ADHD-Autism

song today : dave koZ- it might be u

2009-01-29T21:48:00.000-08:00

Time...
I've been passing time watching trains go by
All of my life...
Lying on the sand, watching seabirds fly
Wishing there would be
Someone waiting home for me...

Something's telling me it might be you
It's telling me it might be you...
All of my life...

Looking back
as lovers go walking past...
All of my life
Wondering how they met and what makes it last
If I found the place
Would I recognize the face?

Something's telling me it might be you
Yeah, it's telling me it might be you

So many quiet walks to take
So many dreams to wake
And we've so much love to make

I think we're gonna need some time
Maybe all we need is time...
And it's telling me it might be you
All of my life...

I've been saving love songs and lullabies
And there's so much more
No one's ever heard before...

Something's telling me it might be you
Yeah, it's telling me it must be you
And I'm feeling it'll just be you
All of my life...

It's you...
It's you...
I've been waiting for
all of my life...

Maybe it's you...
Maybe it's you...
I've been waiting for
all of my life...

Maybe it's you...
Maybe it's you...
I've been waiting for
all of my life...

yeahh...... sometimes we need to get blue :) ... and it might be you

what is Dyslexia? what we must know about it?...

2009-01-20T07:12:00.000-08:00

Taken from wikipedia.org “Dyslexia is...” [at] http://en.wikipedia.org/wiki/Dyslexia

Dyslexia is a learning disability that manifests primarily as a difficulty with written language, particularly with reading and spelling. It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction.

Evidence also suggests that dyslexia results from differences in how the brain processes written and/or spoken language. Although dyslexia is thought to be the result of a neurological difference, it is not an intellectual disability. Dyslexia has been diagnosed in people of all levels of intelligence.

Variations and related conditions

Dyslexia is a learning disability. It has many underlying causes that are believed to be a brain-based condition that influences the ability to read written language. It is identified in individuals who fail to learn to read in the absence of a verbal or nonverbal intellectual impairment, sensory deficit (e.g., a visual deficit or hearing loss), pervasive developmental deficit or a frank neurological impairment.

The following conditions may also be contributory or overlapping factors, or underlying cause of the dyslexic symptoms as they can lead to difficulty reading:

Auditory processing disorder is a condition that affects the ability to encode auditory information. It can lead to problems with auditory working memory and auditory sequencing. Many dyslexics have auditory processing problems including history of auditory reversals. Auditory processing disorder is recognized as one of the major causes of dyslexia.
Cluttering is a speech fluency disorder involving both the rate and rhythm of speech, and resulting in impaired speech intelligibility. Speech is erratic and dysrhythmic, consisting of rapid and jerky spurts that usually involve faulty phrasing. The personality of the clutterer bears striking resemblance to the personalities of those with learning disabilities.
Dyspraxia is a neurological condition characterized by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, and kinesthetic coordination. Problems with short term memory and organization are typical of dyspraxics. This is most common in dyslexics who also have attention deficit disorder.
Verbal dyspraxia is a neurological condition characterized by marked difficulty in the use of speech sounds, which is the result of an immaturity in the speech production area of the brain.
Dysgraphia is a disorder which expresses itself primarily during writing or typing, although in some cases it may also affect eye-hand coordination in such direction or sequence oriented processes as tying knots or carrying out a repetitive task. Dysgraphia is distinct from Dyspraxia in that the person may have the word to be written or the proper order of steps in mind clearly, but carries the sequence out in the wrong order.
Dyscalculia is a neurological condition characterized by a problem with learning fundamentals and one or more of the basic numerical skills. Often people with this condition can understand very complex mathematical concepts and principles but have difficulty processing formulas and even basic addition and subtraction.
Scotopic sensitivity syndrome, also known as Irlen Syndrome, is a term used to describe sensitivity to certain wavelengths of light which interfere with proper visual processing. See also Orthoscopics and asfedia.

THE ADVANTAGES OF BEING DYSLEXIC & ADD

WHAT CAN DYSLEXIC AND ADD PEOPLE DO better than others ?
Strengths of Creative Thinkers *

Many people with learning differences of Dyslexia and ADD are capable of some extraordinary

thinking and can be extremely successful once they learn some coping strategies. This is why

we prefer to call them, more appropriately, Creative Thinkers. Some of the Creative Thinkers

strengths are:

Persistence,
Concentration,
Perception,
Vivid imagination,
Creativity,
Drive and ambition,
Curiosity,
Thinking in pictures instead of words,
Superior reasoning,
Capable of seeing things differently from others,
Love of complexity,
Simultaneous multiple thought processing,
Quickly mastering new concepts, and
Not following the Crowd.

Most people who are not dyslexic and rate low on the scale of Creative Thinking, are verbal learners, based on word acquisition by hearing. Verbal learning is limited to the speed of a person’s speech. This auditory information goes into the conscious mind, so that the non-dyslexic person is aware of the information.

Thinking and learning in pictures rather than words is thousands of times faster, and is subliminal, going directly into the subconscious mind. This visual learning style is what a Creative Thinker uses. The acquisition of information as pictures create an immense amountof multi-dimensional information, that can be manipulated in many forms by the brain to enable intuitive thinking, perception, and other interesting thought processes.

Frequently this learning style leads to thought delays, because of the tremendous amounts of information processed.

Unusual Abilities of Some Creative Thinkers

Although each Creative Thinker is distinctly different in their mental capabilities, some of these abilities can be evidence of the intellectual and creative powers of a genius waiting to be unlocked. Imagine feeling that someone is behind you before you can see or hear them. Some Creative Thinkers have mental abilities that go well beyond this common phenomena and approach the supernatural. Examples include:

Controlling the perception of time, causing it to operate in slow motion or rapidly,
Doing complex math in their head quickly; but not knowing how they did it,
Seeing a solution from a mental examination of the components, such as projecting interest rates for investments, or creating a new computer chip,
Communicating telepathically with others, or
Controlling the outcome of events, like calling the correct numbers on dice before they are rolled.

Although not all Creative Thinkers possess these talents, extrasensory perceptions like these represent abilities that are uniquely valuable to some; but ludicrous to others who do not understand the learning and mental processing differences of making effective use of the right side of the brain by Creative Thinkers.

Some of the Successful People Who Admit That They Are
Dyslexic or ADD Include:

Tom Cruise – Actor, Jay Leno - Television personality (Tonight Show ), Thomas Edison – Inventor, Albert Einstein – Inventor, Winston Churchill - British Prime Minister, WWII, George Bush- Former US President, George Patton - US General, WWII, George Burns – Comedian, Whoopi Goldberg - Actress, Danny Glover – Actor, Cher - Actress, Singer

At that point, we can see why most of it is more important person in the worlds had an dyslexia ?

