Autism How do you....?
821868
If I were you I would get the testing done.  As you know people that have autism can lead very fullfilling lives and should not be treated differently.  As a teenager I babysat an autisic girl and I fell in love with this sweet little girl not because she was autisic but because of what the autism made her.  It has been 12 years since this little girl went home and there is not a day that goes by that I do not think of her.\n\nGet the testing done and teach your child that he can live life to the fullest and that not everyone judges people that are different
412948
I don't know how old your son is, but change for an Autistic child is extemely hard. I'm sure you know this already, though.  my brother has asbergers and he is going to be 21. each year he seems to be getting better and has had his medication reduced quite a bit over the years. he too has dealt with death and changing schools. a stable environment and support system is key for these two mental disorders.\n\ni think that children/people with autism need to be on some form of medication and therapy for the rest of their lives. unfortunately they were not made to function in the real world with as much comfort as others. \n\nthe key right now is stability and support, though. the right balance of these two things without making too much of a fuss that they are "special" is the best for them. i never felt embarassed or ashamed of my brother, and that has helped him grow into his own person.
887164
Well, it is normal for children in general. We all have interests & strengths.  However, most every single person with autism, especially kids, have "stims," which is short for Self Stimalatory behaviors. Some flap their hands randomly, or look really closely at things, like carpet, or do things they like repetitively, like taking things apart, then putting them back together. If your grandson is doing this over & over, it is not healthy. Stimming is healthy. We all do it, but most people know when to do it...when it is appropriate. Most  people with Autism who have stims, need to be taught to do them at appropraite times. I do not believe in removing a stim, unless it is harmful, like head-banging, or obsessions with their own feces.  The stims are merely to help them feel good, so I feel it is important to allow for that. \n\nWhat is absolutely not true about Autism is that all people who have it are savants; like Rainman.  Some people who have the diagnosis do have an almost magical ability to do something, like play the piano, or memorizing various things easily, etc., but not all people with autism have a special skill.  In every single experirence I have had- I am a special ed teacher- with people who are autistic, I have seen they are basically more capable then most everyone thinks. With the right team approach, those labeled "non-verbal can learn to speak/communicate. Those labeled "severely retarded" almost always have far more ability when taught how to respond & show" what they know.
1131697
My son is Autistic and I am sorry but you seem as if you're completely fine. If you had Autism they would have diagnosed you a long time ago though Autistics are far more advanced than other's your communication skills are one factor that you are mocking a disease countless people are subjected to deal with and fight to escape!
406433
hey :) i work with children with severe autism. Autism is a developmental disorder and is the most common developmental disorder in a group called the autism spectrum disorders (ASDs). Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified . \n\nTho each child is individual most people with autism have impairments in social interaction, social communication, and imagination. This is referred to as the triad of impairments. \n\nI dont belive there is any direct research which shows autism is genetic, i think they are unsure about the cause.\n\nThere are lost of usefull websites on autism, and the autism awareness society. \n\nhttp://www.autism-society.org/site/PageServer\nhttp://www.nimh.nih.gov/publicat/autism.cfm\nhttp://www.learningdifficulties.org.au/autism.htm\n\nhope you find them helpful, all the best faerie rainbow dust x x x x x
99937
I know having a child with autism can be extremely hard. My nephew has it. I live in the U.S. but I did some searching for places in Canada that have services for people with autism. You can try the Autism Society Canada, Autism Treatment Services of Saskatchewan, Geneva Centre For Autism( they provide a training institute on a fee-for-service basis). You can check out this site and see if any of these places can be of help to you http://www.netrover.com/~southgve/canadian.htm\nAlso try Harmony, Inc. & Autism http://www.harmonyinc.org/about/autism.html\nAnd try Resources on Autism for the Canadian Families http://autism.about.com/od/canadiansonly/\nThis link lists different treatment services located in Canada http://ca.dir.yahoo.com/Regional/Countries/Canada/Health/Diseases_and_Conditions/Autism/Organizations/\nI hope you're able to find one that helps. It's great that you're not signing over your parental rights to get help for your son. He can't help being aitistic and he needs your love and support. Good luck to you and your family.
