Tag Archives: Communication Skills

Question?: Treatment For Autism Children

Sandra asks…

What type of careers are available to work with Autistic Children?

Since Autism is growing, I’ve heard the career opportunities for caring people are increasing as well. What would they be?

admin answers:

There are a number of career paths you could take if you are interested in working with children with Autism. 1. You could go into research. There are a number of studies looking at, for example, response to treatment, changes in language over time, learning style, or inheritence rate to name a few. 2. Become a special education teacher 3. Become a behavioral specialist. Children with autism are often taught with a very specific learning program called ABA, which is Applied Behavior Analysis. 4. Become a speech therapist to improve a child’s communication skills and play skills 5. Become an occupational therapsit to help the children learn better self help skills, overcome sensory problems, improve fine motor skills and increase variety of play 6. Become a psychologist to perform early diagnostic evaluations

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Question?: What Is Autism Speaks

Maria asks…

What are the benefits of having a Communications degree?

I want to study Medicine and possibly become a Neurologist and work with a nonprofit organization such as Autism Speaks. I love public speaking and my Fundamental of Speech professor who is the head of the Communications department told me I should minor in Communications because of how “natural” I am speaking in public. I have always wanted to get a dual major so I am thinking about working towards a B.A. in Communications degree while working on my B.A. in Biomedical Sciences degree. What are the benefits of a Communications degree?

admin answers:

Maybe your communication skills would be even better than now. After all, it is a fundamental tool that everybody needs in the work place. Just don’t major in it though because it is just going to take time away from your science degreee (which could end up lowering your grades). Get a minor instead. Having high grades is one of the big things for getting into a great medical school.

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Autism Behavior – Ways to Beat The Summer Blues!

Given the nature of autism behavior, summer can actually be more difficult for kids with autism than most. In fact, many parents with kids who have autism dread the start of summer. Why? Summer wrecks with kids’ routine. Summer is full of endless days with nothing to do and no plan, no routine, no schedule. If there is one surefire thing you could possibly do to cause tantrums and bad autism behavior in kids with autism, it is to remove their schedule.

Beat the Summertime Blues

All year long, kids with autism can at least rely on a few simple things. The yellow school bus which takes them to school, their classes and activities during school, and the yellow school bus to take them home. Love them or hate them, at least they’re there. And having your day structured in some way, for a child with autism, is so much infinitely better than doing nothing.

So what do you do? Well, you have several options.

1. Extended School Year

Some schools will offer extended school year programs to those at risk for falling behind or those who need the extra enrichment and learning that extended school year programs provide. Many kids with autism need consistent learning or else they will start the school year way behind where they left off. They might even end the school year ahead, but they will forget all they learned during the summer and often regress without the structure that school provides.

Often, autism behavior that is problematic masks problems underneath – in this case, that the child needs more stimulation and engaging activities. Ask your special education teacher or principal about this option.

2. Summer Camps

There are, of course, also summer camps. There are dozens of different kinds of summer camps you could send your child to. Decide what is most important for you and your child. Do you want to work on social and communication skills in an autism focused environment? There are camps for that. Do you want to send your child to camp focused on his interests, such as a Lego camp, sports, or arts and crafts? There are camps for that.

Your local Town Recreation department usually has a selection of camps for kids in the summer at relatively low-cost. Often, they will even have summer camp programs designed for those with special needs. You can often get an aide to help your child participate in these activities. The key is planning ahead. Start early. Find out as early as possible in the year whom you will have to talk to and get permission from to get your child the services they need over the summer.

Doing so gives you the best chance of taking the negative autism behavior symptoms you often see in your child during the summer and turning them into positive ones.

Summer Camp Options

You can look at a site like autism.about.com/od/schoolandsummer/tp/camplistings.htm camps to find autism related summer camps that might be good for your child — or just talk to your local autism society chapter or doctor. Sometimes you can find a great program locally, and sometimes you have to travel for it. Such programs usually incorporate therapy, academics, social skills learning, fields trips and just plain fun into a smorgasbord for autism learning and increasing positive autism behavior.

3. Create a summer learning routine for your child

Learning does not have to stop just because school has. Many experts will recommend that you develop units of learning during the summer to enrich your child’s learning. In other words, make your home into a part-time school. Have theme weeks, such as learning about sea creatures with a trip to the aquarium. Learn about mammals and take a trip to the zoo. Take advantage of Internet lesson plans and learning resources.

Try to build a routine for your child over the summer so they will know what to expect. Designate some time each day for learning about a topic of interest to your child, then some time for an activity in the community like the swimming pool, the movies or a museum.

Community activities

The nice things about museums are they often free or low-cost, and some have special programs for kids with special needs. Kids’ museums in particular sometimes have autism only days where kids with autism and their parents can have the whole place to themselves. This means they won’t have to explain autism behavior to others and can be free to express themselves however they want.

Get into arts and crafts, or develop new hobbies. Summer is a time for learning and exploring interests that there wasn’t time for during the school year. Just make sure there is some routine to all this, and you’ll be all set. Your child will be enriched, happy, and you will see positive autism behavior (less or no meltdowns, more engagement) if you find a way to engage your child in a routine this summer.

And for further tips and techniques to help children with autism live a happy and fulfilled life, go to the web site AspergersSociety.org and http://www.autismparenthood.com/. There you will be able to sign up for the free Asperger’s and Autism newsletter as well as get additional information to help your loved ones thrive on the autism spectrum.