Answer : Maybe an dyslexia subject are a visionaries or maybe high intelligent person... or double personality being..

SOURCE: “The Many Facets of Dyslexia”

Some Common Traits Associated with the Learning Differences of Dyslexia and ADD

Each person is different and will have a unique combination of the common traits listed below.

1. Thinks visually.
2. Daydreams.
3. Easily distractible.
4. Aware of everything.
5. Able to do multiple things at the same time.
6. Seeks stimulation.
7. Highly creative.
8. Immature social behavior, says what comes to mind.
9. Poor penmanship.
10. Difficulty remembering names.
11. Seeks immediate gratification.
12. Impulsive and impatient.
13. Suffers from motion sickness.
14. Can see patterns into the future.
15. Capable of intense short-term focus.
16. Quick decision maker.
17. Bored by ordinary tasks.
18. Risk taker.
19. Have had problems with ears.
20. More independent than a team player.
21. Sees the big picture.
22. Curious.
23. Experience thoughts as reality.
24. Subject to disorientation.
25. Sometimes has psychic - extrasensory abilities.
26. Highly intuitive.
27. Short attention span, inattentive.
28. Has a vivid imagination.
29. Artistic.
30. Has a sense of under achievement.
31. Have spatial orientation problems (left/right, north/south)
32. Talks excessively.
33. Reverses letters and numbers.
34. Slow reader when young.
35. Difficulty with math concepts.
36. Problems with self-esteem.
37. Problems mastering phonics and spelling.
38. Problems understanding the rules of grammar.
39. Reads best by memorizing, the “Look-Say System.”
40. Always active-constantly thinking,
41. Learns best by hands on, rather than lecture or reading.
42. Low tolerance for frustration.
43. Realize that they are different from others.
44. Take longer to think and respond than others.
45. Able to create a complete mental picture from pieces.
46. Somewhat disorganized.
47. Capable of changing on a moment’s notice.
48. Have phobias: like fear of dark, heights, speaking in public.
49. Prefer unstructured situations with freedom.
50. Feels like they see problems from the perspective of a helicopter flying above forests of problems rather than working from the root of trees in one forest.
51. See things that others don’t.

i will add some more about dyslexia and comment about it on the next wrote....

ADHD-Autism: ASPERGER SYNDROME

2009-01-14T14:21:00.000-08:00

ADHD-Autism: ASPERGER SYNDROME

ASPERGER SYNDROME

2009-01-14T13:36:00.000-08:00

Autistic Spectrum Disorder is a complex, pervasive developmental disability, which seems to stem from a multi-faceted origin and causes disturbances in the brain. Estimates of prevalence vary greatly. Recent small scale, but intensive studies give higher numbers than earlier ones, this being due to the criteria for autistic disorders having been considerably widened over the years. The highest estimates for the whole spectrum, range from around 40 to around 90 per 10 000 births, but the true figures are still being investigated. ASD affects 4 times as many boys as girls and of all the developmental disorders, ASD is the most researched and validated syndrome.

Asperger Syndrome is a manifestation of autism found on the Autistic Spectrum. This condition presents with a more subtle display of difficulties, yet has enough distinct features to be classified separately.

An issue which sets the person with Asperger Syndrome apart from those affected by the more well known forms of autism, is that there are usually minimal learning disabilities, to the contrary, people with Asperger Syndrome often have average or even above average intelligence. Because of this factor, with the right support, these children can often be successfully integrated into mainstream education. Many adults with Asperger Syndrome do lead independent lives, whilst others will require lifelong supervision and services.

Research undertaken by Dr Christopher Gillberg (1991), implies that Asperger Syndrome affects 36 per 10 000 of people with Autistic Spectrum Disorder and interestingly, the ratio of boys to girls is 10:1, whereas with the other forms of autism, the ratio is 4:1.

Diagnosis and Assessment:

As with any form of Autistic Spectrum Disorder, there is no physical test available to confirm the suspected diagnosis. Due to the multifaceted nature of Asperger Syndrome, only a thorough and informed observation by a multidisciplinary team, well versed in the presentation of Asperger Syndrome and with reference to the International Classification of Diseases, 10th edition (ICD10,World Health Organisation 1992) and the Diagnostic and Statistical Manual, 4th edition (DSM IV, American Psychiatric Association 1994) can lead to an accurate diagnosis.

In 1989, Dr Christopher Gillberg formulated the following criteria for the possible diagnosis of Asperger Syndrome:-

1. Severe Impairment in Reciprocal Social Interaction (At least two of the following)

1. inability to interact with peers;

2. lack of desire to interact with peers;

3. lack of appreciation of social cues;

4. socially and emotionally inappropriate behaviour.

2. All-absorbing narrow interests (At least one of the following)

1. exclusion of other activities;

2. repetitive adherence;

3. more rote than meaning.

3. Imposition of routines and interests (At least one of the following)

1. on self, in aspects of life;

2. on others.

4. Speech and language problems (At least 3 of the following):

1. delayed development of speech;

2. superficially, perfect expressive language;

3. formal, pedantic language;

4. odd prosody, peculiar voice characteristics;

5. impairment of comprehension, including misinterpretations of literal/implied meanings;

5. Non-verbal communication problems (At least one of the following)

1. limited use of gestures;

2. clumsy/gauche body language;

3. limited facial expression;

4. inappropriate expression;

5. peculiar, stiff gaze.

6. Motor Clumsiness, poor performance on neuro developmental examination

All six criteria must be met for confirmation of diagnosis

As for all people on the Autistic Spectrum, those affected by Asperger Syndrome are most definitely affected by the “Triad of Impairments”, namely:-

1. Impairment in language and communication

2. Impairment in social interaction

3. Impairment in imagination and flexible thought processes

I. Language and Communication

People with Asperger Syndrome differ from those affected by “childhood autism” as defined by Leo Kanner, in that they usually have fewer problems with language, often presenting with a substantial vocabulary, but their speech is often pedantic and stereotyped in content.

On close observation, it will also be noted that even whilst their speech is fluent, there is minimal notice of the reaction from the person who they are talking to, nor interest in the verbal response given to them. In addition, there is a definite impediment in non-verbal communication skills.

Often speech seems to lack expression and tone differentiation and also the person with Asperger Syndrome, struggles to understand other people’s emphasis on words or altered tones, used to specifically convey a certain message.

The use or understanding of body language, facial expressions and gestures is impeded, resulting in their understanding of communication being very literal.

