Tag Archives: Cognitive Development

Question?: Pdd Symptoms

Linda asks…

Is it possible to have severe aspergers?

Autism has a scale and aspergers is on the high end. So I know it doesn’t make sense to say severe aspergers b/c that would be equivalent to pdd or classic autism. But I have extreme difficulties in social interaction, worse than most people with aspergers…yet in all other areas i’m high functioning.

admin answers:

You’re right, asperger’s syndrome is on the high-functioning end of the autism spectrum but to say that someone has severe asperger’s doesn’t mean they are the same as other autism spectrum sufferers.

Asperger’s is different in that the level of linguistic and cognitive development is close to normal. This means that while a person with asperger’s will struggle with social interactions and display repetitive behaviour they do not suffer from the low functioning language or cognitive skills of other diagnoses.

Severe asperger’s means simply that the symptoms displayed (difficulty with social interactions etc.) will be more pronounced.

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Schoolyard Designed For Children With Autism

Main Category: Autism
Also Included In: Pediatrics / Children’s Health
Article Date: 09 May 2012 – 0:00 PDT Current ratings for:
‘Schoolyard Designed For Children With Autism’
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A Kansas State University graduate student is creating a schoolyard that can become a therapeutic landscape for children with autism.

Chelsey King, master’s student in landscape architecture, St. Peters, Mo., is working with Katie Kingery-Page, assistant professor of landscape architecture, to envision a place where elementary school children with autism could feel comfortable and included.

“My main goal was to provide different opportunities for children with autism to be able to interact in their environment without being segregated from the rest of the school,” King said. “I didn’t want that separation to occur.”

The schoolyard can be an inviting place for children with autism, King said, if it provides several aspects: clear boundaries, a variety of activities and activity level spaces, places where the child can go when overstimulated, opportunities for a variety of sensory input without being overwhelming and a variety of ways to foster communication between peers.

“The biggest issue with traditional schoolyards is that they are completely open but also busy and crowded in specific areas,” King said. “This can be too overstimulating for a person with autism.”

King researched ways that she could create an environment where children with autism would be able to interact with their surroundings and their peers, but where they could also get away from overstimulation until they felt more comfortable and could re-enter the activities.

“Through this research, I was able to determine that therapies and activities geared toward sensory stimulation, cognitive development, communication skills, and fine and gross motor skills — which traditionally occur in a classroom setting – could be integrated into the schoolyard,” King said.

King designed her schoolyard with both traditional aspects – such as a central play area – and additional elements that would appeal to children with autism, including: A music garden where children can play with outdoor musical instruments to help with sensory aspects. An edible garden/greenhouse that allows hands-on interaction with nature and opportunities for horticulture therapy. A sensory playground, which uses different panels to help children build tolerances to difference sensory stimulation. A butterfly garden to encourage nature-oriented learning in a quiet place. A variety of alcoves, which provide children with a place to get away when they feel overwhelmed and want to regain control. King created different signs and pictures boards around these schoolyard elements, so that it was easier for children and teachers to communicate about activities. She also designed a series of small hills around the central play areas so that children with autism could have a place to escape and watch the action around them.

“It is important to make the children feel included in the schoolyard without being overwhelmed,” King said. “It helps if they have a place – such as a hill or an alcove – where they can step away from it and then rejoin the activity when they are ready.

King and Kingery-Page see the benefits of this type of schoolyard as an enriching learning environment for all children because it involves building sensory experience and communication.

“Most children spend seven to nine hours per weekday in school settings,” Kingery-Page said. “Designing schoolyards that are educational, richly experiential, with potentially restorative nature contact for children should be a community concern.”

The researchers collaborated with Jessica Wilkinson, a special education teacher who works with children with autism. King designed her schoolyard around Amanda Arnold Elementary School, which is the Manhattan school district’s magnet school for children with autism.