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Diagnosing Asperger Syndrome in Adults

If you have lived all your life with not being able to fully participate in small talk because you do not understand the body language, and other non-verbal communications that goes on with small talk, or you just do not understand the need for such nonessential language, or if you have difficulty dealing with any kind of social situation at work, school or at home perhaps you are an adult who has undiagnosed Asperger Syndrome.

The reason people reach adulthood and go undiagnosed is because it is common for there to be misdiagnosis or for physicians and parents to not recognize the signs and symptoms of this relatively new neurological disorder.

Typically when adults come to be diagnosed they are given an IQ test. People with Asperger’s Syndrome (AS) typically have normal or above normal IQs. An assessment of adaptive skills that are designed to test the individual’s ability to manage complex social situations is then administered. If the person being assessed is still living with a parent, or if the parent is available, the parent is given the Autism Diagnostic Interview (ADI) for an early history of how the individual functioned in social situations, in his or her behavior and how the individual was able to communicate. The symptoms don’t just show up later in life, they were there since childhood. If it is not possible to interview the parent than the individual is asked to describe their childhood for clues of how they interacted socially, behaviorally and how they communicated with others.

Another test is the Autism Diagnostic Observation Schedule (ADOS) which scrutinizes the social and communication skills as well as behavior of young adults and adults. This test helps to determine if the individual meets the criteria for Asperger’s Syndrome.

It is the doctor’s job to distinguish between shyness, social phobias, obsessive-compulsive disorders and Asperger’s Syndrome. Since there are distinguishing characteristics of Asperger’s Syndrome that can be similar to other conditions and disorders it is important to get a complete family history since it is known that it runs in families. Often times there is an eccentric Aunt, or odd Grandfather who just may have also have had Asperger’s Syndrome.

The diagnosis is very important because it is with a diagnosis that the adult can finally put a name to the set of behaviors and inability to communicate with others. He or she can finally know why they were so different from others growing up. The diagnosis often brings great relief to those who suffer and to their families. Once the diagnosis is made the doctor can devise a treatment plan. The treatment plan will include interventions and therapies that may include speech therapy, behavioral therapy, occupational therapy and physical therapy for awkwardness of gait. Medication may be prescribed if needed for anxiety and depression.

Back To Top: Diagnosing Asperger

Autism Checklist
Autism Classifications
Un-Diagnosing Asperger‘s autisable
The DSM-V and the redefining the diagnosis of Asperger’s.… Tagged as: Detecting Autism, Diagnosing Asperger Syndrome in Adults

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The Social Human & The Art of Positive Communication for Autism

The Social Human & The Art of Positive Communication for Autism
Posted on Wednesday, March 21 @ 20:50:33 EDT by Social Skills Nanna, Autism Advocate I met Nanna Juul Lanng while speaking at the conference in Denmark. This is her first column:

Human beings are per definition flock animals. There is no real way around this fact. Our success as a species is partially based on our superior communication skills which allow us to share our knowledge and experiences in a much more efficient way than any other animal on Earth. We have no natural physical weapons; no claws, no fangs, no spikes. Even our most incredible athletes are, in comparison to most animals our size, quite slow and not particularly strong. We’re so soft, fragile and vulnerable and to top all of this off we’re also naturally naked. Our physical features are, all in all, not very impressive.

But by learning, adapting, sharing and creating we have spread throughout this planet, and we have created a lot of the world we see before us today. We are, as humans, hypersocial beings. We are genetically coded for social interaction. We depend on each other, we seek the approval of our fellow men, and we judge each other by our ability to master these social skills and rules.

Read on. . .

As most people believe, I am also confident that people on the spectrum of autism have ?always? been around. As the majority of you also know we’re wired a little differently than the average man/woman. Unlike them, we are not born with all of the social skills that society has come to expect from us all. Most of us have a social drive; we crave attention just like anyone else, we want to be accepted, to be approved of and loved, but not always in the same amount and quite often not in the same way as them. Also some of us only crave that second word: acceptance, and then ask for nothing more than to be left in peace. This is not an article for the latter.

In order to do well in the world and in society, if that is what we wish to do, we attempt to adapt, we do our best to crack the code that no one seems to speak of but everybody knows, often with limited results. I was diagnosed two years ago, when I had just turned 19, and it thrilled me to know, that I was not alone in this struggle, even more-so to find people with ASD who’d done a lot better than I. But I also met a lot of people on the spectrum, afterwards, some even younger than me, who had already grown bitter from the constant battles and all the defeats in this social human world. I am not saying, that I can ?fix? anyone, I can’t. If I had such an ability, I would have ?fixed? myself long ago (I need better word for that) , and you’d see me hanging out at trendy clubs talking to very interesting and important people, luring them all in with my amazing skills. I’d be out catching great friends, like Ash catches pokemons… Which I’m not. However I have improved a lot, I can make friends, I can attract people, I am now able to benefit from social interaction, I can get people to listen most of the time, and if you’re interested, I would like to share those techniques and tips which have worked for me.

I’ve made tons of social mistakes over the years. I’ve been mistrusting of everyone, especially men, and I have often felt that this fight was a waste of my precious energy. I’ve gone through periods where I just couldn’t be bothered, especially in my mid-teens where I didn’t try at all, and as a consequence, I didn’t make any close friends. I was crying out for people to accept me as I was, but looking back I see, that I was guarded, slightly defensive and sometimes arrogant. I didn’t let people in, even though I was lonely. All this because I was afraid of failure ? of being hurt and ridiculed. By the time I graduated from school, I’d grown tired of my own restrictions, all those bonds I’d gotten myself tangled up in.