II. Social Interaction

The person with Asperger Syndrome will be noted to be socially insular and apparently not concerned about this issue. There is a lack of understanding regarding the emotional aspect of friendships. The person with Asperger Syndrome will want to establish friendships, but they will lack the ability to develop and sustain such relationships. Anxiety and tension increases with greater demands for social skills. An inability to read social cues is pronounced.

III. Imagination and flexibility of thought

Often you will come across most capable skills and an obsessive fascination in dealing with facts and figures, yet there is a poor, or absent understanding of abstract or jargon.

Due to the confusing presentation of abilities and the presence of a good intelligence and speech, the public often take it for granted that these people can understand abstract and commonly known jargon. A comment such as “I nearly died laughing” can cause great anxiety and fear for a person with Asperger Syndrome.

A strong rote memory is frequently noted, which is extremely beneficial and is one of the reasons these people do exceptionally well in subjects which focus on facts and figures.

But a resistance to change, an obsessive demand for the preservation of sameness and the strong adherence to repetitive activities, can adversely affect their progress in life.

There is usually an inability to be able to think and play creatively, as well as a problem in transferring skills from one environment to another.

“Theory of Mind” Impairment and “Mind Blindness”

When trying to modify and alter or modify the behaviours of a person with Asperger Syndrome, it is imperative to consider the “Theory of Mind” Impairment. Theory of Mind can be explained as one’s ability to be able to consider and understand other people’s

thoughts and feelings, as this skill plays a major role in our interaction with others. For the person with Asperger Syndrome, this skill is severely impeded, resulting in the following difficulties:-

1. inability to predict the possible behaviours of others, which can lead to the person with Asperger Syndrome developing a sense of insecurity and a resultant avoidance of people;

2. Not being able to comprehend the intentions of those around him, nor understanding the motivations of their actions;

3. A lack of understanding concerning their own emotions or the emotions of others. This can manifest as a lack of empathy, which is often not accepted or understood by the people within their social circle;

4. Poor comprehension of how one’s behaviour affects how others feel and think about you. This can lead to a lack of motivation to please and a lack of conscience;

5. Minimal understanding/concern regarding what people know or want to know and a defective ability to detect or react to their audience’s level of interest This can result in either, the person with Asperger Syndrome speaking endlessly on a subject providing excessive detail, or else providing minimal background material, but just launching into a complex verbal account of a subject that the audience has no knowledge of, or interest in;

6. Minimal understanding as to why their focus of attention must change, whether it be in a conversation or in a classroom setting etc. For instance, if the person with Asperger Syndrome is concentrating on a specific task or talking to you on a chosen topic and you want to move on to another task, or alter the topic of conversation;

7. Due to the impediment in the area of social interaction, there is often a lack of understanding as regards the need to “take turns” in conversation and allowing others to talk without interruption, or the need to take takes turns in the playground etc;

8. Inadequate understanding of the action of “pretending” and an inability to separate fact from fiction, or the ability to be deceitful, is often present.

All of the above, adversely affect the person’s ability to establish and maintain friendships. These areas of impediment also affect their ability to benefit from daily life, learning and teaching.

A certain amount of social skills can be “taught” to the person with Asperger Syndrome, but it is highly unlikely that these skills can ever be internalised naturally. Because of the “Mind Blindness” experienced by a person with Asperger Syndrome, the learning of these skills is extremely difficult and stressful, as it is not “factual”; it cannot be seen nor explained on paper. Also, it is difficult for the parents, friends, teachers etc. to teach these skills, which they never had to “learn” themselves.

Intervention strategies

To ensure that the individual with Asperger Syndrome reaches their full potential, it is important to identify their strengths & weaknesses, then build on these with effective intervention strategies:-

1. Remember that you will not be effective if you only focus on the superficial behaviours, without consideration being given to the Triad of Impairments and Mind Blindness;

2. There will need to be a large portion of time allocated to specifically teaching social skills, such as taking turns, standing in line, not interrupting conversations etc;

3. You will have to point out and emphasise to the person with Asperger Syndrome, the effects their behaviours and actions have on other people. You cannot take it for granted that is obvious to them. Also follow this up by guiding them towards changing their behaviour accordingly;

4. A person with Asperger Syndrome does not easily pick up cues from the context, so make sure your communication is clear and concise, so that it is fully understood by the recipient

5. Help the person with Asperger Syndrome to learn to identify emotions in other people, by encouraging awareness and understanding of facial expressions and gestures, and by teaching them the corresponding physical, visual and auditory cues;

6. Should you notice anxiety or inappropriate responses, then interpret and explain the situations to the person with Asperger Syndrome;

7. Due to the fixation on certain topics of interest, establish that the person is actually aware of the whole situation and that they have taken all the details into account;

8. Talk to siblings and peers and guide them as how to understand and accept the social interaction from the person with Asperger Syndrome;

9. Establish and be aware of the sources of rigid and/or compulsive behaviours and do not feed into them;

10. Anticipate what will cause anxiety and if possible remove these trigger points.

Communication

1. Maintain simple language and keep facial expressions and gestures to the minimum;

2. Remember to communicate with a person with Asperger Syndrome at their communication level, rather than at their language level;

3. Give one instruction at a time and wait for the person to respond;

4. Address the person by their name and try to establish eye contact before giving an instruction. This will ensure that you have their attention prior to the commencement of the communication;

5. Introduce visual cues to enhance communication;

6. Be patient and sympathetic to their efforts to improve communication skills. Provide copious amounts of reward for positive efforts to communicate effectively;

7. Teach the person with Asperger Syndrome “stock” replies to everyday possible interactions;

Social interaction

It must be remembered that this area of impediment, is the root of the majority of the problems experienced by a person with Asperger Syndrome. This individual is not anti-social, but rather, almost “asocial”.