692863
Well... :-)\n\nUnfortunately, we don't really know, we're just getting to the  first stages of understanding. I'm personally very interested in possible dysfunctions of mirror neurons in autism, especailly in high-functioning autism. Mirror neurons are incredible neurons, newly discovered. It is thought that they are the primary basis not only for the development of language, but of social cognition/social skills. \n\nFor an introduction, read wikipedia's page, it's pretty accessible http://en.wikipedia.org/wiki/Mirror_neurons\nand also this article by one of the main researchers in the field http://www.edge.org/3rd_culture/ramachandran/ramachandran_p1.html\n\nI'll start you out though: basically, there are neurons in the brain (mainly the frontal lobe, in the motor area) that fire both when you perform and action and when you see someone else do that same action. Big deal, you may say, but it is hypothesised that the actions of these neurons contribute to how we understand others' actions: by mapping their actions onto our own actions. \n\nNow, it is further hypothesised that in autism, there is a problem with these mirror neurons, we're not quite sure what yet, but it is likely a lack of connectivity or reactivity. Thus, autists may not be equipted with the ability (in the same way as non-autists) to understand others' actions and minds, and cannot predict others' intentions as well. Thee mirror neurons are heavily involved in 'theory of mind' or mentalising, terms which I'm sure you have come across: I'm guessing when you were first being diagnosed that you took some-sort of sally-anne/smarties test where you were asked to predict how someone else would react to an action that you knew about but that they did not. Interestingly, many high-functioning autists pass these tests, but it is shown that they do so slower, possibly they have worked out other ways of understanding others' minds. \n\nHere's a very recent article about dysfunctional mirror neurons in autists:\n\nNeural mechanisms of imitation and 'mirror neuron' functioning in autistic spectrum disorder.\n\nWilliams JH, Waiter GD, Gilchrist A, Perrett DI, Murray AD, Whiten A.\n\nNeuropsychologia. 2006;44(4):610-21. Epub 2005 Sep 2.\n\nAn association between autistic spectrum disorder and imitative impairment might result from dysfunction in mirror neurons (MNs) that serve to relate observed actions to motor codings. To explore this hypothesis, we employed a functional magnetic resonance imaging (fMRI) protocol previously used to identify the neural substrate of imitation, and human MN function, to compare 16 adolescent males of normal intelligence with autistic spectrum disorder (ASD) and age, sex and IQ matched controls. In the control group, in accord with previous findings, we identified activity attributable to MNs in areas of the right parietal lobe. Activity in this area was less extensive in the ASD group and was absent during non-imitative action execution. Broca's area was minimally active during imitation in controls. Differential patterns of activity during imitation and action observation in ASD and controls were most evident in an area at the right temporo-parietal junction also associated with a 'theory of mind' (ToM) function. ASD participants also failed to show modulation of left amygdala activity during imitation that was evident in the controls. This may have implications for understanding the imitation of emotional stimuli in ASD. Overall, we suggest that ASD is associated with altered patterns of brain activity during imitation, which could stem from poor integration between areas serving visual, motor, proprioceptive and emotional functions. Such poor integration is likely to adversely affect the development of ToM through imitation as well as other aspects of social cognitive function in ASD.\n\n\n\nOkay, so there is one aspect. Another, which I won't go into
1012621
I hear you, I know how difficult it is to make and keep friends when you have Aspergers spectrum disorder. No amount of to-dos and not to-do's, will help a person who is so disconnected . In my opinion an Asperger affected person lives in world of disconnected islands. A friendship requires connections, promptness ,empathy and something that relates two or more persons. \nFirst accept your Handicap and try to live in a scale down sphere of social life.\nSecond find a pass time or hobby in which you are good at . Stick to it, You will make some friends.