“Although there are no current plans to construct the schoolyard, designing for a real school allowed Chelsey to test principles synthesized from literature against the actual needs of an educational facility,” Kingery-Page said. “Chelsey’s interaction with the school autism coordinator and school principal has grounded her research in the daily challenges of elementary education for students with autism.”

Article adapted by Medical News Today from original press release. Click ‘references’ tab above for source.
Visit our autism section for the latest news on this subject. King presented her research, “Therapeutic schoolyard: Design for autism spectrum disorder,” at the recent K-State Research Forum.
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Knowledge About Early Signs of Autism

Whether you’re new parents that have just had their first child or you have recently added one more sibling to the family group, at some point in time, being concerned about Autism may have crossed your mind. Roughly one out of every 150 infants that are born today is autistic, so it is imperative that the disorder be detected early in order to treat it properly. If you are unfamiliar with the disorder, it is important to educate yourself about it and learn about the early signs of Autism.

First and foremost, Autism is a neural development disorder that is characterized by the impairment of communication, language skills, and social interaction as well as repetitive or restricted behavior patterns. In most cases, these different characteristics appear by the time the child has reached three years of age. Autism affects how the brain processes information by altering the way that the nerve cells connect with and organize the synapses.

It is one of three different types of Autism disorders found on what is referred to as the Autism spectrum. The other two are Asperger’s Syndrome where cognitive development and language skills are lacking and PDD-NOS or Pervasive Developmental Disorder – Not Otherwise Specified. This disorder is usually diagnosed should the criteria involved in the diagnosis for either Autism or Asperger’s Syndrome not be met.

What to look for

What you want to remember above everything else when you are concerned about the possibility of your infant being autistic is that recognizing the early signs of Autism may be the difference between diagnosing the disorder properly and missing it completely. The earlier the disorder is diagnosed, the sooner you can start treatment and increase your chances of having a better outcome for both you and your child.

Early detection of Autism is critical so the sooner you educate yourself about the warning signs, the better. Here are some basic suggestions for recognizing the early signs of the disorder based on what the child should have accomplished by a certain time in their early development:

o By the time your child is 6 months old, they should be smiling whenever they are delighted or feel joy for one reason or another.

o Mimicking facial expressions, vocal intonations, and words should be evident by the time your child is 10 months old.

o Once the child has reached two years of age, they should be talking and should have at least several words in their ever-growing vocabulary.

Remember that the child may only exhibit one of the early signs of Autism. Even if all the symptoms are not being exhibited, your child may still be diagnosed as autistic. One way or the other, you should take your child to their pediatrician to determine if further testing for the disorder may be necessary. Diagnosing the disorder as early as possible in the child’s development is critical and could mean treating it sooner that you can prevent complications and avoid more additional negative consequences.

For the latest videos and training information on child development as well as books and curricula on Autism please visit childdevelopmentmedia.com.

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Is Asperger Syndrome Similar to Autism?

Asperger syndrome is a pervasive developmental disorder listed amongst those of the autism spectrum disorders. It is often closely compared with high functioning autism and some arguments dictate that it should be negated altogether and simply classified with high functioning autism. This syndrome is classified by a pattern of symptoms instead of just one symptom, such as impairment in social interaction, restricted patterns of behavior, activities and interests, there is no delay really in cognitive development however a significant delay in language is present. Those diagnosed with Asperger display an intense preoccupation or interest with particular subjects. They display a habit of excessive language defined as one-sided. They however also display a tendency towards restricted rhythms in their speech patterns. Sometimes those with Asperger can be physically clumsy and prone to accidents.

