Tag Archives: Umbrella

Question?: Pdd Symptoms

Helen asks…

Is It Possible to Both Have Aspergers and Borderline Autism?

I am wondering, because I seem to have symptoms of both.

admin answers:

Asperger’s is a form of autism (sometimes referred to as high functioning autism). Autism Spectrum Disorder (ASD) is one of five disorders that falls under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development.” The other 4 disorders are Asperger’s Disorder, Childhood Disintegrative Disorder (CDD), Rett’s Disorder, and PDD-Not Otherwise Specified (PDD-NOS – aka a-typical autism).

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Question?: Rett Syndrome Pictures

Mandy asks…

I need to know more about autism, my little sister who i never see?

Ok, im 16 and my little sister Lexie lives with her real mom , we both have the same dad but different moms. I havent seen her since she was like 3 or 4 and shes now 8. shes very tiny and underdeveloped, but adorable., her mom told me she has learning disabilities and mild autism, i was gonna see if she would let Lexie come stay with me for a week so i can get to know her, but i just wonder how shes like.
any info??

admin answers:

My son has PDD-NOS which is on the Autism Spectrum. The Autism Spectrum is what they call a Spectrum because the severity and symptoms that children have differs greatly. There are five diagnoses that are under the Autism Spectrum Umbrella. These are Autism, PDD-NOS, Asperger’s, childhood disintegrative disorder, and Rett syndrome. PDD-NOS is the most common diagnoses. Asperger’s is the highest functioning of the Autism Spectrum Disorders which are also called Pervasive Development Disorders. Autism is more common in boys than girls, except for Rett Syndrome which affects mostly girls. I have been told by specialists that they have a saying that “If you have seen one child with Autism you have seen one child with Autism”. By that saying they mean that no two children with autism present the same.

Let me tell you a little about my son. When he was a baby I knew something was different. He was my third child so I just knew something was not right. He did not like to be held like my other kids did. He would let me feed him, but look at the ceiling fan while I did instead of into my eyes. When he was done eating he would want to get down. He did not like to be held much. As he got older I noticed that he did not play with toys like my other kids did. He liked to take them apart instead. He was a head banger and rocked side to side alot. When routines changed he always got very irritable and still does. He would play with his toys the same way all the time, and line them up. He began talking on time, but always talked about what he was thinking without holding proper conversations. His voice is monotone all in one high pitch. He does not understand others feelings, how his actions affect others, or facial expressions. He takes everything very seriously and does not understand sarcasm or jokes. He has high anxiety, gets frustrated easily, and has been agressive since he was two. He has sensory processing disorder which is very common with PDD. He has always had sensory issues and hated things too bright, too cold or hot, certain clothing, certain textures, etc. He has problems making friends, and does not play age appropriately.

What has worked for us: My son gets Sensory Integration therapy at his school where he has an IEP and is in a special classroom. He has been in counseling since he was three to help him understand his feelings, others feelings, and ways to better control his emotions. He is on medications to help him control his rages, anger, and sleep issues. I have found that schedules and routines are the most important things for us. I made him a picture schedule that works very well. If you want to email me I can send you more information and even pics of our picture schedule. I have gotten valuable information by getting my son several diagnostic tests such as a speeech evaluation, neuropsycological evaluation, Developmental Behavioral Pediatrician Evaluation, an EEG, an EKG, and even genetics testing. I think that the two most important things to do are to see a Developmental Behavioral Pediatrician because they are the doctors that most specialize in Autism Spectrum Disorders. Also a neuropsych evaluation will help understand how she thinks and how her brain works.

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Question?: Pdd Symptoms

Paul asks…

Can someone please explain to me in detail what Autism is?

And what the symptoms are? That would be awesome!

admin answers:

Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. One should keep in mind however, that autism is a spectrum disorder and it affects each individual differently and at varying degrees – this is why early diagnosis is so crucial. By learning the signs, a child can begin benefiting from one of the many specialized intervention programs.

Autism is one of five disorders that falls under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development.”

Autism is a spectrum disorder, and although it is defined by a certain set of behaviors, children and adults with autism can exhibit any combination of these behaviors in any degree of severity. Two children, both with the same diagnosis, can act completely different from one another and have varying capabilities.

