Tag Archives: Obsessive Compulsive Disorder

Question?: Treatment For Autism Spectrum Disorder In Children

Lizzie asks…

Can you have PDD-NOS and not be on the autism spectrum?

Our son has a huge line-up of testing that is scheduled to be done, but the neurologist said that he more than likely has PDD-NOS. Our speech therapist said that PDD isn’t autism, it’s just a delay, is that true? I thought they both go hand in hand.

admin answers:

In short no.

PDD-NOS is on the autism spectrum, it is NOT classic autism, but it is still an ASD- Autism Spectrum Disorder.

Long answer-

Your son might end up with a provisional diagnoses of PDD-NOS- meaning they will diagnose him with that, but then later might drop it. Its very difficult especially at a young age to properly diagnose a child if they have classic autism, or Aspbergers, or a general developmental problem. It can take years for them to know for sure what your son has- but it doesn’t change what type of help he is going to need, however for most state/school programs as well as insurance cases, they need some form of diagnoses to pay for speech/occupational therapy whatever they determine he needs. Because the treatment plan decided on will be individual to your son, it doesn’t really matter what “label” he has as long as he is getting the help he needs.

The name PDD-NOS literally means- Pervasive Developmental Disorder- Not Otherwise Specified, meaning they just don’t have enough data to decided how to specify it. While he has the diagnoses of PDD-NOS he is considered to be on the autism spectrum- however in time they may decided it was a general delay and he won’t be considered on the spectrum anymore.

Right now, my son, has just gone through a bunch of tests, and has a couple more lined up in the fall. He has PDD-NOS, but they feel he will end up being either classic autism or Asbergers, or even OCD (obsessive-compulsive disorder) but right now he shows signs of all three, so they aren’t sure which he has. His neurologist describes it this way- when a plant is very small, sometimes you aren’t sure what type of flower is going to grow on it, however once it blooms it is obvious what kind of plant it was- but it doesn’t change that it is a plant. Meaning my son has something, we aren’t sure what, but it doesn’t change the fact he has something. The main concern is how do you help him get better.

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Coping With Road Blocks

Recently a number of families I work with have been stymied by their children getting stuck. These are children with Asperger Syndrome, nonverbal learning disability, obsessive compulsive disorder, or some combination of those. During the course of a normal day, these kids hit road blocks that trigger outbursts. Often the cause is a change in plans that seemed inconsequential to you. You might say, “On our way home, I’m stopping at the grocery. Want to come in?” Child: “Nooooo. You always do this, etc.” Or you might say, “Your brother has a friend over.” Child: “I won’t go in the house.” Or on a pleasant family outing to an ice cream store you say, “They’re all out of confetti sprinkles, but they have the chocolate ones.” Child: “Noooooo.”

Any one of these scenarios can trigger an outburst that could last five to forty minutes or more.

You get the picture, and you have been there. It is very frustrating for a parent to deal with this behavior. It can seem as though your child is incredibly self-centered, immature or badly behaved. When it happens in public, it is embarrassing.

You have a child who is wired to be rigid. Imagine what it must feel like to have your anxiety peak over a minor change in routine. Imagine that you are headed down the track on a bobsled run and suddenly the track has new turns. You skid, you careen, and you might be pretty anxious and angry. I think that is a little of what these children experience. The emotional discomfort triggers the outrageous behavior.

So what is a parent to do?

First, consider the last paragraph about what a child experiences. Try to have some empathy for your child. It’s a tall order, but it is very helpful.

When your child is out of control, concentrate only on what will help him or her settle down. This means that you cannot argue or reason with him at this time. You simply do not have a rationale partner for this. On the other hand, I don’t mean offer him the world so he will quiet down. Just don’t make it worse by arguing and scolding. That means that you might be in a fairly awkward situation, but there is nothing to be done about it then – once your child is out of control the “horse has left the barn,” so to speak.

When your child is calm, you can address the situation again if it is still relevant. But the passage of time may have changed this.

Punishments are not helpful this type of problem. Your child needs to learn to recognize his or her emotional discomfort and learn coping strategies. No amount of punishment or reward can teach this.

Using empathy, begin a conversation with your child about how to manage the outbursts. Consult a psychologist if you need to, to help with this. Once your child is learning some strategies, incentives can be helpful to motivate him or her to use them.

