Tag Archives: Speech Development

Question?: Pdd Autism

Robert asks…

what to expect from autism screening for my 4 year old daughter?

She had delayed speech development, tantrums, tunes you out sometimes also reacts to noise. She does like affection, she will hug you most of the time, The doctor thought she might have aspergers syndrome or high functioning autism. what can i expect from the testing process?

admin answers:

They will ask you alot of questions first. You will fill out a lot of paperwork, behaviors raters etc. Then they will observe her. Mostly autism is clinical opinion but there are some raters like CARS
http://www.brighthub.com/education/special/articles/22895.aspx

this is a pretty sensitive indicator below
http://www.childbrain.com/pddassess.html

http://www.childbrain.com/pdd.shtml

Powered by Yahoo! Answers

Question?: Autism Symptoms In 3 Year Old

Betty asks…

How do i know if my 2 year old has autism?

I am curious because since he turned 2 his speech development has slowed down tremendously, he pretty much knows mommy, dada, ball, and bye, and will continually repeat them. I have been doing some of my own research but it is hard for me to really know because of the fact that i am his mother. He has a younger brother who turned 1 in August and at first his doctor said that it was because of his brother that he wasnt talking, but the 1 year old says more than my 2 year old, i just dont understand. If anybody can help me it would be greatly appreciated!

admin answers:

School districts do not assess children under the age of 3 years old so that is not an option yet. I also would not rely to heavily on a peditrician as very few are aware of the early signs and symptoms of autism and will say things like it will come with time or he is just a boy so he is a late talker etc. Besides language what are your other concerns. Does he use the limited language he has functionally? When he syas ball is it becaue he sees a ball or wants a ball? A child can have a simple language delay that is easy to fix and is usually totally fixable. Signs of autism include not playing with toys appropriately, not using gestures, facial expressions to communicate, not showing shared enjoyement or joint attention. When your child is playing with his favorite toy does he look at you to see if you are watching? If something funny, silly or scary happens does he look at your face to see your reaction? IF you play peek a boo or some similar game does he try to get you to do it again or do more of something fun. Also you can look for stereotypic behavior, hand flapping rocking, spinning objects over and over again, watching just the wheels on the car or truck instead of the whole toy?
These kind of social pragmatic indicators are more important for discerning autism compared to perhaps a simple speech delay. IT is not too early to investigate speech services. A speech person who specializes in working with young children does speech all with toys on the floor and play based so the kids don’t know they are in therapy and they give you wonderful ideas about how to bring out language in your child in daily activities and routines in order to further develop speech. Seek out other professionals. A developmental pediatrician or psychologist might be able to do a formal assessment. NOw adays many area have autism clinics at the children’s hospital or through MR/DD service providers taht serve children with disabilties birth through death. Where I live it is called the regional center but there are similar providers with different names depending where you live. Good luck.

Powered by Yahoo! Answers

Neuronal Circuits In Autism Can Be Reversed

Editor’s Choice
Main Category: Autism
Article Date: 17 Sep 2012 – 0:00 PDT Current ratings for:
Neuronal Circuits In Autism Can Be Reversed
4 stars3 and a half stars
People with autism suffer from a pervasive developmental disorder of the brain that becomes evident in early childhood.

A specific dysfunction in neuronal circuits has been identified, by Professors Peter Scheiffele and Kaspar Vogt at the Biozentrum of the University of Basel, that results from autism.

The researchers also discovered a way to reverse these neuronal changes. They believe that their findings, published in the journal Science, will have a great effect in drug development for treating autism.

Current estimates have revealed that about 1% of all kids develop an autistic spectrum disorder.

Autism is a hereditary developmental disorder of the brain, where people may experience fixed behavioral traits, disabled social functioning,and restricted speech development.

There are several mutations in over 300 genes identified as a central risk factor for the development of autism. One example is the gene neuroligin-3, which has a role in the formation of synapses- a structure that permits a neuron to pass an electrical or chemical signal to another cell.

Animal studies can be conducted to identify the effects of neuroligin-3 loss. For example, behavioral patterns that reflect important characteristics observed in autism were recognized in mice who did not have the gene for neuroligin-3.

