What is the country's best autism program for a 5 year old midway on the spectrum?
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North Carolina has a good program called TEACCH\nwww.teacch.com\nYou could also check out these sites\nwww.autismwebsite.com/ari/index.htm\nwww.autism-society.org\nwhat works good for one kid may not work at all with the next. try different things till you find the one that  you see is doing the best for the child.
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Here are some books that might help:\nAutism Spectrum Disorders: The Complete Guide by \nChantal Sicile-Kira, Temple Grandin\n\nAlso, a look at applied behavioural analysis, one of the most commonly used and reliable treatments is seen in the book\n\nApplied Behaviour Analysis and Autism: Building a Future Together ~ by Mickey Keenan (Editor), et al\n \nthere are many good Yahoo groups for people with your questions:\nhttp://groups.yahoo.com/search?query=autism&submit=Search\n\nYes, your child can have a normal adult life, with a whole lot of support from his family and friends.  The specifics of a driver's license depends entirely on his individual ability.  My non-autistic friend didn't get one until she was 30 years old, out of fear.  My autistic brother got one when he was 21, which is how long it took him to learn the skills he needed.
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The Best program Is YOU.  Be there for them read for them, with them, and listen to them every night.  I found for my kids that was the best result
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Try this Website http://autism.2-b-well.org/ or type it in on yahoo search
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I would first suggest speaking with the special education teachers at your child's school or other knowledgeable professionals who know your child and his needs. \n\nBased on the information that you have shared, I think that the best intervention for him now would be speech therapy. \n\nAs for the finger biting, you might try teaching him an alternative behavior to use when frustrated. Each child will be unique in what helps him or her, but you could try giving him something to fiddle with his hands, such as a small stretchy toy or a "stress ball" to squeeze. I would try a variety of things until you find what works for him. \n\nJust because a child has a label of autism does not necassarily mean that he or she needs intense early intervention. Each child is unique and has different needs. Many persons with high-functioning autism go through school in regular classes with little extra support. \n\nHere are some extra resources that may help.\n\nBooks: \n\nJerry Newport, "Your Life is Not a Label: A Guide to Living Fully with Autism and Asperger's Syndrome"\n\nPaul Collins, "Not Even Wrong: Adventures in Autism"\n\nPaula Kluth, "You're Going to Love This Kid!: Teaching Students With Autism in the Inclusive Classroom"\n\nWebsites: \n\nTeaching Tips for Children and Adults with Autism by Temple Grandin, Ph.D - http://www.autism.org/temple/tips.html\n\nWebsite of Paula Kluth, Ph.D. - http://www.paulakluth.com/autism.html\n\nAutism Society of America - http://www.autism-society.org/ \n\n"Ten Things Every Child with Autism Wishes You Knew" by Ellen Notbohm" - http://www.southflorida.com/sfparenting/sfe-sfp-autism,0,6196233.story\n\n"Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me. I may not be good at eye contact or conversation, but have you noticed I don't lie, cheat at games, tattle on my classmates, or pass judgment on other people? ... I probably won't be the next Michael Jordan, but with my attention to fine detail and capacity for extraordinary focus, I might be the next Einstein. Or Mozart. Or Van Gogh. They had autism too." - Ellen Notbohm
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Please tell me, are you in the U.S.A.?  Including your location will help us answer you better, because laws and opportunities vary and mentioning your area may encourage answerers from your location.\n\nIn the USA the laws  are such that the public school which cannot provide the appropriate learning environment may have the option to send the child (until 21 years of age if needed) to another public school in the county or an "approved private school" (at least that's the term in Pennsylvania, USA) and the public school pays the cost of tuition and transporation.\n\nIf your son has a specific diagnosis, you may be able to find the right public or private school by searching on the internet using the diagnosis for example "autism", "private school", "reviews", and your general location fro example "Montgomery county, PA"\n\nThere are schools and knowledgable & caring educators out there!   Your teenager is not the only one who needs special attention and structure.  There are also parent/guardian support groups on line and probably in your local area, ask the doctors or specialists you've dealth with or the area hospitals or libraries as groups often meet there.  Depending on your situation, you may find some ways to teach or support his learning at home with specifically designed learning materials -- ask his doctors or therapists for recommendations and since he is 16 you need to get him "on board" with the desicions, if he can help make some of the choices and work with you as a team he will be better motivated to work hard and continue to develop.\n\nAsk more questions about specifics as you need to, there are teachers, parents, siblings, and child advocates "listening" who understand your situation (I'm all of the above and still advocating for my adult brother and my teenager)  God Bless you!