1. Bear in mind that regardless of the level of their academic abilities, the person with Asperger Syndrome is socially immature;

2. Give the person with Asperger Syndrome the “space” they may need from time to time. Sometimes the ongoing onslaught of people around them and the demand for correct social interaction, may cause a great deal of stress, thus “Time-out” must be respected;

3. Change of staff, or new people/peers may cause anxiety. Be aware that the person with Asperger Syndrome may need extra time to get used to these new people. Let him/her initiate the contact in their own time, rather than introducing these new people into their space immediately and without their consent;

4. Make sure that those involved in the daily life of an individual with Asperger Syndrome, have a full understanding of this condition;

Behaviour

1. Try to ensure consistency and if change is to occur, give the person with Asperger Syndrome good and repeated warning and guidance, then introduce any changes gradually;

2. Use visual cues to reinforce expected behaviours;

3. You will find it extremely hard to stop compulsive behaviour In most cases this is a futile exercise, so rather try to find a way to turn this obsession into something positive. Their desire to engage in compulsive behaviour can be used as a “reward system”, in that if they cooperate with class work etc, they are then allowed 10 minutes free time when they may engage in compulsive behaviours without any interruption;

4. Entering a battle of wills with a person with Asperger Syndrome creates a no-win situation. Remember that their difficulties as regards negotiating skills, imagination and empathy, is a display of their “Mind Blindness”, not just pure stubbornness;

5. The usual form of calming a person who is very upset or anxious, is to hold them, or go close to them, offering verbal reassurance. For a person with Asperger Syndrome, this can actually be the worst thing possible, probably causing further irritation and anxiety. Rather give them their required space, but letting them know that you are concerned and want to help in whatever form they need;

6. To decrease inappropriate behaviours and responses, try to create an environment which offers clarity, consistency and routine. A busy, changing and unpredictable environment will cause anxiety and confusion for a person with Asperger Syndrome.

7. When analysing inappropriate behaviour, try to look at the situation through the eyes of the person with Asperger Syndrome. If you try to analyse the problem from your personal viewpoint, you will not be able to establish the true trigger points.

8. Generally in society, we pick up the unwritten rules, knowing that they can change from setting to setting. For a person with Asperger Syndrome, this is exceptionally difficult for them to understand. Therefore setting definite rules and explaining them fully, will offer the person with Asperger Syndrome, secure boundaries and thus minimise anxiety and inappropriate behaviours;

9. When you are faced with a period of challenging behaviours and difficulties, try not to lose sight of the positive factors and strengths of this person. If you start feeling that you are fighting a losing battle, stop and focus on the positive aspects of the person and how to build constructively on these points;

10. Talk to other people about the behavioural problems you may be experiencing with a person with Asperger Syndrome. Often two minds are better than one and an objective opinion can be very worthwhile;

11. It might be worth keeping a record of daily behaviour patterns. This may well show what the trigger points are, that increase anxiety and inappropriate behaviours;

12. As with any type of inappropriate behaviours, it is positive reinforcement, as opposed to punishment or negative input, which brings the best results. In the case of a person with Asperger Syndrome, for instance, by allowing them to have time for obsessive habits or “hobbies”, can be used as a reinforcer of a period of good behaviour.

INTERNATIONAL CONTACTS

It is worthwhile joining various international associations and thus obtaining their regular publications. These organisations provide additional excellent resource centres.

Below we have listed varying international organisations whom we find very informative and helpful:-

* National Autistic Society - United Kingdom

393 City Road. London EC1V 1NG. England - Tel: 0944 20 7833 2299 Fax: 0944 20 7833 9666 - Website: http://www.oneworld.org/autism_uk/ E-mail: nas@nas.org.uk. This society produces the following magazines / journals:-“Communication Magazine” which is published 3 times per year;“Connect Newsletter” which will be published 4 times a year; “Autism, The International Journal of Research and Practise” - co-published with Sage 4 times per year;“The autistic spectrum - a handbook” which is published on an annual basis.This organisation also has a comprehensive publications list, listing books, videos and tapes that are available for purchase.

* Autism Europe

Avenue E. Van Becelaere 26b. Bte 21. B-1170. Bruxelles Belgique. Tel: + 32 2 675 75 05 Fax: + 32 2 675 72 70 E-mail: autisme.europe@arcadis.be. Website: http://www.autismeurope.arc.be

* Autism Society of America

7910 Woodmont Avenue. Suite 650. BETHESDA. MD 20814 USA Tel: 091 800 328 8476. Fax: 091 301 657 0869 Website: http://www.autism-society.org/

* Autism Research Institute

This institute is headed by Dr. Bernard Rimland, Ph.D. and is a most interesting resource centre. Dr Rimland focuses on a wide variety of treatment methods and is a great believer in dietary and vitamin therapy. The Institute’s monthly journal “Autism Research International” makes for most thought provoking reading.4182 Adams Avenue. SAN DIEGO CA 92116. USA. Tel: 091 619 281 7165 Fax: 091 619 563 6840. Web site: http://www.autism.com/ari

* Autism Society of North Carolina

This organisation has an extensive list of publications. 505 Oberlin Road, Suite 230. Raleigh. NC 27605-1345. USA Tel: 091 919 743 0204. Fax: 091 919 743 0208. Web Page: www.autismsociety-nc.org

Recommended Publications:

1. Tony Attwood - Asperger’s Syndrome. A Guide for Parents and Professionals. This book covers the topic of Asperger Syndrome. Published by Jessica Kingsley Publishers, 1998.

2. Lorna Wing - Asperger Syndrome: A Clinical Account.

This book covers the topic of Asperger Syndrome from a more clinical viewpoint. Published by The Journal of Psychological Medicine, 1992.

3. Leicester City Council and Leicestershire County Council; Asperger Syndrome - practical strategies for the classroom. Published by the National Autistic Society. UK. ISBN 1 899280 01 4

4. Val Cumine, Julia Leach and Gill Stevenson. Asperger Syndrome - A Practical Guide for teachers Published by David Fulton Publishers. London. ISBN 1-85346-499-6

References

Material for this brochure has been taken from the above four recommended publications.

Reprinted by permission of The Autism Societe of South Africa Jill Stacey

Note: The listing of resources is given on an information only basis. It is not to be construed as an endorsement by ADHD-AUTISM Writter of any of the profesionals, treatments, opinions, publications or products offered by those mentioned above

Recognize Autisms Better & 1st Aid for The Parents

2009-01-14T12:27:00.000-08:00

Recognizing the Child Autisms?

Words for Autism at this time often be discussed, and the number incident autism children still continue to increase throughout the world. Currently haunting worries parents if our children speak late or do not behave in common, whether the child suffered autism? Or not? We need to know more about the children Autism.

Worries often arise if our children speak late or do not behave in common, whether the child suffered autism. Autism words at this time often be discussed, the events around the world continue to increase. Many of the autism particularly the light autism is still not detected and even often get the wrong diagnosis, or even going over diagnosis. it is of course very harmful for the child.

What is Autism?
Board and Heavy disorder, and indeed deeply affect children. Interference field include social interaction, communication, and behavior.

