Tag Archives: Developmental Delays

Question?: What Is Autism In Spanish

David asks…

where does the most European immigrants live in Canada, and why?

which province is the best to live in, if you look for joboffers, recreation, healthcare, school and security?

admin answers:

In terms of job offers, probably Ontario, Alberta or British Columbia. HOwever, if you have professional qualifications, especially medical, there are openings in all provinces and territories. Many provinces also have shortages in information technology and engineering.

For recreation, it depends upon what you like. If you like deep sea fishing, snowmobiling, skiing, whale and iceberg watching, etc. Choose Atlantic Canada. You will also find opportunities for various other pursuits and sports in Atlantic Canada. Really, most things are available in most provinces unless you choose a very rural area.

Canada’s healthcare system is excellent and is government funded. Things not covered include prescription medication, glasses, dental, and private or semi-private rooms in a hospital. Pretty much all other services are covered. Ambulance service carries a token charge – in my province top charge is $75, no matter how long the ride or type of service required. Surprisingly enough often the best healthcare is in the smallest provinces – Newfoundland, Nova Scotia, New Brunswick, and Prince Edward Island. It is much more personal, equipment is often state of the art, and waiting lists are shorter. HOwever, provinces with larger populations may sometimes have more services. I would still opt for health care in Newfoundland over Ontario.

Again the smaller provinces win in many ways in terms of school systems for kids – larger is often not better. Services for children with special needs are best in Newfoundland, particularly for kids with autism, learning disabilities, physical disabilities, and developmental delays. Even the smallest provinces have at least one university. University in Canada costs much less than in the US, but is not free.

Overall Canada is very safe if that is what you mean by security. Again, smaller is better – generally the provinces with smaller populations are also safer.

European immigrants live all across Canada in every province and territiory. Many immigrants from the United Kingdom live in Atlantic Canada and Ontario. Newfoundland has had a traditional connection with Ireland and with Portugal for centuries. Traditionally immigrants from central Europe tended to move to western Canada to farming areas – Manitoba has many people of Ukrainian and Polish descent for example. Ontario has immigrants from all over the world including Europe. My husband has often talked of the many languages he heard in his school yard in Ontario as a boy – Italian, German, Polish, Spanish, Portuguese, Russian, French. Why do European immigrants live wehre they do? For all kinds of reasons I suppose – family connections, employment, climate, etc.

I hope these thoughts are of some help.

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Question?: What Is Autism Spectrum Disorder

Betty asks…

How will Asperger syndrome and PDD be Diagnosed in the future once the definition is Changed?

I heard that instead of 3 being diagnosed with High Functioning Autism (aspergers syndrome), PDD-NOS and Autistic disorder there will only be one type
but, what if the child have mild symptoms of Autism just like Aspergers, how will they be diagnosed? How will Aspergers syndrome and PDD-NOS be diagnosed differently under the dsm-5 if they have symptoms of an autism Spectrum disorder?

admin answers:

Actually there are currently 5 subtypes…also childhood disintegrative disorder and retts

instead of labeling by subtype–they will just use one label for all groups

Autism Spectrum Disorder

Must meet criteria A, B, C, and D:

A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays, and manifest by all 3 of the following:

1. Deficits in social-emotional reciprocity; ranging from abnormal social approach and failure of normal back and forth conversation through reduced sharing of interests, emotions, and affect and response to total lack of initiation of social interaction,

2. Deficits in nonverbal communicative behaviors used for social interaction; ranging from poorly integrated- verbal and nonverbal communication, through abnormalities in eye contact and body-language, or deficits in understanding and use of nonverbal communication, to total lack of facial expression or gestures.

3. Deficits in developing and maintaining relationships, appropriate to developmental level (beyond those with caregivers); ranging from difficulties adjusting behavior to suit different social contexts through difficulties in sharing imaginative play and in making friends to an apparent absence of interest in people

B. Restricted, repetitive patterns of behavior, interests, or activities as manifested by at least two of the following:

1. Stereotyped or repetitive speech, motor movements, or use of objects; (such as simple motor stereotypies, echolalia, repetitive use of objects, or idiosyncratic phrases).