You may hear different terms used to describe children within this spectrum, such as autistic-like, autistic tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or less-abled; but more important than the term used to describe autism is understanding that whatever the diagnosis, children with autism can learn and function normally and show improvement with appropriate treatment and education.

Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics. Some individuals mildly affected may exhibit only slight delays in language and greater challenges with social interactions. They may have difficulty initiating and/or maintaining a conversation. Their communication is often described as talking at others instead of to them. (For example, monologue on a favorite subject that continues despite attempts by others to interject comments).

People with autism also process and respond to information in unique ways. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may also exhibit some of the following traits:

~Insistence on sameness; resistance to change
~Difficulty in expressing needs, using gestures or pointing instead of words
~Repeating words or phrases in place of normal, responsive language
~Laughing (and/or crying) for no apparent reason showing distress for reasons not apparent to others
~Preference to being alone; aloof manner
~Difficulty in mixing with others
~Not wanting to cuddle or be cuddled
~Little or no eye contact
~Unresponsive to normal teaching methods
~Sustained odd play
~Spinning objects
~Obsessive attachment to objects
~Apparent over-sensitivity or under-sensitivity to pain
~No real fears of danger
~Noticeable physical over-activity or extreme under-activity
~Uneven gross/fine motor skills
~Non responsive to verbal cues; acts as if deaf, although hearing tests in normal range.

For most of us, the integration of our senses helps us to understand what we are experiencing. For example, our sense of touch, smell and taste work together in the experience of eating a ripe peach: the feel of the peach’s skin, its sweet smell, and the juices running down your face. For children with autism, sensory integration problems are common, which may throw their senses off they may be over or under active. The fuzz on the peach may actually be experienced as painful and the smell may make the child gag. Some children with autism are particularly sensitive to sound, finding even the most ordinary daily noises painful. Many professionals feel that some of the typical autism behaviors, like the ones listed above, are actually a result of sensory integration difficulties.

There are also many myths and misconceptions about autism. Contrary to popular belief, many autistic children do make eye contact; it just may be less often or different from a non-autistic child. Many children with autism can develop good functional language and others can develop some type of communication skills, such as sign language or use of pictures. Children do not “outgrow” autism but symptoms may lessen as the child develops and receives treatment.

One of the most devastating myths about autistic children is that they cannot show affection. While sensory stimulation is processed differently in some children, they can and do give affection. However, it may require patience on the parents’ part to accept and give love in the child’s terms.

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Question?: Pdd Symptoms

Lisa asks…

where do I find information about adult autism?

I am 33 yrs old. My entire adult experience can be characterized by my involvement in alternative healing. My interests started in an attempt to try to heal myself. I have some behavoirs and patterns in my life and other things about me and my life that have been more challenging for me than for others. It has been unclear to me why things in my life are challenging in the ways that they are. Several years ago I saw a woman on Oprah that gave her testimony about learning as an adult that she was autistic. Her sympsoms were the same symptoms that I suffer from. I think that I may be autistic. I have research autism on the internet. Most information that I have come across about the subject is focussed on children. I need information about adults that are diagnosed in adulthood with autism.

admin answers:

Autism is a psychiatric term and the diagnosis is the same whether you are an adult or child. If you fit the criteria then you are diagnosed as such. I am lucky my son got diagnosed at age 2. People who were not diagnosed as a kid, have to go through the same criteria- a professional to diagnosed you. You may be on the spectrum of the umbrella called PDD which is a Pervasive Development Disorder that branches off Autism and Asperger (which many people call High Functioning Autism. Most kids who are able to cope in society and function at your level (if you are) are considered Asperger or PDD NOS which is you have Autism characteristics but undetermined. Try the istes listed below and if you want to talk more connect to me at Yahoo360. Good Luck!

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Question?: Rett Syndrome Video

Mary asks…

When sharing about Autism, what are the main points I should cover?