When early detection autism on the children?
Autism started to show symptoms to the child before reaching the age of 3 years, the most common symptoms clearly visible between the ages of 2 - 5 years.
In some cases, strange symptoms seen in the school.
Based on the more established research on boys than girls, Some of the tests to detect early suspicions autism can only be performed on infants aged up to 18 months

Watch and careful to Autism symptoms
Symptoms autism is different in quantity and quality, the infantile autism may show the classic symptoms of disorders in heavy degrees, but the other showed only mild symptoms only in part.
Difficulties that rises, some of these symptoms can be appear in normal children, only with the intensity and different quality.

Symptoms that consist of an autism
1. interference in the field of communication verbal and non verbal
• late or can not talks.
• Using the words that can not be understood by other people's language is often referred to as the planet language or as we known alien language (unknown verbal language)
• Didn’t understand and do not use the words in the main context for the appropriate language
• Talk is not commonly uses for communication
• Impersonate to someone or something, some children are very clever to copycating a songbook, tone, and words - he said it without any meaning
• Sometimes monotone talk like a robot
• even mimic face
• Acting like a deaf children, but when the child hear the sound that he interest it will react quickly

2. interference in the field of social interaction

• Reject or avoid to look in the face
• children to suffer from deafness
• Feeling not happy and declined it when he got an embraced.
• There is no effort to make the interaction with people
• When the child want something it will be interesting to grabs a hands to the nearest people and expect people to do something for him.
• When we come closer to begin a small play the child will exactly go away avoiding an persuasion
• Will not share joy with others
• Sometimes they are still close to other people, to eat or to sit in the lap, and then stand up without any show mimic
• Avoiding to interact to the others that in same age more evident than on the parents

3. interference in the behavior and Commonly child activity

• As does not understand how to play, playing very monotone and do the same repetitive movement - back to long - hours
• When you are happy to play one does not want to play another way and also strange behavior activity.
• Addicted to the some or particularly toys, the child can hold the toys continuously for long time
• There are objects with viscosity - a particular object, such as piece ropes, cards, paper, images that continue to be taken and held to go everywhere
• Frequently attention to their own fingers, a rotating fan, the moving water
• Often doing ritualistic behavior
• Children can be seen once hyperactive, for example, can not be silent and quietly sit, the child will fled here and there, jumping around, rotate and turn, repeatedly hitting an objects whether he like or dislike
• Often the child is too quiet and will very quiet (non ordinary quiet)

4.Disorder in the field of emotion and feeling

• There is no sense of empathy, or lack of empathy, for example see crying children do not feel pity, even feel disturbed, so that children who are crying and the child who got autism will go an get a hit to it
• laughing alone, crying, or angry because without a real matters
• Often does not restrained rage (temper tantrum), especially when not getting what he want, can even become aggressive and destructive

5. Interference in the perception sensoric

• Kissing or smelling, bite, or lick the toys or any object
• When the child hear a loud sound directly close eye
• Not feeling like and embrace, when it do tend to degenerate and escaping.
• Feeling uncomfortable when wearing clothing with certain material

What should you do?

Do not hesitate to consult a physician if you suspect one or more of the above symptoms in your child. But also do not fast to determine that your children as suspect of an autism.

Diagnosis and evaluate to the child should be handled by an experienced team of doctors, consisting of; doctor, child neurologist, psychologist, child development experts, a child psychiatrist, child communication therapy experts.

The team is responsible to uphold in the diagnosis and provide direction on the unique needs to the children, including the assistance of social interaction, play, behavior and communication.

Treatment and Therapy (sample and fact taken on cdc website)

2009-01-11T16:02:00.000-08:00

No two people with ASDs are exactly alike. So, each person with an ASD needs a treatment program to meet his or her individual needs and the needs of his or her family. While there is not yet a cure for ASDs, early, intensive treatment can help children with the disorder reach their full potential. Acting early can make a big difference! For guidance on choosing a treatment program.

It is important to remember that children with ASDs can get sick or injured just like children without ASDs. Regular medical and dental exams should be part of a child’s intervention plan. Often it is hard to tell if a child’s behavior is related to the ASD or is caused by a separate health condition. For instance, head banging could be a symptom of the ASD, or it could be a sign that the child is having headaches. In those cases, a thorough physical exam is needed.

Even if your child has not been diagnosed with an ASD, he or she may be eligible for early intervention services. The Individuals with Disabilities Education Act (IDEA) says that children under the age of 3 who are at risk of having substantial developmental delays may be eligible for services. These services are provided through an early intervention system in your state. Through this system, you can ask for an evaluation. To learn more about early intervention, click here National Dissemination Center for Children with Disabilities.

Behavioral and Educational Interventions
Complementary and Alternative Medicine
Dietary Changes
Medications
Additional Treatment Resources

Behavioral and Educational Interventions
According to the American Academy of Pediatrics, educational interventions thought to help children with ASDs are those that provide structure, direction, and organization for the child. These interventions must be individualized to the child and take into account his or her overall developmental status and specific strengths and needs. To learn more about these treatments and interventions, including specific strategies used by physicians to treat ASDs, refer to the American Academy of Pediatrics’ report on diagnosing and managing ASDs.

The National Institute of Mental Health says that psychosocial and behavioral interventions are key parts of comprehensive treatment programs for children with autism. Some of the most common interventions include:

Applied behavior analysis (ABA)

Discrete trial training (DTT)
Early intensive behavioral intervention (EIBI)
Incidental teaching
Pivotal response training (PRT)
Verbal behavior intervention (VBI)

Developmental, individual differences, relationship-based approach (DIR also called Floortime)
Relationship development intervention (RDI)
Treatment and education of autistic and communication- related handicapped children (TEAACH)

Therapies often used with those listed previously:

Occupational therapy
Sensory integration therapy
Speech therapy
The Picture Exchange Communication System (PECS)

For more information:

Educating Children with Autism by the National Research Council. Washington, DC: National Academy Press; 2001.
Preschool Education Programs for Children with Autism (2nd edition). Edited by J.S. Handleman and S. Harris. Austin, TX: Pro-Ed; 2000.

Complementary and Alternative Medicine
There is no known cure for autism. To relieve the symptoms of autism, some parents and providers may use treatments that are outside of what is typically recommended by their pediatrician. These types of treatments are known as complementary and alternative treatments or CAM. They may include special diets, chelation (a treatment to remove heavy metals like lead from the body), biologicals (e.g., secretin), or body-based systems (like deep pressure).

NIH’s National Center for Complementary and Alternative Medicine (NCCAM) defines CAM as a group of different medical and health care systems, practices, and products that are not part of conventional medicine. NCCAM divides complementary and alternative treatments into five categories:

Alternative medical systems (e.g., homeopathy or Chinese medicine)
Mind-body interventions (e.g., meditation, dance therapy, auditory integration)
Biologically based therapies (e.g., using herbs, foods, and vitamins)
Manipulative and body-based methods (e.g., deep pressure, craniosacral therapy)
Energy therapies (e.g., reiki, electromagnetic fields, etc.)