2. Excessive adherence to routines, ritualized patterns of verbal or nonverbal behavior, or excessive resistance to change; (such as motoric rituals, insistence on same route or food, repetitive questioning or extreme distress at small changes).

3. Highly restricted, fixated interests that are abnormal in intensity or focus; (such as strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests).

4. Hyper-or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment; (such as apparent indifference to pain/heat/cold, adverse response to specific sounds or textures, excessive smelling or touching of objects, fascination with lights or spinning objects).

C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities)

D. Symptoms together limit and impair everyday functioning.

Aspergers and PDDNOS CAN fit into this definition….instead of listing different types—there will just be one type…they won’t be diagnosed differently.

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Question?: Autistic Artist

Maria asks…

Are you an art therapist who works with autistic children?

If so, would you be willing to let me interview you via email for information I need to complete a senior project for my school?

If you or someone you know would be willing to do so please let me know!
Thanks!

admin answers:

I spent a few days at an adult day care program for adults with developmental delays.

They offer art classes to the clients who attend their program.

My suggestion is to call around local human service agencies to see if they know of any artist programs that work with children with autism or aspects of autism like aspergers.

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Question?: Pdd Nos Symptoms

Donald asks…

my 6 yr old was just dxd with pdd-nos we had her iep at school yesterday, but i need some advice?

need help understanding pddnos what is my child allowed to have in school? whats types of behavior are similar to other kids, need to talk to someone with a child with same issues

admin answers:

I taught a few students diagnosed with PDD-NOS and for the most part they had what is called SDD – Significant Developmental Delays. This means they may be behind in growth or hitting typical milestones in development. One of my students was very intelligent; however, he did not interact well among his peers socially. With each child, behavior varies. Here’s some more information below…

Hope this helps!

Pervasive Development Disorders (PDD)
Home > About Autism > What are Autism Spectrum Disorders? > Pervasive Development Disorders (PDD)

Defining AutismPervasive Developmental DisorderLearn the SignsRelated Disorders

Pervasive Development Disorders (PDD)
The term “PDD” is widely used by professionals to refer to children with autism and related disorders; however, there is a great deal of disagreement and confusion among professionals concerning the PDD label. Diagnosis of PDD, including autism or any other developmental disability, is based upon the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV), published by the American Psychiatric Association (Washington, DC, 1994), and is the main diagnostic reference of mental health professionals in the U.S.

According to the DSM-IV, the term “PDD” is not a specific diagnosis, but an umbrella term under which the specific diagnoses are defined.

Diagnostic labels are used to indicate commonalities among individuals. The key defining symptom of autism that differentiates it from other syndromes and/or conditions is substantial impairment in social interaction (Frith, 1989). The diagnosis of autism indicates that qualitative impairments in communication, social skills, and range of interests and activities exist. As no medical tests can be performed to indicate the presence of autism or any other PDD, the diagnosis is based upon the presence or absence of specific behaviors. For example, a child may be diagnosed as having PDD-NOS if he or she has some behaviors that are seen in autism, but does not meet the full criteria for having autism. Most importantly, whether a child is diagnosed with a PDD (like autism) or a PDD-NOS, his/her treatment will be similar.

Autism is a spectrum disorder, with symptoms ranging from mild to severe. As a spectrum disorder, the level of developmental delay is unique to each individual. If a diagnosis of PDD-NOS is made, rather than autism, the diagnosticians should clearly specify the behaviors present. Evaluation reports are more useful if they are specific and become more helpful for parents and professionals in later years when reevaluations are conducted.

Ideally, a multidisciplinary team of professionals should evaluate a child suspected of having autism. The team may include, but may not be limited to, a psychologist or psychiatrist, a speech pathologist and other medical professionals, including a developmental pediatrician and/or neurologist. Parents and teachers should also be included, as they have important information to share when determining a child’s diagnosis.

In the end, parents should be more concerned that their child find the appropriate educational treatment based on their needs, rather than spending too much effort to find the perfect diagnostic label. Most often, programs designed specifically for children with autism will produce greater benefits, while the use of the general PDD label can prevent children from obtaining services relative to their needs.