Life with this syndrome can be difficult but not impossible. In fact, there are those of a certain mind that consider any form of disorder from the autism spectrum to be a difference, not a disability. These of this persuasion advocate the necessity of treating such people as having mere differences, believing that both sides should simply take steps at accepting the other and working towards an easy cohabitation. Children born with this disorder or any other of this nature are not sick. They were born and began developing differences in their neural make up. Their brains began developing at a different rate as their bodies progressed steadily at the norm. These children are faced with altered factors in life, but this in no way makes them negatively different. Yes, children with Asperger and other such disorders will develop differently from other children. They will learn things differently, see things differently, and react to outside stimuli in a different manner. Still, these children, while living with a neuro-developmental disorder should not be considered a stigma.

It is important for any parent or caregiver of an Asperger child to know that these feelings of anxiety, fear, depression and anger towards the unfairness of it, are normal and that a diagnosis of Asperger is in no way a reflection on the parent(s) themselves. To help matters there are a variety of support groups and educational materials available to the public regarding this disorder and those like can look it up. Finding someone to talk to, a therapist, close friend, or the parent of another Asperger child is essential and can help with piece of mind. In fact, finding a support group made of parents for children with developmental disorders such as this can be beneficial to the parent and the child, as well as the siblings.

While there is no cure so to speak for Asperger syndrome, there are therapies that can be administered to alleviate the major difficulties a child will have functioning in normal life. Integrating them into a learning situation with others like then will help. And working at compromise throughout their daily schedules can be of great importance. It can be stressful for caregivers at times, but it is stressful for those with Asperger as well. Patience and a nurturing attitude will help all around.

For the latest videos and training information on child development as well as books and curricula on Autism please visit childdevelopmentmedia.com.

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Asperger Syndrome

Asperger syndrome was named after Dr. Hans Asperger, who is credited for discovering the disorder. Dr. Asperger referred to the autistic children he studied as “little professors” because,instead of having significantly delayed skills, they displayed highly developed intellectual functioning.

In children with this pervasive developmental disorder, language, curiosity, and cognitive development proceed normally while there is substantial delay in social interaction and“development of restricted, repetitive patterns of behavior, interests, and activities.”

Persons suffering from Asperger generally function better in verbal, linguistic performance than in visual, three-dimensional and motor skills. This is in contrast to people with the classic form of autism.

Patients suffering from Asperger have normal speech development. This does not imply that communication is normal. It is characteristic that speech is often interpreted concretely. They will enter into lengthy discussions, introducing the most illogical arguments and succeed in talking the hind leg off a donkey. This often applies to people with a normal to supernormal intelligence who are motor disabled and have limitations under an ‘autism disorder.’

Those with Asperger often suffer a greater degree of difficulty being accepted in normal social situations because they are intellectually normal, but have unusual behaviors. Therefore, they’re sometimes labeled as “odd” or “eccentric” rather than as individuals with a real medical disorder.

A short review of some distinguishing Asperger syndrome characteristics:

•Lack of imagination
While they often excel at learning facts and figures, people with Asperger syndrome find it hard to think in abstract ways. This can cause problems for children in school where they may have difficulty with particular subjects such as literature or religious studies.

•Special interests
People with Asperger syndrome often develop an almost obsessive interest in a hobby or collecting. Usually their interest involves arranging or memorizing facts about a particular subject, such as train timetables, Derby winners or the dimensions of cathedrals.

•Love of routines
People with Asperger syndrome often find change upsetting. Young children may impose their routines upon their families, such as insisting on always walking the same route to school. At school, sudden changes, such as a correction to the timetable, may upset them.People with Asperger syndrome often prefer to order their day according to a set pattern.
If they work set hours, any unexpected delay, such as a traffic hold-up or a late train, can make them anxious or distressed.

People with Asperger syndrome exhibit autistic characteristics like obsessive behaviors or lack of social and communication skills. Like all ASDs, the level and severity of these signs will vary from person to person.

Asperger syndrome has been diagnosed more often during the last few years and has obtained its own place in the DSM-IV. The idea that the Asperger syndrome is only found in persons with a normal to supernormal intelligence is under discussion.

Uta Frith, an authority in the field of Asperger, is concerned about the fact that Asperger may be prone to over-diagnosis. Not everybody showing clumsiness in making contact with others or behaving strangely is suffering from Asperger.

