Tag Archives: Autistic Spectrum Disorders

Question?: Autistic Artist

Steven asks…

How common is it for people with Aspergers not to have a special interest?

I don’t have a special interest. There are just things that I am passionate about the same as other people so I am curious about how common it is.

admin answers:

Just as common as in the general population. There’s this stereotype purveyed by the popular media that all people with aspergers or more sever autistic spectrum disorders are savants or really dedicated to one particular subject.

What you see on TV are only the people who they deem interesting enough to show you. Who’s more interesting? An autistic artist or a “normal” autistic person who doesn’t really specialize in one thing? Most people with a disorder such as aspergers or autism do not have one special interest.

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Question?: Autistic Angry Outbursts

Sandy asks…

What can you tell me about …?

Asperger’s syndrome?

I would like to hear from people who have it or their friends.
I have done my share of googling so no wikipedia or other internet articles.

admin answers:

Hi–great question.Asperger’s syndrome is a developmental disorder that affects a child’s ability to socialize and communicate effectively with others. Children with Asperger’s syndrome typically exhibit social awkwardness and an all-absorbing interest in specific topics.Doctors group Asperger’s syndrome with four other conditions that are called autistic spectrum disorders or pervasive developmental disorders. These disorders all involve problems with social skills and communication. Asperger’s syndrome is generally thought to be at the milder end of this spectrum.Conservative estimates indicate that two out of every 10,000 children have Asperger’s, and boys are three to four times as likely as girls to have the disorder. While there is no cure for Asperger’s syndrome, treatment can help children learn how to interact more successfully with their peers.The core signs of Asperger’s syndrome can’t be cured. But most children benefit from early specialized interventions that focus on behavior management and social skills training. Your doctor can help identify resources in your area that may work for your child. Options may include:
Communication and social skills training. Many children with Asperger’s syndrome can learn the unwritten rules of socialization and communication when taught in an explicit and rote fashion, much like the way students learn foreign languages. Children with Asperger’s syndrome may also learn how to speak in a more natural rhythm, as well as how to interpret communication techniques, such as gestures, eye contact, tone of voice, humor and sarcasm. Cognitive behavior therapy. This general term encompasses many techniques aimed at curbing problem behaviors, such as interrupting, obsessions, meltdowns or angry outbursts, as well as developing skills like recognizing feelings and coping with anxiety. Cognitive behavior therapy usually focuses on training a child to recognize a troublesome situation — such as a new place or an event with lots of social demands — and then select a specific learned strategy to cope with the situation. Medication. There are no medications to treat Asperger’s syndrome. But some medications may improve specific behaviors — such as anxiety, depression or hyperactivity — that can occur in many children with Asperger’s syndrome.

Take Care & Happy New Year!

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Question?: Treatment For Autism Spectrum Disorder In Children

Charles asks…

what kind of therapy is used to treat ocd?

what do they do in cognitive therapy to treat ocd?
i am asking because my son has autism spectrum disorder and sometimes he gets obsessed with his routines and I was told to break up things for him and I wanted to learn more about it.

admin answers:

There are several therapies to treat OCD. A person’s level of OCD can be anywhere from mild to severe, but if severe and left untreated, it can destroy a person’s capacity to function at work, at school or even to lead a comfortable existence in the home. There are Medical Treatments, Behavior Therapy and Self-help.

Medical Treatment (which I don’t recommend) that may reduce compulsions, such Prozac, Anafril, Luvox and Zoloft. Again, these are serious drugs and I strongly recommend a natural approach such diet, exercise and supplements/vitamins instead.

Behavioral Therapy: Traditional Psycho therapy or psycho analysis therapy emphasizes understanding unconscious conflicts, motives and defense mechanisms. (e.i. Child abuse, trauma, genetics)
Also, Cognitive Therapy, the goal of this therapy is to change your thinking by following a Systematic desensitization approach to reduce anxieties, fear through counter conditioning. (relaxing techniques, yoga, meditation)