I learned that without exposing myself, without opening up, no one was ever going to let ME in. How could they? They didn’t know the real me. How can you embrace something, you are not aware of? Especially when that something is guarding its true self like a starved dog guards its food.

Opening up is risky. You might get hurt. You will make mistakes. And some people will not like you, no matter what you do. But if you’re not willing to gamble, you won’t win anything.

Whenever you’re communicating with someone such as the cashier in the supermarket or a new friend, know that you are at any given moment just as responsible for the outcome of the communication as the other person you’re interacting with. How you behave does have an effect on that person. If you greet someone in a positive manner (by smiling, being polite and trying to be non-judgemental, etc.) you are much more likely to get a positive response back. But if your defensive mode is activated and you allow your fears and negativity to rule your thoughts and behaviour, most people will pick up on that and view you as a threat and unapproachable. Be aware of the signals you’re sending. Try asking friends and acquaintances what they thought of you, when they first met you. If you don’t have any friends worth mentioning a good way to educate yourself on the effects of body signals is to experiment when you’re out in public. Pretend and observe. If you behave one way, how do people react to you? If you behave another way, then what?

As for online communication as good (though occasionally annoying when overdone) way avoid appearing aggressive or insensitive and cold is by using positive emoticons or simply by letting people know that you’re are merely joking and/or you mean no harm. If you choose to go for expressive, written sounds like ‘haha’, be aware that many on the spectrum have a difficult time telling whether someone is laughing with them or at them ? especially online.

Don’t be afraid to acknowledge your shortcomings. We all have them. We all have difficulties and if you’re willing to admit them you just might be on your way to move forward. If someone (when you’re out with friends, colleagues, or any other kind of social situation) says something, and you’re not sure what they mean by it, ask! Something as simple as: ‘I’m not sure if I understood you right, could you explain it, please?’ or ‘could you rephrase that?’ works on most people. Try not to make a big deal out of it, even if it did sound offensive to you at first. Give them a chance to explain themselves, before you judge. 9 out of 10 times, people mean no harm, but they may have a crude sense of humour and are not aware of its possible effects on others. So, your friend or acquaintance has just said something ‘stupid and offensive’. Bite your tongue and be quick about it before all those automatic, nasty thoughts slip out. You might be tempted to call someone an idiot, moron, imbecile, bastard or what have we, but if you’re interested in having a nice, positive and rewarding conversation, it is most often best not to stick rude labels on them. You might have misunderstood them.

Name calling will make most people close up like a clam poked with a stick. Also they might be better at you at offending and your slip-up might backfire big time!

Also, when discussing try to not to indirectly blame people. Most people do this, I certainly do, but it doesn’t lead to rewarding debates, only to verbal war. Instead of saying things like:

‘You’re wrong’
‘You hurt me’
‘You’re not making sense’
‘Are you retarded?’
…you could try shifting the blame, like:
‘I don’t think that’s right, because…’
‘That hurt me’ / ‘I was hurt by what you said’
‘I don’t understand your reasoning’ / ‘I’m not sure I get what you’re trying to say’
‘?’ (Don’t poke the clam. It won’t like it. You cannot get your point across, when you’ve contributed to making the other person withdraw into him-/herself.)

People on the spectrum are notorious truth-seekers, but we are often also unyielding and stubborn, which can prevent us from comprehending the entire truth. And then sometimes, there is no definite truth, only opinions.

We all mess up sometimes. Hurting others at some point is almost inevitable when socializing. Don’t be the person, curled up in your sofa whilst staring angrily at the phone or computer screen, just waiting for the other(s) to apologize first. It takes two to tango – be the better man/woman and get on with it. Being a good communicator is also about admitting that you’ve slipped up. If you want to preserve the friendship or maybe just a tolerable relationship with a co-worker, you have to sacrifice your pride once in a while. Even when you think it’s not your fault, because you were ‘right’! Even the most skilled NT gifted with a sharp eye and a silver tongue cannot succeed in every conversation. Some people are difficult to speak with, some will use any given opportunity to put you down, due to their own insecurities and ignorance and, well, there may be a thousand reasons as to why communication goes wrong. Know that it is not always your fault. The most important lesson, I’ve ever learned when it comes to socialisation, is forgiving myself.

None of this will ever come naturally to me. All that ‘sensing and evaluating how far you can go and how to say your honest opinion without sounding like a bastard’ is still difficult. But if you keep trying, you will eventually learn something and from there you may move even further. Be yourself, but more importantly, be a person you can be proud of, be brave enough to be you and don’t be ashamed of failing. We’re all different, neurotypical or not, we all have a lot to learn, and there’s no better way of learning than by doing unfortunately. Know your limits, remember to recharge, think about yourself because that will make consideration for others that much easier.

Nanna Juul Lanng is a 21 year old woman living in Randers, Denmark. She is diagnosed with Autism.
               