Roche and a team of researchers from the Biozentrum at the University of Basel have detected a fault in the way signals are transmitted through the synapses that change the plasticity and function of the neuronal circuits.

These negative outcomes are associated with an increased output of a particular neuronal glutamate receptor- in charge of regulating the signal transmission between neurons. The brain’s function and development is disrupted over time by an excess of these receptors, which inhibits the adaptation of the synaptic signal transmission during the learning process.

Most importantly, the scientists have discovered that the impaired development of the neuronal circuit in the brain can be reversed.

When the production of neuroligin-3 in the mice was reactivated, the nerve cells reduced the production of the glutamate receptors to a normal level and the structural defects in the brain typical for autism were gone. Consequently, these glutamate receptors could be targeted in the development of drugs that could stop autism from developing or even reverse it.

At present, there is no cure for autism, but the symptoms can be reduced by engaging in behavioral therapy and other treatment.

Fortunately, a new way of treating the disorder has been uncovered through these findings.

In a particular European Union supported project, EU-AIMS, and the research groups from the Biozentrum are working with Roche to figure out how to use glutamate receptor antagonists for the treatment of autism. Researchers hope that in the near future, both adults and children with autism can be successfully treated.

Written by Sarah Glynn
Copyright: Medical News Today
Not to be reproduced without permission of Medical News Today

Visit our autism section for the latest news on this subject. Please use one of the following formats to cite this article in your essay, paper or report:

MLA

n.p. “Neuronal Circuits In Autism Can Be Reversed.” Medical News Today. MediLexicon, Intl., 17 Sep. 2012. Web.
17 Sep. 2012. APA

Please note: If no author information is provided, the source is cited instead.


posted by Doc Rick on 15 Sep 2012 at 11:12 pm

This article states that “Autism is a hereditary developmental disorder of the brain”. The fact that 1 in 88 kids are now being born with autism (CDC 2012) indicates something deeper than heredity is going on. Autism has spiked in the past 20 years–and men are 4 times as likely to cause autism (Nature 2012). The evidence points to accidental, self-imposed reproductive cell damage by men via RF Energy causing up to 60% of autism. We have the easiest-to-solve public health crisis of our time…and we’re not solving it.

| post followup | alert a moderator |



‘Neuronal Circuits In Autism Can Be Reversed’

Please note that we publish your name, but we do not publish your email address. It is only used to let you know when your message is published. We do not use it for any other purpose. Please see our privacy policy for more information.

If you write about specific medications or operations, please do not name health care professionals by name.

All opinions are moderated before being included (to stop spam)

Contact Our News Editors

For any corrections of factual information, or to contact the editors please use our feedback form.

Please send any medical news or health news press releases to:

Note: Any medical information published on this website is not intended as a substitute for informed medical advice and you should not take any action before consulting with a health care professional. For more information, please read our terms and conditions.


View the original article here

rewriting the script

~

Beginning with the degradation of structure at the end of the school year and then again at the end of ESY, Brooke has been scripting and stimming INTENSIVELY. This is a yearly phenomenon – the transition time and lack of predictability / structure take their toll. As her anxiety goes up, so does her need to create sameness in her world. She is therefore scripting extensively – a lot of Elmo’s World, Godspell (a favorite movie) and random stuff from favorite YouTube videos (the ‘No No Baby’ is a current favorite perseveration), books and made up scripts. You’ll likely begin to recognize her scripts as such fairly quickly. For example, if you ask her if she’s OK, she’ll answer, “Just a little sinus trouble; ignore it.” Once in a blue moon it’s contextually appropriate. Either way, it’s a quote from Bert on Sesame Street. Another to note is “You must think I’m stupid” from Charlie Brown. We’ve been trying to extinguish that one for obvious reasons, but it has proven to be a challenge.

~ From our letter to Team Brooke, September, 2011

*

Scripts. Ah, what to say about the scripts?

We live in scripts. My girl’s speech development was entirely echolalic. In the beginning, that meant that if you asked her if she’d like milk or water, she’d say, “Or water.” The problem being that very often what she really wanted was the milk, but the only thing for which she was capable of asking was the last thing presented. And we had no idea.