Another danger is caused by the phenomenon that many people seem to indicate famous scientists or artists may have suffered Asperger. Names like Newton and Einstein are offered as proof that Asperger is a mild form of autism bordering on genius.
Asperger, however, is not a mild form of autism. Although many people suffering Asperger are able to cope well with the help of friends, family or a partner, others are prone to develop other disorders like an anxiety disorder or depression.

Enter your name and email to receive the first chapters of my book “Asperger’s Syndrome in Layman’s Terms” free

Tagged as: Asperger syndrome

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AUTISM: what,why,how…….?

Autism is a disorder of neural development characterized by impaired social interaction and communication, and repetitive behavior. These signs all begin before a child is three years old.

Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood.

It is one of three recognized disorders in the autism spectrum (ASDs), the other two being Asperger syndrome, which lacks delays in cognitive development and language, and Pervasive Developmental Disorder-Not Otherwise Specified (commonly abbreviated as PDD-NOS), which is diagnosed when the full set of criteria for autism or Asperger syndrome are not met.

In rare cases, autism is strongly associated with agents that cause birth defects.

Although there is no known cure, early behavioral or cognitive intervention can help autistic children gain self-care, social, and communication skills.

Not many children with autism live independently after reaching adulthood, though some become successful.



Autism is a highly variable neurodevelopment disorder that first appears during infancy or childhood, and generally follows a steady course without remission. Overt symptoms gradually begin after the age of six months, become established by age two or three years, and tend to continue through adulthood, although often in more muted form.

It is distinguished not by a single symptom, but by a characteristic triad of symptoms: impairments in social interaction; impairments in communication; and repetitive behavior. Other aspects, such as atypical eating, are also common but are not essential for diagnosis.




Autistic children are less likely to make requests or share experiences, and are more likely to simply repeat others’ words or reverse pronouns.


Autistic children may have difficulty with imaginative play and with developing symbols into language.


In a pair of studies, high-functioning autistic children aged 8–15 performed equally well as, and adults better than, individually matched controls at basic language tasks involving vocabulary and spelling.


Both autistic groups performed worse than controls at complex language tasks such as figurative language, comprehension and inference
Autistic individuals display many forms of repetitive behavior, which the Repetitive Behavior Scale-Revised (RBS-R) categorizes as follows.


A young boy with autism, and the precise line of toys he made


Stereotypy is repetitive movement, such as hand flapping, making sounds, head rolling, or body rocking.


Ritualistic behavior involves an unvarying pattern of daily activities, such as an unchanging menu or a dressing ritual.Restricted behavior is limited in focus, interest, or activity, such as preoccupation with a single television program, toy, or game.


Autistic individuals may have symptoms that are independent of the diagnosis, but that can affect the individual or the family.


An estimated 0.5% to 10% of individuals with ASD show unusual abilities, ranging from splinter skills such as the memorization of trivia to the extraordinarily rare talents of prodigious autistic savants.


Many individuals with ASD show superior skills in perception and attention, relative to the general population.


Sensory abnormalities are found in over 90% of those with autism, and are considered core features by some, although there is no good evidence that sensory symptoms differentiate autism from other developmental disorders.


Unusual eating behavior occurs in about three-quarters of children with ASD, to the extent that it was formerly a diagnostic indicator.


Selectivity is the most common problem, although eating rituals and food refusal also occur; this does not appear to result in malnutrition.




It has long been presumed that there is a common cause at the genetic, cognitive, and neural levels for autism’s characteristic triad of symptoms.

However, there is increasing suspicion that autism is instead a complex disorder whose core aspects have distinct causes that often co-occur.



Deletion (1), duplication (2) and inversion (3) are all chromosome abnormalities that have been implicated in autism.

Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by rare mutations with major effects, or by rare multigene interactions of common genetic variants.

