Tag Archives: Dyslexia

Question?: Asperger Syndrome Test

Sandy asks…

Who would an adult go to get tested for aspergers syndrome and dyslexia?

Counselor? General psychologist? Someone specializing in aspergers?

I’m 20 and I believe that I could possibly have aspergers and a mild form is dyslexia. Also, do you think aspergers and dyslexia are related at all?


admin answers:

You need a “clinical psychologist” who specialises in Autism Spectrum conditions.

There may be a link between AS and dyslexia, with a significant number (but nowehere near the majority) having both, but that doesn’t mean there’s a causal relationship.

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Question?: Autism Symptoms In 6 Year Old

James asks…

how do i distinguish autism from a learning disability?

how would one know if they are autistic or have a learning disability or perhaps both?

admin answers:

Some of the behaviors that both of my autistic spectrum children have esp. When they were young, my 7 year old still has are: hand flapping and pigeon toe-walking (during the younger years); esp. When they were nervous or worried; repetitive actions esp. My daughter did this. She would not really play with toys just line them up, no imaginative play, not really much doll play, mostly just lined up stuffed animals or whatever.

Most autism are said to have delayed lang. Like my son, he saw a speech therapist at 3 because he was not speaking. But my daughter on the other hand was an early speaker at 6 months, but did a lot of echolalia where she would repeat phrases over and over again (so my husband really had to watch his language!!!) They are also very obsessive about things. I think all kids have this to some extent, but they really take it to another level. They always have an obsession and it is very difficult, almost impossible for them to focus on anything else. Currently, my daughter is obsessed with Pokemon, before that dragons, before that dinosaurs, human body, etc!

They also both have sensory integration disorder which my son has the most severely. He cannot stand being touched, hugged, or kissed. They both cannot stand anything sticky being touched and eat fried or barbecued chicken by encasing it with paper towels (they love the taste but hate the feeling!) My son used to scream being bathed or touching grass (still doesn’t like baths!)

My daughter doesn’t seem to have any noticeable learning disabilities, but my son does have the dyslexia that his father and grandmother do. That has been addressed with a lot of Orton Gillingham reading programs, phonemic awareness (also called phonological awareness) programs, phonics, vocabulary, etc.

You can tell if one is dyslexic pretty quickly by going to http://www.interdys.org/servlet/compose?section_id=5&page_id=41 (If you have an older or younger child, click on the Symptoms for Preschool Child or 5th-8th or High School & College or Adults and look at the symptoms according to age.

My son has always exhibited all the symptoms of each age as a preschooler and as he has grown. The addition of his dad and his grandmother having dyslexia (I believe dyslexia is genetic in origin) and if there is a strong family history of dyslexia that is another good clue.

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Question?: Autism Symptoms In Teenagers

Sharon asks…

Without them telling you can can you tell if a teenager/young adult suffers from the following conditions?

1. Autism
3. Dyslexia
4. Anorexa

You dont have to pick all 4 conditions if you dont want 2. If you just want to pick 1 or 2 then thats fine 🙂

admin answers:

1.sometimes i can tell it really depends on how severe it is. But most of the time i can suspect but i couldnt actally know without meeting them and iinteracting with them and stuff

2 no because symptoms of adhd can all be signs of other things as well. For example some of the signs like inatentiveness and zoning out could actually be explained by a diagnoses of one of the autistic spectrum disorder’s ( autism, asperger’s, ect.) they can also be signs someone just is tired or bored and stuff

3. No how do you know its not some other larning disability or even not an ld at all but alanguage barrier.

4. No you cant tell by just looking

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Question?: Asperger Syndrome Causes

Sandra asks…

How do you tell the difference between ADHD and tourette syndrome?

My son has ADHD, dyslexia, and aspergers syndrome. But some of his teachers at school tell me he keeps randomly looking behind him and making a seagull noise. Is this ADHD or tourette syndrome?

admin answers:

Depends if it’s a tic or poor impulse control. If it occurs only at school, then it’s more likely a behavior issue than a tic. Try asking your son about the seagull noise and what goes through his mind when he does it. If he feels like he’s unable to control the noise and it’s a distraction in the classroom, it might be something to mention to his doctor.

If it is a tic, that doesn’t necessarily mean it’s Tourette’s. People with Tourette’s have multiple motor and vocal tics, so just one tic wouldn’t qualify him for that diagnosis. He could have another tic disorder. Tics and tic-like movements aren’t uncommon in people with Asperger’s, so that could be what’s causing it.