I just want to educate my peers without going too in depth to the point that they are bored and tune me out and subsequently don’t learn about the topic. If you have any experience or resources it would be greatly appreciated. Perhaps you know of someone that has autism and you are familiar with their struggles and know what common misconceptions are involving autism. And if you have any questions about autism, what are they? If there is anything you would like to know about the disease what would that be?

Thank you in advance for your input!!! It is greatly appreciated.

admin answers:

My son has an Autism Spectrum Disorder.

The biggest struggles we face: Others lack of understanding when he misbehaves in public, having to fight for every acommodation he has in school and every service we’ve gotten for him.

Common misconceptions: That children with Autism are not disciplined properly. I have had people tell me that if I would take him off all his meds and give him a firm spanking he would be okay. They don’t realize that would most likely make him worse.

Good topics about Autism you might want to cover:
***The 5 diagnoses under the Autism Spectrum “Umbrella” including PDD-NOS, Asperger’s, Rett’s Syndrome, Childhood Disintegrative Disorder, and Autism. You could go into the differences and similarities.
***The new DSM-V is coming out in a few years, but is being drafted. They are proposing changes including lumping all the ASD’s together into one diagnoses. There are conflicting views on this which might be interesting to read about.
***The treatments for Autism including medications and therapy.
***How Autism is diagnosed
***The theories on what causes Autism. There are theories that it is caused by vacinations. Currently there are several studies going on around the USA about the genetic component that may exist. Some say environmental concerns cause Autism. There are many theories, but nothing proven.

I made some videos on Youtube about my son with Autism your class might find interesting:

Hope this information helps. Here are a couple of my favorite Autism videos which are NOT by me:


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center stage

The sky is spitting rain.

Afraid to be late on the second day of school, we show up far too early. A man who Brooke doesn’t recognize is standing at the door. She eyes him warily.

“Is he a fire fighter?” she asks.

“I don’t think so, Brooke,” I answer. “He doesn’t look like a fire fighter to me, but why don’t you ask him?”

She gets just a little too close, then points a long finger at him. “What are you?” she asks.

It takes him a moment. He looks at me. I purposefully offer no assistance.

“I’m an intern,” he says rather unhelpfully.

“An intern?” she asks.

“Yeah, I’m an intern here this year.”

I chime in. Someone’s got to push this along just a little. “So are you kind of like a teacher?” I ask.

“I am,” he says. “I’m a teaching intern.”

Brooke is still eyeing him suspiciously.

“Are you a fire fighter?” she asks.

I whisper to him. “She’s afraid of fire fighters at school. She’s just looking for a little reassurance.”

“I’m not a fire fighter,” he says.

And with that, she walks in the door.

He tells us that the kids have been asked to wait in the auditorium until first bell. He points the way in case we don’t know where it is.

Brooke marches in.

I don’t expect us to last long in here. There aren’t too many kids yet, but there will be. I foresee another conversation with Mr Not Firefighter Teaching Intern. But in the meantime, I take Brooke’s rain boots and swap them out for her flats. I shake out the soaked umbrella and stow it with her backpack against the wall. And then I watch.

Kids stream in. One little girl waves to me as she walks by, then turns with a big, open smile to Brooke. She then waves enthusiastically to Brooke, who awkwardly waves back. She didn’t wave until she was seven. We still don’t quite have that one down. But dude, they waved at each other!

Brooke wanders down the aisle and heads straight for the scrum of kids who have just come off a bus. I watch, wondering how she’s going to handle this — if perhaps she’s going to stop to talk to someone or look for a seat next to the waving girl. She does neither. She makes her way through the crowd and keeps going toward the stage. When she gets there, she climbs the steps and stands stock still on center stage.

I consider calling for her or running up and grabbing her, but I don’t. I know that if I do I’ll make a scene.

The rest happens in slow motion.

She clears her throat a la Periwinkle in Blue’s Clues and then begins to sing.

Gotta keep your head down, whoa oh. You can put your hair up, aye aye. You gotta keep your head down, whoa oh. You can put your hair up, aye aye …

She acts out each line, first tucking her chin into her chest, then gathering her hair up with her hand. No matter how many times I’ve told her the actual lyrics, this is her song and this is how she chooses to sing it.