Complexity arises due to interactions among multiple genes, the environment, and epigenetic factors which do not change DNA but are heritable and influence gene expression.

However, most of the mutations that increase autism risk have not been identified. Typically, autism cannot be traced to a Mendelian (single-gene) mutation or to a single chromosome abnormality like fragile X syndrome, and none of the genetic syndromes associated with ASDs have been shown to selectively cause ASD.

Numerous candidate genes have been located, with only small effects attributable to any particular gene. The large number of autistic individuals with unaffected family members may result from copy number variations—spontaneous deletions or duplications in genetic material during meiosis.

Hence, a substantial fraction of autism cases may be traceable to genetic causes that are highly heritable but not inherited: that is, the mutation that causes the autism is not present in the parental genome.

Several lines of evidence point to synaptic dysfunction as a cause of autism.

Some rare mutations may lead to autism by disrupting some synaptic pathways, such as those involved with cell adhesion.

Gene replacement studies in mice suggest that autistic symptoms are closely related to later developmental steps that depend on activity in synapses and on activity-dependent changes.

All known teratogens (agents that cause birth defects) related to the risk of autism appear to act during the first eight weeks from conception, and though this does not exclude the possibility that autism can be initiated or affected later, it is strong evidence that autism arises very early in development.



About half of parents of children with ASD notice their child’s unusual behaviors by age 18 months, and about four-fifths notice by age 24 months. As postponing treatment may affect long-term outcome, any of the following signs is reason to have a child evaluated by a specialist without delay:

No babbling by 12 months.

No gesturing by 12 months.

No single words by 16 months.

No two-word spontaneous phrases (other than instances of echolalia) by 24 months.

Any loss of any language or social skills, at any age.

US and Japanese practice is to screen all children for ASD at 18 and 24 months, using autism-specific formal screening tests.

It may be more accurate to precede these tests with a broadband screener that does not distinguish ASD from other developmental disorders.

Screening tools designed for one culture’s norms for behaviors like eye contact may be inappropriate for a different culture.

Although genetic screening for autism is generally still impractical, it can be considered in some cases, such as children with neurological symptoms and dysmorphic features.




Diagnosis is based on behavior, not cause or mechanism. Autism is defined in the DSM-IV-TR as exhibiting at least six symptoms total, including at least two symptoms of qualitative impairment in social interaction, at least one symptom of qualitative impairment in communication, and at least one symptom of restricted and repetitive behavior.


Sample symptoms include lack of social or emotional reciprocity, stereotyped and repetitive use of language or idiosyncratic language, and persistent preoccupation with parts of objects.


Onset must be prior to age three years, with delays or abnormal functioning in either social interaction, language as used in social communication, or symbolic or imaginative play.

The disturbance must not be better accounted for by Rett syndrome or childhood disintegrative disorder.

ICD-10 uses essentially the same definition.

Several diagnostic instruments are available. Two are commonly used in autism research: the Autism Diagnostic Interview-Revised (ADI-R) is a semistructured parent interview, and the Autism Diagnostic Observation Schedule (ADOS) uses observation and interaction with the child.

The Childhood Autism Rating Scale (CARS) is used widely in clinical environments to assess severity of autism based on observation of children.

A pediatrician commonly performs a preliminary investigation by taking developmental history and physically examining the child.

If warranted, diagnosis and evaluations are conducted with help from ASD specialists, observing and assessing cognitive, communication, family, and other factors using standardized tools, and taking into account any associated medical conditions.

A pediatric neuropsychologist is often asked to assess behavior and cognitive skills, both to aid diagnosis and to help recommend educational interventions.

A differential diagnosis for ASD at this stage might also consider mental retardation, hearing impairment, and a specific language impairmentsuch as Landau–Kleffner syndrome.

The presence of autism can make it harder to diagnose coexisting psychiatric disorders such as depression.

