Information About Home Schooling: Is It Suitable For Your Child? By Kathryn Whittaker

There are a lot of parents who would like home schooling for their child. But they are afraid because they don't exactly know if they can be their children's teacher. They also need to find out if home schooling is suitable for their child and if there really is a need to home school their child. Of course most parents would like to have their children educated in school. The school is such a good place for learning practical skills and application.

Home schooling is efficient and helpful if you want it to be. You will be responsible for your child's education so you will surely be the one to blame if they don't learn. If your child prefers to be alone or isolated, you should not force him to go to school and mingle with the other kids. For sure, he will not feel comfortable and the learning process might be slow. If your child wants to learn at home with you, it will be to your advantage to teach him the basics.

Now that the education process is in demand, your child has a lot of options to choose from. First is to learn from the books just like the way they do it in school. Another way is by learning online through the use of e-books. E-books are the easy way to learn if your child does not feel comfortable with the teacher due to traumatic experiences or other reasons.

If going to school is geographically too far, you can educate your child at home. Traveling might be costly, stressful, and tiring. If your child has some physical disabilities, he might encounter difficulties in the public school system therefore home schooling might be the way to go. If your child has low self-esteem, and lacks confidence, he might not be able to deal with the pressures in public school, and could experience a lot of difficulties that may hinder his learning and social awareness. If your child has signs of autism or abnormalities, being home schooled would be the best way to go to ensure comfort and effective learning.

If your child's interest is learning at home, home schooling will be the ultimate option. There are kids who go to school just to play and never study. If this is the case, bringing him to school will be useless and ineffective.

There is a fine balance with home schooling to ensure that your child has a relevant education alongside socializing and playing sports with other children. Home schooling allows you to impart values and teachings that you hold dear while adhering to the basic curriculum.

As long as your child has plenty of opportunity to mix with other children their age and you feel that you are adequately equipped to teach then home schooling can provide an effective alternative to sending your child to school.
About the Author

Alison Palmer has an interest in Family & Children related topics. To find out how you can become successful at home schooling your child please visit this Home schooling related site.

Autism Spectrum Disorders Explained by Rachel Evans

Autism spectrum disorders (ASDs) cover a variety of behaviors and abilities and are caused by abnormal brain development. While ASDs begin when the individual is a child, they will last throughout the individual’s life. Most individuals with ASDs will display a lack of social skills, as well as communication skills. While these individuals with ASDs may have a variety of different behaviors, each individual is unlike another. While the symptoms may be severe in one individual, they may be very mild in another. The following are some common behaviors emitted by individuals diagnosed with an ASD.

Generally, individuals diagnosed with ASDs will not want to socialize with others. Some things you may notice are a lack of eye contact with others, preferring to do activities by themselves, and they may not want to be touched. Depending upon the severity of the symptoms, some individuals may not even notice when others speak to them or are trying to get their attention. In mild cases, it may be that an individual will simply not understand how to relate to others and in case of a young child, they may not know how to play with other children.

When it comes to communication skills, more often than not, individuals with ASDs will show lack of development in these areas, as well. Many children that have been diagnosed with ASDs do not talk at all. Some may display a repetitive speech, such as echolalia, where they repeat the words that are said to them. Instead of answering a question, they’ll simply repeat what was asked of them. A child with ASDs may be able to talk and then at a later date, stop talking altogether.

Other communication behaviors may be a flat tone to their voice and they may not be able to control how loud or softly they talk. They may have a hard time sticking to a topic of discussion for a long time and they may also show a lack of listening skills. Some may stand too close to someone they are talking to, as well as talking a lot and not letting someone else get a chance to talk.

Individuals with ASDs may also display repetitive actions. It might be that they have to line their items on their nightstand up perfectly before going to bed or it may be they simply have to stick to a certain routine. Any change in this routine may upset them badly and throw them off kilter. These repetitivebehaviors become very important to them.

The fact is that children who have been diagnosed with ASDs simply develop differently than those without ASDs. While they may exhibit motor skills that are similar to other children their age, their language and social skills may be severely underdeveloped compared to others. Children with ASDs might be able to put together a very intricate puzzle, but have a hard time making friends.

The symptoms of ASDs may become less severe over time or perhaps become more pronounced. Again, while there are many symptoms associated with ASDs, each individual that is diagnosed will display varying degrees of each one.


About The Author: Rachel Evans. You can get more info & signup for a Free Autism Newsletter at: The Essential Guide to Autism Click Here or: The Essential Guide to Autism Spectrum Disorders Click Here

20 Parent Tips To A Tantrum-Free Haircut For A Child With Autism by W.R. Brown

Does your child act out or tantrum during a haircut? As a mother of an adolescent child with autism, I can certainly identify with those of you whose children do not tolerate haircuts very well. This article will hopefully lead to more tantrum-free haircuts.

As our son reached his first birthday and beyond, his hair began to grow longer. I would braid his hair twice a week. Eventually, he would lie down on my lap falling asleep while I braided. He wore his hair this way until shortly after his third birthday.

With all the combing and braiding, we were quite surprised to discover after his first haircut at age three, that our son had become highly sensitive to anyone or anything touching his head.

At this time, we didn't know yet that our son had autism. We did know he had a speech delay. He was also beginning to show some really odd behaviors. For example, he began behaving like our new puppy, and became fascinated with our steam iron.

Mostly he was a happy toddler, easy to please and smiled often. At age three he began communicating any unhappiness to us with a long, loud and high-pitched scream. By this time he did not talk at all, never pointed and would walk around our house clutching a plastic coat hanger.

He began closing any open doors, turning the lights on and off, and lining his toys up in a single row. Screaming loudly, he would tantrum if you dared to move any of his toys out of place.

We came to realize he was now also highly sensitive to certain noises. Low humming and high-pitched sounds made him very anxious and uncomfortable. While he was actually attracted to other loud sounds, like our garden tractor.

Years later, we learned he is hyperacusis in his right ear, and borderline in his left ear, meaning he has a hypersensitivity to sounds.

He was now also sensitive to light and needed to wear sunglasses or at least a sun visor whenever he was outdoors. He began blinking his eyes rapidly before having a meltdown. Later when he learned to talk, he told us he was 'making lightning'.

Our son has many sensory issues. He has trouble sitting still and following directions during haircut time. He would become non-compliant and resistant, covering his head with his hands, moving his head quickly from side-to-side, and would cry.

Over the years our son has been to many different barbers. Some of them were more patient with a difficult young client than others.

Sometimes while getting a haircut he would grab your hands or even try to smack you away from him. Often times, it would take at least two of us to manage the situation.

Mostly these sessions would grow worse, and ultimately lead to a full-blown tantrum, or meltdown. His barbers usually found these behaviors to be way too stressful. Eventually it became obvious that both our son and the barbers were miserable whenever we bought him in for a haircut.

My husband believing he had no choice, finally took on a new 'trade.' He learned through trial and error how to cut our son's hair. These experiences were filled with nervous tension. They were terribly stressful and unpleasant times for all of us.