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Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by RobotGreenAlien2 Friday, March 23 @ 22:00:52 EDT
(User Info | Send a Message) It’s worth remembering too that NT’s have been passing down strategies that work for them for a long time. We are really the first generation of aspies that can pass our tricks down to the next.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 3, Insighful)
by techstepgenr8tion Wednesday, March 21 @ 22:00:18 EDT
(User Info | Send a Message) Sage advice. I think it works best once we’re out of highschool and past the firing line. Also, I noticed several years back that one of my worst ASD-trained habits was that Pavlov’s Dog reflex of ‘when it doubt – its me’; beyond being injurious to self-assurance it also gives people a sense that some’s a bit of a pushover or doesn’t really command their own space.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by kellywilliams Thursday, March 22 @ 01:30:05 EDT
(User Info | Send a Message) Thanks for the information. Great article.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by LennytheWicked Thursday, March 22 @ 06:01:43 EDT
(User Info | Send a Message) Honestly, I’ve found that interesting people don’t hang out in ‘trendy clubs.’ They hang out in a classroom or in a laboratory, or in a study somewhere. Sometimes in an office. I have a few friends, and every one of them is eccentric. Or a boy. OK, they’re eccentric boys. Intellectuals are interesting people, and they’re more likely to wait for you to settle in during a conversation. Then it’s just a matter of getting comfortable enough that settling in becomes unnecessary.

Re: The Social Human & The Art of Positive Communication for Autism (Score: 2, Informative)
by ebec11 Thursday, March 22 @ 10:31:40 EDT
(User Info | Send a Message) I completely agree with this article, I have had to work hard to get the friends I have, and it was worth all the “fake” friends I had to navigate through first. I’m lucky in that when I’m hurt, I calm up/be nice until later, so it doesn’t muck up my social relationships. Definitely hurts when you open up to somebody and they hurt you though, I had one girl (ironically with Aspergers) who really hurt my feelings when she called me “slow”, and then tried to pretend she didn’t really mean it the way she did when I brought it up. I know that there are only so many ways you can call somebody slow…I was nice to her after that, but didn’t feel very close to her anymore. But for friends like that, I’ve met some truly amazing friends (and BF) that I wouldn’t trade for the world!
Re: The Social Human & The Art of Positive Communication for Autism (Score: 2, Interesting)
by zzmondo Thursday, March 22 @ 13:11:53 EDT
(User Info | Send a Message) Great advice. I’ve really found that a lot of this does work. I’ve found some of this stuff on my own too, it’s good to see someone else found it. I’m still going through some of this myself and it really does work out. I’m mainly focusing on letting my guard down, mostly when talking to girls and such too lol.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by Oodain Thursday, March 22 @ 17:44:20 EDT
(User Info | Send a Message) definately good advice, we all need to take our time to fail. that said, congratulations on the article.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by AScomposer13413 Thursday, March 22 @ 18:25:47 EDT
(User Info | Send a Message) Great article! Some of these points you’ve made are ones I’ve taken years to learn and feel there’s progress as time rolls by!! Really well done!!
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by aussiebloke Thursday, March 22 @ 20:16:53 EDT
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Re: The Social Human & The Art of Positive Communication for Autism (Score: 2, Interesting)
by TonyW Thursday, March 22 @ 20:35:36 EDT
(User Info | Send a Message) This is a good piece on social skills. Thanks, Nanna. I have the hardest time with many Aspies when I argue we should do much more to work on our social skills and stamina, and to build networks which include NT friends — to help us out, and to help us get out of trouble in many social situations. My big piece of advice to those of us who try and work at this is not to let Aspies who don’t work hard enough, or who have given up on NT socializing, or whose Autism is (very sadly!) really disabling to social relations with NTs, get you down. Look at an Andy Warhol and see how far he was able to go in his rich life.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by Kalinda Sunday, March 25 @ 13:00:17 EDT
(User Info | Send a Message) I can so relate to this. I realized recently that I have Aspergers, and so many people misunderstand this. They say that we have no emotional intelligence, when it’s really how we express our emotions that is different. Social rules are very important in adapting to a fast paced world. But not everyone has that knack and I personally think evolution is God-driven, and that people who follow the natural order will eventually be the leaders of our generation. It’s a matter of seeing the big picture, and Autism to me is not about sickness, it’s about genetic adaptations that may or may not have an actual reason or purpose.

Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by Dillogic Sunday, March 25 @ 23:12:06 EDT
(User Info | Send a Message) You ain’t part of the flock if you design a projectile weapon. Any animal on earth ain’t got nothing on a bow or early firearm. We needn’t be social at all; it’s only the dumb ones who desire protection from other people that makes them need to flock together.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by PLA Monday, March 26 @ 10:42:54 EDT
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Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by halfaspieguy Monday, March 26 @ 14:02:45 EDT
(User Info | Send a Message) This is good advice for “real time” communication and conversation. I wish I had known how I sounded 40 years ago when I thought being a 14 year old “know-it-all” was somehow a good thing. Over time I just learned to be quiet and smile and nod a lot. That helped me appear comfortable and kept me out of fights but it did not help me feel understood. I also found that my plastic smile would start to melt at some point and I would have to find a way to escape. I recently started doing video of myself to post on Youtube and I was really shocked to see how long and complicated my thought process is when I’m trying to make what I feel is an important point. It might be good practice to record our conversations in a variety if situations and then listen to what it sounds like from a third person perspective. Obviously it might also be helpful, if the persons involved are important enough in our lives, to simply explain who we are and how our mind works so that they might make some adjustment in their expectations that would allow us to just be ourselves every once in a while.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by biostructure Monday, March 26 @ 15:46:41 EDT
(User Info | Send a Message) I was intrigued by the following. I think this is part of the problem why I don’t seem to connect well with many of the women I meet on the spectrum. Girls are most often, compared to boys, more cautious, so we observe, ask, learn and imitate in order to fit in. And whenever we commit a social faux pas we are more likely to react with withdrawal, apologizing, trying to appease the ones we have ?wronged?, whereas the boys react outwards, with aggression, trying to assert his right and role in the group. I strongly feel I am seeking the women who showed an unmistakeable “boy pattern” of dealing with their AS–or other–issues: the outwardly directed, aggressive (whether or not physically) mode. The women I have connected with on here were ALL that type (if there are any more of those, go ahead and message me). The pattern she is describing, I have come to label the “rescue dog” pattern. And it makes me actually feel worse about myself, because they feel like no “match” for my intensity, they tend to come across as rather “blah”, and their fragility makes me feel WORSE about my pent-up frustration and empathic challenges, not better, as I’d expect a “kindred spirit” to do.
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Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by rondeau Friday, March 30 @ 11:28:44 EDT
(User Info | Send a Message) Nice advice, but really doesn?t everybody need that kind of advice. It is not stressed enough when growing up. Though they may not have them for the same reasons, I believe that all the people on the planet have similar difficulties in growing and developing. Years ago I remember somebody commenting on how inferior communication with an autistic person was. I said have you picked up a newspaper lately; have you poured over the stats at all. Quite frankly, your group hasn?t got the corner on communication. Otherwise the planet would be a dramatically different place?or something like that?LOL.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by Nereid Saturday, March 31 @ 01:40:46 EDT
(User Info | Send a Message | Journal) Good article! Presents several good rules of thumb to follow regarding social interaction. I would also like to add its helpful sometimes to read up on human behavior/psychology/body language. What cant be understood intuitively you can still arrive at by academic study. Also, if you can get a NT “wingman”, someone who you trust and who is tolerant and understanding of your asperers, you can request that they give you pointers when you commit major social faux pas. The wingman has been useful since I’ve discovered saying many things I thought were neutral/inoffensive apparenlty rub many people the wrong way. Now that I know this, I can adjust my choice of words or actions to be more diplomatic.
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by 1bandicoot Wednesday, April 04 @ 15:48:21 EDT
(User Info | Send a Message) Hi enjoyed your post ive just joined wrong planet. Kind regards M
Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by jmnixon95 Friday, April 27 @ 21:14:01 EDT
(User Info | Send a Message) You seem kind of pretentious. Do you like films from 20th century France?
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City of Paris
Place de la Bastille ( fourth, eleventh and twelfth, right bank ) is a not only for Paris, but for the whole French have important historical significance of the area, due to its historical value, the square is often used for political demonstrations, including the 2006March mass labor protest. Champs Elysees Street (area eighth, on the right bank of Place de la Concorde and Triumphal Arch ) connected by seventeenth Century, garden walk alterations to the road. It is Paris’s many tourist attractions and one of the main shopping street. Place de la Concorde (area eighth, bank) is located in the Champs Prada Shoes Sale [www.cheappradashoes-sale.com] Elysees Street East, the first built called the” Louis fifteen”, the notorious repute guillotine locations. Egyptian obelisk is Paris” the most ancient monuments”. In the square, the both sides of the road, there are two of the same stone building: the one is the French Navy Department, the west is a luxury Kerrey Yong Da Hotel ( Hô Tel de Klillon ). Near the Vendome Plaza to fashion and luxury hotels have known, the Ritz ( Hô Tel Litz ) and Vendome Hotel ( Hô Tel de Vendô me ) and jewelry stores, many of the famous fashion designers in the square with their salon. Lei Ale ( Les Halles, first, was Paris’s central bank) meat products market, since 1970 time later period, in Europe ‘s biggest subway Liaison Station ( Châ telet-Les Halles ) formed around the main shopping centre. The former Lei Ale malls have been dismantled in 1971, instead of the real Grand Place ( Forum des Halles ). Paris central market is the world’s largest food wholesale market, located in the southern suburbs have migrated to Rungis. Marlay ( Le Malais, third and fourth district) is on the right bank of the trendy area, this is a very open place in culture. Montaigne Street ( District eighth), adjacent to the Champs Elysees street, luxury brands gathered, including Chanel, Dior, Kristen Vuitton and Givenchy ( Givenchy ). Monte Matt (area eighteenth, bank) has a sacred temple, historically has been the artist region, in this region there are many artist studios and cafe. Montparnasse (area fourteenth ) is on the left bank of a historic region, with artist studio, music hall and a cafe life known. There are huge Montparnasse – Bienven u E subway station, and the solitary skyscrapers Montparnasse tower. The Opera House Street (area ninth, on the right bank of The Paris Opera House ) is the area around Paris, department stores and office buildings is the most Timberland 6 Inch Boots [www.timberlandboots-saleuk.com] concentrated locations, including spring department store and Paris Galeries Lafayette, as well as the financial giants Lyon credit bank and American Express Bank headquarters in Paris.
Paris is the political center. Historically, before July 14, 1789, Paris is the French Dynasty kyoto. Since then, he has been the French authority’s seat. Today, the French presidential palace — the Elysee Palace, the national assembly and the Senate are also located here.
Economics
Paris City Hall
Paris is the economic and financial center, in politics, science and technology, culture, education, fashion, arts, entertainment, media and other areas of the world have an important influence on. Paris with New York, London and Tokyo are recognized as one of the four cities in the world. In 2008, Paris and its region of GDP for $813400000000, more than the French GDP1/4. Paris textile, electrical, automotive, aircraft and other industries are very developed, fashion and cosmetics industry is more be known to all the world. Paris has many of the world’s major banks, big company, big exchanges, to Paris as a base, and actively carry out international operations, formed an international business network. Paris is the largest industrial and commercial city in france. Mainly from the outskirts of the northern manufacturing area. The most developed manufacturing Ladd Fang ‘s business district
Head has the automobile, electrical, chemical, pharmaceutical, food and other. The production of luxury goods in time, and are mainly concentrated in the downtown district; products are precious metal appliances, leather products, porcelain, such as clothing. Peripheral city specializes in production of furniture, shoes, precision instruments, optical instruments. Printing and air jordan [www.cheapairjordan-sale.com] publishing industry is concentrated in the Latin Quarter and remy. Paris ( city ) area film production accounted for the total production of three fourths of French cinema. Most of the Paris bank, insurance company ( including the Bank of France and the stock exchange ) are located in the” market” (1183-1969years for local center on the west side of the market ).
Lebanon has two international airport: located in the northeast of Paris Charles De Gaulle International Airport ( Aeroport international Charles de Gaulle ) and the southern Orly Airport ( Aeroport de Palis-Orly ). The Paris subway is Paris city traffic main force, a total of14 lines,2 lines, subway stations throughout the city, one of the most newly built Line No. 14is very modern, is a fully automatic driverless line. Bus routes are more than 50. Connecting the urban areas and other regions of the island traffic from the big area quick iron ( Reseau Express Regional, RER ) is responsible for, consists of 5 lines ( A-E ), which also runs through the city of Paris. Paris city around the around4streetcar line ( Tramway ). Paris is the center of france. From Paris to France around is very convenient, the French National Railway Company ( SNCF ) has built a number of high-speed rail train ( TGV ), from Paris to Lyon in just 2hours,3 hours to marseille. 2007April Paris and Strasbourg between the TGV also formally completed. Public transport in France has many public transportation systems. RATP ( Paris public transportation coalition ) is responsible for the District of Paris provincial public transportation, subway,2city traffic line, the Prada Bags [www.cheappradauk-online.com] provincial railway line, a bus line, a streetcar line and an automatic light rail line VAL, at the same time as t

