture" of the typical autistic child has made dramatic and wide range changes in the years since beginning in the field of speech and language therapy. The profile of a regular classroom has been transformed in the past 20 years. School nurses are inundated with various medications from those for ADD/ADHD to Bipolar Disorder to ASD. So, are we experiencing an epidemic of Autism Spectrum Disorders or are we just getting better in diagnosing it? Regardless of the causation, children with autism can be helped! New technology, learning therapies, and integrative techniques are available to assist in better brain learning and networking. These new methods can increase the overall abilities for the autistic child so that he or she can learn to understand his or her world.

Lucy Gross-Barlow: As a Speech/Language Pathologist of over 26 years and having practiced in a wide variety of therapeutic settings, Lucy brings to her clients a diversity of patient care knowledge. For the past 12 years, she has specialized her practice in the area of processing disorders and remediation of learning impairments, and she has a passion in seeing her clients succeed in their communicative and learning skills. Lucy now desires to extend the knowledge she has gained in processing and learning remediation to as many children as possible to enable them to reach their full learning and communicative potential in life. Lucy is a founding partner of The Therapy Group, an association of Speech-Language Pathologists, Occupational Therapists, learning specialists, Speech-Language Pathology Aides, parent teachers, administrators and advocates pioneering an industry in web-based consulting for parents who seek to help their children with learning challenges or those learning with disabilities in achieving academic and social success. Providing parents with resources, learning therapies, proprietary products and programs worldwide.

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Can a Autism Diagnostic Observation Schedule Be Used by Special Education Personnel to Help My Child

Are you the parent of a young child who you believe has Autism or Pervasive Developmental Disorder(PDD)? Are special education personnel in your district refusing to acknowledge this diagnosis, despite a lot of evidence? Many school districts refuse to admit that a child has autism, because they do not want to provide the special education and related services that a child needs! But this tool can be used by special education personnel to see if your child has autism.

Below are 9 things that you must know about the ADOS:

1. Purpose: Allows an accurate diagnosis of autism and pervasive developmental disorder

2. Can be used for children who are 2 years up to adulthood.

3. Takes 30-45 minutes for a qualified examiner to use this tool.

4. The person using the tool must have prior education, training, and experience in using this type of diagnostic took. They must also have extensive experience with autism and PDD!

5. The person using the tool must take a clinical training workshop, and at the end receive a certificate of completion. Be sure and check that any special education personnel using this tool, has a certificate of completion.

6. Person should have at least 8 practice sessions to make sure that they are familiar with this diagnostic tool.

7. Typically the people who are using this tool are Doctors, Clinical Psychologists, School Psychologists, Speech Pathologists, Certified Occupational Therapists etc.

8. While this is not an objective test it is far from subjective. The ADOS is a schedule of observations which has been developed over several decades and has been found to be effective!

9. This tool should be used in conjunction with other rating scales, such as the Childhood Autism Rating Scale (CARS)! A full developmental history of the child, a medical history, developmental and academic evaluations, testing of adaptive functioning, and information on the child's sensory integration function, should also be included. As well as Speech Language evaluation and Occupational Therapy evaluations if needed.

Parents can become very frustrated with school districts who refuse to acknowledge that their child has Autism! A private independent evaluator who is trained can also do the ADOS on your child, so you do not have to depend only on school district personnel. Bring any private evaluations to special education personnel and they must consider the results! Keep fighting your child is worth it!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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2012年7月28日 星期六

Heavy Metal Mercury Poisoning - Chelation and the Link With Autism - Asperger's and ADHD

Similarities of Mercury Poisoning and Autism Spectrum Disorders, ADHD and Sensory Integration Dysfunction

Mercury Poisoning is thought to be one of the major biomedical causes of Autism, Attention Deficit Disorder Hyperactivity ADHD, Asperger's Syndrome, Sensory Integration Dysfunction and Pervasive Developmental Disorder PDD!

Mercury can affect the body in a variety of areas including speech and motor processing, cognitive and social abilities and create sensory abnormalities. Many of these symptoms are similar to those displayed in children on the autism spectrum or those with Asperger's syndrome, Pervasive Developmental Disorder PDD, sensory integration dysfunction and Attention Deficit Hyperactivity Disorder ADD/ ADHD.

"Mad hatters" syndrome was a direct result of the mercury used to cure felt when making a hat. Due to the mercury exposure, people who manufactured hats often suffered from dementia, mental illness or in general confusion. New studies are linking heavy metal toxicity to Alzheimer's disease and dementia.

Symptoms of Mercury Poisoning

Social withdrawal and lack of eye contact or visual fixation

Anxiety and mood swings

Failure to develop speech, articulation problems and echolalia (repetitive vocalizations)

Sound sensitivity

Abnormal touch sensations or touch aversion

Over sensitivity to light

Flapping or repetitive motions

Excessive salivation or drooling

Clumsiness and poor coordination

Difficulties in sitting, walking, crawling

Sleep difficulties

Poor concentration / attention issues / ADHD symptoms

Rashes or eczema

Digestive problems / diarrhea and constipation

Where did the mercury come from?


A form of mercury called thimerosal was in several vaccines. According to the CDC "until 1999, vaccines given to infants to protect them against diphtheria, tetanus, pertussis, Haemophilus influenzae type b (Hib), and Hepatitis B contained thimerosal as a preservative. Today, according to the U.S. Food and Drug Administration, the only vaccines routinely recommended for children 6 years of age and younger that contain thimerosal are: one vaccine for DTaP, and three vaccines for influenza (flu). These four vaccines contain only trace amounts of thimerosal."

The vaccines do not cause autism, but if the body's detoxification system is not working properly, the person can have a difficult time expelling what would normally be considered unharmful amounts. Because the body can not expel these harmful toxins properly they are harboring within the body causing the symptoms listed above. This is part of the reason why it is critical to not get a child vaccinated when they are ill, even if it is just a cold.