Time and experience soon taught us how to prepare our son to get a haircut. Then later, learn to tolerate a haircut without having a tantrum or meltdown. Today haircuts are readily accepted by our son as part of his bi-weekly grooming routine.


Sensory Problems and Autism

In Autism Spectrum Disorders, the brain seems unable to balance the senses appropriately. It is common for a child with autism to have sensory problems. He may be hypoactive (low sensitivity) or hyper-reactive (high sensitivity) or lack the ability to combine the senses.

Autistic children often have a "fight or flight" response to sensation. This condition is called "sensory defensiveness" and may be diagnosed as a "sensory processing disorder."

A child with autism can be sensitive to many things, like the noise clippers make, the sensation of cutting hair, feeling loose hairs on their body, seeing hair fall on their clothing, or even the floor. Our son told us it also hurts to get a haircut.

When children's perceptions are accurate, they can learn from what they see, feel, or hear. On the other hand, if sensory information is faulty, their experiences of the world can be confusing. Many autistic children are highly attuned or even painfully sensitive to certain sounds, textures, tastes, and smells.

Sensory integration therapy may help desensitize a child. This type of therapy can be provided by an occupational, physical or speech therapist, helping a child to better rearrange his sensory information.

We have found 'desensitizing' our child to be key to a tantrum-free haircut and wish to share our 'tried and true' ideas and tips with you.

Remember to take long, deep breaths and try to be really patient. Don't worry, you will do fine.

Best wishes and good luck!



Tip #1

1. Take each haircut session one at a time. Observe your child, take notes if necessary. You will learn more about your child each time.


Tip #2

2. Buy a good quality home haircutting kit. Look for clippers with blade guards to avoid cutting the hair too short.


Tip #3

3. Use unscented shampoo and conditioner if your child is sensitive to smells or odors. African-American children may use hair pomade or other scalp conditioner to moisturize the hair. Before you begin a haircut wash the hair to remove any hair products build-up. Cutting clean, dry hair with clippers is much faster. The hair will cut easier. Some children do not like having their hair washed. Our son will not lean his head all the way back. So we began washing his hair with a sudsy shampoo on a washcloth, and rinse using a washcloth damp with clear water. We would condition his hair the same way. Now he is able to wash his hair on his own.


Tip #4

4. Schedule a haircut when your child is least likely to be 'sensory overloaded' or feeling overwhelmed by the information he is taking in through the five senses: hearing, vision, touch, smell and taste. Try to avoid scheduling haircuts after school or when your child is ill or tired. Our son appears to be most autistic in the morning. So we do not plan to cut his hair then, preferring to do it later in the day.


Tip #5

5. For a child that is sensitive to the buzzing noise of the clippers or the repeated 'snap' of a scissor, try using soft, flexible ear plugs. Does your child like to sing? Sing a song. Play some of their favorite music.


Tip #6

6. Develop a routine for haircuts. Does your child need a haircut or trim every week, every other week or monthly? Try to schedule them for the same day of the week and time of day whenever possible. For example, every other Saturday morning. Be consistent.


Tip #7

7. Think of a few activities, toys or food your child really enjoys to use as his special reward or bonus. What does he like to do? What makes him happy?


Tip #8

8. Explain to your child exactly what you are planning to do during the haircut. Use short sentences and/or visual supports using personal pictures or icons. Take a picture while your child is getting a haircut. Take a picture of all the items used. You may also use icons or PECS.


Tip #9

9. Be sure your child has a cape, sheet or towel draped over him. Our son hates having any hair fall on his face, body or clothing. He covers his face with a hand towel to keep those fine, cut hairs off his face.


Tip #10

10. Under supervision allow your child to handle the clippers and other items used for the haircut. At home, allow him to help you prepare for it. For example, the child gets a towel, and the comb or brush. Teach him how to clean the clippers. For example, brush off any loose hairs from the blade and oil the clippers. This can be a good motivator and is fun.


Tip #11

11. Observe your child while cutting his hair. Is there anything in particular he dislikes or finds intolerable? If so, try to make it better.


Tip #12

12. Allow your child to give an old doll or teddy bear a haircut while their own hair is being cut. This may help your child learn to generalize the experience. You or the barber can also use the doll or teddy bear to demonstrate what it is you need or expect your child to do. For example, act out directions to 'turn your head to the right' or 'bend your head down.' These are strong visual cues and may be better understood.


Tip #13

13. Unless your child is better able to tolerate a haircut, keep their hairstyles simple. For example, 'fades' and 'parts' may take longer to cut. Try the 'Caesar' style which is a low even-blended cut all around the head.


Tip #14

14. Focus on the task at hand. Try to cut hair as fast as you can without rushing. For example, do not dawdle. Try not to stop cutting hair to talk to others, in person or on the phone.


Tip #15

15. Edge the front, sides and nape of the neck first for a 'shape-up' then cut the hair. Should your child not tolerate a haircut before you or the barber is done, a shape-up will give him a clean, fresh haircut look, even if the hair has not been entirely cut.


Tip #16

16. Reassure your child during the haircut. Explain each step of the way in a slow, steady voice. For example, 'Good job keeping your head still.' 'All done, after...' Let your child know that the is near. This step may be faded out gradually as your child becomes familiar with the process.


Tip #17

17. Once the haircut is done, admire your child's clean-cut appearance. 'You look handsome!' Show him how he looks in the mirror, if tolerated. Take before and after photos so they can see the benefits. Use this opportunity to begin to teach him how to comb and brush his own hair.


Tip #18

18. Remember to give your child a reward or bonus that he will enjoy. Give your child a choice for their bonus. A reward or bonus will show him that although we must do unpleasant things sometimes, at other times we get to do things that we enjoy.


Tip #19

19. At home, use this opportunity to teach other daily living skills, particularly hygiene and grooming. For example, your child may learn how to undress/dress, shower or take a bath independently (run his own bath water at the right temperature, wash his body properly, determine how long to stay in the shower or tub, clean the shower/tub, put his dirty clothes away, use deodorant, choose an appropriate outfit to wear, etc.


Tip #20

20. Other lessons and tasks on daily living activities may be expanded in time as appropriate. For example, your child may help put items away, clean and oil the clippers, sweep or vacuum hair off the floor, put their dirty clothes and towels in the hamper or washing machine. Learn to sort laundry, load and wash his clothes, put clothes in the dryer, fold clothing, learn to iron, etc.



Parent Resources

Click here to read more about a child with autism, find information on autism, autism treatment, autism medication, autism resources, autism symptom, sign of autism, autism characteristics, autism aspergers, autism statistics, history of autism, autism education, autism schools, teaching child with autism, autism in the inclusive classroom, autism support group, autism awareness, adult with autism, autism picture and autism help.


Additional Resources

Below is a list of books, articles and useful products we use to learn how to help our son become better able to process sensory information and grow to better tolerate getting haircuts, and become more independent.


