Tag Archives: Imagination

Question?: Asperger Syndrome Symptoms

David asks…

is it possible borderline personality could exhibit similar symptoms to aspergers syndrome ?

or is aspergers syndrome a different disorder all together ?

would you be able to easily tell if you had aspergers ?

admin answers:

The symptoms for Asperger syndrome and any other autistic spectrum disorder are similar to borderline personality disorders but a professional clinical psychologist would be easily able to tell the difference. Asperger syndrome is a pervasive development disorder so you are born with it and will have it for the rest of your life. It is classified by the triad of impairments, difficulties with social interaction, imagination and communication. You would need a specialist or a psychologist to diagnose you with having Asperger syndrome.

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Question?: Rett Syndrome Research

Lisa asks…

Does anyone know what exactly autism tendencies might mean?

I’ve just been told that my 6-year old son, who is in kindergarten is showing some autism tendencies. What could this mean for his future? Is it genetic, like a learning disorder? I want to learn as much as I can regarding this.

admin answers:

Hey 🙂 i work with children with severe autism. Autism is a developmental disorder and is the most common developmental disorder in a group called the autism spectrum disorders (ASDs). Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified .

Tho each child is individual most people with autism have impairments in social interaction, social communication, and imagination. This is referred to as the triad of impairments.

I dont belive there is any direct research which shows autism is genetic, i think they are unsure about the cause.

There are lost of usefull websites on autism, and the autism awareness society.

Http://www.autism-society.org/site/PageServer
http://www.nimh.nih.gov/publicat/autism.cfm
http://www.learningdifficulties.org.au/autism.htm

hope you find them helpful, all the best faerie rainbow dust x x x x x

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Question?: Autistic Kids

Linda asks…

Do you think you can tell autistic kids from their stance and speech?

I know there are no specific physical traits (my son is autistic) but I have noticed that many (not all) autistic kids speak in a certain way and even sit/stand in a certain way. I don’t mean stimming, I just mean even without stimming, do they have a noticeably different gait? Maybe it’s just my imagination, I was just wondering what people have noticed and if anyone knows why.

admin answers:

Yes I do think so. Speech is interesting. It’s almost like an ‘autistic accent’- possibly due to the way they process language (in an echolalic way?). They also tend to be quite stiff. Leo Kanner actually mentioned the weird way autistic kids he observed sat. It may be due to sensory dysfuction. I’m not sure why, but I agree with you.

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How Can Your Autistic Child Improve With Handwriting?

Children with autism may find it difficult to focus, concentrate on teaching method’s or learning new skills. One of the difficulties for many individuals with autism, is their handwriting. How can he or she improve their handwriting?

I have experienced by watching autistic children in the classroom, especially in our traditional classrooms, most of the students who have autism, display a difficult time with handwriting, how to relate to it or what to do with it.

The length of keeping your autistic child to stay focused, capture new approaches or new techniques, is sometimes a challenge for children to learn and improve with their handwriting.

In addition, the teacher, other students who have their attention on learning and going forward with the next step, involved in making progress, can be hindered.

Handwriting for autistic children may make a difference by using the correct tools, imagination, techniques and knowing what the individual is capable of doing and not doing. For example:

* Use a wide pencil for a better grip.

* A larger tool for writing, such as, a crayon, lumber pencil, darker lead in the pencil, colorful lead, etc.

* If desired, you may want to use a smaller writing tool, for a better grip for your child.

* Use larger paper to start with.

* Use a slant board for comfort.

Remember, handwriting is an imperative skill and is used for basic communication, worldwide.

Being able to write well encourages a child to, write articles, take notes, write essays, poems, reviews, book reports, summaries, prepare for lectures, etc.

To teach a child handwriting who has autism, a plan should be created for the entire class. This plan should include, being aware of various motor skills for each individual. This is extremely helpful to determine the strengths and weaknesses of each child.

If you, or your teacher know of certain activities that may strengthen the muscles in the fingers and hands, of the child who has autism, try to initiate those activities, so those areas become stronger. This is a great help for gaining confidence to improve handwriting. For example:

* Stringing beads.

* Playing the piano or typing.

* Finger painting.

* Playing with finger puppets.

* Squeezing a hand ball.

* Paint by numbers.

* Activities that involve weaving.

* Stringing yarn to make a picture.

* Connecting dots on paper to make a picture or form.

Improving handwriting skills in your autistic child, may require you to take notice of the grip, your child is using for a tool. Sometimes, children push down too hard, hold the writing tool too tight. This may cause it to break or become too wobbly and out of balance to write with.