1103315
Medication??\nTo be honest do they really need medication?\nIn my family I have 2 uncles who have autism.. One medium and one a lot.. In the time they were born, there was not much known about it or even spoken about it.. A lot of people just locked these people up..\nThank God that is different now-a-days!\nHowever, my grandparents decided to take it in their own hands.\nThey have raised them as good as they could as normal children. No special treatments, no special attention and/or schools.. \nNow 35 years later, they both function very well in the daily world with normal people. Of course you can tell they are different and of course you have to have a little more patience with them, but as I said: They live a normal live just like everyone else.. Have a good job, friends, etc...\nPerhaps that is the reason that I do not believe in medications to "hide" the autism and therefore cannot answer your question.\nSorry for that, but just wanted to share my story ;o)
690993
Surely you mean autistic.Autism is a disorder characterized by great difficulty in communicating and having normal social relationships.Though autistic people  sometimes are unusually gifted.
1119764
Here are some tips and suggestions that I hope will help you! I wish you all the best. Please keep in mind, as I'm sure you do, that not all children with autism are alike, and will have different needs. These are just guidelines, please consult an education professional who knows your child for the most accurate and relevant information for your family.\n\n- Recognize your child's strengths and interests and use these as opportunities for education (for example, if your child is very interested in Star Wars, you can teach math problems about Star Wars, make cleaning up into a game about Jedi powers, etc.) You never know when an interest may turn into a possible career option for the future (I recently read a book written by a man with Asperger's who made his childhood interest in "The Wizard of Oz" into seveal job opportunities! ["Demystifying the Autistic Experience" by William Stillman"]) (Source #1)\n\n- People with autism/Asperger's are often visual learners and learn well with pictures, charts, step-by-step written instructions, etc. (Source #1)\n\n- Consider reading books by authors with Autism/Asperger's (while these are often geared towards adults, I think they offer valuable information) Authors to consider include Temple Grandin, Edgar R. Schneider, Jerry Newport, Stephen Shore, and William Stillman (Source #1)\n\n- To motivate a child to use language, you could, for example if you know she wants juice, don't just give it to her becuase you know that's what she wants. Have her say, "juice," or if she is not ready for that yet, just the first sound of the word before you give her any juice. Gradually, very slowly, require him to say additional words such as, "want juice," then "want juice please," then "I want juice please, etc." before you give her the juice. Start with him requesting with one word for most of the things he wants (and keep this up for a long while), before starting to require sentences for any items. If you feel your child is not ready for this, please consider using the Picture Exchange Communication System (PECS) as an early step before implementing the above procedure. (Source #1)\n\n- Make clear and objective descriptions of the behaviors that are concerning you. Then, make some notes whenever the behavior occurs. You could make a chart with three columns: (A) What happens before the behavior, (B) What the behavior was, and (C) What happened after or as a result of the behavior. You may find that it gets her attention from adults, or that it gets her a time-out (maybe she is overwhelmed in the situation and wants to be removed). If you see a pattern from the information you collect, you could teach her other ways to get attention or whatever she is gaining from doing these behaviors. These could include, tapping someone on the shoulder, asking for attention, handing someone a card that says, "attention please" or "all done" (to get permission to leave an area), etc. Also, make sure that you are giving her praise or a reinforcer (something she likes) when he is engaging in positive behavior. \n\n- "Many children with autism are good at drawing, art and computer programming. These talent areas should be encouraged. I think there needs to be much more emphasis on developing the child's talents. Talents can be turned into skills that can be used for future employment." (Source #2)\n\n- "Teaching generalization is often a problem for children with autism. To teach a child to generalize the principle of not running across the street, it must be taught in many different locations. If he is taught in only one location, the child will think that the rule only applies to one specific place." (Source #2)\n\n- "I interpret language literally. It's very confusing for me when you say, 'Hold your horses, cowboy!' when what you really mean is 'Please stop
956698
I am assuming you are a mom of a child with autism?  Check the links I have given - you should be able to access some of what you are looking for through them.  There are quite a few  sites where you can access the type of pictures you are asking about.  \n\nYour school district may be able to give you access to the PECS software if you have a child with autism.  Most speech language pathologists who work with young children would probably have access to it.  I know that the software is quite specific and quite expensive so it may not be possible to find it on line without paying for it.  I hope this is of some help to you.  Best of luck.