Books on Sensory Integration

The Out of Sync Child
by Carol Stock Kranowitz
ISBN: 0-399-52386-3






The Out-of-Sync Child Has Fun
(Activities for Kids with Sensory Integration Dysfunction)
by Carol Stock Kranowitz
ISBN: 0-399-52843-1



Books on Activity Schedules and Visual Supports

Activity Schedules for Children with Autism
(Teaching Independent Behavior)
by Lynnn E. McClannahan, Ph.D. & Patricia J. Krantz, Ph.D.
ISBN: 0-933149-93-X



Making Visual Supports Work in the Home and Community
(Strategies for Individuals with Autism and Asperger Syndrome)
by Jennifer L. Savner & Brenda Smith Myles
ISBN: 0-9672514-6-X





Videos to Help Your Child Learn in Their Natural Environment

Model Me Kids: Videos For Teaching Social Skills by Peer Example



Developmental Products to Help Teach Life Skills

Visit Attainment Company and this Autism Resource click here for Life Skills



Free or Low Cost Materials

Do 2 Learn offers free picture icons you can download to make visual schedules and to-do lists for your children.



Articles

Home Activities for Children with Sensory Processing Disorder offers parents good ideas for incorporating sensory input into daily activities.



Parent Networking and Support

Sensory Integration Dysfunction

Sensory Integration Disorder Group

About the Author

W.R. Brown is wife, mother of four children, grandmother, volunteer, presenter at parent support groups, member of local autism support groups, national autism organizations, former legal assistant, service coordinator, served as Board member to non-profit organizations, autism Advisory Groups, appeared on Cable 6 TV and XM Radio One.

Social Activities for Children with Autism by Katherine Lee

Part of having friends is being able to participate in the events peers enjoy.

A major focus of an Autism treatment program must be developing skills that will allow your child to participate in social activites with friends. I've listed just a handful below.

Swimming-When: early as possible. Skills to learn: for sure being able to swim underwater, tread water, use floats for fun, play water games...be completely safe in a pool. Why: because kids have lots of pool parties, go to water parks and love to swim together.

Skating- when: early as possible. Skills to learn: how to skate, skating at a skating ring, skating in a park, how to fall safely Why: Because skating and modifications of it (scooter, skate board, etc) are major social activities, especially boys but girls too.

Bicycle- when: as early as possible. Skills to learn: riding without training wheels, riding on a path, staying with your friend behind and in front, talking while riding Why: Because people ride bikes together into adulthood starting in childhood.

Video games- When: Early as possible. What: Start simple, with easy driving games at home. Move up by interest and skill. Why: Game Works, any one? I've heard consultants say they have no use for video games....do they have children? Absolutely, I'm not in favor of hours on end of sitting in front of them. But this IS one of the big social ventures of children and adults. Many kids around here have their birthday parties at Main Event, Game Works, you name it... Note: some children are naturally attracted and naturally good at these. Some are not. You'll have to determine where your child stands. If your child stims on video games, you want to get that resolved with your consultant some time before age 6 or 7. Further note: Remember on these social activities it does not matter if YOU like the activity (as long as it's not sinful or something) It's about your child and friends.

Going to the movies. When: as early as possible. What: go to any children's movies that come out...go often and work on behavior. Go to the dollar movie. Establish good behavioral expectations early. Why: You want your child to be able to take friends to the movies. Appropriate quiet sitting in the movie theater is a must.

I've listed five activities to get you started. Others include theme park rides, birthday parties, Halloween/Fall festival activities, the list goes on and on. When I say start early, I mean VERY early. We started all these at 3 years old (bike at 2). We set goals, achieved them and set new goals. We did these as a family and it has been important for all of us to be a part.

Please, dear friend, don't underestimate the importance of helping your child get these activity skills under his belt. These activities build friendships...and we want so much for our children to have those.

My heart is with you,

Katherine Lee

About the Author

Katherine Lee is a highly regarded consultant in the areas of Applied Behavior Analysis and & Relationship Development Intervention. She is author to numerous columns on Autism, ABA and RDI. Join Kat for her popular WEBLOG- "'Reality ABA' - An Online Autism Diary" at Autism Treatment

Running a ABA - How Many Hours for a Child With Autism by Katherine Lee

ABA and Autism- Choices Available Today by Katherine Lee

Being a new parent to autism and ABA is hard these days.

It was hard 9 years ago but our choices were limited. Today, there are many options and ABA has become very political and divided within it's profession, with good procedures being named and "camps" being established for which procedures professionals think are the best. (I do not believe in "camps" just good procedures)

So for new parents, I offer this help:

Choosing a consultant:

Interview several. Find out how they introduce new programs to beginning learners. Always ask for explanations and reasons for why they will start the home progam in that manner

Ask the consultant to explain their outlook on the future of the children. Some strive to recovery, others may deny it exists. I say to you that you need to agree on what your goals are in this area.

How often will your consultant come? The more the better. You need to see your consultant often. And more than likely, your team will need training. All the better if your consultant will take responsibility for this as well.

Look for an Autism consultant that studies your child. No home program should be cookie cutter. Children start in different places, with different programming being appropriate. The early learner must be studied.

Finally, your Autism consultant should encourage questions from you, specifically the question "why". You want your consultant to be able to answer why they are implementing a certain procedure with your child. Not only to you want them to be able to answer "why" you want them to encourage your asking questions (respectfully of course)

Of course, I`ve only outlined some things to ask your consultant here. Next time, I`ll write about interviewing therapists. One final piece of advice today...find parents to support you. We need to know we are not alone.

My heart is with you,

Katherine Lee

About the Author

Katherine Lee is a highly regarded consultant in the areas of Applied Behavior Analysis and & Relationship Development Intervention. She is author to numerous columns on Autism, ABA and RDI. Join Kat for her popular WEBLOG- "'Reality ABA' - An Online Autism Diary" at: the Autism Treatment

ABA and Autism - Choices Available Today by Katherine Lee

Being a new parent to autism and ABA is hard these days.

It was hard 9 years ago but our choices were limited. Today, there are many options and ABA has become very political and divided within it's profession, with good procedures being named and "camps" being established for which procedures professionals think are the best. (I do not believe in "camps" just good procedures)

So for new parents, I offer this help:

Choosing a consultant:

Interview several. Find out how they introduce new programs to beginning learners. Always ask for explanations and reasons for why they will start the home progam in that manner

Ask the consultant to explain their outlook on the future of the children. Some strive to recovery, others may deny it exists. I say to you that you need to agree on what your goals are in this area.

How often will your consultant come? The more the better. You need to see your consultant often. And more than likely, your team will need training. All the better if your consultant will take responsibility for this as well.

Look for an Autism consultant that studies your child. No home program should be cookie cutter. Children start in different places, with different programming being appropriate. The early learner must be studied.

Finally, your Autism consultant should encourage questions from you, specifically the question "why". You want your consultant to be able to answer why they are implementing a certain procedure with your child. Not only to you want them to be able to answer "why" you want them to encourage your asking questions (respectfully of course)

Of course, I`ve only outlined some things to ask your consultant here. Next time, I`ll write about interviewing therapists. One final piece of advice today...find parents to support you. We need to know we are not alone.