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Do Children With Autism Have Other Disorders – Which Are Related? Find Out

Have you ever thought because your child has autism, he or she could have other disorders or difficulties which are related? How would you know if your child is suffering from some other difficulty or disorder? That is an excellent question. Let us find out, if there are some hints or clues, that may be combined or related to autism.

I have learned and experienced, that it can be common for children who have autism, to display and suffer from conditions such as, dyslexia, schizophrenia, ADHD, attachment disorder, and other related disorders.

The question is, how are you going to get a diagnosis that is accurate for your child, to determine if he or she has other disorders,or other difficulties?

First, know your child. If you have concerns or have an inkling something does not seem healthy, balanced, with the behavior of your child, consider having your child diagnosed with a knowledgeable professional. Choose one who knows and understands the disorder of autism and other related disorders that are common to autism.

Second, educate yourself about the symptoms that vary or behaviors that could be suspicious, as a link to another difficulty or disorder that could be related.

For example: Some symptoms that are the most common are dyslexia, schizophrenia, ADHD and attachment disorder.

These symptoms and behaviors might be present in your child who has autism or could be related or interact with the disorder of autism.


* The individual articulates well, seems to have a difficult time to read, spell and write. These symptoms are apparent when an individual is old enough to learn how to read, spell and write.

* Sometimes the person takes on the appearance of a being dumb, lazy, immature does not comprehend what they are to do, or know how to go ahead and initiate the project.

* Displays a low or poor self-esteem. Feels and acts as though he or she is dumb. Due to this feeling, the individual becomes frustrated while trying to study for tests and gets frustrated about grades.

* Some individuals seem to lose track of time. They space or zone out.

* People with dyslexia seem to learn and pay attention better through visual demonstrations, visual aids, hands-on projects and activities, observations and experimenting.


* Social withdrawal.

* Appear to have a gaze that is expressionless.

* They have an inability to share and express sorrow or joy.

* Many have a difficult time to concentrate and they struggle to remember things, because they are forgetful.

* May have delusions.

* Many have hallucinations.

* Display inappropriate laughter or tears.

* Hostility and suspicion is evident.


* Many individuals will take on activities that are dangerous.

* Displays temper tantrums that are extreme and sometimes out of control.

* Shows signs of always being active, restless, has a difficult time settling down, and become difficult even when going to sleep.

* When you are talking to the individual, he or she appears not to be listening.

* Individual may make many mistakes, because he or she is not paying attention to details.

* Disruptive when others are speaking.

* Unable to play quietly. Wants to speak loudly and is rude to others who wants to be quiet.


* They will manipulate others by being charming to people they do not know.

* Will be affectionate to strangers.

* Has a desire that is strong to be in control.

* Become demanding.

* Destructive to self or their property and other individuals.

* Displays values, morals, that are low.

* Many are cruel to animals

* Constantly chattering and asking questions that are silly.

* Show no interest in having friends.

* Learning delays.

* Makes bad choices.

* Fascinated with weapons, fire, evil, blood and gore.

Take action and ave your child diagnosed by a qualified professional, if you feel there may be some of these symptoms or behaviors present. These symptoms can vary with gender, age and the level of autism your child has.

Bonita Darula operates a web sight==> http://www.autismintoawareness.com/ SIGN up to RECEIVE your FREE WEEKLY NEWSLETTER on current Autistic TOPICS. For example: Possible related disorders, symptoms, behaviors to autism. Order your Autism E-Books to identify symptoms and various treatments listed in your FREE Newsletter for your child and you.

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Autism and Educational Effects

Autism affects many aspects of a person’s life. Education is one of the main areas that has to be modified in order for the child to learn what is necessary to lead a productive life. Autism and education isn’t just about teaching academics, it includes various forms of therapy and approaches.

Learning Disabilities

Often, a child with autism suffers from other problems that affect the ability to understand important subjects such as reading or math. Dyslexia is often present in children with autism. This affects the ability to read, write, speak and even complete math problems.

Dysgraphia affects a child’s ability to write correctly because it interferes with fine motor skills, as well as organizing thoughts well enough to put on paper. While not classified as a learning disorder, Sensory Integration Disorder directly affects a child’s ability to learn information because the brain does not read and interpret information gathered from the senses correctly.

When a child with autism has learning disabilities, it makes teaching an even bigger challenge. Techniques that work for one disorder may not be affective for another. Receiving proper diagnoses is crucial in helping the school staff brainstorm ideas to work with all of the challenges the child faces. Therapy is beneficial to a child on the autism spectrum because it can reduce some of the symptoms, helping him understand his school work.