Mercury Amalgam Dental Fillings

For dental work, stay away from mercury amalgam fillings. It is just safer to go with composite fillings. Again it may not be a problem for everyone, but for those individuals with impaired detoxification systems it can cause severe problems. The more fillings the greater the risk due to the cumulative effect of toxins. Before beginning chelation therapy mercury amalgam dental fillings should be removed to avoid further exposure to mercury!


Unfortunately our food supply is contaminated. Tuna, swordfish and sea bass are amount the mostly highly contaminated fish with high levels of mercury. The website www.GotMercury.com has an online calculator to help you determine how much mercury is in your food.

Other Sources of Mercury

Damaged nonstick cookware or aluminum cookware

Toxic air from coal burning plants

Lawn and garden pesticides

Success Story

I ate tuna fish several times a week when I was pregnant and swordfish several times a month. The warnings that these larger fish were generally high mercury due to environmental pollution were just emerging in between my first and second child. I also received the flu shot as recommended when I was pregnant which does have thimerosal or mercury in it. I am sure these were contributing factors to why both my children were discovered to have toxic levels of lead and mercury in their little bodies. The Happy Sun shows actual before and after lab results of chelation therapy.

Chelation Therapy

Chelation therapy is the process of removing heavy metals from the body by taking a medication, which attracts and attached to the mercury and helps excrete it from the body. There is some medical controversy about using chelation for treatment of autism and ADD / ADHD issues because it is considered an "off label" treatment. However using botox for wrinkles is also an "off label" treatment as botox is designed to stop facial spasms and tics. You are in essence not treating autism or ADD / ADHD with chelation, but rather first testing the child to determine if heavy metal toxicity is an underlying problem and then using chelation therapy to treat the heavy metal toxicity. Click here to read more about testing for heavy metals.

Find yourself at The Happy Son! Mercury Poisoning Chelation Therapy Autism can be found at The Happy Son along with examples of real lab results. The Happy Son is a resource for biomedical interventions and helping you find out of the holistic answers for chemical imbalances including depression, SAD, autism, asperger's, sensory integration dysfunction, ADHD and weight loss.

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Sensory Loss in Older Adults - Taste, Smell & Touch - Behavioral Approaches for Caregivers

As we age, our sensory systems gradually lose their sharpness. Because our brain requires a minimal amount of input to remain alert and functioning, sensory loss for older adults puts them at risk for sensory deprivation. Severe sensory impairments, such as in vision or hearing, may result in behavior similar to dementia and psychosis, such as increased disorientation and confusion. Added restrictions, such as confinement to bed or a Geri-chair, increases this risk. With nothing to show the passage of time, or changes in the environment, the sensory deprived person may resort to repetitive problem behaviors (calling out, chanting, rhythmic pounding/rocking) as an attempt to reduce the sense of deprivation and to create internal stimulation/sensations.

This article is the third in a series of three articles that discuss the prominent sensory changes that accompany aging, and considers the necessary behavioral adjustments or accommodations that should be made by professional, paraprofessional, and family caregivers who interact with older adults. Though the medical conditions are not reviewed in depth, the purpose of this article is to introduce many of the behavioral health insights, principles, and approaches that should influence our care giving roles. This article addresses age-related changes in taste, smell, and touch, and a related subject, facial expressiveness.


A. Changes in taste and smell with aging:

1. Less involved in interpersonal communication, leading to decreased quality of life, and contributing to depression and apathy;

2. The decline in taste sensitivity with aging is worsened by smoking, chewing tobacco, and poor oral care. This results in more complaints about food tasting unpleasant or unappetizing, and sometimes causing the person to stop eating altogether;

3. With aging, there is a decline in the sense of smell, resulting in a decreased ability to identify odors. Also the person with a declining sense of smell is more tolerant of unpleasant odors, and this can be further exacerbated by smoking, some medications, and certain illnesses.

B. Effects of taste and smell changes on demented elderly:

1. Individuals with Alzheimers Disease lose their sense of smell more than non-dementia individuals, due to change in their recognition thresholds. This is because there is a concentration of tangles and plaques characteristic of Alzheimers Disease found in olfactory areas of the brains of patients with this disease, compounding the declining sense of smell that accompanies old age;

2. The impairment in the ability to distinguish flavors in foods for those with dementia results in diminished eating pleasure, and a loss of appetite. Recommendation: more attention to and greater awareness of the importance of eating, and reminders of having eaten, which can minimize the risk of malnutrition and dehydration;

3. The impaired sense of taste and smell can result in a serious inability to sense danger, such as gas leaks, smoke or other odors, which would obviously interfere with taking necessary steps for safety. Also, problems with taste may cause the person to overcook or use spoiled foods, raising the risk of food poisoning. Recommendation: use smoke detectors, clean out refrigerators regularly, and check drawers for food hoarding.


A. Changes in sense of touch with aging:

1. The sense of touch includes perception of pressure, vibration, temperature, pain, position of body in space, and localization of a touch. Some of this sense of touch diminishes with aging, but affects no more than 50% of older adults;

2. The most pronounced changes occur in the feet, and changes become less apparent as we move up the body. A decline in the sense of perception in the feet contributes to increased danger of falling or tripping over objects. Changes in hand sensitivity will often lead to dropping of objects;

3. Because the sense of touch is the most intact of all senses in older adults, and least impacted by advancing years, it can be the more important means of communicating, whether to gain his or her attention, to reassure him or her, to let the person know that you are there to help, and to guide the person in an activity;

4. Touch is therapeutic since older adults may be touch deprived. In medical and institutional settings, such as nursing homes, there may be even fewer opportunities for touch and physical contact. Recommendation: take extraordinary steps to make appropriate physical contact with the older adult for reassurance, to gain attention, to confirm communication, and to provide a greater sense of safety and security.