Behaviors:
The central features of Autistic Disorder are the presence of markedly abnormal or impaired development in social interaction and communication, and a markedly restricted repertoire of activity and interest. The manifestations of this disorder vary greatly depending on the developmental level and chronological age of the individual. Autistic Disorder is sometimes referred to as Early Infantile Autism, Childhood Autism, or Kanner’s Autism (page 66).

A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):

Qualitative impairment in social interaction, as manifested by at least two of the following:
Marked impairment in the use of multiple nonverbal behaviors such as eye to-eye gaze, facial expression, body postures, and gestures to regulate social interaction .
Failure to develop peer relationships appropriate to developmental level
A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
Lack of social or emotional reciprocity
Qualitative impairments in communication as manifested by at least one of the following:
Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime)
In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
Stereotyped and repetitive use of language or idiosyncratic language
Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
Encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or rituals
Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
Persistent preoccupation with parts of object
B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

Social interaction
Language as used in social communication
Symbolic or imaginative play
C. The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder.

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Question?: Autism Signs 2 Year Old

Chris asks…

how do you deal with unruly children?

their not mine, but i have them all the time. their mother is a single mother that lets them get away with any and everything. the oldest is 4 the other is 2. the 4 year old doent talk to me, or mind and the 2 year old listens, but when i get on to him he bashes him head on thing. what do i do ?

admin answers:

They aren’t behaving like that because they are from a single parent family, they are behaving like that because they apparently have no discipline. I teach preschool and I see kids from two parent families act like that all the time. The Head Banging is most likely an anger issue, he isn’t liking being told no. I wouldn’t worry too much about it…..he isn’t going to bang his head hard enough to hurt himself…..if it hurts he is going to stop, unless he is suffering from a mental illness….which could cause him to not have the stop reaction when he does something that causes pain. I would just lay down the rules with both of them, stick to them like glue, and have consequences if they aren’t following the rules. They are kids and you can’t expect complete compliance, but you can expect them to follow basic rules and to listen. If the four year old throws a toy….give him a warning…if you throw the toy again I am going to put it away. If he throws it again, put it away…he will likely throw a tantrum…but he will survive. Be consistent. Too many parents are too busy working and trying to do normal everyday things like laundry/cooking/etc to parent the way that they need to.

I would talk to mom and let her know that you will not tolerate the behavior and that you are laying down some rules. If she doesn’t like it she can be free to find another sitter, although by the sounds of it, that may be difficult.

I would also suggest that she may want to have both children evaluated for developmental delays/Learning disabilities. A four year old child who doesn’t talk (does he talk at home?) is a huge autism flag…..the not listening would go right along with that. Head banging can also be a sign of problems. It would be a good idea for them to be evaluated.

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Question?: What Is Autism Caused By

Nancy asks…

Can someone tell me if autism causes problems with reading?

I know a teen girl with autism and she is a great speller but she has problems reading…can someone maybe explain why?

admin answers:

Although spelling and reading are related there can be many reasons a child cannot read. For children with autism patterns often make sense. Words are patterns so it is easier to spell then read. Reading there are patterns but if a person hasn’t been taught to use those patterns to read, then they wouldn’t know what to do.

The other issue is that this teenage girl probably wasn’t taught how to read. Typically children with developmental delays are not taught to really read. They are often taught to read by sight words (Edmark Reading). Being taught to read sight word isn’t typically functional because a child can read in isolation but not in sentence format. Does the student have letter to sound identification. For example, can you say the letter sound and can she identify the letter?

If you want to teach her to read, look for programs that are multi-sensory approach. For example, something that uses text to speech, something that has repetitive exposure and a program that you can customize to her personal interest. One program that offers this is the four blocks of reading.

You may want to talk to the reading specialist in your district. They might be able to point you in a direction.

It is important to note that not all children with Autism has issues with reading. Some have hyperlexia. They can read anything but have no idea what it means.

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Question?: Treatment For Autism Children

Michael asks…

What careers are out there that work with autistic and down syndrome children?