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Re: The Social Human & The Art of Positive Communication for Autism (Score: 1)
by CaptainTrips222 Saturday, May 05 @ 17:10:36 EDT
(User Info | Send a Message) I just got around to reading this article. Interesting.
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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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Understanding the Autism Spectrum

The terminology that is oftentimes used in order to describe and diagnose disorders that are classified as pervasive developmental disorders is referred to as the Autism Spectrum. Pervasive developmental disorders include Autism, Childhood Disintegrative Disorder, Pervasive Developmental Disorder Not Otherwise Specified, and Rett Syndrome. They are typically characterized by cognitive delays, communication difficulties, repetitive or stereotyped behaviors and interests and social deficits.

Despite the fact that these diagnoses have some features in common, the individuals who are afflicted with these disorders are considered as being “on the Autism Spectrum” because of the differences in severity exhibited from one individual to the next.

As we mentioned above, there are five categories of pervasive developmental disorders and are broken down as follows:

Autism – characterized by abnormal functioning or delays prior to age 3 in one or more of the following areas communication, repetitive, restrictive, and stereotyped patterns of activity, behavior, or interest and poor social interaction.

These deficits are all characterized by specific aspects and elements that are unique to each of those three areas.

Most of the developmental delays are distinguished in each child by the deviance of or lack of delays in early language development. Additionally, those individuals who have been diagnosed with autism typically do not exhibit any cognitive delays.

Childhood Disintegrative Disorder – unlike the aforementioned two areas, Childhood Disintegrative Disorder is usually characterized by the loss of functioning or significant regression after the first two years of development. The child afflicted with this might lose their communication skills, motor functioning, nonverbal behaviors, and certain skills that have been learned already.

Pervasive Developmental Disorder Not Otherwise Specified – a “sub-threshold” form of Autism because of the fact that it is characterized by milder Autism symptoms or those symptoms that exist in a single domain such as social difficulties.

Rett Syndrome – is characterized by numerous deficits that follow a period where functions appear normal after birth while only occurring in females. It is characterized by a loss of acquired language and social engagement skills, loss of expressive or meaningful hand skills, decelerated growth of the children’s head and poor physical coordination

The risk of comorbidity tends to increase as the individual ages and may make things difficult for the younger adults. This makes intervention or treatment extremely challenging. Furthermore, distinguishing between Autism Spectrum disorders and other diagnoses is a challenge in itself because they will sometimes overlap the symptoms that characterize other disorders.

So, characteristics of current Autism Spectrum disorders make it difficult for the more standard types of diagnostic procedures to be done accurately. In spite of this, comorbid disorders tend to fall into the following six categories where they can be easily identified as anxiety disorders, behavior-related disorders, intellectual disabilities, medical conditions, mood disorders and sensory processing disorders.

You want to remember that the more you know regarding the Autism Spectrum, the easier it will be for you to learn how to manage your child’s symptoms.

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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What Is Asperger’s Syndrome And How Does It Affect Adults?