1. Some neurological disorders, like Alzheimers

disease, Parkinsons, and other types of dementia result in decreased facial expressiveness. This makes it difficult to discern emotional reactions or expressions that would otherwise be apparent in those without such disorders;

2. Because we depend so much on non-verbal communications and facial expressiveness, it is difficult to know if the other person is hearing and understanding what we are communicating. This makes it less enjoyable and less rewarding to communicate with someone who does not show the expected emotional reaction, such as a smile, a laugh, a grimace, or even a shrug.
Recommendation: even in the absence of facial expressiveness, do not avoid communicating with this person, but do not be upset or disappointed when the emotional reaction does not appear. Caregiver disappointment and rejection only contributes further to apathy and withdrawal.


The following principles apply to caregiving approaches with older adults who have diminished sensory function. Increased sensitivity and insight to the needs of these individuals improves their quality of life and improves our effectiveness:

1. Observe his or her behavior, and look for cues and signs of pain or discomfort;

2. Help the person work through the emotional impact of the sensory changes, allowing expression, acceptance, and support of the grief and sadness accompanying these losses;

3. Do not try to fix the unpleasantness; acceptance and support goes a longer way toward healing than a quick fix or a patronizing attitude;

4. Reduce excess disability by maximizing whatever functioning is still left, such as proper eyeglass prescriptions, or functioning hearing aids;

5. Consider assistive devices (phone amplifiers, large text books, headphones, and the Braille Institute for a variety of useful visual aids).

6. Remember that the need for touch increases during periods of stress, illness, loneliness, and depression;

7. Touch is especially important when communicating with blind, deaf, and cognitively impaired individuals;

8. Use touch often, but only to the extent that the person is comfortable with it;

9. Do not give the person a pat on the head, or a tap on the cheek, as this can be perceived as condescending.

Normal aging brings with it a general decline in sensory functioning. To minimize the emotional, behavioral and attitudinal impact these losses have on older adults, caregivers should develop insights and approaches that take the special needs into account, and try to turn unpleasant, frustrating situations into more caring, helpful, and sensitive interactions. As caregivers can integrate behavioral principles in the delivery of the health care with older adults, we can have a positive impact on the management of these losses.

Copyright 2008 Concept Healthcare, LLC

Joseph M. Casciani, PhD, is a geropsychologist who has devoted his professional career to working with older adults and their caregivers. His company, Concept Healthcare, http://www.cohealth.org, offers online resources to integrate behavioral health approaches in the health care of older adults.

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2012年7月27日 星期五

An Independent Consultant's View of Mental Health Disorders and Special Needs

According to the National Center for Children in Poverty, one in five children from birth to 18 has a diagnosable mental disorder. Moreover, one in 10 youths has mental health problems that are serious enough to impair how they function at home, in school, or in the community in which they live. Among the diagnosable mental disorders common in children are anxiety, mood disorder such as depression, and disruptive disorders such as attention deficit and hyperactive disorders.

Special needs, however, are a different concern. Special needs is an umbrella term under which a broad array of diagnosis can be put. Children with special needs may have learning disabilities that range from being mild to profound mental retardation. They may have developmental delays from which they may catch up quickly or some from which they may not catch up at all. Also they may have an occasional panic attack or serious psychiatric problems. Some special needs that can be clearly diagnosed include fetal alcohol spectrum disorder, dysfunction of sensory integration, autism, and dyslexia.

Problems peculiar to children with a mental disorder and special needs are not uncommon. It is not unusual for a child with attention deficit hyperactive disorder to have a learning disability such as a central auditory processing disorder and may struggle with school work regardless of their intellectual abilities.

As a independent mental health consultant, here is the distinction that I make. Mental disorders are essentially psychological problems while special needs are disabilities that affect how a child can effectively function in society. The psychological problems such as mood swings, fits of depression, and feelings of anxiety can be addressed by a competent psychotherapist using one or more approaches such as cognitive-behavioral therapy, social skills training, and parent counseling. Medication may be required, but should never be the sole therapy. It is often most effective when used in combination with a behavioral based treatment. A child will not learn socially acceptable behavior if it is never addressed in therapy. A child with special needs represent a set of different concerns and approaches. They may require specialized learning strategies to help the child to meet his potential and to avoid the loss of the child's self-esteem and reduce behavioral difficulties.

Effective approaches will also involve the school system which is lawfully required to engage the child in an educational program designed to meet his needs. However despite these efforts and time, the child may not respond. Still, you have to continue with love, seek to understand the situation, and have child work towards self-sufficiency.

Keep up to date with timely financial and personal growth tips and strategies. Visit http://www.yourconsultantsite.com and http://www.youcontrol.blogspot.com. You can subscribe to the monthly Financial/Personal Growth newsletter at either site as well as read and download the free articles and e-books. Will Barnes is a financial and personal growth consultant based in Illinois. Mr Barnes has conducted hundreds of workshops on parenting and counseled parents for decades.

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Is My Child Just Active Or Could it Be ADHD?

Are you the parent of a young child who seems to be perpetually moving? Does your child have difficulty attending to tasks? Have you been told by family and friends that your child's behavior is not normal. Are you concerned that your child may have ADHD? This article will discuss 9 symptoms of ADHD, and also give information about a rating scale that can be used to help determine if your child has the disorder.

ADHD stands for Attention Deficit Hyperactivity Disorder. This disorder has 3 core symptoms which are inattention, hyperactivity, and impulsivity. There are an estimated 1 and ½ to 2 and ½ million children with ADHD in the United States, which is 3-5% of the student population. More boys than girls are diagnosed with ADHD which is approximately 4-9 times more.

According to the DSM IV ADHD can be defined by the behaviors exhibited. Children and adults have a combination of the following behaviors.