I am a junior in college and my major is Special Education. I want to teach special education, but I was thinking about continuing my education and getting a masters in Psychology. My dream job would be working with autistic or down syndrome children in the hospital atmosphere. Do you know of any other careers other than Special Education? Thanks =)

admin answers:

Still within special education is “gifted” teacher. In my experience many of the “gifted” children have a form of autism called Asperger Syndrome, which is what makes them “gifted” in certain areas and lacking in others such as socialization and people skills.

Another job series involving many autistic and down syndrome children is neurotherapy. Neurotherapy clinics typically have speech pathologist, physical therapist, and occupational therapists. These are usually clinics where patients come in for treatment sessions of 1 hr increments.

As far as a hospital setting, there are “developmental centers” for those with down syndrome or autism. These are live-in, around the clock care centers for those with severe developmental delays. They usually have doctors, psychiatric nurses, aides with special psychology training, activity coordinators, dietary specialists, food service people, etc. Basically all the same professions as a nursing home. However, there are not as many of these as there used to be. It has been my experience that most families now chose to keep developmenally delayed and handicapped children at home and send them to regular or special schools, as well as seek out patient treatments for them in clinical setting.

There are also many summer camps designed especially for those with down syndrome and autism. It would probably be good for you to apply as a camp counselor and work at one of these for the summer to be sure this is the right path for you. Plus it would give you experience for the resume.

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Question?: Pdd

William asks…

What are the chances of my PDD-NOS preschooler eventually joining the mainstream?

Our daughter, 3.5, has been in therapy for developmental delays since the age of 14 months; we got a diagnosis of PDD-NOS about a year ago. She currently attends a special needs preschool. She is verbal, but her speech is stilted: she cannot have a conversation, and all utterances are either requests or narration. She does not ask any questions yet, and her social skills are extremely delayed, as are her fine motor skills. Gross motor is delayed but not as badly. Focus and attention to task is very hard for her; sensory issues cause her to be in near-constant movement.

In addition to the SN school setting, she receives speech therapy, PT, OT, play therapy, and 10 hours of ABA. We have not tried any biomedical interventions aside from fish oil supplements, as per her developmental pediatrician. We expect her to be in special education for the foreseeable future, but it gnaws at me constantly to think that she may not be able to live independently or someday join the mainstream.

admin answers:

My response to your question is a composite of my own thinking and experience, and research in the field of autism/PDD.

Continuing with effective and intensive intervention programs can make a huge difference in the outcome for your daughter.

The current thinking in the autistic community is that autism is a puzzle to which we do not yet have all the pieces. Our children are also like the pieces of a puzzle which need to be connected together to make a fully integrated, unified child.

YOu are already using ABA to help create structure and meaning and build upon your daughter’s strengths and abilities. The highest levels of success with ABA are achieved when a child receives at least 30 hours a week of one-on-one therapy. ABA- type therapies have been statistically shown to improve the prognosis of virtually all autistic children, so if you can increase ABA I would do it, making sure, of course, that the therapist is a very good one. (I did not really believe in the benefits of ABA until my daughter started working with children and youth with autism.)

Additionally speech therapy is of utmost importance – continue with as much as possible. Prognosis is markedly better for individuals who develop some meaningful verbal language before the age of 5 years.

Keep your daughter as engaged in the outside world and stimulated as much as possible during the day in activities that provide an external structure for building meaning, comprehension and organization. Provide ample opportunities for her to use new behviors she learns in real life situations.

As you know PPD-NOS is a life-long disability. There are no cures, and even those individuals who proclaim themselves “recovered” continue to have difficulties with subtle social processes. The most accurate predictor of outcome is the amount of progress over a period of about 1 year from early diagnosis. However, with advances in education, early intervention, and research, today individuals with Autism/PDD have a greatly expanded range of outcomes as adults. Current trends, based on increased knowledge of how to educate children with Autism and the importance of early education, emphasize building skills and abilities in order to prepare young adults with Autism/PDD to work, to live in the community, and in some cases, to pursue higher education. Outcome appears to depend on both degree of overall impairment and intensity of educational interventions.