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Sure:  Here are some examples from the Wisconsin Autism Directory of Resources.\n\nYoung Artists Workshop, a three week summer session focusing on the Arts. Contact St. Norbert College (DePere) for information (920) 337-3181 \nThree Gaits Therapeutic Riding Center, office 3741 Hwy. 38, Stoughton, 1-(608)-877-9086, 3gaits@mailbag.com . Hippotherapy and therapeutic horseback riding for children and adults with disabilities. www.mailbag.com/users/3gaits \n\nCamp Courageous, Monticello, Iowa 1-(319)-465-5916. One through six day sessions available year round and open to people with any disability. Respite care weekends available. \n\nWisconsin Badger Camp, Inc. has summer camp programs for children and adults with developmental disabilities(during different weeks). Application must be mailed by February 1st. Call 1-(608)-348-9689, FAX 1-(608)-348-9737 or write to P.O. Box 240, Platteville, WI 53818, e-mail wbc@pcii.net. Web site: www.badgercamp.com \n\nCamp Hand-In-Hand, Twin Cities Autism Society, MN www.tcas.org/camphand.htm \n\nMCFI's Adventures for L.I.F.E. summer camp. (Milwaukee Center for Independence's Adventures for Leisure, Inclusion, Fun and Experiences). See the Brochure. Resident camp near Dodgeville.  Day camp near Newburg (with bus transportation from Milwaukee and along I-43). Several dates to choose from.  The August 7-11th Day Camp is for age 12 to 21 on the Autism spectrum only.  Call Nancy Picket 1-(414)-937-2098 for more information.    \n\nCamp AweSum. in St. Germain Wisconsin. Six day Residential Camp from June 25th to June 30, 2006. Counselors are trained professionals, experienced in Autism. Now accepting applications for campers and for staff.  There will be a Weekend Training Retreat in Feburary.  Visit the website www.campawesum.org, or contact Milana Millan, for more information, email to milana@campawesum.org, phone 1-(715)-479-4342, or write 2033 Musky Road, Eagle River, WI 54521.   \n\nEaster Seals of Wisconsin week-long camp for children with autism, Autust 13th to 17th, at Camp Wawbeek in Wisconsin Dells, Wisconsin.\nhttp://wi.easterseals.com/site/PageServer?pagename=WIMA_media_pressrelease_CampforChildrenwithAutism
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The camp should pretty much be a "normal" summer camp... just the chance to be around and talk with other kids with the same home issues, and be away from their autistic siblings, will make the camp wonderful for the kids.\n\nYou may consider having Q & A sessions where kids can talk with an expert and with each other about Autism, and living with someone who has it.\n\nThe primary gift you will give these kids is the chance to be out from under the shadow of their Autistic sibling, with other kids and adults who understand.
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I am a parent of a child with mild to high functioning autism. I have tried some support groups online and am not happy with them. Feel free to email me anytime at sbirch5@yahoo.com. I know what you are going through. I would love to hear about your child.
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I had a wonderful experience with ECI in Missouri. They had a wonderful program in the town where we lived. This was also several years ago. Funding changes all things unfortunately. It really depends on where you live and the people providing the services. You must be self informed and demanding if necessary now days. Also I recommend that you join local  programs or boards with any relation to the disability of your child. I wish you well. Good luck! Ask, Ask, Ask, Search, Search, Search. I hope your needs are met.
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I think the first place to look would be the 'official' diagnostic tool for autism: DSM-IV (or ICD-10): this will tell you how autism is diagnosed, and will help you decide which type of autism you want to be investiagting:\n\nDSM-IV Criteria, Pervasive Developmental Disorders\n299.00 Autistic Disorder\n\nA. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):\n\n    (1) qualitative impairment in social interaction, as manifested by at least two of the following:\n\n        (a) marked impairment in the use of multiple nonverbal behaviors, such as eye-to- eye gaze, facial expression, body postures, and gestures to regulate social interaction\n\n        (b) failure to develop peer relationships appropriate to developmental level\n\n        (c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)\n\n        (d) lack of social or emotional reciprocity \n\n    (2) qualitative impairments in communication, as manifested by at least one of the following:\n\n        (a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)\n\n        (b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others\n\n        (c) stereotyped and repetitive use of language or idiosyncratic language\n\n        (d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level\n\n    (3) restricted, repetitive, and stereotyped patterns of behavior, interests, and activities as manifested by at least one of the following:\n\n        (a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus\n\n        (b) apparently inflexible adherence to specific, nonfunctional routines or rituals\n\n        (c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex whole-body movements)\n\n        (d) persistent precoccupation with parts of objects \n\nB. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.\n\nC. The disturbance is not better accounted for by Rett's disorder or childhood disintegrative disorder.\n\n299.80 Pervasive Developmental Disorder, Not Otherwise Specified\n\nThis category should be used when there is a severe and pervasive impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills, or when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific pervasive developmental disorder, schizophrenia, schizotypal personality disorder, or avoidant personality disorder. For example, this category includes "atypical autism" --presentations that do not meet the criteria for autistic disorder because of late age of onset, atypical symptomatology, or subthreshold symptomatology, or all of these.\n\n299.80 Asperger's Disorder\n\nA. Qualitative impairment in social interaction, as manifested by at least two of the following:\n\n    (1) marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction\n\n    (2) failure to develop peer relationships appropriate to developmental level\n\n    (3) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)\n\n    (4) lack of social or emotional reciprocity \n\nB. Restricted, repetitive, and stereotyp
1080194
Go to www.autismspeaks.com answers everything...