1. Fidgeting with hands or feet or squirming in their seat.

2. Difficulty remaining seated when required to do so.

3. Difficulty sustaining attention and waiting for a turn in tasks, games, or group situations.

4. Blurting out answers to questions before the questions have been completed.

5. Difficulty following through on instructions and in organizing tasks.

6. Shifting from one unfinished activity to another.

7. Failing to give close attention to details and avoiding careless mistakes.

8. Losing things necessary for tasks or activities.

9. Difficulty in listening to others without being distracted or interruption;

A child can have ADD which is Attention Deficit Disorder without the hyperactivity. Those children would have symptoms of inattention and impulsivity but no symptoms of hyperactivity.

If your young child has several of these symptoms over several months, you should bring up the possibility of ADHD with your child's physician. A rating scale is available to help determine if a child has ADHD; the scale is called the Connors -3: Connors Third Edition.

This scale can be given by medical personnel or educational personnel. If your child is three years old and receiving special education services you may ask special education personnel to conduct a Connors Rating Scale. The Connors-3 can be found at: http://www.proedinc.com.

The reason that it is important to determine if your child has ADHD :

1. Because of the impact ADHD can have on your child's academic success.

2. Because of the impact ADHD can have on your child's school behavior.

3. Because many children with ADHD may have other disabilities; such as learning disabilities, short term memory disorders, sensory integration disorder, anxiety or mood disorders.

The earlier you know that your child has ADHD the earlier that you can begin treatment, watch for other disabilities, and help your child reach academic success!

JoAnn Collins is the mother of two adults with disabilities. She has been an educational advocate helping hundreds of parents successfully navigate the special education system. She is also the author of the book: Disability Deception; Lies Disability Educators Tell and How to Beat Them at Their Own Game. For more information about parenting a child with a disability go to: http://www.disabilitydeception.com

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2012年7月26日 星期四

Combating Visual Perceptual Disorders In Autism

Visual perceptions can affect a number of kids that have autism and you should not assume that all autistic children are affected in a certain way since autism can cause unique type of symptoms in different child.

Do your best to match the most accurate remedies according to the signs that is shown in your child.

With the case of visual perception, there are methods available out there for your child to use which can effectively improve their condition. Those approaches let them view the world in a new light thus making learning and understanding of situations smoother than before.

At the same time, utilizing those tactics can possibly control behavioral issues that are associated with autism.

People who have their sensory easily overwhelmed and distorted are also common among the population that are not suffering from autism. This characteristic have brought about many studies on it and over the years there are multiple treatment options that is being made available.

For autistic individuals, they usually discover that the sensory overload that are generated by lights, colors, contrast, shapes and patterns is simply too unbearable and this is the reason why you see them acting out or totally isolating themselves in general.

Complication of the sensory could be due to a genetic condition and what autism did is to naturally enhance it.

What this mean is that if the parents have problem with reading or been treated previously for visual perceptive issues, then the child would almost certainly need help too.

One practical way of treating visual-perceptual disorders is by using the Irlen Method. In a nutshell, this process takes color and then use it to achieve a better harmonized surrounding.

Helen Irlen had pioneered the studies of visual perception and is credited with the discovery of Scotopic Sensitivity Syndrome (SSS) or also known as Irlen Syndrome.

Have you ever heard of suggestions that improve the speed and technique of your reading by placing a color filter over the page? If you do, then you will comprehend better what the Irlen Method can achieve.

Studies have shown that this method does work. The result can be seen exceptionally well if your autistic child's level of reading is at the intermediate stage.

The idea is to use the color filters and then evaluate whether there is any improvement in reading speed and comprehension. The wave length of lights that are causing discomfort must be eliminated.

Sensitivity to the wrong light or color can lead to fatigue, strain and an environment with higher distortion. Offending colors can be filtered by observing for any positive changes and then implementing the color that works with the individual at all time.

Please keep in mind that the technique require a bit of trial and error effort since you need to determine which color is the one that is is blocking the undesirable light.

Different child will respond differently to the various colors.

The usage of these color filters will usually take place throughout their life. Yearly evaluation is needed to determine the effectiveness of the colors because fading colors means fading benefit.

Other than reading, you may apply it to copying, handwriting or during usage of computer.

Another thing to take note is that your autistic child would probably appreciate the usage of the color filters during the entire day instead of only when reading. There are glasses designed especially for this purpose by having colored lenses.

Beside the filters and lenses, you can also consider using colored light bulbs within the surrounding of an autistic persons who have visual perception condition. A wonderful application to this is when your child is too young with limited language capability thus by observing for any difference in behavior could mean an indication of a problem.

An important aspect to remember here is that an individual with visual perception disorder will prefer and feel more comfortable with indirect natural lighting or incandescent lighting. Avoid fluorescent lightning and maintain a dimly lit room instead of bright.

There are 4 main criteria that the above approach will benefit your child namely depth perception, social integration, education and their physical wellness.

Depth perception is improved when the right colors assist the child to establish how near or far they are from a certain object. Their world will turn more three-dimensional.

In the area of social integration, the autistic child will feel more relaxed. This will give them a conducive environment to clearly interpret expressions on the faces of people around them.

Uncomfortable feeling like light-headedness and headaches can be greatly reduced while reading and the child will feel more motivated during learning session.

All this contribute to them being less stressed out so that their physical well being can develop properly.

There are clinics and professionals all around the world that have been certified in the Irlen Method. Help your child deal better with their autism by carefully testing this method or any other technique and minimize their visual processing problems.

Danial Dawood is involved with various companies and individuals in the area of information management and unique learning resources. If you are struggling to find out more about autism [http://www.usfreeads.com/766497-cls.html] and all you get are those that seems to be written for doctors, outdated and contains only part of the information, then you need to take a look at this complete guide for autism.