Also see: http://www.psychologytoday.com/conditions/ocd.html

EDIT: It is normal for a child to have these anxieties. Usually, children with autistic spectrum disorders DO NOT suffer from OCD but it is their anxieties that makes him out of control, I suggest you speak with his pediatrician if you are concern about his OCD. I have an Asperger child and using a Congnitive method helps him. There are times when he does certain rituals but is usually triggered by outside environment or could be that something he ate at school perhaps shared by one of his classmates. My AS child is on a very somewhat strict diet (glutten free, pesticides free, artificial product free etc)
Have you thought about looking into his diet? Your library should have books and other references about Autism and Spectrum disorders.
Another thing that has helped my child calm or soothe his anxieties is swimming, water somehow helps him become less anxious.
I highly recommend this book: http://books.google.com/books?id=hEWuAI1xZ-kC&dq=sensory+integration+dysfunction&pg=PP1&ots=Up-EeoiHTR&source=citation&sig=-eycf73BjsJNoL6xWspdEvcG9r4&hl=en&prev=http://www.google.com/search?sourceid=navclient&ie=UTF-8&rls=DAUS,DAUS:2006-11,DAUS:en&q=sensory+integration+dysfunction&sa=X&oi=print&ct=result&cd=2&cad=bottom-3results#PPP1,M1

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Question?: Treatment For Autism Spectrum Disorder

Michael asks…

How can I help my child with Asperger’s Syndrome?

It is an Autism Spectrum Mental disability. He has obsessive tentendcies and zero social skills. How can I help him lead a normal life?

admin answers:

I have two kis with pdd (part of the autistic spectrum)and both are developmentally delayed .i make sure i have them checked regularly with mental health if he is on medicine keep that up .i have my kids in a life skills class room (they also teach academic )mainly because they can not function and learn in any other type of class room.we have an intermediate unit that helps them with their iep and er .there is also another place that helps with wrap around.does he have any tss workers or behavior specialists they are good to have for them.they can help if he has trouble focusing on tasks.behavior specailists can help with bad behaviors or ones that interfere with normal routine.you can contact your mental health professionals and ask them about programs that are in your area that deals with autism and autism spectrum disorders.good luck with you and your son

in an autistic classroom or a life skills classroom they do work with academics but they also work with socialization they help teach them appropriate places and times for things but also help them when they are out in the community.tss or mobile therapy can also help teach socail skills like eye contact ,personal space (my kids are having big trouble with this one ),indoor outdoor behavior ,manners and all kinds of socail behaviors that we dont realise we even do cuz we picked up on the cues but since they are pdd or aspergers ,autistic spectrum disorders they do not pick up on them.it can be very frustrating having a child with this diagnosis (i have 2 like i said with pdd) they also have places where you can get respite sitters so you can have someone to care for him so you can get out for a lil bit.i am not familair with your area .in mine we can use a casemanager through a mh /mr specailist place and we can have them placed through an intermediate unit.you can try places online to see where you can get help there is nami. If you can type in aspergers in your search engine and all kinds of places will come up and you can choose from there what one is more suited to your sons needs. I wish you luck i know it can get frustrating whemn you have to fight for everything that would come naturally for other kids.but with the right kind of treatment plan in effect and your patience and love there is no reason why he cant have a somewhat normal life there is know perfect just remember that and go by what is best for him and what is doing good in his way dont compare to others (this is what i tell myself all the time with my kids ). I know it is hard on him and you and the rest of the family .if you can get into a support group do that . Good luck

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Question?: Treatment For Autism Spectrum Disorder

Betty asks…

Will seeing a psychiatrist who specializes in autism/aspergers help with my eating disorder?

I have suffered from an eating disorder for 3/4 years now, and today got diagnosed with aspergers syndrome.

I have seen a psychiatrist before for my problem, but it did not work, it just made me worse really.
But the psychiatrist who diagnosed me with asperger (she specialses in autistic spectrum disorders) today offered to see me about my eating disorder, do you think this could be more beneficial?

or do I need to see an eating disorder specialist?

admin answers:

I think i would benafical to see the same person. She knows your history and understands Aspergers which would be importent in treatment

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Question?: Asperger Syndrome Causes

Robert asks…

How many know about Aspergers Syndrome?

I am wondering how many people out her know about aspergers syndrome. If you do then please elaborate on how you came to know and if you don’t then please explain why it has never come up. Thankyou for your time.

admin answers:

I had a friend who’s son has aspergers syndrome and as i always do, (i’m very inquisitive) i looked it up on the web.
Asperger’s Disorder is a milder variant of Autistic Disorder. Both Asperger’s Disorder and Autistic Disorder are in fact subgroups of a larger diagnostic category. This larger category is called either Autistic Spectrum Disorders, mostly in European countries, or Pervasive Developmental Disorders (“PDD”), in the United States. In Asperger’s Disorder, affected individuals are characterized by social isolation and eccentric behavior in childhood. There are impairments in two-sided social interaction and non-verbal communication. Though grammatical, their speech is peculiar due to abnormalities of inflection and a repetitive pattern. Clumsiness is prominent both in their articulation and gross motor behavior. They usually have a circumscribed area of interest which usually leaves no space for more age appropriate, common interests. Some examples are cars, trains, French Literature, door knobs, hinges, cappucino, meteorology, astronomy or history. The name “Asperger” comes from Hans Asperger, an Austrian physician who first described the syndrome in 1944. An excellent translation of Dr. Asperger’s original paper is provided by Dr. Uta Frith in her Autism and Asperger Syndrome.