Then the scripts became bigger. Books, television shows, dialogues she’d heard once, strings of words she’d made up. Our lives were littered with them.

And then, somehow, with the sheer force of will, she made them functional. She managed to lift and hoist chunks of conjoined words from memory and drop them into conversation. It was – and is – incredible to watch.

Can you imagine having nothing but isolated phrases to choose from in order to interact with the world? Just for today, if someone handed you a piece of paper with bits and pieces of scattered dialogue from Dora the Explorer, Blue’s Clues and JoJo the Clown, do you think you could use them – and nothing else – to tell the people around you what you wanted / needed / felt at any given point in the day? She did. To the best of her staggering ability, she did.

Eventually, she moved mountains and novel speech came. But the scripts never left.

In the summertime, they are their most prevalent. Call it regression, call it a search for predictability at a time when her world is nothing but predictable, call it comfort. Call it whatever you want, but the scripts are on in full force this time of year.

When I walk in the door from work, I am greeted in the middle of a script. Blue’s Clues and Godspell are the current favorites. Sometimes I redirect her. Sometimes I say that I’ll join in after a greeting. Most of the time, I play along in some fashion.

For the most part, Katie can’t stand them. She calls them the Scripties. Most of the time, she does whatever she can to avoid participating. Sometimes she uses them as currency. “Brooke, I’ll do any script you want but first you have to …” It works. Sometimes.

Determined to find a way to let her use her love of scripts, I searched high and low for a theater group that Brooke could participate in – and happily, I found one two years ago. Ever since, Brooke has attended a special needs drama class in town.

They meet once a week during the school year and put on not one, but two performances. The kids need a lot of help. There’s a ton of prompting from their teacher, Drama Dave to say their lines on cue. Except for one little girl. She’s got the idea down pat.

Last night, after dinner, the girls and I began to play together. (<;;—-I'm going to let that sentence stand alone, if you don't mind. I'm hitting enter now, so we can start a new paragraph and continue the story, but that sentence needs to stand alone.)

Brooke asked if we would play the Worst Pancakes In the World game. Katie and I shrugged, neither of us knowing what that meant, but both game to find out. It turned out that it was a script that she wanted us to follow, from what I don’t know. There were three roles – the CHEF, the FRIEND and the DOCTOR. And it went something like this ..

FRIEND to CHEF, who is stirring something in a bowl: Hey, whatcha doin?

CHEF, while stirring: Making pancakes. Want one?

FRIEND: Sure. *Eats pancake, grabs throat* Ewwwwww! That’s the worst pancake I’ve ever tasted! *Falls down and dies*

CHEF: Doctor, come quick!

DOCTOR: He’s dead. We will bury him.

End Scene.

Last night, if you’d walked into my kitchen, you’d have found the three of us laughing so hard we could barely breathe. We traded parts. First Brooke was the CHEF while Katie was the FRIEND and I was the DOCTOR. Then Katie was the DOCTOR and I was the FRIEND. Then she was the CHEF and Brooke was the FRIEND and well, you get the idea.

I will never forget Katie shouting, “But um, I’m not dead. And I’m not a boy! You’re a stinky doctor!” (And yes, Monty Python came immediately to mind). Or me, playing the FRIEND, lying on the ground as the CHEF and the DOCTOR attempted to ‘remove the body’ – each pulling a foot and getting nowhere.

We laughed. We played. We laughed some more. We riffed off of our parts, using our deepest voices when we were boys and our highest princess voices when we were girls. Eventually, we fell down into a heap of giggles. At some point, Katie hit Brooke in the eye. By accident. And even that just felt deliciously typical. It’s not a sibling interaction until somebody gets hit in the eye, right?

It was John Robison who first said it to me in a way that I really understood. What are seen as challenges for kids like yours, he said, might just be gifts in the right settings.

It took a long time for that to make any bit of real sense to me. I mean, I got it – I get it – but it has taken years for it to really, truly have meaning.