Asperger’s syndrome is a development disorder related to the autistic spectrum, but at a much higher level of functioning. Unlike those with autism, those who have Asperger’s syndrome generally learn the same way average people do, learning to speak at a young age and eventually attending school in the same classes and at the same age of their peers. Like autism however, those with Asperger’s syndrome may have trouble understanding social or communication skills. This often results in being viewed as ‘weird’ by those around them who aren’t familiar with the disorder.

Asperger’s syndrome is typically diagnosed at an early age, but because those who have it are on the higher functioning end of the autism scale, it can go undiagnosed well into adulthood. This has been especially common in the past when the disorder wasn’t as well known and understood as it has become in recent years. Similar to autism, there is no cure and the exact cause of the disorder is unknown, however, it is possible to manage the symptoms, including clumsiness, obsessive routines, and sensitivity to environment changes. This is done with behavioral therapy, resulting in many adults with Asperger’s syndrome appearing mostly ‘normal’ with the exception of lack of social skills.

The lack of social skills doesn’t mean that all adults with Asperger’s appear rude, but rather they have trouble understanding social cues. For example, it’s not uncommon for those with Asperger’s syndrome to share a deep passion for something, whether it be horses or molecules. They may want to talk about this passion constantly, despite the listener growing visibly annoyed. This is because they don’t understand that sighing or looking at a watch means the listener is uninterested.

Due to this extreme passion, many adults with Asperger’s syndrome end up excelling in careers involving their interest. It’s not uncommon for adults with Asperger’s to become CEO’s or other high ranking positions, because unlike other employees, they don’t spend their time socializing with others, but rather learning as much as humanly possible about their passion.

What is the Asperger syndrome diagnostic scale?

The Asperger Syndrome Diagnostic Scale, also known as ASDS, is a tool used to screen for children who might meet criteria for Asperger’s Syndrome. This quickly administered standardized test only takes approximately 15 minutes to complete. It is appropriate for children ages five through 18 years old. Autism experts Brenda Smith Myles, Stacy Jones-Bock, and Richard L. Simpson first published the ASDS in 2000.

The screening tool is standardized and uses percentiles to give an AS Quotient. This score predicts the likelihood that a child or adolescent has Asperger’s Syndrome. The test covers behaviors across several domains, including cognitive, maladaptive, social, sensory, motor, and language. The behaviors addressed are those behaviors typically seen in children with Asperger’s, as well as behaviors that are seen in children without an Autistic Disorder. The test contains 50 questions, all which are answered with a yes or no to indicate whether the behavior occurs.

The Asperger Syndrome Diagnostic Scale has an administrative qualification level of B. This means that individuals who administer the ASDS must have a degree from an accredited four-year college. This degree must be completed in psychology, counseling, or speech and language pathology. The individual must also have completed coursework in test interpretation, psychometrics, educational statistics, or measurement theory or a license indicating appropriate training in the ethics and competency required for using psychological tests.

The respondent for the ASDS can be one of several individuals who are very familiar with the child or adolescent being tested. Parents and siblings are often the primary respondents. The child’s service providers, such as speech and language pathologists, therapists, and teachers can also act as respondents.

The Asperger Syndrome Diagnostic Scale cannot be used in isolation to provide a diagnosis of Asperger’s. The ASDS is a screening tool to indicate the likelihood of the individual having Asperger’s. The AS Quotient can be used to indicate whether a professional should further evaluate the child in order to receive an official formal diagnosis.

One concern with the ASDS is that it has not been shown to reliably differentiate between Asperger Syndrome and the other subtypes of Autism Spectrum Disorder. Since the symptoms of Asperger are also similar to the symptoms of PDD-NOS and Autistic Disorder, a qualified team of autism professionals must do further evaluation. This can help determine what subset of Autism Spectrum Disorder the individual has.

A benefit of the ASDS is that it not only provides an overall AS Quotient, but it also gives scores for each of the individual domains on the test. The individual results in the cognitive, language, social, maladaptive, and sensorimotor subscales can assist the professional in determining specific areas of deficit and difficulty in the child. These scores can be especially helpful in treatment planning and determining areas for further testing.

The results of the ADSD also have other non-clinical purposes. They can also be used to help draft goals for the child’s IEP or school intervention plan. The test can also be given annually as a way to measure growth and progress across the different domains in an individual already diagnosed with Asperger Syndrome.

What types of Asperger’s tests are available for adults?

Like previously stated, Asperger syndrome is a pervasive developmental disorder characterized by significant impairments in social interaction and stereotyped patterns of behavior. What distinguishes Asperger Syndrome from other Autism Spectrum Disorders is the lack of any significant delay in language or cognitive ability. Asperger Syndrome is not as easy to diagnose as other disorders of the Autism Spectrum, so it is quite common for a person with Asperger to receive the diagnosis as an adult, even though the problems began in childhood. There are several tests and assessments that are designed to determine whether an adult has Asperger Syndrome or one of the other Autism Spectrum Disorders.

The ADI (Autism Diagnostic Interview Revised) is an interview-based assessment that is used to ask questions of a parent, or if the parent is not available, some other person who knew the individual as a child. The questions are designed to determine whether the adult had problems with social interactions as a child, and to rule out other forms of autism. The ADI is effective, but it is limited since the parent may no longer be available, and it takes about three hours to administer.