185275
Children with autism have a hard time communicating because they rarely understand the social functions of talking.  They imitate other people because that is the easiest way to say something.  The best thing to do is to enroll him in speech/language therapy or hire a private tutor.  With autism, he will be behind in a lot of things, but sometimes they can be smart at remembering things, math, or another language.
437943
I have a 5-year old with autism.  My wife and I have been successful getting him to talk to us only if it's requesting food or certain play activities.  I'd say about half the time he asks on his own without being prompted.  We expand his vocabulary by offering him more choices or making him make more decisions.  For example, instead of putting in the video he hands us, we'll pick up another and make him point and say the title of the video he wants.  Eventually, he'll ask for the video by name right away.  It's only been the last few months that he's been doing this, so I'm optimistic about how he can grow from this step to more difficult social interactions (even if it takes a few years).
344390
I would recommend reading books written by adults with autism. The following authors have all written interesting and insightful books:\n\nTemple Grandin, "Thinking In Pictures and Other Reports from My Life with Autism" and "Emergence: Labeled Autistic" \n\nEdgar R. Schneider, "Living the Good Life with Autism"\n\nJerry Newport, "Your Life is Not a Label: A Guide to Living Fully with Autism and Asperger's Syndrome"\n\nStephen Shore, "Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome" \n\nWilliam Stillman, "Demystifying the Autistic Experience"\n\nHope this helps!
1071742
I used to work for a company (best in the USA) that worked with individuals with Autism.  I can tell you in the time I was there I worked with hundreds of individuals and thier family's . Each day I was in amazement in how these parents coped. such as the home I went into who had 2 twin boys age 2-3 (during the time I was there) I was in awe how the parents kept it togather these boys were second stage Autism and had some speach and were able to commuicate a little. however there textile needs were out of hand. The family had to literaly bateen down the hatches everything was nailed down or tied shut or latched in some way or another in the almost 2 years I worked with this family and children they actually had calmed down enough to make eye contact keep thier cloths on say a few words and one actually potty trained. They sat at the table to eat and no longer climbed ontop of EVERYTHING. Everday I went to work knowing and hoping I made a difference in someones life ( I visited and average of 10-30 individuals a week) and that a milestone might be met that day (milstones maybe he sat and put his hands on the table for five seconds, or that he made eye contact, or followed directions from a parent. I would go home everynight glad that I had normal healthy children yet sad for the parents I had to leave each night to deal with thier battles, many of nights I would cry on the way home wishing I could do more for them all. \n  There is a great sight you can go to that has everything you could ever imagine on Autism no matter what you are looking for it is there. "More atusim related links than you can shake a stick at"  www.isn.net/~jypsy/autlink.htm\n    Good luck with your surve and what you might do is contact your local organization that deals with these indiviuals and ask them if you could have them hand out a questionaire prepared by you, espeially if this is for a school paper or something of the sort.
973171
Try writing a social story.  Carol Gray's website is very helpful for this.  Clearly identify when and why you have to wait.  This really works for kids who can comprehend the verbal and/or written story. \n\nIf they are lower functioning, use a picture schedule or pair a "wait" card with the action of waiting.  You might really have to practice this in various settings before generalization will occur.  \n\nAnother thing I have tried is giving a "stim" item to take the pressure off of waiting.  Often these kids don't have a clear concept of going from one place to another due to unfamiliarity or excitement.  Think of it as something really uncomfortable for them.  Give him or her something to do while waiting.  This can vary...it can be a koosh ball, a walkman, headphones, jumping jacks...etc.  \n\nRewards can be key as well....try to shape the behavior by rewarding key steps.  \n\nThe key with autism is it might take several trials of unsuccessful strategies until the right one clicks.  Keep good data, provide lots of practice and direct instruction....and don't give up.