There have been efforts to develop a protocol for biomedical interventions for ASD. There are anecdotal reports of success with individual children; however, before this approach can be recommended as a standard treatment, more research is needed on the safety and effectiveness of the various treatments for a variety of people with ASD.

To learn more about CAM therapies, go to the NCCAM Get the Facts webpage.

These types of treatments are very controversial. Current research shows that as many as one third of children with autism may have tried complementary or alternative medicine treatments, and up to 10% may be using a potentially dangerous treatment.Before starting such a treatment, check it out carefully, and talk to your child’s health care professional.

Dietary Changes

If you are thinking about changing your child’s diet, talk to his or her health care professional first. Or talk with a nutritionist to be sure your child is getting the essential nutrients he or she needs.

Many biomedical interventions call for changes in diet. Such changes include removing certain types of foods from a child’s diet and using vitamin or mineral supplements. Dietary treatments are based on the idea that food allergies cause symptoms of autism or that the lack of a specific vitamin or mineral may cause some autistic symptoms. Some parents feel that changes in their child’s diet may make a difference in how the child feels or acts.

The National Institute of Mental Health, part of NIH, does studies to test how well various biomedical interventions work.

Medications
No medication can cure ASDs or treat the core symptoms that make up the disorder—that is, communication, social, and repetitive or unusual behaviors. But medications can help with some of the symptoms of autism in some people. For instance, medication might help with a person’s high energy levels, inability to focus, depression, or seizures. Also, the U.S. Food and Drug Administration has approved the use of risperidone (an antipsychotic drug) to treat 5- to 16-year-old children with ASDs who have severe tantrums, aggression, and self-injurious behavior.

Medications may not affect a person with an ASD in the same way they would affect another person. So, it is important to work with a health care professional who has experience treating people with ASDs. Also, parents must watch their child’s progress and reactions while he or she is taking a medication to be sure that the side effects of the treatment do not outweigh the benefits.

Here the link to find out more about medications and ASDs on the National Institute of Mental Health autism website.

Additional Treatment Resources

The National Institute on Deafness and Other Communication Disorders has a website to help individuals with autism who have communication needs.
The National Institute of Dental and Craniofacial Research has a website to help professionals with the oral health care needs of patients with autism.
Clinical Trials.Gov lists federally funded studies that are looking for participants. If you or someone you know would like to take part in an autism study, go to the website and search “autism.”

The Autism Treatment Network (ATN) seeks to create standards of medical treatment that will be made broadly available to physicians, researchers, parents, policy makers, and others who want to improve the care of individuals with autism. ATN is also developing a shared national medical database to record the results of treatments and studies at any of their five established regional treatment centers.

[1] Gupta, Vidya Bhushan. Complementary and Alternative Medicine. New York Medical College and Columbia University, 2004. Pediatric Habilitation, volume 12.

[2] National Center for Complimentary and Alternative Medicine http://nccam.nih.gov/health/whatiscam/#1. Accessed 2006.

[3] Levy, S. Journal of Developmental and Behavioral Pediatrics, December 2003; vol 24: pp 418-423. News release, Health Behavior News Service.

Autism (ASD) Symptoms

2008-12-29T15:30:00.000-08:00

Autism (ASD) Symptoms

As the name "autism spectrum disorders" suggests, ASDs cover a wide range of behaviors and abilities. People who have an ASD, like all people, are very different in how they act and what they can do. No two people with ASDs will have the same symptoms.
People with ASDs have serious impairments with social, emotional, and communication skills. They might repeat certain behaviors again and again and might have trouble changing their daily routine. Many people with ASDs also have different ways of learning, paying attention, or reacting to things. ASDs begin before the age of 3 and last throughout a person's life. It is important to note that some people without ASDs might also have some of these symptoms. But for people with ASDs, the impairment is bad enough to make life very challenging.

Social Skills
Communication
Repeated Behaviors and Routines
Additional Disabilities and Conditions
Associated Features
Pattern of Development
Possible Red Flags for Autism Spectrum Disorders
What can I do if I think my child has an ASD?

Social Skills
Social impairments are one of the main problems in all of the autism spectrum disorders (ASDs). People with ASDs do not have merely social “difficulties” like shyness. The social impairments they have are bad enough to cause serious problems in everyday life. These social problems are often combined with the other areas of deficit, such as communication skills and unusual behaviors and interests. For instance, the inability to have a back-and-forth conversation is both a social and a communication problem.
Typical infants are very interested in the world and people around them. By the first birthday, a typical toddler tries to imitate words, uses simple gestures such as waving “bye bye,” grasps fingers, and smiles at people. But the young child with autism may have a very hard time learning to interact with other people. One way very young children interact with others is by imitating actions—for instance, clapping when mom claps. Children with ASDs may not do this, and they may not show interest in social games like peek-a-boo or pat-a-cake. Although the ability to play pat-a-cake is not an important life skill, the ability to imitate is. We learn all the time by watching others and by doing what they do—especially in new situations and in the use of language.
People with ASDs might not interact with others the way most people do. They might not be interested in other people at all. Some might want friends but have social problems that make those relationships difficult. They might not make eye contact and might just want to be alone. Many children with ASDs have a very hard time learning to take turns and share—much more so than other children. This can make other children unwilling to play with them.
People with ASDs may have problems with expression, so they might have trouble understanding other people's feelings or talking about their own feelings. Many people with ASDs are very sensitive to being touched and might not want to be held or cuddled. Self-stimulatory behaviors, common among people with ASDs, may seem odd to others or make them uncomfortable, causing them to shy away from a person with an ASD.
Social issues such as trouble interacting with peers, saying whatever comes to mind even if it’s inappropriate, difficulty adapting to change, and even poor grooming habits can sometimes make it hard for adults with ASDs to get and/or keep a job at their intellectual level. Anxiety and depression, which affect some people with ASDs, can make existing social impairments even harder to manage.
Social skills that many people learn by watching others may need to be taught directly to people with ASDs. When deciding what to teach, remember the social value of learning independent living skills such as toilet training and other basic grooming skills (bathing, tooth brushing, dressing appropriately, etc.).
Because children and adolescents with ASDs are “different,” and because they are often very literal and sometimes naïve and overly trusting, they are often the target of bullies and might be easily taken advantage of. It is very important to teach all children from a very young age to be tolerant and accepting of differences. It is also important to teach children and adolescents with ASDs about personal safety and tell them to go to a parent, teacher, or other trusted adult if they need help.
There are many strategies and curriculum supplements for teaching children and adolescents with and without ASDs about bullying and other personal safety issues. These can be found by visiting a local bookstore, searching an online book seller, or by contacting a publishing company that specializes in disability-specific and/or education publications. Teachers and health care professionals are often good resources for this type of information as well.