The AQ (Autism Spectrum Quotient) is a much shorter screening device used to identify adults who may have Asperger Syndrome or Autism. This instrument contains 50 questions that relate to the areas of social skill, attention switching, attention to detail, communication and imagination. The subject responds to each question with “definitely agree,” “slightly agree,” “slightly disagree” and “definitely disagree.” The responses to these questions show the degree to which the subject has features typical of people with Autism or Asperger Syndrome.

Another Asperger screening instrument is the EQ (Empathy Quotient), a 15 item questionnaire used to determine the degree to which an individual cannot understand the feelings and thoughts of others. Though this is a really short assessment that focuses on only one area of development, it has a very strong correlation with the presence of Asperger Syndrome.

As a whole, Asperger’s is a relatively misunderstood type of autism, especially on the Internet. Visit Asperger’s in Adults to read more about Asperger’s Syndrome and high functioning autism.

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Motivating Autistic Children With a Variety of Activities

For those parents of autistic children, you are probably aware of how to motivate the child by employing a variety of activities. However, if your child has just been diagnosed with Autism you are most likely not aware of this as you may not have had the time yet to educated yourself about how this affects the individual. Children as well as teenagers and adults with Autism have a great deal of difficulty conversing and interacting with others while also having impaired communication skills.

In order to help autistic children develop behavioral, language, and social skills, you have to find ways of motivating them to pay attention and learn from this. The key to developing certain life skills may be an early intervention, but these have become easier to teach thanks to the help of some newer motivational methods that are now available. The following are some suggestions for how to motivate autistic children by employing a variety of activities to accomplish this.

Use play therapy that encourages self-expression, provides a sense of accomplishment, and teaches skills to motivate children with Autism.

Allow autistic children to choose the activity they want to engage in such as dancing or jumping and then be sure that you participate in these activities with them. Keep participating with them in these different activities until they communicate with you spontaneously and make eye contact.

Activites involving scripting or “social stories” should be encouraged as it oftentimes helps the non-verbal child with Autism to become more verbal while learning more appropriate behavioral skills. This also helps to improve their communication skills and has the tendency to decrease social isolation.

Employ positive reinforcement during their learning periods and therapy sessions in order to keep communication going. Praising correct answers or prompting another answer after an incorrect one is an excellent way to motivate them into responding more frequently.

Introduce new drills and tasks while still using familiar ones in order to make learning more fun and interesting. Granted, routine and structure are essential to providing autistic children with a comfort zone and teaching them numerous skills. However, Autism studies have revealed that when tasks are interesting and varied, autistic children are better behaved, give more correct answers, learn quicker, and stay more focused.

Incorporate activities that involve sensory integration. These will decrease or increase the level of sensory stimulation that autistic children receive. When a child with Autism is overwhelmed with sensory input, occupational therapists help them to participate in certain activities that help them to filter the amount of sensory input they are receiving.

Finally, children with Autism can also be motivated by employing music therapy and singing. In some cases, autistic children who cannot speak a single word can sing when they are exposed to tunes with repetitive and simple lyrics or phrases. This actually helps them to develop language skills that are lacking while at the same time helping them to eliminate those monotone speech patterns that are so common with autistic children.

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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Recognizing the Milder Symptoms of Autism

Most individuals tend to focus on Autism as the most severe disorder of all the Autism Spectrum disorders. It is typically triggered by dysfunctional neurological issues that oftentimes lead to dramatic and highly irreversible damage in behaviors, communication skills, physical development, and social interaction. The average age at which the disorder becomes detectable is three years old.

Despite the seriousness of the disorder, there are milder symptoms of Autism which are referred to as Asperger’s Syndrome. Additionally, children suffering with Asperger’s Syndrome usually have average to above-average IQ’s. The following is information on the six most common yet milder symptoms of Autism:

Emotional concerns – individuals who suffer with milder Autism may oftentimes exhibit mood swings, even at an early stage in their lives. This is displayed when they get easily agitated because someone disrupts their “normal” routine.

Motor skill impairment – poor motor skills are usually a sign of mild Autism as well as the more severe cases. For instance, it may be difficult for them to catch a ball or there may be delays in learning handwriting skills.

Social skill impairment – another one of the skills that is usually impaired when a person exhibits the milder symptoms of Autism involves conversational difficulties, specifically starting and continuing a conversation with another individual. Additionally, the person finds it difficult to maintain eye contact with that person they are conversing with.

Obsessiveness – it is not uncommon for any child to focus on a single hobby or toy. However, when they are suffering with milder symptoms of Autism, they will not want to have anything to do with objects or toys that do not center around that favorite hobby or toy. They may talk incessantly about their obsession with that hobby or toy as well.

Repetition in speech – children with milder symptoms of Autism oftentimes repeat what they have heard from a book or on TV as well as what another person may have said to them. In many cases, this is due to the fact that the child’s memorization skills are above-average compared to normal children.

Sensory issues – some children may also be suffering with sensory issue impairment. Certain things may aggravate or bother them such as bright lights, noises that are louder than normal, and the textures of certain foods.

As was mentioned above, the symptoms of Autism are usually spotted in the earlier years of a child’s life. Although individuals suffering with the disorder do not always appear to be different from other individuals, their abnormalities are usually revealed in the way that they communicate, interact socially, and learn.

Finally, another aspect is that individuals who are suffering with Autism will share some common characteristics of the disorder. However, it is wrong to generalize these symptoms of Autism because of the fact that no two individuals, even those with Autism, are ever alike. Just like normal individuals, people with autism will develop distinctly unique personalities and will have different ways in which they relate to and understand the ways of the world.

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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