Good luck. This is a long process. Because it has to do with neural networks, it will take some time for your child to learn to cope with it. The important thing to understand is that you do not have a spoiled child – you have a rigid one with poor coping skills.

Parent Coach and Licensed Psychologist, Carolyn Stone, Ed.D. ( http://www.drcarolynstone.com/ ) educates parents of children with learning disabilities, ADHD, Asperger Syndrome and anxiety about their children’s needs using humor and evidence-based practices. Parents learn new strategies through role play and homework. She teaches children to manage their anxiety and attention and to understand their learning styles. You can learn about Dr. Stone’s work from her blog at http://www.drcarolynstone.com/blog/.

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What behavioral therapies can help someone with autism and severe anxiety?

Today’s “Got Questions?” answer comes from clinical psychologist Jeffrey Wood, Ph.D., of the Center for Autism Research and Treatment at the University of California, Los Angeles. The recipient of three Autism Speaks grants, Wood has extensively studied anxiety in elementary school and adolescent children with autism.

Anxiety is common among children and adults with autism spectrum disorder (ASD). Research suggests that at least 30 percent of children withASDalso have an anxiety disorder such as social phobia, separation anxiety, excessive worry/rumination, obsessive compulsive disorder or a phobia such as extreme fear of spiders or loud noise. Indeed, many of the children involved in our ASD research suffer multiple anxiety disorders.

It’s important to remember that anxiety can range from fluctuating, mild and completely understandable to unremitting, severe and irrational. Most people experience some form of anxiety on a regular basis, and this generally involves some degree of physical discomfort as well as negative mood.

Moderate levels of anxiety can actually be a positive, motivating force to increase one’s level of effort and attention when working or socializing.  However, research on how children adapt to different settings (academic, athletic, social, etc.) suggests that high levels of anxiety can interfere with academic and social success.

Several types of cognitive behavioral therapy (CBT) have been developed to address anxiety in children with ASD, with promising results from several clinical research centers. Techniques include challenging negative thoughts with logic, role-play and modeling courageous behavior, and hierarchical (step by step) exposure to feared situations.

We and others have developed programs using modified versions of CBT that was originally developed for typically developing youth. These directly address problematic levels of anxiety in children with ASD. Several of these programs incorporate “special interests” to motivate children to engage in treatment activities during weekly sessions. For example, the therapist may use favorite cartoon characters to model coping skills, or intersperse conversations about a child’s special interests throughout the treatment sessions to promote motivation and engagement.

Depending on the program, these treatment sessions usually last 60 to 90 minutes each and extend over a course of 6 to 16 weeks. Most treatment plans also require parent involvement and weekly homework assignments.

Results from our randomized clinical trial, case studies and related reports indicate that most children with ASD who complete such programs experience significant improvements in anxiety as well as some improvement in social communication skills and other daily living skills. 1-9

We and others continue to conduct research on these and related behavioral interventions for relieving anxiety. At present these intensive and scientifically studied treatment programs are available primarily at a small number of autism treatment centers. We hope that further research and dissemination efforts will make them become more accessible to families throughout North America and elsewhere.

References:
1. Wood JJ, Gadow KD. Exploring the nature and function of anxiety in youth with autism spectrum disorders. Clinical Psychology: Research and Practice. (In press)
2. Wood JJ, Drahota A, Sze K, Har K, Chiu A, Langer DA. Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: a randomized, controlled trial. Journal of Child Psychology and Psychiatry. 2009;50(3):224-34.
3. Sze KM, Wood JJ. Enhancing CBT for the treatment of autism spectrum disorders and concurrent anxiety: a case study. Behavioral and Cognitive Psychotherapy. 2008;36:403-9.
4. Chalfant AM, Rapee R, Carroll L. Treating anxiety disorders in children with high functioning autism spectrum disorders: a controlled trial. Journal of Autism and Developmental Disorders. 2007;37(10):1842-57.
5. Lang R, Regester A, Lauderdale S, Ashbaugh K, Haring S. Treatment of anxiety in autism spectrum disorders using cognitive behaviour therapy: A systematic review. Developmental Neurorehabilitation. 2010;13(1):53-63.
6. Reaven JA, Hepburn SL, Ross RG. Use of the ADOS and ADI-R in children with psychosis: importance of clinical judgment. Clinical Child Psychology and Psychiatry. 2008;13(1):81-94.
7. Scarpa A, Reyes NM. Improving emotion regulation with CBT in young children with high functioning autism spectrum disorders: a pilot study. Behavioural and Cognitive Psychotherapy. 2011;39(4):495-500.
8. White SW, Albano AM, Johnson CR, et al. Development of a cognitive-behavioral intervention program to treat anxiety and social deficits in teens with high-functioning autism. Clinical Child and Family Psychology Review. 2010;13(1):77-90.
9. Sofronoff K, Attwood T, Hinton S. A randomized controlled trial of a CBT intervention for anxiety in children with Asperger syndrome. Journal of Child Psychology and Psychiatiry. 2005;46(11):1152-60.