Encourage your child to improve his or her handwriting, if he or she is having a difficult time. I have experienced, when teaching an autistic child something new, and it requires skill, be patient. Be creative. There will be positive results for your child and you.

Bonita Darula operates a web sight==> http://www.autismintoawareness.com/ SIGN up to RECEIVE your FREE WEEKLY AUTISTIC NEWSLETTER on current TOPICS which will include updated links for you to review and learn from. Take action and learn how to improve handwriting for your autistic child.

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5 New and Fun Ways to Use Token Boards

A token economy or system can be a great way to help your student focus and allows you to set manageable goals from them to attain. If you are not familiar with token boards in general, take a look at “How to Create a Token Board” for more information on the basics.

Your main goal with any token system should be to make it fun! The best way to do this is by individualizing your system to each student. Their age, likes and dislikes and comprehension level should all play a part in how you choose to proceed. It’s important to note that higher functioning students can benefit from token economies as well; a good imagination and more complex approaches work well here. Let’s take a look at five examples of token systems that you can use to help your student succeed.

1) Photographs as Puzzles
Sometimes, pairing tokens with a reward can be challenging. This approach can be a great way to accomplish this. If, for instance, your student likes dinosaurs, why not incorporate this into your system. By finding a picture of a dinosaur and breaking it up into pieces, you can deliver each piece individually. Laminating these pieces after you cut them up will make them sturdier. You’ve now made the token board into a puzzle for the student that they can interact with each time they earn a token!

2) Point Systems
In the example above, each token delivered represents an equal achievement toward a goal. Teachers and parents can benefit from varying the significance of each token depending on what the student accomplishes. For instance, if a learner read a sentence correctly, teachers can deliver a 5 point token. If a whole page is read independently a 20 point token can be delivered. With this system, you can offer increasingly rewarding items or activities depending on how many points are attained in a given period.

3) Dollars and Cents
Here’s an example we can all relate to! This is a wonderful opportunity to teach to the life skill of earning and spending money. Any “play money” can be used and usually found at local toy stores or you can create your own money system (just don’t get too realistic!). Cashing-in on different items or activities can be left up to the student here and can encourage long-range goals and reinforcers (a $100 trip to an amusement park for instance). A dry-erase board with items/activities to earn can easily be adjusted depending on what the student is working toward.

4) Teaching Opportunities
Since tokens should generally be delivered on a fairly regular basis (to help highlight positive responses) teachers can use this as a way to cover basic concepts being taught to. For instance, if arithmetic is being reviewed, the “tokens to earn” section can be made-up of equations (such as a small card reading 4 x 4=). Below this section, in the “earned tokens” area, the appropriate answer would be the landing zone for this particular token (i.e. 16). Having the student deliver the token himself will teach and reinforce at the same time!

5) Time Based Systems
While the previous examples largely focus on earning items or activities, teachers can also create a time based system. Each token could represent a certain amount of time that the learner earns that ultimately allows access to an item or activity. That way, the better a student does (i.e. more time tokens earned) the greater the amount time they can spend with the item. This concept can also be stretched-out to represent weekly or even monthly goals. For instance, a board with each day of the week could be used to keep track of how many times a student practices piano, for example. Setting a goal of three practice days and helping learners refer to this system can foster independence and reinforce longer-term goals.

Mr. Jeffrey Young is the President and Founder of Innovative Piano, Inc. Mr. Young has published over 17 books dealing with music and autism. To learn more about the author and the program please visit http://www.innovativepiano.com/

Innovative Piano, Inc.
Offering piano lessons for students with autism – Nationwide! http://www.innovativepiano.com/

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Pervasive Development Disorder – Some Things About The Pervasive Development Disorders

Pervasive Development Disorder

The pervasive development disorders are a group of conditions, containing: autism, Asperger’s syndrome, Rett’s syndrome, childhood disintegrative disorder and pervasive development disorder not otherwise specified. Children in on autism have problems in communicating and relating to a larger number of people, properties have problems in the imagination and with the understanding of reality. Pervasive Development Disorder

In the majority of cases, there can seem a little degree of mental retardation. The children with Asperger’s syndrome have average or above average intelligence, they develop normally in the areas of language and cognition, but they have problems with social interaction and communication, a narrow range of interests and often have difficulty concentrating and poor coordination. Pervasive Development Disorder

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The children with Rett’s syndrome have the symptoms mentioned before, but the also suffer the loss of many motor or movement skills. This condition affects usually girls, because it is linked to a defect on the X chromosome. Childhood disintegrative disorder is a rare condition and children affected by it begin their development normally, but between the age of 2-10 many of the developed skills will be lost. Those affected by this illness may lose control of other functions, including bowel and bladder control. Pervasive Development Disorder