Clinical genetics evaluations are often done once ASD is diagnosed, particularly when other symptoms already suggest a genetic cause.

Although genetic technology allows clinical geneticists to link an estimated 40% of cases to genetic causes, consensus guidelines in the US and UK are limited to high-resolution chromosome and fragile X testing.

A genotype-first model of diagnosis has been proposed, which would routinely assess the genome’s copy number variations.

As new genetic tests are developed several ethical, legal, and social issues will emerge. Commercial availability of tests may precede adequate understanding of how to use test results, given the complexity of autism’s genetics.

Metabolic and neuroimaging tests are sometimes helpful, but are not routine.

ASD can sometimes be diagnosed by age 14 months, although diagnosis becomes increasingly stable over the first three years of life

Although the symptoms of autism and ASD begin early in childhood, they are sometimes missed; years later, adults may seek diagnoses to help them or their friends and family understand themselves, to help their employers make adjustments, or in some locations to claim disability living allowances or other benefits.

Underdiagnosis and overdiagnosis are problems in marginal cases, and much of the recent increase in the number of reported ASD cases is likely due to changes in diagnostic practices. The increasing popularity of drug treatment options and the expansion of benefits has given providers incentives to diagnose ASD, resulting in some overdiagnosis of children with uncertain symptoms.

Conversely, the cost of screening and diagnosis and the challenge of obtaining payment can inhibit or delay diagnosis. It is particularly hard to diagnose autism among the visually impaired, partly because some of its diagnostic criteria depend on vision, and partly because autistic symptoms overlap with those of common blindness syndromes or blindisms.




No cure is known.

Children recover occasionally, so that they lose their diagnosis of ASD; this occurs sometimes after intensive treatment and sometimes not.

It is not known how often recovery happens; reported rates in unselected samples of children with ASD have ranged from 3% to 25%.

Most autistic children can acquire language by age 5 or younger, though a few have developed communication skills in later years.

Most children with autism lack social support, meaningful relationships, future employment opportunities or self-determination.

Although core difficulties tend to persist, symptoms often become less severe with age. Few high-quality studies address long-term prognosis. Some adults show modest improvement in communication skills, but a few decline; no study has focused on autism after midlife.

Acquiring language before age six, having an IQ above 50, and having a marketable skill all predict better outcomes; independent living is unlikely with severe autism.


Several other conditions are common in children with autism.

They include:


Genetic disorders. About 10–15% of autism cases have an identifiable Mendelian (single-gene) condition, chromosome abnormality, or other genetic syndrome, and ASD is associated with several genetic disorders.


Mental retardation. The fraction of autistic individuals who also meet criteria for mental retardation has been reported as anywhere from 25% to 70%, a wide variation illustrating the difficulty of assessing autistic intelligence. For ASD other than autism, the association with mental retardation is much weaker.


Anxiety disorders are common among children with ASD; there are no firm data, but studies have reported prevalences ranging from 11% to 84%. Many anxiety disorders have symptoms that are better explained by ASD itself, or are hard to distinguish from ASD’s symptoms.


Epilepsy with variations in risk of epilepsy due to age, cognitive level, and type of language disorder.

Several metabolic defects, such as phenylketonuria, are associated with autistic symptoms.



PROJECT:1. Project on ‘’JATROPHA CULTIVATION, THE FUTURE PROSPECTIVE OF BIODIESEL- A CASE STUDY IN RASGOVINDPUR BLOCK OF MAYURBHANJ DISTRICT” at North Orissa University in 2008.2. Project on ‘’ENUMERATION OF SIX MAJOR GROUPS OF BACTERIA       FROM MANGROOVE SOILS OF BHITARKANIKA‘’at North Orissa University in 2009. PUBLICATIONS: ONLINE ARTICLE PUBLICATIONS:  http://www.articlesbase.com/health-articles/medicinal-value-of-allium-sativum-3533903.html http://www.articlesbase.com/health-articles/medicinal-value-of-aloe-vera-3596754.html http://www.articlesbase.com/diseases-and-conditions-articles/thalassemia-causes-and-treatments-3723551.html  SEMINAR GIVEN:  AWARDS:TRAINING:
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Aspergers Therapy – A Parent’s Introduction to Aspergers Syndrome