Communication
Each person with an ASD has different communication skills. Some people may have relatively good verbal skills, with only a slight language delay with impaired social skills. Others may be not speak at all or have limited ability or interest in communicating and interacting with others. About 40% of children with ASDs do not talk at all. Another 25%–30% of children with autism have some words at 12 to 18 months of age and then lose them.Others may speak, but not until later in childhood.
People with ASDs who do speak may use language in unusual ways. They may not be able to combine words into meaningful sentences. Some people with ASDs speak only single words, while others repeat the same phrases over and over. Some children repeat what others say, a condition called echolalia. The repeated words might be said right away or at a later time. For example, if you ask someone with an ASD, "Do you want some juice?" he or she might repeat "Do you want some juice?" instead of answering your question. Although many children without ASDs go through a stage where they repeat what they hear, it normally passes by age 3. Some people with ASDs can speak well but may have a hard time listening to what other people say.
People with ASDs may have a hard time using and understanding gestures, body language, or tone of voice. For example, people with ASDs might not understand what it means to wave goodbye. Facial expressions, movements, and gestures may not match what they are saying. For instance, people with ASDs might smile while saying something sad. They might say "I" when they mean "you," or vice versa. Their voices might sound flat, robot-like, or high-pitched. People with ASDs might stand too close to the people they are talking to, or might stick with one topic of conversation for too long. They might talk a lot about something they really like, rather than have a back-and-forth conversation with someone. Some children with relatively good language skills speak like little adults, failing to pick up on the “kid-speak” that is common in their peers.

Repeated Behaviors and Routines
Unusual behaviors such as repetitive motions may make social interactions difficult.
Repetitive motions are actions repeated over and over again. They can involve part of the body or the entire body or even an object or toy. For instance, people with ASDs may spend a lot of time repeatedly flapping their arms or rocking from side to side. They might repeatedly turn a light on and off or spin the wheels of a toy car in front of their eyes. These types of activities are known as self-stimulation or “stimming.”
People with ASDs often thrive on routine. A change in the normal pattern of the day—like a stop on the way home from school—can be very upsetting or frustrating to people with ASDs. They may “lose control” and have a “melt down” or tantrum, especially if they’re in a strange place.
Also, some people with ASDs develop routines that might seem unusual or unnecessary. For example, a person might try to look in every window he or she walks by in a building or may always want to watch a video in its entirety—from the previews at the beginning through the credits at the end. Not being allowed to do these types of routines may cause severe frustration and tantrums.

Additional Disabilities and Conditions
Children with an ASD may also have one of several other developmental disabilities such as mental retardation/intellectual impairment, epilepsy, fragile X syndrome, or tuberous sclerosis. A study published by CDC in 2003 found that 62% of the children who had an ASD had at least one additional disability or epilepsy (glossary). Of those children, 68% had mental retardation/intellectual impairment, 8% had epilepsy, 5% had cerebral palsy, 1% had vision impairment, and 1% had hearing loss. Other studies show that 5% to 38% of adults with ASDs have epilepsy.And some people with ASDs may have mental disorders such as depression and anxiety. Although these additional conditions may not be key to the ASD diagnosis, they do add challenges for the person with ASD and his or her family.

Associated Features
People with ASDs might have a range of other behaviors associated with the disorder. These include hyperactivity, short attention span, impulsivity, aggressiveness, self-injury, and temper tantrums. They may have unusual responses to touch, smell, sound, and other sensory input. For example, they may over- or under-react to pain or to a loud noise. They may have abnormal eating habits. For instance, some people with ASDs limit their diet to only a few foods, and others may eat nonfood items like dirt or rocks (this is called pica). They may also have odd sleeping habits. People with ASDs may seem to have abnormal moods or emotional reactions. They may laugh or cry at unusual times or show no emotional response at times you would expect one. They may not be afraid of dangerous things, and they could be fearful of harmless objects. People with ASDs may also have gastrointestinal issues such as chronic constipation or diarrhea.
It is important to remember that children with ASDs can get sick or injured just like children without ASDs. Regular medical and dental exams should be part of a child’s intervention plan. Often it is hard to tell if a child’s behavior is related to the ASD or is caused by a separate health problem. For instance, head banging could be a symptom of an ASD, or it could be a sign that the child is having headaches. In those cases, a careful physical exam is important.

Pattern of Development
Some children with ASDs show hints of future problems within the first few months of life. In others, symptoms may not show up until 24 months or later. Studies have shown that one third to half of parents of children with ASDs noticed a problem before their child’s first birthday, and nearly 80%–90% saw problems by 24 months. Some children with ASDs seem to develop normally until 18–24 months of age and then they stop gaining new language and social skills, or they lose the skills they had.
Children with ASDs develop at different rates in different areas of growth. They may have delays in language, social, and learning skills, while their motor skills are about the same as other children their age. They might be very good at putting puzzles together or solving computer problems, but they might have trouble with social activities like talking or making friends. Children with ASDs might also learn a hard skill before they learn an easy one. For example, a child might be able to read long words but not be able to tell you what sound a "b" makes.
Children develop at their own pace, so it can be difficult to tell exactly when a child will learn a particular skill. But there are age-specific developmental milestones used to measure a child’s social and emotional progress in the first few years of life. To learn more about developmental milestones, visit “Learn the Signs. Act Early,” a campaign designed by CDC and a coalition of partners to teach parents, health care professionals, and child care providers about early childhood development, including possible ”red flags” for autism spectrum disorders.

Possible Red Flags for Autism Spectrum Disorders
Children and adults with an autism spectrum disorder might:
• Not play "pretend" games (pretend to "feed" a doll)
• Not point at objects to show interest (point at an airplane flying over)
• Not look at objects when another person points at them
• Have trouble relating to others or not have an interest in other people at all
• Avoid eye contact and want to be alone
• Have trouble understanding other people's feelings or talking about their own feelings
• Prefer not to be held or cuddled or might cuddle only when they want to
• Appear to be unaware when other people talk to them but respond to other sounds
• Be very interested in people, but not know how to talk to, play with, or relate to them
• Repeat or echo words or phrases said to them, or repeat words or phrases in place of normal language (echolalia)
• Have trouble expressing their needs using typical words or motions
• Repeat actions over and over again
• Have trouble adapting to changes in routine
• Have unusual reactions to the way things smell, taste, look, feel, or sound
• Lose skills they once had (for instance, stop saying words they were once using)
Talk to your child’s doctor or nurse if your child loses skills at any age.