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Understanding Non-Verbal Learning Disorder in Children

Non verbal communication is a generally accepted and used mode of communication. Looking and understanding any signs is easy for many, but there are some people who find it difficult to understand the facial expressions, body language, gestures, postures etc. This difficulty in understand non-verbal communication is known as non-verbal learning disorder.

Non-verbal learning disorder is a neurological disorder, which is being promoted as a new term within the broader area of 'learning disabilities', though it has been considered since the earliest days of learning disabilities diagnosis.

It is strange to find that people/kids with this disability have no problem verbally communicating with anyone. In fact, NVLD kids have very good vocabulary, reading, memory power in the early years of childhood. When these children move to schools, there will be difficulty in interpersonal communication and therefore become physically weak and become not adaptable to the environment.

A few tips for parents who's kids are diagnosed to having NVLD are:

1. Provide structure and routine.

2. Help the child to cope up with anxiety and sensory difficulties.

3. Be logical, organized, clear, concise and concrete. Do not use jargon or sarcasm.

4. Be specific about cause and effect relationships.

5. Help your child develop organizational and management skills.

6. Teach the child about gestures, postures, body language.

7. Help the child in group activities. This is important to help the child socialize.

It is going to be a little difficult for parents to cope with the child's disorder, but with a positive attitude, support and help from family, one can cope with the disorder. Support from family is an integral part of the child's growth and learning to cope with the disability.

For more information, log on to http://www.edurite.com.

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2012年7月25日 星期三

How Autism Impacts Communication, Social Interaction And Learning In Children


Speech is slow to develop in the child with Autism or does not develop at all. Words, if used, may be used out of context or without the intent to communicate at all. Children with Autism may echo the words of others without appearing to understand their meaning. They may use words and then 'lose' them. They make infrequent eye contact and rarely understand or use gestures.


Children with Autism have difficulty interpreting and using language for social interaction; their motivation to interact is affected and their social use of language is impaired. They may appear indifferent to affection and lack social responsiveness to the interests, needs and feelings of others. They may seek social contact in unusual ways and prefer to be alone rather than in the company of others. They may be unresponsive and may only tolerate approach from people very familiar to them. They are usually unaware of social rules and have difficulty taking turns in games.

Interests/ behaviours:

Children with Autism may respond to objects in unusual and repetitive ways and show intense levels of interest in one area. They are unable to understand that an object may be used for another purpose other than the one they know. Their patterns of play and movement may be ritualised and they may have vocal rituals that involve unusual sounds and/or nonsense words. They are often resistive to change and exhibit ritualistic or compulsive behaviour, abnormal attachments and unusual responses to sensory experiences.

Learning style:

Children with Autism are naturally repetitive and tend to memorize sequences of events or words. They do not naturally integrate information and lack understanding of how to initiate and maintain interactions. They have difficulty screening out irrelevant stimuli and may be disturbed by subtle environmental conditions. They learn better visually and are very literal and concrete. They are visual thinkers and learn from experience. They have difficulty processing transient information, shifting attention, selecting relevant information and generalizing.

Sensory processing:

Children with Autism often have difficulty organising and processing sensory input. 90- 100% of children with autism experience sensory processing deficits. These children work hard to retain a balance between arousal and organising- many odd or ritualistic behaviours are likely to be a way of organising sensory input. Their sensory system is very easily aroused. Autistic children may be distracted or overloaded by subtle changes in environmental conditions that would not concern other children, such as the sound of a fan working in an adjoining room.

There are many ways that parents, teachers and health professionals can support children with Autism so they can reach their full potential. Read our other articles to find out more.

Child of Mine connects parents with services for children. It is Australia's largest video-based directory for parents. It's free, fun and informative. Visit [http://www.childofmine.com.au]

Eileen Simoni

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Family TV Watching and Autism - Ways You Can Help Your Child

You can help your child with autism lower their stress level with some simple rules about family TV watching.

As a child and now an adult with autism and sensory processing disorder, I know that TV can be stressful to the point of jumping, tears, anger, confusion, and other reactions. As an adult, I have learned to contain some of my reaction in front of others, but children don't necessarily have that regulation built in yet. Also, while watching TV, I will start to feel upset. I often don't realize what is bothering me early on, but I have learned to identify my own signs.

When my hubby and his kids are talking and watching sports, I have to leave the room, close the door, and go away because my aggravation from the sound continues to elevate until it boils. A child may not know that they can leave the room to a quieter place. A family member may even tell the child to stay in that room or the TV may be audible throughout the house, so the child has no escape from the sound. With the noises from the TV, the child's irritability can climb all day.

Here are some TV rules that could make your child's life much more relaxed:

1. No talking while the TV is on. More than one source of sound is not merely aggravating; it feels like a hurt in the brain.

2. Mute the commercials. The sudden jarring sound of a blasting commercial bashing into the ears can make your child jump, sweat, breathe fast, or make sounds.

3. If your TV has the capability, lower the treble. The higher register noises are more painful.

4. Put the TV in an enclosed room and close the door so your child does not have to hear it.

5. If you are not watching the TV, turn it off.

6. Have your child look away from the screen during commercials so the fast-moving visual stimuli don't make it worse.

7. Turn the volume down.

8. Learn to make TV more bearable for your child by doing a brushing protocol first. Your child can also lie under a weighted blanket while watching TV.

Eileen Parker is the creator of the Cozy Calm weighted blanket. She has autism and sensory processing disorder so she knows first-hand how her weighted blanket gives her a happy and restful sleep. Find her weighted blankets at http://www.CozyCalm.com Read her blog at http://www.EileenParker.com

Her blankets are machine wash/dry, made of soft, cuddly fleece, and they are evenly weighted. They are designed for people like her.

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4 Proven Ways to Trade in Turbulence For Peace With the ADHD Child

What does flying on an airplane and parenting a child with ADHD have in common? Sooner or later you are bound to experience some turbulence.