Last night, I’m pretty sure I got it.

solodialogue

View the original article here

Asperger Syndrome

Asperger syndrome was named after Dr. Hans Asperger, who is credited for discovering the disorder. Dr. Asperger referred to the autistic children he studied as “little professors” because,instead of having significantly delayed skills, they displayed highly developed intellectual functioning.

In children with this pervasive developmental disorder, language, curiosity, and cognitive development proceed normally while there is substantial delay in social interaction and“development of restricted, repetitive patterns of behavior, interests, and activities.”

Persons suffering from Asperger generally function better in verbal, linguistic performance than in visual, three-dimensional and motor skills. This is in contrast to people with the classic form of autism.

Patients suffering from Asperger have normal speech development. This does not imply that communication is normal. It is characteristic that speech is often interpreted concretely. They will enter into lengthy discussions, introducing the most illogical arguments and succeed in talking the hind leg off a donkey. This often applies to people with a normal to supernormal intelligence who are motor disabled and have limitations under an ‘autism disorder.’

Those with Asperger often suffer a greater degree of difficulty being accepted in normal social situations because they are intellectually normal, but have unusual behaviors. Therefore, they’re sometimes labeled as “odd” or “eccentric” rather than as individuals with a real medical disorder.

A short review of some distinguishing Asperger syndrome characteristics:

•Lack of imagination
While they often excel at learning facts and figures, people with Asperger syndrome find it hard to think in abstract ways. This can cause problems for children in school where they may have difficulty with particular subjects such as literature or religious studies.

•Special interests
People with Asperger syndrome often develop an almost obsessive interest in a hobby or collecting. Usually their interest involves arranging or memorizing facts about a particular subject, such as train timetables, Derby winners or the dimensions of cathedrals.

•Love of routines
People with Asperger syndrome often find change upsetting. Young children may impose their routines upon their families, such as insisting on always walking the same route to school. At school, sudden changes, such as a correction to the timetable, may upset them.People with Asperger syndrome often prefer to order their day according to a set pattern.
If they work set hours, any unexpected delay, such as a traffic hold-up or a late train, can make them anxious or distressed.

People with Asperger syndrome exhibit autistic characteristics like obsessive behaviors or lack of social and communication skills. Like all ASDs, the level and severity of these signs will vary from person to person.

Asperger syndrome has been diagnosed more often during the last few years and has obtained its own place in the DSM-IV. The idea that the Asperger syndrome is only found in persons with a normal to supernormal intelligence is under discussion.

Uta Frith, an authority in the field of Asperger, is concerned about the fact that Asperger may be prone to over-diagnosis. Not everybody showing clumsiness in making contact with others or behaving strangely is suffering from Asperger.

Another danger is caused by the phenomenon that many people seem to indicate famous scientists or artists may have suffered Asperger. Names like Newton and Einstein are offered as proof that Asperger is a mild form of autism bordering on genius.
Asperger, however, is not a mild form of autism. Although many people suffering Asperger are able to cope well with the help of friends, family or a partner, others are prone to develop other disorders like an anxiety disorder or depression.

Enter your name and email to receive the first chapters of my book “Asperger’s Syndrome in Layman’s Terms” free

Tagged as: Asperger syndrome

View the original article here

Autism Checklists – The Tell-Tale Signs Of Autism

Autism Checklists

Medical personnel often use evaluation weapons to determine the sorts of symptoms in a patient and these symptoms’ relationship with people the present are rife amid autistic individuals. Often, a good starting point is a checklist that can rule out the presence of symptoms of other conditions. One the checklist is provided short of to let parents determine if their kids prove the classical symptoms of autism. This autism behavior checklist is based on the triad of symptoms that is characteristic with patients – impaired social development, problems with communication, and repetitive behaviors. Autism Checklists

Social Development
The first sign that a parent should look for if he suspects that his kid has autism is how the child responds to a social stimuli (examples: smile, touch, and hug). Failure to give proper responses could be a sign of a delay in social development or a brain development disorder like autism. Other signs include:

– Does not demonstrate eye contact;
– Does not begin or maintain conversation;
– Tendency to make very few friends;
– Inability to recognize faces or emotions; and,
– May display aggressive behaviors. Autism Checklists