Aspergers Therapy

Aspergers Syndrome (AS) is in the category of developmental disorders of the Autism Spectrum Disorders (ASD) that is under the umbrella of Pervasive Developmental Disorders or PDD. It is different based on what i read in Autism when there is not a some suspend of language or cognitive development, but performs share the clumsiness (tripping, bumping, dropping things, etc.) aspects, although these are not certain to the diagnosis. Why call it Aspergers? It is named after Hans Asperger who, in 1944, described children in his pediatric practice who lacked nonverbal communication skills, were non-empathetic with their peers, and were physically clumsy. Aspergers Therapy

It is sometimes referred to as a high functioning autism. Treatment Aspergers Syndrome is treated mainly through behavioral therapy that is designed to work on communication skills, social skills, coping mechanisms, and helping with obsessions and repetitive routines. Most people with AS learn to cope with their differences, but may need support and encouragement to maintain their independence. A typical treatment program for a child with Aspergers Syndrome includes:

* The training of social skills for more effective interpersonal interactions

* Cognitive behavioral therapy to improve stress management relating to anxiety or explosive emotions, and to cut back on obsessive interests and repetitive routines Aspergers Therapy

* Medication, for coexisting conditions such as depression and anxiety

* Occupational or physical therapy to assist with poor sensory integration and motor coordination

* Social communication intervention, which is specialized speech therapy to help with the pragmatics of the give and take of normal conversation

* The training and support of parents, particularly in behavioral techniques to use in the home Kids with Aspergers don’t usually share the withdrawn isolation of children with autism and will openly, but often very awkwardly, approach and engage others in social situation. Aspergers Therapy

However, their inability see things through others eyes, and the tendency to go overboard going on and on about their latest obsession, makes them appear selfish, uncaring and insensitive toward other people. This is not necessarily true, they just don’t realize how they are perceived or that other people have different interests and feelings than they do. Don’t let your love ones suffer anymore! Lead them out through Aspergers Therapy program now!

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Symptoms Of Asperger Syndrome – Asperger’s Syndrome And Its Symptoms

Symptoms Of Asperger Syndrome

Asperger’s syndrome is a condition common in young children who experience impaired social interactions and develop limited repetitive patterns of behavior. Asperger’s syndrome is other wise commonly called as pervasive developmental disorder. Motor activities may be delayed and clumsiness is often observed in an individual suffering due to this disorder.

Individuals with asperger’s syndrome usually exhibit a variety of characteristics and the disorder can range from mild to severe. In addition, individuals with asperger’s syndrome show marked deficiencies in social skills, have difficulties with transitions or changes and prefer sameness.The exact cause of this disorder is not known till date. Some of the symptoms of asperger’s syndrome are similar to that of autism. As a result, some researchers feel that asperger’s syndrome is a mild form of autism. Symptoms Of Asperger Syndrome

It is considered that some genetic factors may be a cause for the occurrance of asperger’s syndrome in an individual. The child suffering due to this disorder shows below-average nonverbal communication gestures and fails to develop peer relationships. In addition, the child suffering due to this disorder has an inability to express pleasure in other people’s happiness and lacks the ability to reciprocate emotionally in normal social interactions. Asperger’s syndrome is more common in boys than girls.