My heart is with you,

Katherine Lee

About the Author

Katherine Lee is a highly regarded consultant in the areas of Applied Behavior Analysis and & Relationship Development Intervention. She is author to numerous columns on Autism, ABA and RDI. Join Kat for her popular WEBLOG- "'Reality ABA' - An Online Autism Diary" at: Autism Treatment

Autism Research and Education by jamie

Autism Research-

Autism can be defined as an abnormal absorption with the self, which is marked by communication disorders and short attention span and inability to treat others as people. It drastically affects a person's behavior with others as well as with self. The person suffering from autism is unable to relate to the world or comprehend it. An autistic often suffers from learning disabilities. A research shows that autism has increases as much as ten times over the last decade. Many researches have been carried out by psychologists and researchers to understand how an autistic's mind functions and what is the wiring in the brain like.

Causes an symptoms of autism:

Most researchers believe that there are no definite reasons for autism to develop. It is more often than not genetically inherited. Also this disorder can be caused due to inappropriate before and after birth conditions. Any kind of damage caused to the brain can lead to autism.

The symptoms of autism are complex; hence diagnosis cannot be done very easily. During the early stages of autism, it becomes difficult to spot it, however as it goes on the becoming more and more severe, clear behavior differences can be noted. The person's social interaction becomes greatly affected. An autistic shows an array of symptoms, including problems interacting with other people and repetitive behaviors. There are many autism research centers.

What does autism research aim at?

These researchers try to determine causes and treatments and prevention for autism. Researchers at the new center will seek to develop ways to identify different subcategories of autism. These researches are essential as allow clinicians to tailor interventions and make predictions about a child's future functioning. Some researches believe that autistic children can be cured and these children can grow up and lead lives as normal adults.

The researchers have also differentiated between 2 categories of autism, complex and essential. These categories are studied and separate treatments are drawn. The children require quiet atmosphere to concentrate and learn social skill. Given a chance to have specialized education and structured support these children can be completely treated of the disorder.

Autism Education:

Autism is a brain disorder that begins in early childhood and persists throughout adulthood which affects three crucial areas of development that are communication and language, social interaction, and creative or imaginative play.

Education for autism: Past two decades, many effective strategies have been developed to teach children and teenagers who have been diagnosed with autism but however not everyone involved in education or even special education is knowledgeable about all these methods. Few teachers work in an autism-specific classroom and most are responsible for classes where a variety of disabilities is represented. Now a days overworked and stressed teachers may not have the time or the resources to implement an effective program for every child hence it is important for parents to develop a sense of their child's learning style, and to educate themselves about what strategies will best help their child to succeed in school. At last parents are said to be the best teacher of their child. Some education centers or organization listed below: * The Autism Education Network's mission is to improve public special education programs and to influence public policy that affects individuals with autism and this mission uses new technology and the Internet to connect in order to empower people that affect to change. * The TEACCH (treatment and education of autistic and related communication handicapped children) mission helps to enable individuals with autism to function as meaningfully and as independently as possible in the community and they also provide exemplary services throughout North Carolina to individuals with autism and their families and those who serve and support them.

* NECC - 30 Years of Autism Education in New England The New England Center for Children (NECC), a school for autism located 20 miles west of Boston in Southborough, Massachusetts is a private, nonprofit autism education center dedicated to bringing out human potential and creating productive lives for children with autism. Since 1975, this school provides state-of-the-art autism education and individualized treatment for children with autism spectrum disorder, pervasive developmental disorder (PDD), and Asperger's Syndrome. * RAE(resource in autism education ) is an organization committed to providing the highest quality behavioral intervention services to children diagnosed with autism and related Pervasive Development Disorders and also empowers people with autism.

Hence these organizations help autistic people to improve them.
About the Author

Jamie is the author of other Autism Tips located at Health Information Also check out our Health Blog for other health tips. Please stop by and sign up for our free health tip news letter.

Home Autism Treatment Program

On the Job Training -- by Katherine Lee

No question at all....one of the most difficult aspects of running a home Autism treatment program is the relationship piece.

I mean, you have to manage people...as a parent, you have employees all of a sudden. You have to tell them what to do, you have to give them feedback, even ones who know more than you. You have to keep up with them, their lives and their paychecks. How can this best be done? It is hard. I don`t claim to be good at it. I`m actually NOT good when it comes to my hurt child and emotion. But here goes an attempt
at some pointers:

1. Promote open communication on your team Your ABA team members need to believe they can talk to you. (note: you can promote this all day long and some won`t talk to you. That is just life)

2. Don`t spring surprises on your team Keep them informed of what is going on on the program. Of course, some things are private. But don`t expect them to know what you don`t tell.

3. Show them you have respect for them Tell them. Ask for their opinions. Respect them in front of others.

4. Respect personality differences Not every therapist who walks through your home would have been your friend. But if you respect each other, you can still work together for your child.

5. You don`t have to say every thing you are thinking I`m serious. Go tell a best friend or something. You want what comes out your mouth to be precise. You DON`T want to regret saying it.

6. Along those lines, don`t talk to your team members when you are "in a mood" You know what I`m talking about. You may be particularly emotional that week and regret what you said the next. You can only make THOSE mistakes with people you know really well.

Well, none of this works if the therapist does not respect you. And you cannot force that. It either happens or it does not. But by and large, ABA therapists should respect parents. Getting up in the morning for a parent with a child with autism is hard(depression and all). Much less to run a home program.

Ok, I`m going to end with this. I am NOT saying I am good at this. I never ever had anything in my life that would make me an expert at employing people to save my son`s life. Give me ANY problem in radio that I had ANY day over the emotion associated with a home program. And I`ve been in this almost 9 years. I make mistakes all the time. So be patient with yourself and try the best you can to be fair and positive with your team. Make sure they know you are trying. And by all means, it is OK for them to be reminded that you are learning and will make errors. Or as a poster I used to have said "Be patient. God isn`t finished with me yet."

My heart is with you,

Katherine Lee

About the Author

Katherine Lee is a highly regarded consultant in the areas of Applied Behavior Analysis and & Relationship Development Intervention. She is author to numerous columns on Autism, ABA and RDI. Join Kat for her popular WEBLOG- "'Reality ABA' - An Online Autism Diary" at: Autism Treatment Info

Coping with Autism-Support for Families by Christine Dugan

Based on the U.S. Department of Education's 2002 report to Congress on IDEA the number of students with autism in U.S. schools has increased by 1354% in an eight-year period from 1991-1992 to 2000-2001 (as cited by the Autism Society of America, 2003). This increase is almost fifty times higher than all disabilities (excluding autism), which has increased in the U.S. by 28.4%.