Communication
The first three years of a child’s life are marked with accelerated developments in the brain which are critical to the development of speech. During this period, the brain is very absorbent to languages and the nuances of communication. Thus, a normal child will reach milestones in speech development during this time at a very fast rate. But, for children with autism, these developments are somewhat impossible to attain. While they may start babbling at the age of six months, most of them may be stuck at that until a few months later. The following communication impairments should raise a flag: Autism Checklists

– Failure to babble or to produce repetitive syllables at the age of six months
– Development of unusual gestures
– Parroting of other people’s vocalization or echolalia (Although echolalia is a typical milestone of speech development, normal children tend to outgrow it. Autistic children don’t unless their speech follows a normal development.);
– Use of reverse pronouns or misapplication of pronouns (Reverse pronouns is a condition whereby an autistic child refers to himself using his proper name or pronouns like “you”, “she”, or “he”. This condition is closely related to echolalic speech). Don’t let your love ones suffer anymore! Lead them out through Autism Checklists program now!

Feeling lost without solutions? Autism Checklists is a proven Autism Solution for your Child. Try The Program and change child’s life forever!
Article Source

Children’s Health – Brain Development Disorder – Definition and Types

I. Definition

A neurodevelopmental disorder is defined as an impairment of the growth and development of the central nervous system. It effects the child’s brain function in controlling emotion, learning ability and memory as well as social interaction. Today, one in six children is diagnosed with some forms of development and behaviour disorder. It is advised for parent to have their child diagnosed early, if they found that their child is withdrawing from social world, failing to learn the basic communication skill or struggle with emotional regulation, etc.. otherwise, a child may be at risk of becoming serious lifelong disability.

II. Most common types of brain development disorder

1. Autism disorder

Autism is one most common form of brain development disorder and one in 166 child is diagnosed with some forms of autism. It is defined as medical condition in which a child has some of the following impairments

a) Speech
b) Social and communication skills
c) Limited interest
d) Repetitive behaviour

2. Asperger syndrome

Children with Asperger syndrome has no problem with speech development, but have very poor social and communication skills. they may talk a lot, but fail to focus and keep up with the subject. they also have a very narrow interest as they may talk about only one single subject for months or years. Some children with Asperger syndrome may also engage in repetitive behaviour such as flagging hand.

3. Pervasive Development disorder

Children who have developed some or mild forms of autism are considered to have pervasive development disorder. Although some symptoms or important signs of autism are missing, they are likely to diagnoses with autism or Asperger syndrome later in their life.

4. Rett Syndrome

Rett syndrome effects mostly girl, is defined as a condition of which children lose social and communication skills as well as purposely use of their hand. It may also accompany with symptoms of hand repetitive and seizures.

5. Childhood integrative disorder

Children with childhood integrative disorder may gradually lose their language, social communication and self help skills between the period of 2 -4 years old.

6. Sensory integration dysfunction

Sensory integration dysfunction is a condition of which a child fails to react to the information collected from the scene, caused by abnormal brain function in processing information. Typically, most children with sensory integration syndrome may be under sensitive in reaction to pain or noise or over sensitive in reaction to certain environments such as noise, bright light or often both.

7. Auditory processing disorder

Auditory processing disorder is defined as damaging of the neurological structures and pathways of sound perception, therefore children with this disorder are able to hear sounds but have trouble to interpret what they hear.

8. Expressive language disorder

This is defined as a condition of which the children have a limited vocabulary and difficulty in recalling words or expressing themselves by using complex sentences.

9. Speech apraxia

It is caused by the broken down of the inter-reaction between the brain in controlling the speech muscles during speech. Children with speech appraxia know what they want to say, but can not speak through their voice and their words are difficult to understand.

10. Attention deficit hyperactivity

ADHD is defined as psychological condition of which a child has a poor attention skill, impulsive behavior and hyper-activity. The symptoms may appear to be innocent but annoying nuisances to other children. It effects between 3-5% of children globally and most of them are diagnosed later in their childhood life.