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Try browsing this site:\nhttp://www.autism-pdd.net/LINKS/texas.html\n\nThese also may have some info:\nhttp://www.yellowpagesforkids.com/help/tx.htm\nhttp://www.angelfire.com/tx5/autismlist/support.html\n\nGood luck!
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DON'T WAIT UNTIL HE STARTS SCHOOL!\n\nEarly intervention is key in cases of Autism Spectrum Disorders and Nonverbal Learning Disorder, and delayed speech.\n\nPlease ask her to take the following steps immediately:\n\nFind a pediatrician that specializes in children with developmental disabilities.\n\nContact the school system for a complete evaluation (this is free, and could have been before the child trained 3!).\n\nThe school system will choose a team of professionals to evaluate the child, including, but not limited to a speech therapist, an occupational therapist, a physical therapist, a school adjustment counselor, a school psychologist, a teacher and an expert in special education.  His parents  will be part of the team, and they may bring any experts they so choose to the team meetings.\n\nThe child's new pediatrician will submit a recommendation for the services the child needs.  The child may require an independent evaluation by additional specialists (pediatric neurologist, etc. to develop a treatment plan.\n\nMake sure that the team adopts the recommendations of his pediatrician and specialists in their entirety; appeal the team's decision, if necessary.\n\nThe team will develop an Individualized Education Plan (IEP) that specifies the services to be provided and the frequency of the provision, as well as the modifications that will be made to "regular" education to accommodate him.\n\nHis parents have the right to accept or reject the IEP, in whole or in part, and appeal same, in whole or in part.  If they choose to appeal and another, independent evaluation is required, the school must pay for the evaluation.\n\nThe school system is required BY LAW to provide early intervention services beginning at age 3, so he will probably begin in a special program, immediately.\n\nThis is a very complex subject not easily dealt with in this forum, however the above is a start.  DON'T WAIT!
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As the parent of a special needs child I can tell you the other answers are right to a certian degree but my personal experience has been you need to do a lot of the legwork yourself. They do have to abide by best placement for spec ed which is not always in your home district but this will likely be something you have to find first. \n\nHere are somethings that worked for me getting my son best placement.This is assuming you have your testing done and an IEP or 504 plan in place. \n\nFirst call your district special ed coordinator make an appt to sit down and discuss your childs issues and what would be best for your situation some schools have excellent facilities for physically challenged but not mental some have awesome autism classes but not learning disabilities etc. There may also be theraputic day schools or residential schools that may be an option that you did not know about.\n\n After you figure out where your child should be ask for a meeting in writing and CC every one involved with your child principal teachers therapist (depending on your childs particular need) school district rep spec ed rep and make sure you also take in support for yourself. This might be a social worker advocate service coordinator of friend or if you need any variety of them.\n\n Present all of you documentation testing education plan doctors recommendations ect this will solidify why they should pay to tranfer your child to a different district.\n\nAnd as a last resort (one I have threatened but  never had to follow up on but say it like you did it) is to get an education atty to represent your child. If you need more info contact your state bar assc. or local legal aid office.\n\nYou do have rights as does your child and you may need to be harsh to get what you need but do not wait for them to act first it is so much better to be proactive your child is one of thousands to them and the best thing to do is keep yours in the forefront.\n\nGood luck!
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I don't usually respond to website questions but I read this one and thought I would. My 7yr old daughter has high functioning autism. At first she was diagnosed with aspergers. She is a loner and quite happy to be that way.There are 5 children in the family and she would prefer to be on her own. It saddens me more to see her in the school playground on her own that what it does her.She has an aide at school and is left out by other children because of this - she has only just come to understand that people actually like people.There are a lot of educational things for people with aspergers and autism to help them along on their lives.An example is - social stories (where one learns the correct behaviour in social settings).\nThere is a program called The Dore Program (I think the website is  www.dore.com or could have .au on the end!!!) They take children and adults with learning disabilities - including autism and aspergers - the create exercises for each individual and they are done a couple of timesa day for 12 to 18 months.During this time the client can go from non reading and writing to overtaking their peers. It also helps with behaviour and motor skills. I have read these stories and spoken to a consultant at the institue. \nI know this isnt answering the above question but to all sufferes of any disability there is always hope and tomorow can only be a better day.\nThanks for reading.
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You have to stay on the school and the teachers. Let them know that you are a concerned parent. If your not there call them. They should have given you a parent rights book when they made that decision. I have a 16yr old brother with Aspergers.  A good site to get onfo also is http://www.autismtoday.com/index.asp. Remember dont let up. They will see that you want whats best for him, not any special treatment.