Systematic and intensive educational programming can make a huge difference. You will have to specifically teach your daughter many of the things other kids may learn vicariously. But most likely she can learn many of these skills. Unfortunately not enough is known about PDD to accurately predict yet how individual children will progress. As your daughter gets older better prediction will be possible.

Before your child reaches school age search out the best schools to address her needs, as not all schools deal with your daughter’s type of issues well. Try to make sure when she starts school that she is placed in the highest functioning environment possible so that her skills will be enhanced. Continue to focus strongly on the language and social issues.

I am not aware of any findings that suggest biomedical interventions make a difference.

If you are in the US become very familiar with the Individuals with Disabilities Education Act (IDEA) to be sure you understand your rights and your daughter’s rights.

Your daughter is very fortunate that she has had such early intervention and a wealth of it.

I have included some links which you may already be aware of. I hope these thoughts are of some help to you. YOu sound like you are an excellent advocate for your daughter. That will make an immense difference to her progress and her life.

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Question?: Autism Symptoms In Teenagers

Thomas asks…

I think my 16 year old daughter is austistic. What are the symptoms?

Of autism in a teenager? before I take her to the doctor to get checked out id like to know how to tell if im just bs,ing or its the real deal .

admin answers:

Symptoms

Children with autism generally have problems in three crucial areas of development — social interaction, language and behavior. But because autism symptoms vary greatly, two children with the same diagnosis may act quite differently and have strikingly different skills. In most cases, though, severe autism is marked by a complete inability to communicate or interact with other people.

Some children show signs of autism in early infancy. Other children may develop normally for the first few months or years of life but then suddenly become withdrawn, become aggressive or lose language skills they’ve already acquired. Though each child with autism is likely to have a unique pattern of behavior, these are some common autism symptoms:

Social skills

Fails to respond to his or her name
Has poor eye contact
Appears not to hear you at times
Resists cuddling and holding
Appears unaware of others’ feelings
Seems to prefer playing alone — retreats into his or her “own world”

Language

Starts talking later than age 2, and has other developmental delays by 30 months
Loses previously acquired ability to say words or sentences
Doesn’t make eye contact when making requests
Speaks with an abnormal tone or rhythm — may use a singsong voice or robot-like speech
Can’t start a conversation or keep one going
May repeat words or phrases verbatim, but doesn’t understand how to use them

Behavior

Performs repetitive movements, such as rocking, spinning or hand-flapping
Develops specific routines or rituals
Becomes disturbed at the slightest change in routines or rituals
Moves constantly
May be fascinated by parts of an object, such as the spinning wheels of a toy car
May be unusually sensitive to light, sound and touch and yet oblivious to pain

Young children with autism also have a hard time sharing experiences with others. When read to, for example, they’re unlikely to point at pictures in the book. This early-developing social skill is crucial to later language and social development.

As they mature, some children with autism become more engaged with others and show less marked disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have difficulty with language or social skills, and the adolescent years can mean a worsening of behavioral problems.

Most children with autism are slow to gain new knowledge or skills, and some have signs of lower than normal intelligence. Other children with autism have normal to high intelligence. These children learn quickly yet have trouble communicating, applying what they know in everyday life and adjusting in social situations. A small number of children with autism are “autistic savants” and have exceptional skills in a specific area, such as art, math or music.

God bless u and all your family

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Question?: Treatment For Autism In Toddlers

Sharon asks…

My child may have autism. Should I quit work?

I have a professional job. We learned today that our toddler may have autism. We already know she has some developmental delays. My question is, should I save as much money as I can and quit my job in August so that I can be with her next year before she goes to Pre-K? I really want to quit my job now.

admin answers:

I am all for mothers staying home whenever they can. But this may be an exception. Your daughter can recover from autism. But it will take biomedical treatments that are not covered by insurance for the most part, so you will probably need the income from your job to cover the costs.

To find a DAN! (Defeat Autism Now) doctor near you:
http://www.autismwebsite.com/practitioners/us_lc.htm

Main page: http://www.autism.com/index.asp

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