From 1991-1992 to 2000-2001 school years, the number of students with autism that are being served under IDEA has increased from 5,415 to 78,749 respectively (as cited by Autism Society of America, 2003). According to the Center for Disease Control in 2001, autism affects an estimated 2 to 6 per 1,000 individuals and it is the most common of Pervasive Developmental Disorders (as cited by the Autism Society of America, n.d.).

Based on these statistics, it is estimated that 1.5 million Americans are believed to have some form of autism (Autism Society of America, n.d.). Autism has been found to affect all races, cultures, socioeconomic statuses, and educational backgrounds (Autism Society of America, n.d.).

This rate of growth in autism not only signifies a need for more professionals to be trained to teach individuals with autism, but the need for increased training and support for families of children with autism. Parents of children with autism are coping with a considerable amount of stress and an overwhelming amount of information about the disability.

Families of children with autism can benefit from support from professionals, other family members, and society, in order to manage the stress effectively.

Parents of children with autism take on many roles in their child's education. They must first recognize and pursue a diagnosis for their child. Once an accurate diagnosis is made, they must find a suitable program and services for their child.

Parents need to also act as teachers in the home so that their children learn to generalize skills in the home that they are taught at school. In order for parents to be effective teachers, they need to have specialized knowledge, skills, and information about the efficacy of different treatment programs (Educating Children with Autism, 2001).

Because parents are also advocates for their child, they need to have knowledge of special education law and the available services. Due to the stress level of raising a child with autism, parents need coping skills (National Academy Press, 2001). According to a study by Gallagher, (as cited by National Academy Press, 2001), the multiple roles of the parent as teacher, advocate, loving parent, and family member can be extremely demanding for parents.

In 2000 Nissenbaum, Tollefson, and Reese (as cited by The National Autistic Society, n.d.), studied the impact of an autism diagnosis on families. They found that parents actually felt relieved at having an explanation for their child's unusual behaviors (National Autistic Society, n.d.). The diagnosis alleviated concerns that they were doing something wrong (National Autistic Society, 2000).

As with other parents of children with disabilities, many parents or children with autism go through a grieving process after receiving the diagnosis of autism.

Based on research, the education of children with autism is a source of a great deal of stress for many families. Research conducted by Holroyd and McArthur in 1976 and by Donovan in 1988 (as cited by the Autism Society of America, n.d.) found that parents of children with autism experience greater stress than parents of children with mental retardation and Down Syndrome.

This stress may be a result of the maladaptive and antisocial behaviors a child with autism may exhibit (Autism Society of America, n.d.). Because individuals with autism often have difficulty expressing even basic wants or needs, parents may feel frustrated when they are unable to determine the child's needs (Autism Society of America, n.d.). The child with autism may exhibit frustration through self-injurious behaviors, aggression, or tantrums that threaten the safety of others (Autism Society of America, n.d.).

Parents may feel that the stereotypic or self-stimulatory behaviors (ie: hand-flapping, tapping, lining things up, perseveration on an object), of their child with autism are strange and interfering with functioning (Autism Society of America, n.d.). Because children with autism usually have severe deficits in social skills, such as playing appropriately with peers, parents may find themselves stressed with finding appropriate leisure activities for the child at home (Autism Society of America, n.d.).

Some children with autism have difficulties sleeping and may only eat limited food items, which causes another source of struggle for parents (Autism Society of America, n.d.). Family dinners may be disrupted or shortened and bedtimes may be interrupted.

Sleep deprivation is common in both the child with autism and the parents of the child. Society reactions can also have a major impact on family stress and may cause the family to avoid community outings or family events (Autism Society of America, n.d.).

Families may not go to family get-togethers because the child has difficulty interacting with others (Autism Society of America, n.d.). Families are sometimes embarrassed around extended family members and may have difficulty relating to other family members.

Another stress for parents is learning about all of the methods and strategies to teach children with autism. They must learn about these methods so that they can help to determine an appropriate educational placement for their child with autism and so that they can be active members in the IEP process.

There are currently many treatment approaches and strategies to teach children with autism. Current methods include Applied Behavior Analysis, Discrete Trial instruction, Picture Exchange Communication System, TEACCH, Floortime, RDI, Social Stories, and Sensory Integration. Once strategies are determined, using some of these methods has potential to reduce family stress and enhance the family's quality of life.

Because many children with autism have difficulty generalizing skills, it is extremely important for parents to carry over the child's skill training from school to the home. Parents can also be effective teachers.

Families that are taught effective behavioral intervention strategies to manage challenging behaviors, are taught and involved in the functional assessment process, are trained in facilitating functional communication (both verbal and non-verbal), have been found to have greater success at home with the child with autism (Moes & Frea, 2002).

When determining behavior plans, professionals need to take into consideration family routines when analyzing challenging behaviors (Moes & Frea, 2002). Behavioral interventions are more successful and meaningful to families when their beliefs, values and goals are taken into consideration (Moes & Free, 2002).

A family centered educational approach may be the most beneficial to a child with autism and their families (National Academy Press, 2001). Formal support may come from teachers, IEP team members, doctors, the local education agency representative, and other professionals that treat the child.

Informal support may come through parent networking, parent support groups, families, and neighbors. According to Bristol in 1987, "parents found a positive relationship between adequacy of social support, the use of active coping behaviors, and family adaptation for parents of children enrolled in the TEACCH program" (National Academy Press, 2001, p.34).

Coping with a child with autism is difficult and stressful for many families. As with the impact of socioeconomic status and ethnicity of the parents, there is not yet a lot of research on the stress levels of parents based on the child's cognitive level and communication level.

Based on current research, in order to cope with the stress of having a child with autism and to experience gains in their education at school and at home, parents need to learn specialized skills and teaching methods that can be implemented at home.

Successful collaboration and training with professionals working with the child with autism has the capability of reducing family stress and an increase in the child with autism's communication, socialization, cognitive, adaptive skills and a reduction in maladaptive behaviors in the home environment. Professionals working with students with autism must include the parents as advocates in the IEP process, functional behavior assessments, and behavior intervention plans.

Professionals must provide opportunities for parents to be trained in teaching methodologies used at the school. Professionals must also consider themselves a source of support for families of children with autism and be knowledgeable about special education law, treatment methods and scientific research.

As a teacher of young children with autism, I have witnessed first hand the benefits of conducting parent trainings and support groups, whether they are on a group basis or an individual basis. Based on parent feedback, parent trainings and support groups are extremely beneficial to those that attend, and most parents express that there is never enough time to talk with the teachers and other parents -- there is always a desire to learn more and for more opportunities to collaborate.

About the Author
Christine Dugan works in the special education field and is a contributing author to the health information site Health Info as well as the article submission site Article Motron.

Running A Home Autism Treatment Program and "Staying Strong" by Katherine Lee

Looking at another reason programs can be extended...lack of maintenance (and ultimately generalization) of mastered programs.