A.Qualitative impairment in social interaction, as manifested by at least two of the following:

(1) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
(2) failure to develop peer relationships appropriate to developmental level
(3) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)
(4) lack of social or emotional reciprocity

B.Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

(1) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
(2) apparently inflexible adherence to specific, nonfunctional routines or rituals
(3) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
(4) persistent preoccupation with parts of objects

C.The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.

D.There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years).

E.There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.

F.Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.

At least two of the following)
(a) inability to interact with peers
(b) lack of desire to interact with peers
(c) lack of appreciation of social cues
(d) socially and emotionally inappropriate behavior

2.All-absorbing narrow interest
(at least one of the following)
(a) exclusion of other activities
(b) repetitive adherence
(c) more rote than meaning

3.Imposition of routines and interests
(at least one of the following)
(a) on self, in aspects of life
(b) on others

4.Speech and language problems
(at least three of the following)
(a) delayed development
(b) superficially perfect expressive language
(c) formal, pedantic language
(d) odd prosody, peculiar voice characteristics
(e) impairment of comprehension including misinterpretations of literal/implied meanings

5.Non-verbal communication problems
(at least one of the following)
(a) limited use of gestures
(b) clumsy/gauche body language
(c) limited facial expression
(d) inappropriate expression
(e) peculiar, stiff gaze

6.Motor clumsiness: poor performance on neurodevelopmental examination

(All six criteria must be met for confirmation of diagnosis.)

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Question?: Treatment For Autism Spectrum Disorder In Children

Laura asks…

How often does your 1 y/o bump head/fall when learning to walk?

Ever since my year old has learned to crawl & walk she has been falling & bumping her head a lot. It scares me becuase it happens almost everyday. She hits the wall, falls on toys, hits the tv stand, bumps head on crib. The worst fall was when she scraped her head when she fell on a toy & left a cut on her head. Does this happen to your baby? Its normal right?

admin answers:

If you feel this is excessive talk to your pediatricians. I say that because when my son began to walk (he was my 2nd child) he fell alot. The poor child looked like he was on the losing end of a couple of fights. Well it turns out that he was diagnosed Asperger’s Syndrome which is a form of autism. Frequently poor motor skills are a hallmark of autistic spectrum disorders. So, if you feel it’s more than unusual the amount of falling she does, talk to your pediatrician.

Early diagnosis for developmental disorders is imperative for proper treatment. Because my son was diagnosed so early, he has very few issues.

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Question?: Autistic Disorder

George asks…

Is it possible to have some autistic features without having an autistic spectrum disorder?

I’ve sometimes suspected that I have Asperger syndrome, so yesterday I took an online assessment that was developed by experts at Cambridge University. I scored a 29, which is above average, but I read that people with Asperger syndrome normally have a score of 35 or above. Is it possible to have autistic features without having Asperger syndrome or any of the other autistic spectrum disorders?
I have actually been diagnosed with ADHD.

admin answers:

Yes I believe you can. Actually, I think many people possess at least some small trait of the autistic type, with the probable exception of hard line extroverts. The funny thing is that when circumstances are going well the traits seem to subside and even disappear.

I am [as you may also be] a borderline case, a mild aspie. Most people dont seem to notice as I can cover it pretty well but when someone does, they just seem to put it down to shyness, awkwardness, strangeness, arrogance and/or lack of social confidence.. Which in some respect I guess it probably is. I however never mention it in my daily life.

I think the key for an aspie to coping well in groups, is to initially stick to talking to one individual at a time. Only once a few have been spoken to [particularly the individuals who others look up to]and a connection made, is it [generally speaking] wise to talk to the group as a whole. The more of a challenge this seems to be the more probable you would be an asperger.