Therapy in School

Most schools offer some type of therapy to aide in the teaching process. These may include speech and language therapy, Applied Behavior Analysis (ABA), sensory integration therapy and physical or occupational therapy. The types of therapy and the amount of time spent vary from one school district to another based on finances and availability of trained professionals.

Types of Classes Available

Another thing that may vary from district to district is how the school handles children with autism. Some schools keep these children in classrooms designed for those with special needs. There, they receive one on one attention and work on social skills as they interact with only a few children. This helps reduce the stress levels and possibility of too much sensory stimulation.

Other districts work to include the children in typical classes, removing them only for subjects they need extra help in. This often works well for children who are higher functioning, but may take extra time to include a child who is lower on the autism spectrum. Trying different therapies, teaching techniques and classroom situations are crucial when working with autism and education.

Maximum Potential specializes in online learning environments for ABA Therapy

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Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings

Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings Sign In to gain access to subscriptions and/or My Tools. sign in icon Sign In | My Tools | Contact Us | HELP SJO banner Search all journals Advanced Search Go Search History Go Browse Journals Go Skip to main page content

Home OnlineFirst All Issues Subscribe RSS rss Email Alerts Search this journal Advanced Journal Search » Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings Neil Humphrey

School of Education, University of Manchester, Manchester, UK, neil.humphrey{at}manchester.ac.uk Wendy Symes
School of Education, University of Manchester, Manchester, UK Abstract The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors’ theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted.

inclusive education peer interaction © The Author(s), 2011. Add to CiteULikeCiteULike Add to ConnoteaConnotea Add to DeliciousDelicious Add to DiggDigg Add to FacebookFacebook Add to Google+Google+ Add to LinkedInLinkedIn Add to MendeleyMendeley Add to RedditReddit Add to StumbleUponStumbleUpon Add to TechnoratiTechnorati Add to TwitterTwitter What’s this?

« Previous | Next Article » Table of Contents This Article Published online before print March 31, 2011, doi: 10.1177/1362361310387804 Autism July 2011 vol. 15 no. 4 397-419 » Abstract Full Text (PDF) Podcast All Versions of this Article: current version image indicatorVersion of Record – Jul 21, 2011 1362361310387804v1 – Mar 31, 2011 What’s this? References Services Email this article to a colleague Alert me when this article is cited Alert me if a correction is posted Similar articles in this journal Similar articles in PubMed Download to citation manager Request Permissions Request Reprints Load patientINFORMation Citing Articles Load citing article information Citing articles via Scopus Citing articles via Web of Science Citing articles via Google Scholar Google Scholar Articles by Humphrey, N. Articles by Symes, W. Search for related content PubMed PubMed citation Articles by Humphrey, N. Articles by Symes, W. Related Content Load related web page information Share Add to CiteULikeCiteULike Add to ConnoteaConnotea Add to DeliciousDelicious Add to DiggDigg Add to FacebookFacebook Add to Google+Google+ Add to LinkedInLinkedIn Add to MendeleyMendeley Add to RedditReddit Add to StumbleUponStumbleUpon Add to TechnoratiTechnorati Add to TwitterTwitter What’s this?

Current Issue January 2012, 16 (1) Current Issue Alert me to new issues of Autism Submit a ManuscriptSubmit a Manuscript Free Sample CopyFree Sample Copy Email AlertsEmail Alerts Rss FeedsRSS feed More about this journal About the Journal Editorial Board Manuscript Submission Abstracting/Indexing Subscribe Account Manager Recommend to Library Advertising Reprints Permissions society image The National Autistic Society Most Most Read Social StoriesTM to improve social skills in children with autism spectrum disorder: A systematic review Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings Emotional, motivational and interpersonal responsiveness of children with autism in improvisational music therapy Evidence-Based Practices and Autism Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program » View all Most Read articles Most Cited Diagnosis in Autism: A Survey of Over 1200 Patients in the UK The Prevalence of Anxiety and Mood Problems among Children with Autism and Asperger Syndrome Anxiety in High-Functioning Children with Autism The CAST (Childhood Asperger Syndrome Test): Preliminary Development of a UK Screen for Mainstream Primary-School-Age Children Outcome in Adult Life for more Able Individuals with Autism or Asperger Syndrome » View all Most Cited articles HOME ALL ISSUES FEEDBACK SUBSCRIBE RSS rss EMAIL ALERTS HELP Copyright © 2012 by The National Autistic Society, SAGE Publications Print ISSN: 1362-3613 Online ISSN: 1461-7005

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