BEWARE... this can be the cause of slower programs even with the faster learners. All of us learn new skills all the time. If I learn to do pull-ups, then stop doing them, I won't be able to do them in short order. If I learn to do pull-ups, I either have to do pull ups several times a week or get something more natural that I'm doing (rock climbing, whatever) that generalizes that skill so I keep it. Children with autism are not unique this way... we are all like this. The children are unique, however, in that when they acquire a skill, they do not automatically seek a way to generalize the skill. Most of us do this without even thinking about it. Therefore, we have to have a plan to generalize their gains, and in the meantime, a plan for maitenance.

Here are a few pointers:

When a skill is mastered, start your maintenance plan right away.
- Start with maintaining the program once a day.
- After two weeks, move the program to three times a week.
- From there, two times a week,
- Then one time a week (You get the picture)

All the while you have to have data. You have to study each weeks data to learn if you need to continue this schedule with every program or can some move to one time a week right away. ONLY your data will tell you this. NOTE: You want your child to learn how to hold on to information longer and longer. So you must study him/her to find out what he is able to do here.

You must have a generalization plan...you can do this on your maitenance schedule. Get this skill out into the natural environment; BUT, don't lose the skill in the mean time. Sometimes people take a skill to the the mall before they take it to the rest of their house and the skill actually gets lost due to the level of complexities presented by a mall environment. So, be sure that you are checking the skill formally, to be sure that maitenance is occurring.

DO NOT take your child's maintenance of acquisition for granted? Seriously, how many times do you want to teach same/different? I'm not joking around (for once:)

I really believe that lack of maintenance and generalization is a HUGE prolonger of home programs. Skills are gained, even quickly, and then left behind. Every one acts surprised when months later, the skill is gone. No one should be surprised. Use it or lose it.

I know I sound tough, dear friend, but running an extended home program is no joke- it is exhausting in every way. Please take todays advice as "tough love".

My heart is with you,

Katherine Lee

About the Author

Katherine Lee is a highly regarded consultant in the areas of Applied Behavior Analysis and & Relationship Development Intervention. She is author to numerous columns on Autism, ABA and RDI. Join Kat for her popular WEBLOG- "'Reality ABA' - An Online Autism Diary" at http://www.autismtreatment.info/

How We Discovered Our Child Has Autism by Kamau Austin. Post 1.

Hindsight is 20/20. When I look back at some of the things that were clues to my daughter's unique challenges there become clear indicators that something was amiss.

My daughter was born fighting for her life. Even when my wife was in labor the doctors were alarmed because her heart beat kept dropping.

After my wife delivered our baby and would have to stay in the hospital a couple of days, I happened to walk over to the baby nursery before leaving the hospital. As a new dad I wanted to see my new baby daughter off before heading home.

What I saw behind the observation glass was very alarming! I saw an intemperate nurse manhandling my daughter (although the nurse was a woman).

I remember the nurse rolling my daughter over back and fought cleaning her roughly because she was crying so violently when she was a new born. Obviously my daughter was shocked (as anyone would) by water and soap being rubbed all over her body -- for the first time.

The nurse reminded me of so many city or civic workers who hate their jobs and are nasty and indifferent at doing their jobs.

Right in the new born nursery I could see symbolically my daughter will have to fight to survive despite the mishandling of others -- the rest of her life.

I didn't want to appear as another over protective parent (perhaps all newborns respond the same way getting their first bath). Plus if I had yelled at the nurse given her behavior I had no idea what she would do to my daughter once I left.

I decided to make my presence known and watch the nurse who calmed down once she saw me looking closely at her actions.

More than likely looking back at the situation my daughter may have been responding to the rough washing with more fight than other children because of the more highly stimulated autistic children are purported to be.

We will return to this more indepth in our next post.

Does Your Child Suffer From Autism? by Don McKay

As parents we all want to believe that our children are perfect and we want the very best for them. How would you feel if you learned that your child suffered from Autism? As a parent of three children I am still in denial after learning that my youngest has characteristics in the Autism Spectrum. What exactly does this mean? Well, doctors have said to me that this means he has a few of the autism symptoms, but he is not exactly or totally autistic. He may start out slow (in some areas), but in a few years he could catch up with the other kids in the areas he was lagging in. What does this mean? Plain and simple it means there is hope. My son has delayed speech and withdraws from social interaction. Mind you he is only 4 years old, but this behavior is still in the autism spectrum. After attending a seminar with parents who's children have autism I am starting to believe that my son may be Autistic.

My first response was there is no way that my son is handicapped. As I learned more about autism I learned that I was right. Autism is not a handicap it is a disadvantage. Autistic children may be great or even geniuses in math, but during P.E. (Physical Education) they may with draw. There other classes could be average or above, but socially they have no interest. These are a few examples, but the more you learn about autistic children the easier it is to understand your autistic child.

Should they be put in special education classes? My theory is while in the beginning this may sound good it could also be bad for the long-term progress of your child. Have you ever heard of monkey see monkey do? Over time your child could regress do to the progress of the other children. If the class your child is in has children with Down syndrome, or epilepsy the class my not be advanced enough for your autistic child. You could lose ground by not challenging them enough. The key here is to meet with the school officials and have them meet the requirements for your child. Let's be realistic as well. Your school district may not be equipped to handle your child's needs at first, but you the parent must insist that your school district make efforts to accommodate your child. My son started speech therapy at age three, and the school administrator made accommodations for this. This has helped him in several areas where he was challenged before. In 6 months he is speaking in full sentences, but the gibberish talk is still there just not as bad as before. He has improved socially in some areas as well. He plays beside the other kids, but he still won't interact, but before he would hide in a corner. He is progressing, and my goal as a parent is for my son to have every opportunity as the rest of the kids in school.

In my efforts to make parents aware that autism is real. I also want to give hope to those parents that are frustrated and feel helpless. Join the support seminars, and read about autism. The knowledge you receive about autism will better equip you to handle the pressure of being the parent of an autistic child. Remember this one point and don't forget it. This is your child and your child is at a disadvantage, but he or she is not paralyzed. Your child has a chance to live a normal life. Follow the programs available to you, and do the research. Keep the hope in your heart. You will only have regret if you do nothing at all.
About the Author

Don is the owner of several free information websites and the sole proprietor of Java Jakes Gourmet Coffee Co. http://www.megainfosource.com http://www.javajakes.com http://www.healthyinfosource.com Visit these sites today and become informed.

Choosing an Autism Treatment Center by Katherine Lee

I don't have experience with using Autism treatment centers for ABA programs; but, in our area, more clinics are opening, so these opportunities are present for parents now. I can't speak to the structure or scenarios that are best to look for when choosing a clinic, if you go that direction, but I can tell you what you should look for in a consultant regardless of the setting.

Consultants, whether in a clinic or at home, should provide the following at minimum:

1. Ongoing analysis of your child, his programming and behavior.

2. Knowledge of multiple training procedures for training the same thing ( each child is different. One size does not fit all.)

3. A high prioritized systematic approach for data collection and it's use.

4. Training and honest critique of your child's therapists.

5. Regular team meetings (two to three times a month) with therapists and parents present.

6. In home visits for training for the carry through of clinic principles in the home.

7. Ongoing training of parents in behavioral principles.

8. Regular (once to twice a month) meetings with the parents to address concerns.

9. An ear to listen and a heart to include parents as a major partner in decision making for their child.

10. A positive outlook for the children and a determination to help each child reach his and her best outcome

Good luck in your pursuit of treatment for your child.