I think part of the problem these days is that when people meet up and socialize, there doesnt seem to be much of an aim or goal other than getting someone into bed. This is fine for social animals. I however would feel much more comfortable in a group when there is a clear task to carry out like hunting, planning a protest and generally anything which requires belief, focus and resolve. In fact, in these situations I actually quite like taking a lead role [my father used to be a navy commander].. Im not sure if this is a feature of classic aspergers.. Sorry about going off on tangents about ME.. I might start to look a little arrogant ..again, sorry.

Getting back to the question, my guess is that you are just about where the test tells you you are. Not aspergic but with some mild features. I have not done that particular test myself, but any one that I have taken I come out almost exactly about the cutoff point [35 in this case].. Although I have to admit some of those tests are a little difficult to do accurately and purely honestly as one can sometimes have the mindset either to prove or disprove that they have it.

As for ADHD I know very little about it. All I know is that when I fell asleep in class I put it down to boring subjects and teachers.. I dont doubt the doctors diagnosis but reckon that aspergers has some similar traits. I only study something if I see it as value and not just for the piece of paper that the college gives me after, if you know what I mean. People with that condition often suffer in the education system, even though they may be very clever. But in the end of the day whatever syndromes and disorders we and others label us with, weve all still got the chance to really succeed, most importantly in our own eyes.

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Question?: Asperger Syndrome Diagnostic Scale

Daniel asks…

URGENT I would like some further information on Autistic spectrum disorders?

It’s for a friend-her child has 10 hour paddys-Is only good at school,but a nightmare everywhere else-She doesn’t understand what you tell her-She is repetative even if you aggree with her-even when she’s doing something fun she carries on-She uses a lot of baby talk-Hits her Mum,Steals and has told her Mum that she wants to kill herself-She thumps kicks and hits her Mum-Says she hates her Mum and has tried to push the baby’s pram over.
Her Mum has been everywhere for help and has been told that she’s not assertive enough-
Her Mum is assertive and has 2 other children that are fine.
It’s been suggested that it could be on the autistic spectrum but she doesn’t know what this is.
The Mum is having so much trouble getting help and has been trying for 5 years to get someone to listen.
You can’t reason with the child she expects everything to be done for her.My friend can’t even get dressed without her daughter wanting her to do something for her.
The little girl is 7
And is only good at school but bad for everyone else and steals from shops-My friend can’t cope anymore

admin answers:

The detection of learners with Autistic Spectrum Disorder (ASD), in their formative years is vital. As a teacher you are an important role player in this essential early detection.

Autistic Spectrum Disorder is not the result of bad parenting and these children do not choose to misbehave.

Autistic Spectrum Disorder is a complex and variable pervasive developmental disability, which stems from a multi-factorial origin and results in disordered brain development and function.

Estimates of prevalence vary greatly. Recent small scale, but intensive studies give higher numbers than earlier ones, this being due to the criteria for autistic disorders having been considerably widened over the years. The highest estimates for the whole spectrum, range from around 40 to around 90 per 10 000 births, but the true figures are still being investigated. ASD affects 4 times as many boys as girls. Of all the developmental disorders, ASD is the most researched and validated syndrome.

The onset of ASD is from birth or before the age of 3 years. Various subgroups are referred to within the autistic spectrum disorders. The ICD 10 system (International Classification of Diseases, 10th edition, World Health Organisation, 1992) and the DSM IV (Diagnostic and Statistical Manual, 4th edition, American Psychiatric Association, 1994) suggests some subgroups, the best known of which are “childhood autism / early infantile autism” and “Asperger Syndrome” There is a fair amount of academic argument concerning the criteria differentiating these subgroups. However, in clinical practice, the most helpful approach to diagnosis is to establish if the child concerned, has an autistic spectrum disorder and then to provide information concerning their present level of varying abilities. This type of detail is far more useful for identifying a person’s needs, rather than just putting him or her in a diagnostic subgroup.

As yet the exact causes of ASD are unknown, but intensive research is being implemented on an ongoing basis. With the appropriate intervention, learners on the Autistic Spectrum can be helped to improve their quality of life.

Although learners with ASD present with many different levels of severity and also display a wide range of individual characteristics, they are all affected by the “Triad of Impairments”. This triad is typically associated with a narrow, repetitive pattern of activities and resistance to change in things that directly affect the individual concerned and manifests with an impairment in the quality of development ( see Triad of Impairments)

In addition to this Triad of Impairments, you may well observe the following additional features:-

Little or no eye contact;

No real fear of dangers;

Abnormalities in the development of cognitive skills, e.g. Poor learning skills or resistance to normal teaching methods;

Abnormalities of posture and motor behaviour, e.g. Poor balance;

Poor gross and fine motor skills in some learners;

Odd responses to sensory input, e.g. Covering of ears;

Sense of touch, taste, sight, hearing and/or smell may be heightened or diminished;

Bizarre eating patterns – food fads;

High pain threshold;

Crying or laughing for no apparent reason;

Self-injurious behaviour, e.g. Head banging, scratching, biting;

Abnormal sleep patterns.