Read more autism research news and perspective on the science page.

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Anxiety in High-Functioning Children with Autism

Anxiety in High-Functioning Children with Autism 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 » Anxiety in High-Functioning Children with Autism Alinda Gillott

Highbury Hospital, Nottingham, UK Fred Furniss
University of Leicester, UK Ann Walter
Derbyshire Children’s Hospital, UK Abstract High-functioning children with autism were compared with two control groups on measures of anxiety and social worries. Comparison control groups consisted of children with specific language impairment (SLI) and normally developing children. Each group consisted of 15 children between the ages of 8 and 12 years and were matched for age and gender. Children with autism were found to be most anxious on both measures. High anxiety subscale scores for the autism group were separation anxiety and obsessive-compulsive disorder. These findings are discussed within the context of theories of autism and anxiety in the general population of children. Suggestions for future research are made.

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Discover the Signs of Autism

Autism is considered to be a variety of mental retardation, or an occasion as a severe form of obsessive-compulsive illness. The first term of autism appeared around 1912 when psychiatrist Eugene Bleurel used the word to refer to patients who were self-absorbed and out of touch with the rest of the world. The term autism is derived from the Greek word autos, meaning self.

The term shows the communicative isolation that is the foremost feature of the illness. In fact the term referred to schizophrenic individuals who displayed catatonic behaviours and not to autistic patients as it is known today. The autistic syndrome may be described as mental retardation or mental illness. A mild form of autism identified as Asperger’s syndrome, an autism spectrum disorder and it was discovered by Dr. Hans Asperger.

A more general description of autism described by Dr. Leo Kanner was provided. Both doctors recognized the intense isolation experienced by their child patients was the central function of the condition. Mental retardation and obsessive-compulsive disorder is unquestioned today but researchers refined Drs. Kanner and Asperger’s work. Autism is thought as a family of related diseases which today are known as Pervasive Developmental Disorders (PDDs).

Three other conditions round out the pervasive developmental disorder family Rett’s Disorder, Childhood Disintegrative Disorder and Asperger’s Disorder. Another diagnosis, Pervasive Developmental Disorder, Not Otherwise Specified (NOS) is used to indicate PDDs of unknown origin. All these developmental disorders are characterized by communication and social impairments. Different causes for the underlying impairments are different one from another; they differ by profiles and intensities of impairment typical of each condition.

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Autism spectrum disorders are synonymous with pervasive developmental disorders. A person can have a pervasive developmental disorder and not carry the diagnosis of autism in particular. Because of their insidious nature of autism spectrum of disorders are difficult to recognize. Parents are seldom motivated to assume the worst about their children’s atypical behaviour and symptoms until they become impossible to ignore. Most parents do not bring their children in for formal diagnosis until they are between 18 months and three years of age. As time goes by parents and physicians learn what to look for and more children are diagnosed at earlier ages.

Methods and techniques for identifying pervasive developmental disorders early continue to be refined. The preferred method for identifying autism and related pervasive developmental disorders the behavioral observation has been preferred. Children’s lack of eye contact and social reciprocity are recognized as the major causes of autism. A characteristic of autism and related disorders is the presence of the stereotyped repetitive movements. When they are concerned about a PDD like autism it can be difficult for parents to know what specific signs to look for. A list of warning signs and milestones all revolving around the crucial team of communication deficits.

Such circumstances should be concerned about his child if: the child does not: babble or coo by twelve months, use gestures to communicate and the child does not wave, grasp objects or point to objects by twelve months, say single words by the age of sixteen months and does not say two-word phrases on his or her own by 24 months, the child has a loss of any language or social skills at any age. Only a psychiatrist or psychologist observes the child’s behaviour and interviews the parents or guardians he may administer one or more formal tests designed to measure PDD-like behaviour and compare it to normal children behaviour so that the degree of the child’s impairments can be determined.