Pervasive development disorder not otherwise specified refers to children that are too social to be considered autistic, but they still have some difficulty interacting with others, communicating and playing. Children with pervasive development disorders can develop a lot of symptoms and the severity of them depends from case to case. Pervasive Development Disorder

Some general symptoms include difficulty with social interaction, understanding the reality, with verbal communication, problems using and understanding language, repetitive body movements or patterns of behavior. There can also be mentioned difficulty sleeping, aggressive behavior, and nervousness. The cause of these illnesses is not known yet, but researchers are working on it. Pervasive Development Disorder

However, there were studies that suggested that these illnesses are caused by a problem with the nervous system, and there are studies in progress that are examining the structure and function of the brain in people with autism, to find out clues that will lead to a better understanding of these illnesses. Don’t let your love ones suffer anymore! Lead them out through Pervasive Development Disorder program now!

Feeling lost without solutions? Pervasive Development Disorder is a proven Autism Solution for your Child.

Try The Program and change child’s life forever!
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Working with autistic children and young people

ASD – Autism spectrum disorder is a pervasive developmental disorder that affects more boys than girls. ASD – Autism Spectrum Disorder is the one of the most common childhood disorders.

A vast majority of autistic children display sensory processing issues and are hypersensitive to stimuli like noise, light, touch, feel and smells.

Sensory processing issues are common to autism. Individuals with ASD will also have the triad of autistic impairments:

The triad of autistic impairments are deficits in:

Social interaction skills

Communication skills

And Imagination skills

These deficits can make teaching a child with autism difficult.

Generally autistic children prefer routines and structures and can become anxious and stressed when their routine is changed even in a small way.

Therefore when working with autistic children and young people it is normally a good idea to:

Organize the autistic child’s day into a set routines, this can be done using a visual schedule or timetable; that the child can refer to at regular intervals. Using a visual schedule will reassure the autistic child of structure and routine, taking away any uncertainty, thus reducing stresses.

Try to avoid routine changes wherever possible. However if routines change it is advisable to show these changes on the visual schedule whenever possible. It is also advisable to use supports like social skills stories to help explain any changes, which will reduce stress and help make the less predictable more routine.

A social skills story will show the change to routine and answer the important “wh” questions (who, where, why, when and what) reducing stress and showing possible outcomes allowing the child with autism to rehearse the change making them more comfortable with the change.

For the majority of teachers working with autistic children and young people using visual timetables, flash cards and social skills stories is very effective.

Autism social skills stories are easy to implement and need no formal training to use.

Sometimes when routines change a child with autism can become aggressive, anxious, stressed and confused. Therefore it is recommended an autism social skills story should be implemented prior to the change.

For example a temporary teacher; prior to the change an autism social skills story can be put in place to make the autistic child aware of the change and prepare them for the situation, this can help alleviate some of the anxiety and stress.

The autism social skills story is also an excellent autism resource for sudden changes like a teachers illness, unexpected visitors at home, a doctors appointment etc..

The social skills story will give clear focus on the key points giving the child with autism clear and precise instruction and information alleviating the anxiety they will be feeling.

This autism resource can be downloaded and personalized from sites such as: http://www.autismsocialstories.com

The autism social skills story is also used to teach vital social skills and re-enforce already learnt behaviors such as personal hygiene, shopping trips, hospital appointments, hair cuts and other issues such as bedtime, shared reading, death the list is endless.

Download social skills stories for your autistic child from:

www.autismsocialstories.com

Social skills stories are used to teach social and communication skills to children with autism
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How can a social skills story teach an autistic child to be a good friend?

Unlike their typically developing peers autistic children find social interactions difficult. This is due to social skills deficits which are common to autism.

An autistic child will always have social skills deficits but the degree or severity of their individual social skills deficits will depend largely on the individual autistic child and where on the autism spectrum they are.

The social skills deficits common to autism are difficulties with social interactions, communication deficits and deficits with imagination skills.

It is their deficits with social interaction skills that can make an autistic child appear aloof and disinterested, which can hinder making and maintaining friends.

Having poor communication skills and a lack of imagination can mean the autistic child may misunderstand pretend play, be unable to take turns and share.

So how can a social skills story teach an autistic child to be a good friend?

Social stories were developed originally as an aid to help autistic children communicate. Today they are largely used as a means of teaching social interaction skills as well as imagination skills and to address communication difficulties.