11. Attention deficit disorder

Unlike ADHD, children with attention deficit disorder are diagnosed only with symptoms of poor attention skill and impulsive behaviour. Although, the symptoms may appear only annoying to other children, it can inflict the learning ability of the children in the class.

12. Mental retardation

Metal retardation is considered as a generalized disorder. Children with mental retardation normally fail to adapt or adjust to another type of behaviour or situation. They also have a below average IQ ( 70 or lower) and difficulty in performing routine activity.

13. Hearing impairment

Hearing impairment is characterized as a child have a reduce of the ability to detect or understand sounds. Since the children can not hear well, it may interfere with normal progress of social and communication skills causing disruptive behaviour.

14. Seizure disorder (Epilepsy)

Since the normal function of neurons is to generate electrochemical impulses to act on other neurons, glands, and muscles to produce human thoughts, the damage or abnormal function of neurons in case of seizure disorder interferes with sensations, emotions, and behavior, resulting in delay or loss of social and communication skills.

15. Nonverbal learning disorder

The problems of the nonverbal learning disorder are not speech and memory, they may seem normal when they talk and understand what they hear, but in abstracted thinking such as non-verbal problem-solving, daily change of routine and social skills.

16. Traumatic brain injury

Traumatic brain injury normally caused by physical impacts such as car accident or lack of oxygen circulated in their body for a certain amount of time that damage certain areas of the brain in controlling speech, thinking, behaviour and social skills.

17. Fragile X syndrome

Fragile X syndrome is defined as a genetic defect. Children with this syndrome have difficult to control the physical, intellectual, emotional and behavioural aspects in their daily activity as resulting of inherited cause of mental retardation.

18. Tuberous sclerosis

This another type of genetic disease, which causes tumor to be growth in the brain and other organ, leading to seizure, delay development, behaviour problem and sometimes mental retardation.

19. William syndrome

William syndrome is a genetic defect, caused by a deletion of about 26 genes from the long arm of chromosome. Children with William syndrome appear to have unusual language skill and eager for social interaction, but can also be mental retardation and heart problems.

20. Angelman syndrome

This is a condition caused by deletion or inactivation of genes on the maternally inherited chromosome 15. Children with this type of syndrome have severe mental retardation that effect their intellectual and interfere with normal development. The syndrome also accompanies with unexplained smiling and laughing.

21. Prader-Willi syndrome

Prader-Will syndrome is also another genetic defect caused by missing or partial missing of the seven genes on chromosome 15. Children who was born with Prader-Willi syndrome have delay development and feeding difficulty in infancy and develop compulsive eating and food obsession after age one.

22. Phenylketonuria

Phenylketonuria is a genetically metabolic disorder caused by deficiency of phenylalanine hydroxylase, leading to accumulation of phenylalanine, interfering with development of the brain, causing severe brain damage, mental retardation if it is not controlled by a special diet in their early life.

23. Early-onset childhood bipolar disorder

It is also known as manic-depression. Children who are diagnosed with this disorder have symptoms of frequent mood swing, alternate thinking and behaviour .

24. Obsessive-compulsive disorder

Obsessive-compulsive disorder is characterized as a children life is disrupted by unwanted, unnecessary and repetitive thought, as well as an overwhelming need to do certain thing compulsively such as washing their hand many times a day, drinking a cup water before leaving home, etc.

25. Generalized anxiety disorder

It is a kind of anxiety disorder. Children with generalized anxiety disorder always worry about something, restlessness and fear without reason.

26. Selective mutism

Selective mutism is defined as another type of anxiety in which a child who is normally capable of speech is unable to speak or becomes silent in certain situations or in front of specific people.

27. Oppositional defiant disorder

Oppositional defiant disorder is defined as an ongoing pattern of uncooperative, disobedient, hostile and defiant behaviour toward parent and authority.

28. Pediatric autoimmune neuropsychiatric disorder association with streptococcal infection ( PANDAS)

It is defined as a condition in which the immune system attack the child central nervous system, leading to behaviour, thinking and movement problems.