The doctor will review the test results and observation notes and make a diagnosis based on observable criteria.

It is important for a parent to observe a child’s behaviour and verify its mental health. This method will show if any case of autism appears and it is true also that a specialist should be consult.

More informations about autism symptoms or about autism symptoms checklist can be found by visiting http://www.autism-info-center.com/
More informations about autism symptoms or about autism symptoms checklist can be found by visiting http://www.autism-info-center.com/
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Brief Description of Tourette Syndrome

Tourette syndrome is also called Tourette’s disorder, Gilles de la Tourette syndrome. Tourette’s was once considered a rare and bizarre syndrome. The males are affected about three to four times more often than females. Tourette’s is a rare condition. People with Tourette’s have normal life expectancy and intelligence. The symptoms of TS generally appear before the age of 18, with the median age of onset being 7 years of age. This will occur between the age group of 7 and 10 years.

The exact mechanism affecting the inherited vulnerability has not been established, and the precise etiology of Tourette syndrome is not known. Tourette’s Syndrome expanded to include other conditions such as Attention Deficit Hyperactivity Disorder, Obsessive-Compulsive Disorder, non-OCD anxiety disorders, Executive Dysfunction, depression, Bipolar Disorder, autism spectrum disorders including Asperger’s Disorder, ‘rage attacks,’ sensory integration issues, and sleep disorders. Tourette syndrome can be a chronic condition with symptoms lasting a lifetime.

Symptoms of Tourette syndrome

vision irregularities

shoulder

shrugging

tension build

Diagnosis of Tourette syndrome

The diagnosis of Tourette syndrome is done by the doctors make after verifying that the patient has had both motor and vocal tics for at least 1 year. The existence of other neurological or psychiatric conditions. The magnetic resonance imaging (MRI), computerized tomography (CT), and electroencephalogram (EEG) scans, or certain blood tests may be used to rule out other conditions that might be confused with Tourette syndrome. The neurologist may ask you to keep track of the frequency and kinds of tics your child is having.

Treament for Tourette syndrome

The majority of people with TS require no medication for tic suppression.

Neuroleptics are the most consistently useful medications for tic suppression; a number are available but some are more effective than others (for example, haloperidol and pimozide).

Assure an adequate duration of any drug trial on sufficient dosage. An adequate length of drug trial may be difficult for the clinician who is faced with his patient’s urgent need for effective symptom control. However, it is important since premature discontinuation of a medication trial will only result in failure and a series of such “failures” will make the patient feel that he or she is incurable.

Benzodiazopenes and clonidine have also been shown to work to a degree on TS symptoms but they are generally less effective than other drugs.

Psychotherapy may be used for the treatment of Tourette syndrome.

Creative activities such as writing, painting, or making music help focus the mind on other things – and they help it develop. There’s speculation that composer Mozart and British writer Samuel Johnson both had TS.

Rachel Broune writes articles for depression help. He also writes for alternative medicines and mental health.
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How To Cope with Aspergers Obsessions And Rituals

Aspergers obsessions are very common for those with Aspergers Syndrome. A hallmark of Aspergers is the development of obsessive thinking the performing ritual behaviors. This is done by the child in an effort to reduce stress and anxiety. This behavior can meet the criteria for obsessive-compulsive disorder in adults later in your child’s life. Many Aspergers children have a particular obsessive interest in one subject and little interest in anything else. They may obsessively seek out information about maps, or clocks, or some other topic. Their obsession will usually make the ability to concentrate on other topics very difficult.

They can also be very inflexible in their habits and rigid about routines or rituals. These obsessions and compulsions are believed to be biological in origin. This means it is difficult to address these behaviors with therapy. It is impossible to try to reason with them about the behaviors. It is not something they have control over. Even so, there is some evidence suggesting that cognitive-behavioral therapy may help control some of the behaviors. This therapy can make the child aware of ways to recognize when the behavior is starting so they can stop it right away. Cognitive-behavioral therapy focuses on concrete concepts like behavior and thought changes that can be taught to children, teens and adults with Aspergers. Aspergers obsessions can be controlled to improve function on a day-to-day basis, but not “cured.”