What can I do if I think my child has an ASD?
If you or your doctor thinks there could be a problem, ask for a referral to see a developmental pediatrician or other specialist. You can also call your local early intervention agency (for children under 3) or public school (for children 3 and older).
Today, the main research-based treatment for ASDs is intensive structured teaching of skills, often called behavioral intervention. It is very important to start this intervention as early as possible to help your child reach his or her full potential. Acting early can make a real difference!
Even if your child has not been diagnosed with an ASD, he or she may be eligible for early intervention services. The Individuals with Disabilities Education Act (IDEA) says that children under the age of 3 who are at risk of having serious developmental delays may be eligible for services. These services are provided through an early intervention system in your state. Through this system, you can ask for an evaluation.

[1] Johnson, C.P. Early Clinical Characteristics of Children with Autism. In: Gupta, V.B. ed: Autistic Spectrum Disorders in Children. New York: Marcel Dekker, Inc., 2004:85-123.
[2] Tuchman,R., and Rapin, I. Epilepsy in autism. Lancet Neurology 2002; 1(6):352-358.

Autism Overview

2008-12-11T15:17:00.000-08:00

Autism Spectrum Disorders Overview

Taken from origin : cdc pages also being edited to suit contents in my thesis

I called it (5 question W ?) for better knowable area of autism spectrum disorder :

What is autism ?
Who is affected ?
When can autism spectrum disorders can be detected ?
Was autism is a new disorders ?
What causes autism ?

What is Autism ?
Autism is one of a group of disorders known as autism spectrum disorders (ASDs). ASDs are developmental disabilities that cause substantial impairments in social interaction and communication and the presence of unusual behaviors and interests. Many people with ASDs also have unusual ways of learning, paying attention, and reacting to different sensations. The thinking and learning abilities of people with ASDs can vary—from gifted to severely challenged. An ASD begins before the age of 3 and lasts throughout a person's life.

ASDs include autistic disorder, pervasive developmental disorder - not otherwise specified (PDD-NOS, including atypical autism), and Asperger syndrome. These conditions all have some of the same symptoms, but they differ in terms of when the symptoms start, how severe they are, and the exact nature of the symptoms. The three conditions, along with Rett syndrome and childhood disintegrative disorder, make up the broad diagnosis category of pervasive developmental disorders.

Who is affected?

ASDs occur in all racial, ethnic, and socioeconomic groups and are four times more likely to occur in boys than in girls. CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network released data in 2007 that found about 1 in 150 8-year-old children in multiple areas of the United States had an ASD, and also more upcoming children in the world thats come with ASD for live data about children who had ASD (data taken by goverment cdc in United States) i will put on in the next post contain region mostly in asia (singapore, indonesia, malaysia, japan, thailand and brunei darussalam) as per my research in this area are most my concern.

When can autism spectrum disorders be detected?

ASDs can often be detected as early as 18 months. While all children should be watched to make sure they are reaching developmental milestones on time, children in high-risk groups—such as children who have a parent or brother or sister with an ASD—should be watched extra closely. A child with any of the warning signs of ASDs should be checked by a health care professional.

Research shows that early intervention can greatly improve a child’s development. CDC is working with national partners on a public awareness campaign to educate parents about how important it is to track their child’s development in the first few years of life. The campaign, “Learn the Signs. Act Early,” teaches parents, health care professionals, and child care providers about early childhood development, including early warning signs of autism and other developmental disabilities.

Was autism is a new disorder?

Autism may seem like a modern disorder, but it’s not. People have probably lived with what we know today as autism spectrum disorders throughout history. Some of the earliest published descriptions of behavior that sounds like autism date back to the 18th century. But the disorder did not have a name until the middle of the 20th century.

Autism was first identified as a specific disorder in 1943 by child psychiatrist Dr. Leo Kanner. Based on a study of 11 children, Dr. Kanner published the first description of what he called “autistic disturbances of affective contact.”At about the same time, German scientist Dr. Hans Asperger, based on his study of 400 children, described another form of autism that became known as Asperger syndrome.

The criteria used to diagnose ASDs have changed many times since Kanner’s original description.

What causes autism?
We have learned a lot about the symptoms of ASDs and have improved efforts to track the disorders, but we still don’t know a lot about the causes of ASDs. Scientists think that both genes and the environment play a role, and there might be many causes that lead to ASDs.

Family studies have been most helpful in understanding how genes contribute to autism. Studies have shown that among identical twins, if one child has autism, then the other will be affected about 75% of the time. In non-identical twins, if one child has autism, then the other has it about 3% of the time. Also, parents who have a child with an ASD have a 2%–8% chance of having a second child who is also affected.

For most people with ASDs, the cause is not known. But ASDs tend to occur more often than expected among people who have certain other medical conditions, including Fragile X syndrome, tuberous sclerosis, congenital rubella syndrome, and untreated phenylketonuria (PKU). Some harmful drugs taken during pregnancy also have been linked with a higher risk of autism, specifically, the prescription drug thalidomide.

CDC’s Centers for Autism and Developmental Disabilities Surveillance and Epidemiology (CADDRE) are working together on a large, population-based study to better understand the possible risk factors for and causes of autism. Called the Study to Explore Early Development (SEED), this project will help answer the many questions needed to find the causes of autism and—if possible—come up with strategies to prevent this complex disorder.

[1] Handleman, J.S., Harris, S., eds. Preschool Education Programs for Children with Autism (2nd ed). Austin, TX: Pro-Ed. 2000.

[2] National Research Council. Educating Children with Autism. Washington, DC: National Academy Press, 2001.

[3] Kanner, L. Autistic disturbances of affective contact. Nervous Child 1943; 2:217-250.

[4] Asperger, H. Die “Autistichen Psychopathen” Kindesalter. Arch Psychiatr Nervenkr 1944; 117:76-136.

[5] Boyle C, Van Naarden Braun K, Yeargin-Allsopp M. The Prevalence and the Genetic Epidemiology of Developmental Disabilities. In: Genetics of Developmental Disabilities. Merlin Butler and John Meany eds. 2004 (Table 3, p. 716-717).

[6] Muhle R, Trentacoste V, Rapin I. The Genetics of Autism. Pediatrics 2004;113;472-486