29. Reactive attachment disorder

Reactive attachment disorder is defined as an inappropriate social behaviour caused by severe early experiences of neglect, abuse of parent or caregivers between the ages of six months and three years.

30. Schizophrenia

Schizophrenia is described as a mental disorder characterized by abnormalities in the perception or expression of reality caused by inability of a child to cope with the change in the internal or external environment, leading to hallucination and delusion.

To read more of above subject or Autism, please visit http://neurodevelopmentaldisorder.blogspot.com/

For series of Infertility Articles, please visit http://fertility-infertility.blogspot.com/

All rights reserved. Any reproducing of this article must have the author name and all the links intact. “Let You Be With Your Health, Let Your Health Be With You” Kyle J. Norton I have been studying natural remedies for disease prevention for over 20 years and working as a financial consultant since 1990. Master degree in Mathematics, teaching and tutoring math at colleges and universities before joining insurance industries. Part time Health, Insurance and Entertainment Article Writer.

Article Source: http://EzineArticles.com/?expert=Kyle_J_Norton

All rights reserved. Any reproducing of this article must have the author name and all the links intact. “Let You Be With Your Health, Let Your Health Be With You” Kyle J. Norton I have been studying natural remedies for disease prevention for over 20 years and working as a financial consultant since 1990. Master degree in Mathematics, teaching and tutoring math at colleges and universities before joining insurance industries. Part time Health, Insurance and Entertainment Article Writer.
Article Source

Autistic Communication – How to Interact With an Autistic Child Through the Picture Exchange Communication System (PECS)

Autistic Communication

Picture exchange communication system (PECS) is a brand of alternative communication which uses pictures as a substitute for expressions to aid children amid autism to communicate. It is attained truly for kids in autism who are delayed in speech development. Autistic Communication

This kind of program provides exchange and repetition, as well as prompts to enhance and emphasize the benefits of interaction and ability to express oneself to the point that these children could eventually become verbal. When learning to use PECS, the child is first given a series of pictures of his favorite toys or food. If the child favors one picture, he gives it to a communication partner. This can be a parent or a therapist. Autistic Communication

In turn, the communication partner gives the child the specific toy or food. This form of exchange strengthens communication. PECS may also be used when a child wants to make comments pertaining to his environment. For instance, if the child sees a bike, he hands a picture of a bike to his parent. The child will then comprehend the importance and usefulness of communicating, and will probably use natural speech eventually. How is this done? Autistic Communication

First, you have to look for pictures that your child can really relate to. Have it laminated, you can make your own binder, or purchase a working PECS binder. Second, make sure that there are minimal distractions. Then lay out 2 to 3 picture cards. Third, tell your child to choose from the cards by saying “you choose.” Fourth, stretch out your hand and open your palm, then patiently wait for your child to choose and place the card on it. Autistic Communication

Next, prompt your child to give you the picture card after they pick it up. This demonstrates that he wants the particular food, or toy. Lastly, give him a reward. It can be a portion of the food in the picture, or his favorite toy, or you can engage him in a round of game. Repeat the process with the use of different cards. Use a variety of activities, choices and rewards. Autistic Communication

According to recent studies, this form of communication is effective in giving the learner the necessary tools to equip him in making communication smoother. It can also minimize negative behaviors caused by frustration and build spoken language abilities. Indeed, PECS is a priceless learning tool. Don’t let your love ones suffer anymore! Lead them out through Autistic Communication program now!

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

Try The Program and change child’s life forever!
Article Source

Autistic Music Therapy – The Benefits of Music and Music Therapy For Children With Special Needs

Autistic Music Therapy

Music can be a motivating and fun way to teach all children and in particular children who suffer special learning needs. It is unquestionable the present through the medium of music many essential and enabling livlihood skills can be learned and the benefits so playing and learning music can have on a simple growth and development are immeasurable. Autistic Music Therapy

All children have the same need to express themselves and playing a musical instrument can provide an outlet for creative and emotional expression. When we think of music we don’t often think of it as therapy. But it can be. The playing of good quality percussion instruments during music therapy sessions can be of inestimable value for children who have difficulties in hearing, seeing, moving, thinking or responding; each can experience the music in their own unique way. The music is not the goal of music therapy. Autistic Music Therapy