Social skills stories follow a set pattern of sentence type and use visual images to show in detail a skill or situation the autistic child may be struggling to understand. So for example sharing, typically developing children may not like the idea of sharing, but will understand why they need to share and the consequence of not sharing.

But an autistic chills will not necessarily understand why they need to share or indeed care to know why, the consequence will be of little or no importance to them either. Therefore when deciding how to teach a skill like sharing it is a good idea to use supports that are designed to help a child with autism grasp a skill.

So when looking at example at how can a social skills story teach an autistic child to be a good friend, the answer is simple easily….The social story will answer the “wh” questions: who, where, why, when and what, as well as give the child with autism an insight into the thoughts and feelings of others. The social skills story acts as a role model, visually showing the autistic youngster how to deal with the skill or situation appropriately.

To learn more about social stories and how they could help your autistic youngster visit: http://www.autismsocialstories.com

social stories help children with autism to learn social skills
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Asperger’s Autism

It is perfectly normal to make a judgment about a person as soon as you meet them. We judge their hair, face, voice even their stance and quickly decide what we like and dislike about the person, before we even get to know them…

We can read a persons body language and realize if they are happy, sad, pleased to see us or angry…

People with asperger syndrome can find it harder to read the signals that most of us take for granted. This means they find it more difficult to communicate and interact with others which can lead to high levels of anxiety and confusion.

Asperger syndrome is a form of autism.

Autism is a lifelong disability, which affects how a person makes sense of the world.

How they processes information and relate to others.  Autism is often described as a spectrum disorder.

This is because autism spectrum disorder will affect people in different ways and to varying degrees.

Asperger syndrome has been described as the ‘hidden disability’.

….Because the asperger person will look normal to the outside world. The individual with asperger syndrome will have difficulties in three main areas.

They are: Social interaction, Imagination and communication difficulties…

You may have heard them referred to as “the triad of impairments”

Whilst there are some similarities with autism, those people with Asperger syndrome will present less difficulties with speaking and are often of average, or above average, intelligence.

With the right support, encouragement, and social aids people with Asperger syndrome can lead full and independent lives.

One such support you can give an asperger person is in the form of printable asperger social stories

Research has shown that asperger social stories can be regarded as a valuable part of an asperger person’s life…Giving them the social know how that the condition renders them without.

Making social acceptance easier and less stressful…Asperger social stories are used as a tool for teaching and re-enforcing appropriate behaviors and social skills.

To access and immediately download suitable asperger social skills stories visit one of our many sites PLUS grab your free report “Managing your autistic child’s behavior” from: www.autismsocialstories.com 

Download 100’s of asperger / autism social stories to help manage your autistic child persons behavior
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Autistic Social Stories – Motivating an Autistic Child

Autistic Social Stories

It can be very difficult to motivate an autistic child, often times because of their lack of imagination and communication skills.. A person’s motivation is mainly converted by such a experiences, their desires and imagination…As favorably as past experiences, learning, and history. Autistic Social Stories

Therefore motivation and interest come from past experiences and the desire to learn and have new experiences. Challenges which trigger memories of past anxieties or failures will mostly stimulate avoidance reactions and self-preservation responses. Motivating an autistic child can be helped by understanding the child’s interests or preoccupations, fascinations however bizarre you may find them!…Use these interests as the bases of expanding the child’s sometimes limited area of interest. Autistic Social Stories

Try and avoid any tasks that trigger anxiety in the autistic child…these will only lead to avoidance. Give re-assurance and keep the tasks small to begin with…Give reinforcement regularly…Make the task milestones very small to begin with, then give positive reinforcement…Gradually increase the milestone to be reached before positive reinforcement is given. Autistic Social Stories

Keep a record of all anxiety triggers and how they were dealt with…what positive reinforcement was used? Make certain everybody included in the child’s care is following the same strategy. Create or obtain good social skills stories to help explain to the autistic child what they are doing for example a school trip or play, Christmas, making cards…Autistic Social Stories

The social story should be pictorially rich, most autistic children are visual learners. Autism social stories are an excellent tool for helping an autistic child make sense of the world around them…giving them clear social cues as to how to act, what is expected of them, why we do certain things and what others are expecting of them.. Autistic Social Stories

They will explain why things happen and what they need to do..For example a new school, house, car, holiday etc. Don’t let your love ones suffer anymore! Lead them out through Autistic Social Stories program now!

Feeling lost without solutions? Autistic Social Stories is a proven Autism Solution for your Child.

Try The Program and change child’s life forever!
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