My heart is with you,

Katherine Lee

About the Author

Katherine Lee is a highly regarded consultant in the areas of Applied Behavior Analysis and & Relationship Development Intervention. She is author to numerous columns on Autism, ABA and RDI. Join Kat for her popular WEBLOG- "'Reality ABA' - An Online Autism Diary" at: Autism Treatment

Adult ADHD Symptoms? Remember Rainman? by Tellman Knudson

Do you think you have adult ADHD symptoms? One way to take control of your ADHD symptoms is to look at two things: one, "what are my strengths?" and two, "what are my weaknesses?"

It's likely that, if you have adult ADHD symptoms, both your strengths and your weaknesses can be traced back to your ADHD symptoms. I'll tell you why in a moment.

One thing that comes to mind when you look at 'what are my strengths', 'What are my weaknesses', and how weakness can sometimes be a strength, even with adult ADHD symptoms, is the movie 'Rainman.'

You remember the story of Raymond, right? Dustin Hoffman was autistic but he had an amazing ability for patterns. He could count cards in a superhuman way.

So there, you had a weakness but really it was a strength. In looking at something even as severe as autism, you have there a strength, an ability to see patterns.

And that is really what we want to focus on, in looking at adult ADHD symptoms. It's how you use your abilities.

But I would take it a step further and say, 'Every single weakness, every single thing you don't like about yourself, that you think is holding you back, that you think is holding you down, whether it's related to adult ADHD symptoms or not related to adult ADHD symptoms, I can teach you how to use as a strength, every single one.'

Hard to believe? It's true. In my professional practice, I have yet to see a weakness that couldn't be turned into a strength; it just hasn't happened.

From drug addiction, to being manic depressive to being an insomniac to not being able to maintain relationships (a common problem for people adult ADHD symptoms, by the way),whatever is the case, every single one of those situations, I've helped people turn those around into strengths.

So, in addressing adult ADHD symptoms, the first question to ask is, 'What are my strengths?'

And is the second question you are going to ask is: 'What are my weaknesses?'

Okay, here's the trick. This is the reason that you can be successful, especially (yes, I said ESPECIALLY) if you have adult ADHD symptoms.

I have adult ADHD symptoms, in fact I have every Adult ADHD symptom you could think of, but it's the reason that I'm successful, and it's the reason that you can be successful.

You've already developed amazing traits; you've already developed incredibly powerful habits that you might be using the wrong way so far.

Basically, what we're talking about with adult ADHD symptoms is the difference or similarity, the comparison between someone who is what we might call "easily distractible" and someone who is extraordinarily good at "multi-tasking."

Take someone with adult ADHD symptoms who is easily distractible and goes from thing to thing to thing to thing. They can't ever seem to get anything done, can't seem to stay very focused.

Now take someone with adult ADHD symptoms who's incredibly good at multi-tasking, someone who also goes from thing to thing to thing to thing and doesn't seem to be very focused, but gets a ton of things done.

What's the difference? They both have adult ADHD symptoms, so what 's the difference?

One's a skill, one's a disability, it's the same skill set.

What we want to focus on is learning how to transform those habits that people with adult ADHD symptoms have into skills, not disabilities.

Whether you think they're good habits or bad habits, it doesn't matter. They are things you spent your entire life developing and channeling--those skills.

And so, even a bad habit is a strength and a skill, and you can turn them into your own ability to accomplish whatever it is you wish to accomplish, whether it's mastering your finances, getting straight A's in school, maintaining a relationship, holding a job, whatever it is.

You just have to know how to flip them around, to take your adult ADHD symptoms and make them your greatest strengths, no matter what they are...

You'll be stunned at what you can accomplish, even far and away beyond what someone who doesn't have adult ADHD symptoms can accomplish!

Tellman Knudson can help you learn to focus, beat distraction and accomplish your goals.

Learn more about Adult ADHD Symptoms

and pick up your free newsletter of ADHD practical tips and techniques to make your life better today!

About the Author

Tellman Knudson is certified in Hypnotherapy and Neurolinguistic Programming. He is CEO of Overcome Everything and the creator of Hyperfocus, the program that helps people with ADD and ADHD take charge of their lives and financial destiny. Go to http://www.adhdgenius.com to pick up your free newsletter of ADHD practical tips and techniques, and make your life better today!

Empowering parents to help children with autism and special needs learn through play by Lesley Burton

SenseToys specialises in providing a carefully selected range of toys and activities to help parents and professionals caring for children with poor or delayed language skills, autism related difficulties, impaired hearing, developmental delays, dyspraxia and physical disabilities.

As a parent, the early stages of learning about and coming to terms with even the mildest of special needs are extremely difficult and stressful times. One of the greatest frustrations is identifying practical ways to help your child - whilst climbing a very steep learning curve in terms of understanding the problem, including learning about whole new areas of health and education provision which most parents never encounter, there is the overwhelming desire to want to be able to do something practical.

Time is of the essence - early intervention for children with special needs can make a significant difference to the child, and indeed to the family and all concerned. Thus helping parents and carers find and understand what they need can be a real benefit - even when some of the toys are readily available it is often difficult for the non-specialist to know why a particular toy or feature might be helpful. For example the typical "inset" style farmyard puzzle can be extremely difficult for some children, particularly the youngest, to use and develop their fine motor skills, and so simply selecting puzzles with larger knobs enables them to make progress. Sadly most parents like ourselves just don't find these things out until much later, so with the right information and product selection we (SenseToys) should be able to make this advice more readily available.

I set up SenseToys to help people like me find and choose which toys we need, understand how to use them, and why they work - practical information and advice for parents and carers, especially for those learning about and coping with special needs for the first time, based on first hand experience.

SenseToys helps you to make learning fun and rewarding for children with learning difficulties - sometimes even "ordinary" toys can help you produce extraordinary results if you can find them and know how to use them effectively! Visit our website: Sense Toys.

About the Author
Lesley Burton established SenseToys after many fruitless searches for toys and activities to help with the special needs of her two sons - my eldest suffered a language delay through glue ear and my second son Edward has an autistic spectrum disorder (ASD). SenseToys range has been developed with several leading therapists and Montessori trained teachers ensuring that the products and play tips are appropriate.

What is Attention Deficit Disorder - ADD? by Steve Gee

A colleague of mine at work has a grandson diagnosed with child attention deficit disorder. When I talked to her about it, I wondered how you could tell whether it was ADD or 'just difficult or slow'. It is particularly difficult to tell with boys up to the age of about 16. Where do you draw the line? My own grandmother was a primary school Head teacher for many years and she used to say that boys did not develop intellectually as quickly as girls.