There are many parents who struggle with children with behaviors common to Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD), Oppositional Defiant Disorder (ODD), Reactive Attachment Disorder (RAD), Post Traumatic Stress Disorder (PTSD), Attachment Disorder and sensory integration challenges.

While it may not be apparent, these children tend to be naturally sensitive in nature and often act out what they feel. They are usually gifted, intellectually, intuitively, artistically or in other ways. Because of this they can also be known as spirited children. When parents understand the true nature of their child from this perspective, it allows them to more easily help their child assimilate in the world and be successful.

Some of the turbulence parents may experience when parenting a spirited child includes: hyperactivity, emotional outbursts, sibling fighting, lack of focus, arguing and lack of cooperation. With airplane turbulence, there is little you can do about it, except avoid flying. As a parent, there is something you can do.

Spirited, sensitive children have the equivalent of a built-in energy sensor. They quickly detect when they receive more attention, energy and emotions from parents and teachers. It can be easy for a child who tends to be more needy, sensitive or intense to unconsciously decide that he or she gets more 'juice' and things are more exciting when engaged in negative behavior. The child can presume this even if his or her parents or teachers have good intentions, unless they know techniques to override this. When this pattern is repeated over and over, it can become deeply ingrained. The spirited child can even become addicted to engaging in negative behavior in order to get the 'juice' and attention they seek.

Utilizing techniques based on the Nurtured Heart Approach developed by Howard Glasser can override these negative behavior patterns. When the parent gives encouraging feedback and applies other techniques of the approach, he or she provides the child with direct experiences of success. They do this in an innovative way that the spirited child can integrate on every level - mentally, emotionally, physically and spiritually.

Instead of struggling with the intense child, parents and teachers can transform the behaviors of the spirited child into new positive patterns. This is accomplished by giving the child heartfelt frequent feedback that focuses on positive choices and behaviors.

When encouraging feedback is consistently given in a way the child can absorb, the child begins to build his or her internal reception of it. This creates new positive patterns for successful choices. Through this process the spirited child also regains trust in his or her decision-making and abilities.

Some of the feedback includes:

* Noticing and describing in detail what the child is doing when nothing is going wrong. For example: "Johnny, you are really focusing intently on that book!"

* Teaching the child important values like good manners, respect, and good attitude by giving acknowledgement and appreciation when the child expresses nuances of that quality, not when the child has made a mistake.

* Actively letting the child know when the rules are not being broken. Enthusiastically articulating when the child is not hitting, not arguing, not yelling or teasing. This is a powerful way to teach rules when the child is more open to listening.

* Clearly making requests to the child specifically and directly. Using the phrase 'I need you to...please.' or "You need to... " to obtain the child's cooperation for completion of a task. Then give specific appreciation to the child for completing or even moving in the direction of completing the request. For example "I appreciate you putting your shoes away so we can have a floor that is clean and clear to walk on. That's cooperation!"

Additionally, having specific rules, boundaries and unwavering consequences are other essential components for sustainable success. The spirited child's first-hand experiences greatly help to build his or her confidence and cooperation. They serve as an important foundation for the child to repattern negative behavior so that the child can learn how to channel his or her energy into positive pursuits. By providing these learning opportunities, you are teaching your child to embrace and use his or her intensity as a gift on many levels. It is then that the spirited, sensitive child can be at peace with himself or herself, within the family and the world.

Tami Gulland is author of "Embracing Your Spirited Child: A Transformational Guide for Parents of Children with ADD/ ADHD, ODD, PTSD and Attachment Disorder." She is also the founder of The Center for Family Love. The Center for Family Love is an online resource with a mission to serve parents of sensitive and intense children to restore harmony at home and create healthy, heartfelt connections.

To learn the secret to creating real harmony with your child and the hidden factor impacting your child's behavior, visit: http://tamigulland.com/bonus/subscribe_ep_bonuses.html

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2012年7月24日 星期二

How to Discipline Your Child If They Have ADHD

Knowing how to discipline your child when they have ADHD involves setting priorities for rule followingSetting priorities when making rules is essential because not all rules are equally important. The important rules need extra attention and the unimportant rules need to be ignored. I recently learned of a study that was done on children looking at what rules children consistently obeyed. This findings of this study confirmed what I knew to be true about disciplining children with ADHD. The researchers looked at four types of rule following. The four categories that the researchers looked at were:

1. Safety Rules (Put on your helmet when you are skateboarding).

2. Moral Rules (Do not steal from your brother's piggy bank).

3. Social Convention Rules (Do not pick your nose in public).

4. Personal Preference Rules (Do not play with that boy that curses)

The conclusion of the study was that children have the most difficulty obeying the personal preference rules. The researchers concluded that all the other rules made sense to these children but that most children feel that the personal preference rules were none of the rule makers business.

These findings, while not necessarily comforting to parents (parents would like ALL their rules to be followed), make intuitive sense to all of us. We all resent bosses or authority figures who over control us Children with ADHD, especially those who are at all oppositional or prone to explosive tantrums have huge problems with over controlling authority figures. Picking your battles and deciding what rules really matter is extremely important when parenting children with ADHD.

In the book The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children, Ross Greene asks parents to separate rules into three categories. He tells us to look at rules and put them in three baskets:

Basket 'A' is for those rules that must be followed, end of discussion. Safety rules and Moral rules fall into that category.

Basket 'C' is for those rules that are really not that important and that you should expend no energy trying to get your ADHD child to comply with. An example of a personal preference rule that I have had to ignore at my house is, "Please do not wear those torn up, dirty, sneakers to school".

Basket 'B' is for the rules that must be followed but that requires some give and take on the part of the parent and child. The social convention rules are in this category.