Scapegoating by other children as “weird” or “strange”, inability to return social or emotional feelings, and inflexible about changes in specific routines or rituals are some of the other symptoms of asperger’s syndrome. Repetitive behaviors, including repetitive self-injurious behavior, no general delay in language, and no delay in cognitive development, or in the development of age-appropriate self-help skills or in curiosity about the environment are some of the other symptoms of asperger’s syndrome. Symptoms Of Asperger Syndrome

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Tips To Diagnose Asperger’s Syndrome

If you’re the parent of a child who has signs of autism, and are told that she or he could have Asperger’s syndrome, then it’s necessary to perceive the characteristics of this condition. Learning more about it can facilitate you discover the suitable facilitate and education for your child. Hans Asperger first described this particular condition in 1944, by differentiating between cases of autism. Asperger’s syndrome was recognized by the American Psychiatric Association in the year 1944 and has become a lot of widely recognized issue. With the correct evaluation and continued care, those with this disorder will leave totally functioning and enriching lives.

Characteristics of Asperger’s Syndrome

Evaluation should be completed by a medical doctor and/or psychiatric specialist to determine if the patient has Asperger’s. The following symptoms are well known as characteristics of the condition:

Problems with social skills, such as lack of empathy and sympathy towards others, un-spontaneous, problems making friends, problem with eye contact and gestures towards others, and issues with forwards and backwards talking in social scenes.

Repetitiveness and restriction comes tobehaviour and activities. One area of interest could be the main focus of a child or adult with Asperger syndrome, with issue in drawing attention away from it. Kids and adults will be uneasy and inflexible if their daily routines are changed.

Youngsters with Asperger’s syndrome usually do not have speech delays. However, they will have abnormal speech patterns.

Sensory experiences might be totally different in those with Aspergers, called Sensory Integration Dysfunction. Being sensitive to sound and light is common in individuals with Asperger’s.

Motor development could be delayed. Motor dexterity will be affected, creating simple tasks tough, such as removing a jar or tying the shoes.

Many individuals with Asperger’s syndrome have high IQ’s.

There is no delay in cognitive development for those with Asperger’s.

It is important to have either yourself or your child evaluated when possible if you suspect a case of Asperger’s syndrome. Private tests are the best for kids, as many colleges cannot properly diagnose this condition. Throughout testing, the kid or adult might also be diagnosed with additional conditions, such as bi-polar disorder, OCD or ADHD. The faster these disorders are diagnosed, the higher for you or your children. There are many special education services that can help you or your child learn to live with Asperger’s syndrome, along with fancy a full of life and enriching life.

If you wish to understand what you wish to do when your child has been clinically determined with aspergers, then visit http://www.parentingaspergerscommunity.com and take guidance from Dave Angel.
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What is Asperger’s Syndrome Symptoms in Adults, Childeren

Asperger’s Syndrome (AS) or Asperger’s Disorder is an autism spectrum disorder. It is a neurobiological disorder named for a Viennese physician, Hans Asperger on 1944. This Syndrome is more common in boys than girls. It is differs from other autism spectrum disorders by its relative preservation of linguistic and cognitive development.

There is no single treatment, and the effectiveness of particular interventions is supported by only limited data.Intervention is aimed at improving symptoms and function. The mainstay of management is behavioral therapy, focusing on specific deficits to address poor communication skills, obsessive or repetitive routines, and physical clumsiness. Most individuals improve over time, but difficulties with communication, social adjustment and independent living continue into adulthood.

People with Asperger syndrome often display behavior, interests, and activities that are restricted and repetitive and are sometimes abnormally intense or focused. They may stick to inflexible routines, move in stereotyped and repetitive ways, preoccupy themselves with parts of objects.

Children with AS may have an unusually sophisticated vocabulary at a young age and have been colloquially called “little professors”, but have difficulty understanding figurative language and tend to use language literally.

Children with AS appear to have particular weaknesses in areas of nonliteral language that include humor, irony, and teasing. Although individuals with AS usually understand the cognitive basis of humor they seem to lack understanding of the intent of humor to share enjoyment with others.

Despite strong evidence of impaired humor appreciation, anecdotal reports of humor in individuals with AS seem to challenge some psychological theories of AS and autism.

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