Parents may need to simply be supportive of a child who hangs on to rituals they don’t understand themselves. Without a great deal of therapy, it is very, very difficult to fight the rituals performed by Aspergers children. Punishing the child for performing the Aspergers obsessions will not stop them and will only traumatize the child. Medications are often used to take the edge off of obsessive compulsive disorder behaviors. They are particularly successful when combined with cognitive-behavioral therapy. Every medication has side-effects, however, and improvement may be limited. Try medications recommended by your child’s doctor with complete and full knowledge of the intended effects as well as the side effects that might apply. Work with your doctor to find a medication with the least amount of side effects, or the side effects your child can most easily live with. A compromise of what the costs and benefits of the use of medication are important to consider, when treating Aspergers obsessions. Take all decisions about medications very seriously.

I hope that this has been a helpful article for you in better understanding Aspergers obsessions and rituals.

Dave Angel is a Social Worker and the author of three best-selling ebooks about Aspergers Syndrome. Do you have an Aspergers child? Get your free report ‘Secrets to Parenting your Child with Aspergers’ Guide at www.parentingaspergers.com/blog
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Type Of Autism – What Are The Different Autism Types in Children

Type Of Autism

As a good amount of and more is understood close to autism, it would seem there are a larger number of and more autism types. Though the make every effort autism is a blanket term, there are weird degrees. No two children with such shape will be exactly the same, but there can be similarities. Some children are especially excessive functioning, and properties have especially few problems, and there are others who look almost unreachable.

These different autism types do suffer strange names, and there are greater amount of and !no! things making learned about each of them. Asperger’s Disorder Asperger’s is a relatively new diagnosis, and you might hear this term many times when you hear about autism. People with this type of autism are usually socially awkward and do not mix well with others. They tend to have an obsessive interest in patterns of all types. However, they do have good language skills and have great adaptation skills. They are, however, often impaired somewhat when it comes to motor skills.

This is often misdiagnosed as other things like Attention Deficit Disorder or Obsessive-Compulsive Disorder. It is also thought that those with Asperger’s have a sort of genius. They normally have a talent that they spend much of their time on. Some suggest that Albert Einstein may have had Asperger’s. Kanner’s Syndrome (classic autistic disorder) This was named for Dr. Kanner, who first put a name to this disorder in the 1930s and 40s. This is probably the most well known type of autism, and the one many think of when they hear the term.

These children seem to have extremely limited emotional outreach or connections with others. They thrive on exact routines, and have learning disabilities. They are often fascinated with objects and movements. Kanner’s Syndrome is often the lowest functioning end of the disorder, and these children (and adults) tend to be very drawn into themselves and have extremely limited communication skills. They often get agitated if the do not eat the same foods and watch the same things on television day in and day out. Pervasive Developmental Disorder–Not Otherwise Specified (PDD-NOS). Type Of Autism

The differences between this type of autism and classic autism are very slight indeed. Children diagnosed as having PDD-NOS tend to display the same characteristics with only really doctors and researchers able to distinguish the differences. The type of care and interventions required will be similar. Rett’s Syndrome Rett’s is fairly uncommon, and seems to be diagnosed exclusively in girls. It was named for Dr Rett of Australia. These girls often have severe muscular problems, and are prone to autistic behaviors. They may make and do obsessive things with their hands on a constant basis.

Those with Rett’s will be very low functioning and will probably need life long care, as they are usually mentally retarded. Though this condition has been known since the 60s, a gene thought to be responsible was found in the late 90s. Childhood Disintegrative Disorder This happens to children who appear to be healthy at birth. Somewhere between the ages of two and four they suddenly regress. They may not potty train, and they lose the ability to socialize with other children. All speech development may stop, or even regress.

They may also lose interest in playing and have problems with motor skills that they once had mastered. These are a few of the more common autism types, but there are others out there. Each comes with its own unique set of challenges, and each child is different. These traits will go on into adulthood, and many will require lifelong care, and even though they may show a strong sense of independence, the mundane things we can all do for ourselves seem to be lost in the shuffle of repetition and routine. Don’t let your child suffer anymore! Lead your child out of his world through Type Of Autism program now!

Type Of Autism is a proven Autism Solution for your Child.

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Parenting Children With Aspergers – Parenting Aspergers

Children who have been diagnosed to have Asperger’s syndrome are very different from the other kids their age especially on the way they think and function. Parenting children with aspergers, oftentimes, require special attention and coaching in order to be able to function more successfully in their school and home environments as well. Ways on how to deal with aspergers syndrome focuses more on helping children manage in these settings.

Click Here For Parenting Aspergers Instant Access Now!