I’m not sure what to do.

I decide to do nothing. But watch. She wraps up the song without incident.

The little girl who had smiled and waved claps.

Brooke curtsies, and thanks to Periwinkle says to the applauding crowd of one, “Oh please, you’re too kind.”

Before leaving the stage, she will do a dance. Then she will curtsy again. Then she will once again tell the crowd, none of whom seem to really notice that she’s up there anymore, that they are too kind.

After descending the stage, she immediately tells me that we need to walk. It’s gotten crowded now in the auditorium. And loud. It’s time to explain to Mr Not Firefighter Teaching Intern that we need to wander for a bit. As it turns out, he’s too busy telling other people where to go to even notice that we’re going rogue.

As we walk through the halls, I wonder if I’ve done the right thing letting her do what she did. I wonder if I should have wrangled her. If I should have explained that climbing up on stage and performing is unexpected in that situation.

I replay the movie in my head. I think of the kids. Of the one who smiled and clapped. Of the rest who barely seemed to notice – or who didn’t seem to care much either way if they did. Of the fact that these kids know her. And like her. That there will always be those who won’t get it. And that it’ll be largely up to me to make sure that she doesn’t care.

As we walk, I realize that the insecurity was mine. With each step forward I decide that neither my desire to fit in nor my fear of standing out should ever, EVER stop my girl from taking center stage. Because from the looks of it, that’s exactly where she belongs.


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Five Types of Autism

There is more than one type of autism. Even though most people in society know only the umbrella terminology for the disability, it should be known that there are all types of autism, in fact that various degrees are a part of a spectrum. No one individual experiences autism in the same exact way. It is time society started acting like that. An individual is not only autistic because they have a learning disability. An individual should be looked at from a much deeper standpoint. Here’s a brief look at autism underneath the surface.

Asperger Syndrome

Asperger Syndrome is one of the few ASDs (autistic spectrum disorders) and is diagnosed by the absence of significant socialized tendencies. These characteristics include finding difficulty in social interaction and the limited and monotonous patterns of an individual’s behavior and what happens to keep their interests. Other symptoms can include clumsiness and abnormal use of jargon. Asperger differs from other ASDs because it seeks to preserve lingual and the development of cognitive capabilities. There is no known cause for the disorder and no treatment to cure the disorder.


Kanner’s Syndrome

Kanner Syndrome, otherwise known as autism, is autism in its classic form. It is defined as a neural developmental disorder and is characterized by weakened communication and social interaction and the limitation and repetitiveness of behavior. Autism is usually diagnosed by the time the child hits the age of 3. It affects information the brain processes by changing the way nerve cells and synapses are allotted to connect and be organized. Just like Asperger Syndrome, Kanner Syndrome is one of the few ASDs.


The acronym PDD-NOS stands for Pervasive Developmental Disorder – Not Otherwise Specified and is defined as a pervasive developmental disorder and the disorder that completes the group of ASDs. With the diagnosis of PDD-NOS, an individual can qualify for some of the characteristics found in autism and Asperberger, but because they do not fit all of the criterion for the disorders, they become diagnosed with PDD-NOS. It is commonly referred to as atypical autism because although it is autism, it is very hard for it to fall in the category of autism.

Rett’s Syndrome

Rett syndrome is a developmental disorder of the neurological system that affects a major component of the central nervous system, known as “grey matter”. This is generally characterized by the outward appearance of small feet, hands, and a decrease in the rate at which an individual’s head is supposed to go. Hand movements are repetitive. Scoliosis, constipation, and the failure to grow are also common problems with Rett. It is very rare, but when it does happen, it usually only affects girls.

Childhood Disintegrative Disorder

Similar to Rett Syndrome, Childhood Disintegrative Disorder is also rare. Children who have it typically appear to be normal at birth, growth occurs when it is supposed to occur, no signs of anything potentially problematic. However, at age two or four, things take a shift. Instead of progressing, the child seems to regress. They will have no desire to interact with kids and have no interest in playing. Talking will either end completely or decrease in skill from what it previously had been.


If you have learning disabilities, consider changing your learning techniques by using NLP methodology.
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