My interest raised, I decided to investigate further. It appears that there are three stages in normal development. The first stage can be seen in babies when they become focused on one thing for a period of time and ignore everything else. A child whose development stops at this stage might have a tendency towards autism.

The second stage is when a toddler is constantly finding different things of interest but never able to concentrate on one thing for very long. A child who is stuck at this stage of development might be diagnosed as having attention deficit disorder.

It seems that at the third stage, a child develops the ability to focus their interest for longer periods and to shift their attention at will. This is considered to be a mature pattern of attention and concentration and is the level required to be successful in the classroom.

However, according to my colleague, Anne, ADD is not just about being incapable of concentrating on anything for very long. The point is that people with Attention Deficit Disorder can't choose when to pay attention, what to pay attention to or when to stop. Anne told me that this became very clear when undertaking a normal task like crossing the road. Her grandson has been taught many times how to cross the road safely. Nevertheless, without warning, if he has to wait for any time or watch the traffic for a space, all the training will go out the window. He knows he has to cross the road and will just go!

The funny thing is that, along side this inability to choose when to pay attention and when not, is an ability to intensely focus on a particular activity and forget to take a break. This could be repeatedly completing the same jigsaw or watching the same video to the exclusion of anything else. If this is not recognised and worked on, some people say it can lead to substance abuse, overeating, and compulsive behaviour later on.

A variation on ADD is ADHD, or Attention Deficit Hyperactivity Disorder. People with this are often described as unable to relax or are constantly 'on the go', to the extent that even when sitting down, they might constantly be 'fiddling' or squirming in the chair. For parents this can be a nightmare as the child requires very little sleep and there is no break from all the restless activity.

So what help is there? Is there a cure? Is it something that a child can grow out of? The answer to the last question is 'no', ADD and ADHD is a physical dysfunction of the brain. It does tend to run in families but it is not due to bad parenting or poor discipline.

Attention Deficit Disorder and Treatment:

Children can receive medication and therapy that helps to overcome the disorder, if it is diagnosed early enough. The problem is diagnosing the extent to which someone requires help, as the spectrum is very wide. Most experts seem to recommend a treatment combining medication and psychotherapy. Psychostimulants such as 'Ritalin' and 'Dexedrine' help to improve the sluggish part of the brain causing the problems. Psychotherapy helps to train ADD sufferers to pay attention, control impulses and behave appropriately in all sorts of situations.

Alongside this medical treatment, it is recognised that diet can be important. There is evidence to suggest that some children with ADHD can react badly to certain combinations of foods. These can include dairy products, chocolate, wheat, fruit and particularly additives. A possible link between attention difficulties and hyperactivity and the use of preservatives and colourings in food has been found.

There has also been some research into fatty acids as it has been found that people with ADD appear to be lacking in Omega 3 and Omega 6. It is thought that these fatty acids are crucial for proper growth in mental function and brain development. The Omega 3 family of fatty acids are found in fish such as salmon and mackerel, as well as flax oil. Omega 6 is found in corn, sunflower, canola and safflower oil, margarine and vegetable oil. Even though none of the evidence is conclusive, parents may wish to try a change in diet to see if it helps.

To finish, it was interesting to note that on several web sites some famously successful people exhibited behaviours that now lead experts to believe that they had ADD. These include people like Beethoven, Mozart, Einstein and Pasteur.
About the Author

Steve Gee is a software engineer and owner of What is Attention Deficit Disorder

Maybe It's Not Autism? By Adam J. Cox, PhD

Most would agree that public awareness and access to medical information is critical to public health. Destigmatizing mental illness and focusing attention on under-diagnosed problems has been a particularly important stride of the past 30 years. Yet sometimes, publicity leads to anxiety. As an acquaintance said, "if the disease-of-the-week doesn't kill me, the worry will."

Recently, a parent contacted me with concerns about his 7 year-old son, who was quiet, introverted, and highly focused on a few hobbies. "Could he be autistic?," he asked. While the boy did not meet the diagnostic criteria for autism, or an autism- spectrum disorder, his father was voicing a concern psychologists and pediatricians are hearing more commonly these days. News of the nation's autism epidemic is everywhere. On a recent drive, I noted almost as many "Autism-Awareness" auto decals as those saying, "Support Our Troops."

Don't get me wrong--I'm glad that there is increased public awareness about autism and there is indeed cause for concern. In some states, there are several times more children being diagnosed with autism spectrum disorders than just a decade ago. Asperger's Syndrome (sometimes known as high-functioning autism) seems to be particularly prevalent, with estimates of its occurrence ranging from 1 in every 166 to 500 births. Although there are several theories as to why we are seeing such an epidemic, as of yet, no single theory has achieved scientific consensus among researchers.

Lack of social communication skills is a core trait of all types of autism. However, I wonder if we are too quick to assign communication problems such serious diagnostic labels. A brief checklist of the communication problems common to boys included on my website and in my recent book Boys of Few Words: Raising Our Sons to Communicate and Connect may help you decide if your son is simply struggling with the kinds of expressive challenges found among many different types of boys.

By all means have your child professionally evaluated if you have serious concerns. But make sure the professional you visit understands the psychology of boys, and can tell the difference between a syndrome like high-functioning autism and something more manageable, like a nonverbal learning disability. More than once, I have encountered a child who seemed locked in his own thoughts, unwilling or unable to join the social world around him. But not every case was an autism-spectrum disorder--a thorough evaluation can reveal a wide range of potential causes for lack of social interest and communication skills.

The good news is that with time, relationship, and strategic encouragement, the great majority of kids can learn to connect with others, and even enjoy it! Finding the key that unlocks a child's mind and heart requires patience and a steadfast belief in the power of your own love and concern. And of course, one practical expression of that concern is to strive to get an accurate assessment of the challenges your child faces, so your interventions will help.

I believe the autism epidemic is real and deserves the analysis of the country's best medical minds. Children who have autism or a related problem benefit from early professional diagnosis and intensive intervention. Yet I also believe that the constant buzz about autism has led to many of us being hypersensitized about whether our child "has it." Just as an energetic 5 year-old may be misconstrued as hyperactive, a stoic 7 year-old may be thought of as having some variant of autism. Yet stoic boys are no more a new phenomenon than energetic pre-schoolers.

As our world changes, so do our expectations of children. The problem is people take longer to change and evolve than society. That difference in tempo should not be the reason for a neurological diagnosis. It's a little like getting mad at a computer that doesn't run fast enough to operate new software. The computer is running as fast as it can - as fast as it was made to do - yet software is evolving too quickly for the computer's capabilities.

For more information about autism and Asperger's syndrome, you might want to contact The Autism Society of America, The National Institute of Mental Health, or check my website's Resources section for links to these and other organizations that can provide more information about Autism, Asperger's Syndrome, and other child development concerns. If you have questions about a child, please seek qualified professional advice. Help begins with accurate diagnosis and early intervention.
About the Author

Adam J. Cox, PhD, ABPP is a Board-certified licensed psychologist and author of Boys of Few Words: Raising Our Sons to Communicate and Connect Boys of Few Words