Cognitive stimulation, self-expression, self-awareness, or increased motor movements are some of the goals that music therapy can focus on and the music itself is simply a tool to achieve these goals. Listening to music for enjoyment is very beneficial but active participation is even better. For children and adolescents with cerebral palsy, playing music may be an effective way to stimulate speech development and communication skills, express emotions, develop a sense of rhythm and provide opportunity for physical, cognitive and motor development whilst creating an environment for socialisation and fun. Autistic Music Therapy

Every child can be helped to learn to enjoy and to become involved in music to some degree and instruments tuned to a harmonic pentatonic scale which produce a soothing sound straightaway, makes playing them an instantly gratifying experience. Playing music and music therapy has proven to be a very effective method in dealing with autism and aspergers syndrome. Autistic Music Therapy

Most children diagnosed with Autism or Asperger’s lack the social skills that enable them to participate fully in play and other social situations. Interestingly, many children with autism show a heightened interest in music. While they may be unable to easily communicate verbally with others, music is an avenue for many autistic people to express themselves and communicate in a non-verbal, non-threatening manner. Autistic Music Therapy

Playing music puts the individual at ease, allowing for strides in social interactions to follow. Don’t let your love ones suffer anymore! Lead them out through Autistic Music Therapy program now!

Feeling lost without solutions? Autistic Music Therapy is a proven Autism Solution for your Child.

Try The Program and change child’s life forever!
Article Source

Autism Sign – The Tell-Tale Signs of Autism

Autism Sign

Medical personnel often use evaluation tools to determine the types of symptoms in a patient and these symptoms’ relationship with those the are rampant surrounded by autistic individuals. Often, a top notch appearing point is a checklist that can vital out the presence of symptoms of a larger amount of conditions. Autism Sign

One such checklist is provided that underneath to help parents determine if such a kids show the classical symptoms of autism. This autism behavior checklist is based on the triad of symptoms such a is characteristic among patients

– impaired social development, problems with communication, and repetitive behaviors.

Social Development

The first sign that a parent should look for if he suspects that his kid has autism is how the child responds to a social stimuli (examples: smile, touch, and hug). Failure to give proper responses could be a sign of a delay in social development or a brain development disorder like autism.

Other signs include:

– Does not demonstrate eye contact;

– Does not begin or maintain conversation;

– Tendency to make very few friends; – Inability to recognize faces or emotions; and,

– May display aggressive behaviors.

Communication

The first three years of a child’s life are marked with accelerated developments in the brain which are critical to the development of speech. During this period, the brain is very absorbent to languages and the nuances of communication. Thus, a normal child will reach milestones in speech development during this time at a very fast rate.

But, for children with autism, these developments are somewhat impossible to attain. While they may start babbling at the age of six months, most of them may be stuck at that until a few months later. The following communication impairments should raise a flag: Autism Sign

– Failure to babble or to produce repetitive syllables at the age of six months

– Development of unusual gestures

– Parroting of other people’s vocalization or echolalia (Although echolalia is a typical milestone of speech development, normal children tend to outgrow it. Autistic children don’t unless their speech follows a normal development.);

– Use of reverse pronouns or misapplication of pronouns (Reverse pronouns is a condition whereby an autistic child refers to himself using his proper name or pronouns like “you”, “she”, or “he”. This condition is closely related to echolalic speech);

– Inability to properly perform joint attention (This is a condition wherein the usage of nonverbal cues or gestures calls another person’s attention towards a particular stimulus. Autistic children do not have this capacity. It is common for them to look at the finger that points the object instead of look at the object that is being pointed-at. They also lack the ability to point at objects.);

– Diminished responsiveness (Children with autism do not respond well to most stimulus.); and, Autism Sign

– Because they lack the skills that can help them communicate with people, they cannot share their feelings or demonstrate their ideas. Don’t let your child suffer anymore! Lead your child out of his world through Autism Sign program now!

Autism Sign is a proven Autism Solution for your Child.

Try The Program and change child’s life forever!
Article Source