Children with ASD usually have accompanying learning difficulties. The range of intellectual abilities amongst children with ASD is vast. The presence of additional disorders such as epilepsy, sensory and intellectual impairments can co-exist with ASD.

Remember that ASD can vary widely and there is no single feature that, if not present, excludes the possibility of Autistic Spectrum Disorder.

Should you think that a child in your class may displaying Autistic Spectrum Disorder, we advise you to discuss this matter with his or her parent.-

For additional information, we have also listed varying International Organisations involved with Autistic Spectrum Disorder:

National Autistic Society – United Kingdom
393 City Road. London EC1V 1NE. England
Tel: 0944 20 7833 2299 Fax: 0944 20 7833 9666
Website: http://www.oneworld.org/autism_uk/

Autism Europe
Avenue E. Van Becelaere 26b. Bte 21. B-1170. Bruxelles. Belgique.
Tel: + 32 2 675 75 05 Fax: + 32 2 675 72 70.
E-mail: autisme.europe@arcadis.be
Website: http://www.autismeurope.arc.be

Autism Society of America
7910 Woodmont Avenue. Suite 650. BETHESDA. MD 20814. USA
Tel: 091 800 328 8476. Fax: 091 301 657 0869
Website: http://www.autism-society.org/

Autism Research Institute
4182 Adams Avenue. SAN DIEGO. CA 92116. USA
Tel: 091 619 281 7165. Fax: 091 619 563 6840.
Web site: http://www.autism.com/ari

Autism Society of North Carolina
This organisation has an extensive list of publications.
505 Oberlin Road, Suite 230. Raleigh. NC 27605-1345. USA.
Tel: 091 919 743 0204. Fax: 091 919 743 0208
Website. Http://www.autismsociety-nc.org

Guidelines for teaching a child with Autistic Spectrum Disorder

If you have a child in your class who has been diagnosed with ASD, there are certain guidelines that may assist you with that child’s individual educational plan.

Essential areas need to be addressed. The teaching methods should focus on the child’s strengths and compensate for their weaknesses. The strengths usually are visual skills and rote learning. The weaknesses are usually the ability to process language and the ability to provide their own structure and organisation.

The two most frequent causes of stress and behavioural difficulties are first lack of a simple, clear, understandable, predictable structure to each day and second, pressure to perform above the child’s level of ability.

Children and adults with ASD, whatever their level of ability, find it hard to comprehend time and space and how they fit into the world. Their impairment of imagination prevents them from building up an inner story about themselves. It is difficult for people who are not familiar with ASD to understand the nature of such problems. For example, some of the more disabled individuals become distressed if taken for a walk away from their familiar environment, because no-one realised the necessity of explaining to them that, at the end of the walk, they will be returning to the place they know.

One important way to help a person with ASD is to provide external structure to make up for the lack of a coherent inner world. They need to know where they are in time and space. They need to be given simple concrete guides to the world, such as picture timetables. They can manage change as long as it is not unexpected and they are carefully prepared in ways that they can understand.

The below list covers strategies that maybe beneficial when teaching a child with ASD:-

Avoid verbal overload, irrespective of the person’s apparent level of language ability;

Use visual cues and prompts;

Prepare the child for changes in routine;

Provide structure, using a visual schedule of daily activities, such as photos, pictograms, representational objects;

Give the child individualised instruction, do not rely on their comprehension of directions which are aimed at the class as a whole;

Minimise visual and auditory distractions;

Be aware that an increase in inappropriate behaviour may be an indicator of stress or frustration;

A child with ASD may take longer to learn new skills and you may feel you are not getting anywhere and that you are wasting your time. Do not give up, please be patient and persevere and you will be rewarded!

Toys and activities which maybe beneficial for the child with ASD.

Children with ASD seem to prefer toys that involve visual/spatial aspects, such as jigsaw puzzles, construction toys, shape and colour matching etc. Computer games may also be very beneficial to a child with ASD.

Children’s videos with a definite visual story, as opposed to reliance on the verbal aspect may be thoroughly enjoyed by children with ASD.