An example of a Basket 'B' negotiation that happened at my house involved my Brother's wedding. My brother got married last year in Cancun. It was a beach wedding and my brother wanted the boys to wear white Izod shorts and baby blue Guayaberas. Guayaberas are a traditional Caribbean Island shirt. My 8 year old son hates to dress up and only has to do so on Christmas and Thanksgiving. He has khaki pants and a nylon dress shirt that he wears for these occasions and he wanted to just wear that to the wedding.

The wedding occurred prior to starting my son on medication. Before my youngest son was started on Vyvanse his sensory integration issues, oppositional defiance issues, and exerting his independence issues were in full flower. At that time he would only wear certain clothing. His daily costume consisted of one style of Nike sports pants and one style of shiny nylon sports shirts. He had such issues with clothing that I would search high and low on eBay for the exact style Nike sports pants and shiny sports shirts to buys so that I did not have to battle with him about his clothes.

One month prior to the wedding, the wedding wear arrived in the mail and, the Basket 'B' negotiations begun. He took one look at the shorts and shirts and said. "I am not wearing that." I explained to him that weddings were important; I explained to him that he loved his uncle and soon to be aunt, I explained to him that all his male cousins would be wearing the same thing. None of these arguments persuaded him in the least bit.

I asked him to make a suggestion for a compromise. He said he could not think of anything that would make this better. This is a common problem with children with ADHD. They have a lack of the internal language necessary to problem solve and need extra help in finding solutions to problems that they are having.

After a month of negotiations we came to the agreement that he had two choices.

1. Not go to the wedding and we would hire a baby sitter at the hotel to watch him during the ceremony.

2. Go to the wedding in the required clothing but it was agreed that we would bring a change of clothes and as soon as the ceremony was over he would have permission to change into his Nike sports pants and shiny athletic shirt.

He chose the second option but never did change into his Nike pant and athletic shirt.

All children, and especially children with ADHD, often feel as though they have little control over how they live their lives. Recognizing that not all rules are equally important will allow you as a parent to:

1. Consistently but kindly enforce the rules for which there is no wiggle room. (Basket 'A').

2. Negotiate the rules where a compromise can be reached. (Basket 'B').

3. Forget completely and waste no energy on the rules that are not important. (Basket 'C').

Having you and the ADHD child come to some agreement and compromise regarding some rules will not be that difficult for you. We already use this approach when compromising on disagreements that you may have with your co-workers, spouse, neighbors and peers. We compromise with these folks because we empathize with them and respect them. Our children deserve to be treated with respect and empathy as well.

Today my young son wears the wedding Guajabera just for kicks. He likes the way he looks in it. He even wears his brother's Guajabera if his is dirty. What a long way we have come at my house. The medication has helped tremendously but so have the 'baskets'. Hurray for Basket B!!

For more information on Primarily Inattentive ADHD please visit Tess Messer at http://www.primarilyinattentiveadd.com/2010/02/why-blog.html. There you will find information on ADHD symptoms, ADHD treatment, alternatives to medications, Information on ADHD vitamins and supplements and much more. Looking forward to meeting you there!!

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Children With Autism - Recognizing the Signs

1. What is autism?

Autism is considered a spectrum disorder because symptoms and severity vary from individual to individual. Autistic children express differently from each other. Autism is characterized by failure of the child to develop communicative language or form proper social communication. But they show motor and other skills far beyond that of a mentally retarded child.

Autism is characterized by varying degrees of impairment to develop communicative language or form proper social communication. Some of them are obsessively pre occupied with inanimate objects such as lights, running water or spinning objects, and also by repetitive behaviors. Symptoms range from mild to severe. Some of them gradually develop extreme talents such as in mathematics and these are retained mostly throughout the life. Studies of people with autism have found abnormalities in several regions of the brain which suggest that autism results from a disruption of early fetal brain development

There is a milder form of the disorder known as Asperger's Syndrome. Other developmental disorders that fall under the Autism Spectrum Disorders are Rett's Syndrome, PDD-NOS (Pervasive Developmental Disorder, Not Otherwise Specified), and Childhood Disintegrative Disorder. If you have concerns about your child's development, don't wait: speak to your doctor about getting your child screened for autism.

2. What is meant by "On the spectrum"?

Autism is considered a spectrum disorder because symptoms and severity vary from individual to individual. Though the Autistic children show similar traits they are individual and express differently from each other. one child may have not developed speech and have difficulty in learning how to read and write, where as another child can easily read and write and can be attending normal school. Some children may display hypersensitivity to touch noise and other may have no sensory issues at all.

3. How common is autism?

According to the survey by Centers for Disease Control, autism affects as many as 1 in every 100 children and it is rising by 10-15% every year. It is the most prevalent developmental disorder in today's time. Boys are more susceptible than girls to develop Autism but it is seen that girls manifest a more severe form of the disorder that the boys.

4. How do I know my child is Autistic?

No two children with autism are alike, each one managing a different set of symptoms. But there are some signs and symptoms that are common and may be recognized as early as the toddler years, or even sooner. They usually do not have or do not sustain eye contact and have trouble communicating with other people or they may communicate in ways that others cannot easily understand. They may hardly speak and even if they speak it's just babbling and not coherent. They're also prone to repetitive behaviors like flapping their hands constantly or uttering the same phrase over and over again. They may also be over sensitive to sights, sounds and touch.

Criteria for Autism

A total Of 6 or more items of the following with at least 2 from [1], and one each from [2] and [3] are satisfied by the patient:

[1] Qualitative impairment in social interaction:

Marked impairment in facial expression

Failure to develop peer relationships

A lack of spontaneity in sharing interests

Lack of social or emotional reciprocity

[2] Qualitative impairment in communication:

Marked inability to initiate or sustain conversation with others.

[3] Restricted, repetitive and stereotyped pattern of behavior

Encompassing preoccupation with one stereotyped and restricted pattern.