There are therapies that are specially designed that may help the child learn to function more effectively and harmoniously with others. These therapies include special education services, behavior therapy, speech therapy, and physical or occupational therapy. In addition to these, training and counseling for parents and other family members may also be helpful.

As of today, there are no specific medications that can be used to treat Aspergers syndrome. However, if a child suffers from anxiety, depression, hyperactivity, or obsessive-compulsive disorder as a result of Asperger’s syndrome, this kid may benefit from medication to help with these symptoms. Once medications are prescribed, make it a point to monitor the child by his or her health care provider at regular intervals all throughout the Aspergers syndrome treatment.

There are drugs such as fluoxetine that may be prescribed in order to treat depression. Take into account that it is very vital for parents to work closely with the child’s health care provider and to completely understand how to monitor the child for side effects of these anti depressant medications. Take note that in some children and teenagers, these medications may increase the tendency of suicidal thoughts and actions.

Parenting children with aspergers also needs to take advantage of their child’s strengths by encouraging them to explore interests at home and at school. It may also be helpful to participate in different activity oriented groups and focused counseling. Being able to find the right program for your child is very important.

Click Here For Parenting Aspergers Instant Access Now!

This author writes about Parenting Aspergers and Helping Children With Aspergers.
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People With Autism – Coping With Autism and OCD

People With Autism

After yet another rating of lining up toys or endlessly performing the same behavior over and through it’s not unusual for parents to question if their child may have not one but two disorders – autism and OCD (Obsessive Compulsive Disorder). OCD is a neurological disorder that causes obsessive thoughts and behaviors and can greatly disrupt a person’s life. There are two main elements to OCD, thoughts or obsessions and compulsions or behaviors.

The obsessions are experienced as thoughts, images or impulses and can be persistent. Whereas compulsions are repetitive behaviors that the sufferer feels compelled to carry out whether they want to or not. The performance of the repetitive behaviors is usually done to reduce distress or to stop a particular event. It is common for people with an autism spectrum disorder to also display repetitive behaviors and have repetitive thoughts, comparable to those who suffer from Obsessive Compulsive Disorder (OCD).

OCD is a condition that generally makes sufferers feel uncomfortable with their symptoms, and wish that they could get rid of them. On the other hand children with autism are usually unconcerned with their various obsessions or behaviors and may even see them as comforting, increasing the frequency during stressful situations as a calming mechanism. There are two possible treatments for autism and OCD-like behaviors: behavioral therapy, and medication. Frequently, these two forms of therapy are prescribed together. People With Autism

The most common kind of medication prescribed for treating OCD behaviors in autistic individuals are SSRIs (selective serotonin reuptake inhibitors). SSRIs are antidepressant medications that have also shown to be helpful in reducing OCD behaviors. However, they can come with some serious side effects including an increased risk of suicide. Parents’ whose children are on SSRIs should monitor behaviors closely and report anything out of the ordinary to a medical professional.

Behavioral therapy can be another way to reduce repetitive behaviors, however there is not one treatment that has been found to be consistently effective for all cases of autism. This is due to the fact that no two cases of autism are exactly the same. Therefore, before a behavioral therapy is selected to deal with autism and OCD symptoms, an IQ test and/or functional cognitive level test will usually be administered.

Applied Behavioral Analysis (ABA) works well for lower functioning children or younger children, and Cognitive Behavioral therapy can show good results for higher functioning, more verbal children with autism. To ensure best results it is often recommended that behavioral treatments and medication be combined. The medication is usually prescribed to help the child become more open to the behavioral therapy. Since behavioral therapy can be challenging – especially as most children don’t see their OCD behaviors as undesirable – medication can make the difference in encouraging children to be open to the suggested changes.

While autism and OCD can occur in the same individual, it is much more common for children with autism to simply display behaviors that are similar to those of OCD, but that are in fact a part of their autism symptoms and not a separate case of obsessive compulsive disorder. Nonetheless, it is believed that autism and OCD based repetitive thoughts and behaviors are quite similar in the early stages of development, but become dissimilar over time as they often serve different functions within the two disorders.

Dealing with autism and OCD at an early age should be prioritized to ensure that regular childhood and life experiences such as early education occurs more smoothly. The fewer obsessive-compulsive symptoms a child with autism has generally, the more positive their educational and life experiences will be. Don’t let your child suffer anymore! Lead your child out of his world through People With Autism program now!

People With Autism is a proven Autism Solution for your Child.

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