Physical activity is important for the child with ASD, but these activities must not rely on verbal input or the use of imagination. Physical activity has been found to diminish inappropriate behaviours and has the added benefit of improving motor co-ordination. Supervision of a child with ASD in the playground is essential, as the child with ASD often has no real sense of danger.

Recommended Publications:

Lorna Wing;The Autism Spectrum: A guide for Parents and Professionals (Highly recommended). Published by Constable, 1996.

Maureen Aarons and Tessa Gittens;The Handbook of Autism: A Guide for Parents and Professionals. Practical approach, providing easy reading and “digestible” information. Published by Routledge, 1992 (reprinted 1994).

Lorna Wing; Autistic Spectrum Disorders: An Aid to Diagnosis. Gives a good insight into the criteria for diagnosis of autism. Published by The UK National Autistic Society, 1993.

Paul Dickinson and Liz Hannah; It Can Get Better: A Guide For Parents and Carers. A light hearted, practical approach for dealing with common behaviour problems in children with autism. Published by The UK National Autistic Society.

Uta Frith; Autism: explaining the enigma. Published by Oxford: Blackwell, 1989

Maureen Aarons & Tessa Gittens; The autistic continuum: an assessment and intervention schedule for investigating the behaviours, skills and needs of children with autism or autistic spectrum difficulties. Published: Windsor: NFER-Nelson, 1992

Edited by Eric Schopler, Mary Van Bourgondien & Marie Bristol. Preschool issues in autism. Published: New York: Plenum, 1993

Edited by Eric Schopler & Gary Mesibov. Social behaviour in autism. Published: New York, Plenum, 1986

Stuart Powell and Rita Jordan (Eds). Autism and Learning: A Guide to Good Practise. Published: London: David Fulton Publishers Ltd. 1997

R/L Koegel, A. Rincover & A.L Egel. Educating and understanding autistic children. Published: San Diego: College Hill Press, 1982

Tony Attwood. Why does Chris do that? Published: London, NAS, 1993

Eric Schopler & Gary Mesibov. Communication problems in autism. NAS.

Tony Attwood. Asperger’s Syndrome. A Guide for Parents and Professionals. This book covers the topic of Asperger’s Syndrome. Published by Jessica Kingsley Publishers, 1998.

Lorna Wing; Asperger’s Syndrome: A Clinical Account.This book covers the topic of Asperger’s Syndrome from a more clinical viewpoint.Published by The Journal of Psychological Medicine, 1992.

Uta Frith; Autism and Asperger Syndrome. Published: Cambridge. CUP, 1991

Edited by Eric Schopler & Gary Mesibov. High Functioning individuals with autism. Published: New York. Plenum, 1992

A certain amount of material included in this brochure is chiefly taken from a paper written by Dr Lorna Wing, Consultant at the Centre for Social and Communication Disorders. It has been reproduced with the kind permission of Dr Lorna Wing and the National Autistic Society, United Kingdom, who published this paper in their quarterly magazine, “Communication”, edition Winter 1998.


“Classification and diagnosis – looking at the complexities involved”-Dr Lorna Wing.
“Communication” Winter 1998;The National Autistic Society, England.
The autistic spectrum – a parent’s guide;The National Autistic Society, England.
Autism: Bibliography. A guide to books and videos;The National Autistic Society, England.
The Autism Spectrum. A guide for Parents and Professionals;Dr Lorna Wing.
Developing a Broad and Balanced Curriculum; Mrs Margaret M Golding. Autism The Way Forwards RSA. September 1998.
Autism: How to help your young child; Leicestershire County Council and Fosse Health Trust. ISBN 1 899280 65 0

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Question?: Autistic Disorder

Richard asks…

How long does it normally take a peaditrican to diagnose autistic spectrum disorders?

How long does it normally take a peaditrican to diagnose autistic spectrum disorders?
After a number of difficulties with my little boy of almost 9 years ,my GP suggested that he may have something related to the autistic spectrum disorder.He mentioned aspergers syndrome and has refered him to a local peaditrician.We are due to see him this week,will they they be able to tell us on the day if this is the case or is it usual to have a lot more tests etc. Does anyone know the procedure in the UK for this type of diagnosis

admin answers:

We had t have our son see his Doctor, a psychologist, a speech person and then one of the 2 doctors in our state who will officially diagnose kids with it. When we went to see the big Doctor we had all the other doctors notes plus( he was 3 at the time) all the notes we gt from the preschool teachers and the school psychologist. We got enough info t get him diagnosed the day we went to see the Doctor

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