5. How did my child develop autism?

No one is yet able to point to a probable cause. Though a disorder as common as autism would have a known cause, in many ways it's still quite mysteriously not known. Recent studies have suggested a strong genetic basis for autism. There are about 20 sets of genes that may play a part in the development of autism. Genes are not the only one responsible for all the cases; there are other triggers which are yet not discovered.

6. Does vaccination cause autism?

Many studies have been conducted to determine if a link exists between vaccination and increased prevalence of autism, with particular attention to the measles-mumps-rubella (MMR) vaccine and those containing thimerosal. These studies have not found a link between vaccines and autism It remains possible that, in cases, immunization might trigger the onset of autism symptoms in a child with an underlying medical or genetic condition.

As this is a sensitive topic it is best to discuss it with your healthcare provider who will guide you and ensure the optimal well-being of the child. Establishing open communication and trust with a physician who understands each child and his or her family is the best strategy for keeping a child healthy.

7. What help my child needs if He/She is Autistic?

Do not Panic first understand and learn about Autism from the right source that can be your doctor. You will need a good team of doctors, therapists, psychologists and teachers who understand and have experience with autism and can respond to his needs appropriately. Your healthcare provider can guide you toward various intervention programs and suggest complementary therapies. It also helps to associate with the existing network of parents facing the same challenges as you.

8. How to I deal with the diagnosis of Autism?

It is difficult to come to terms with the diagnosis that your child is having Autism but there is always a brighter side to every adversity. As we know the Autistic children have some special capabilities which the normal kids may not process. For e.g. some of the children we saw one was having an extraordinary power to memorize things only after reading once, one of them was brilliant in drawing and another in playing musical instrument. So do not blame your self or feel sad or hopeless. Take the right steps understand the disorder and if take care from your healthcare provider who will guide you with the exact nature of the disorder and how to deal with it. Keep the faith.

9. What therapies do I need for my child with Autism?

There are various therapies that are useful some of them are -

• Speech Language Therapy (SLT)

• Occupational Therapy (OT)

• Sensory Integration

• Physical Therapy (PT)

• Social Skills

• Picture Exchange Communication system

• Auditory Integration Therapy

10. What role Homeopathy plays in Autism?

Homeopathy is a holistic treatment and it plays a vital role in treatment of Autistic children. With the Constitutional Homeopathic treatment we can achieve increased level of concentration, decrease in hyperactivity and channeling of the energy in a constructive method. Homeopathic remedies act at the level of the Psycho Neuro endocrinal axis. Homeopathic treatment is safe and without side effects.

11. Can Autistic children become independent?

Yes Autistic children can become independent with the right intervention programs, therapy and proper care from the early stages once the child is detected with Autism. A sustained effort is needed to achieve the desired outcome from therapy and treatment. As Autistic children are having special capabilities which when nurtured properly can be a great asset in making the individual independent.

Dr Santosh Joshi graduated from the University of Pune India in the year 1999-2000.
With a firm grounding in classical homeopathy and the experience achieved by working with senior Homeopaths. He was an active participant in the seminars organized in Pune during his college years. He has also given case presentation on Homeopathy.He practices Homeopathy in the city of Mumbai India and he treats his global patients via the Online treatment procedure.

You can call him on: +919819155780
Email: tosh116@gmail.com

For more details visit us at: http://www.homeopathyclassical.blogspot.com

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2012年7月23日 星期一

Autism and Alternative Treatments - 6 Natural Approaches That Can Help

When treatments for Autism are being considered, medication is usually first attempted. For many reasons, including concerns about the side effects of medication, this is changing. More people are searching out natural solutions. Here are some alternative treatments used for Autism.

Autistic children are often sensitive to certain foods. Behavioral problems or meltdowns can occur when these foods are eaten. Sometimes just very small amounts trigger the symptoms. Some diets that have been used to help treat Autism include gluten-free and dairy-free. Rotation diets may also be used to identify the triggers.

Omega 3 Fatty Acids

Omega 3 has been found to be helpful in treating Autism, as well as many other disorders. Omega 3 supplements are claimed to aid in better quality sleep patterns, improved social interaction, and general health and well-being. The most potent forms are found in fish oil which is available in capsule or liquid form. There are many brands which have enhancements that reduce, conceal, or remove the fishy taste.

Music Therapy

Several studies have found music therapy to be very beneficial to the Autistic child. Sometimes an Autistic individual will sing along with music even though they will not speak. Music therapy can be used as a calming tool or a way to help the Autistic person work on skills such as speech, muscle development, or sensory issues. The music can also be beneficial in social interaction through group activities.

Sensory Integration

Autistic individuals can be very sensitive to sounds, tastes, textures, and smells. Sensory integration therapy helps the child to deal with these heightened and often overwhelming responses to their own senses.

Speech Therapy

Speech therapy is important for any child with Autism. Children with Autism usually misuse words, and they often have difficulty understanding the meanings of words. Speech therapists can help teach gestures and communication skills to nonverbal children and can recommend special equipment to help your child communicate.

Play Therapy

Play therapy can be a very useful treatment. Play therapy allows the child to relax and focus on things they enjoy. A therapist will play on the floor with the child and will give the child various toys to see if the child takes a liking to one of them. If the child begins to play the therapist will then try to interact with the child.

After the therapist has formed a relationship with the child they might include other children into play therapy. This can open doors for the child to interact and increase their ability to relate with others. Usually a therapist does the play therapy, however the parent can engage their child in the therapy after they have learned the techniques used.

These are just a few of the many alternative treatments available for Autism. They can also be combined with medication to build a better treatment plan.

There are so many unknowns when it comes to Autism. Gaining knowledge is so very important. You may find http://www.myautisminfo.com to be a helpful tool. http://www.myautisminfo.com has articles, videos and other resources to help you grow in knowledge and understanding of the different issues surrounding Autism.

by Deborah Lee

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