Aspergers Syndrome Facts You Can Live With

The first fact you should learn about is what the syndrome is. Asperger’s Syndrome is a milder variant for of Autistic Disorder. Asperger’s Syndrome is also part of the larger category of disorders called Autistic Spectrum Disorders

Part of living with a disorder or condition is learning all you can about it so that you can do what is necessary to have a life that is satisfying and functional. Parents of children with Asperger’s Syndrome (AS) and adults with the syndrome need to understand what the symptoms and signs are and how to relate to the individual with AS.

The first fact you should learn about is what the syndrome is. Asperger’s Syndrome is a milder variant for of Autistic Disorder. Asperger’s Syndrome is also part of the larger category of disorders called Autistic Spectrum Disorders or also referred to in the United States as Pervasive Developmental Disorders (PDD).

Individuals are identified as possibly having Asperger’s Syndrome by the inability to function in two-sided social interactions and when non-verbal communication is involved. They typically score high in vocabulary but usually have inflection abnormalities and repetitive patterns. Individuals with AS are typically clumsy in articulation and in gross motor movement. They can usually be found obsessing over a particular subject.

Individuals who are highly functioning autism have similarities to those who have AS but there are differences. When it is AS and not highly functioning autism the onset of characteristics is usually later and the outcome is typically more positive. In AS the social and communication deficiencies are less severe and the obsessive interests are more prominent. In individuals with AS the verbal IQ is typically higher than the performance IQ scores and with individuals with high functioning autism the performance IQ is higher than the verbal IQ. Individuals with AS are known frequently seen with clumsiness as a characteristic and this is not true of those with high functioning autism. The family history is also present with those with AS.

Individuals diagnosed with Asperger’s Syndrome demonstrate no evidence of brain lesion or any other biological factor of autism. Furthermore, typically individuals with autism commonly have associated medical conditions such as fragile-X syndrome, tuberous sclerosis, neurofibromatosis, and hypothyroidism which are less common in those who have been diagnosed with AS. In fact a very small number of cases of AS have been associated with any type of structural brain abnormality. One study conducted by Dr. R. Kaan Ozbayrak, found left parietooccipital hypoperfusion in those with Asperger’s Syndrome. Larger studies are needed in this area of research in order to evaluate brain imaging techniques in association with AS.

There is no known cause for Asperger’s Syndrome and there is no single treatment or “cure” for it either. There is however interventions that address the symptoms and can initiate rehabilitation.

Psychosocial interventions include individual psychotherapy, education and training concerning AS, behavioral modification, social skills training, and educational interventions.

Medications used to treat AS include psychostimulants to treat the hyperactivity, inattention and impulsivity of those with AS. The psychostimulants may include methyphenidate, dextroamphetamine, and metamphetamine. Other medications used may include clonidine, Tricyclic Antidepressants, and Strattera. In order to treat the symptoms of irritability and aggression or to stabilize mood medications such as valproate, carbamazepine, lithium, and Beta Blockers such as nadolol, and propranolol may be used as well as clonidine, naltrexone, and also Neuroleptics.

• Aspergers Checklist
• Autism aspergers
• Autism symptoms

Speech therapy and autism

The purpose of speech-language therapy is to enhance intentional communication via expression of ideas, obtaining desires, sharing information and interpersonal interaction. Language is the means by which communication is achieved.

Speech is a troubling issue in Autism Spectrum Disorders. Some children develop speech in time according to milestones, and then regress, losing all speech. Some children develop speech in time, but talk so much you’d like to pull your hair out, and some children never develop speech and are completely nonverbal. Every child is different in the “speech” part of the Autism Spectrum Disorder disability. Whether your child is verbal or nonverbal, don’t give up hope. Many children with Autism Spectrum Disorders begin to speak with one-on-one speech therapy. Others make incredible strides with PECS (Picture Exchange Communication System) and other visual cues.

Speech therapy will help both verbal and nonverbal children with autism. Before you begin therapy, you will likely have to complete a speech evaluation from a licensed speech language pathologist. After completing a series of tests with your child, the therapist should be able to tell you whether your child would benefit from speech therapy or qualifies for speech therapy. Remember, vocabulary isn’t the only part of speech.
Children with autism have a severely limited ability to speak in social settings, also known as pragmatic speech. Pragmatics is knowing how to use language appropriately in social settings. As children with autism already have social deficits, speech is impaired more by their limited social skills, which makes for very awkward and odd speech patterns. The ability to converse is severely limited in most cases.

Speech Therapy can help autistic children with any level of speech disorder – from the completely non-verbal to the child who talks incessantly. Before beginning a Speech Therapy program, you and your child will work with a trained Speech Therapist to complete an evaluation. Your child will undergo testing and the therapist will report on ways he or she believes speech therapy will help your child.

As with any treatment program, early intervention is best. However, Speech Therapy is also effective with older children. Some areas addressed in Speech Therapy for autistic children may include:
• Helping the child to understand social interaction and ways he or she can affect his or her environment.
• A desire to communicate.
• Paying attention and listening skills.
• Play skills.
• Understanding verbal communication.
• Social skills.
• Improved speech rate and rhythm.

Hereditary-Genetic cause of autism

Everyone knows genetics play a large part in our lives: what color hair you will have, how tall you will be, the color of your skin, basically your overall appearance. Scientists say the same goes for autism; there is not just one kind of autism. Some people have very mild autism, where you won’t even notice they have it. During the past decades, scientists have made breakthroughs in finally beginning to understand the genetic bases of autism.

International research into the causes of Autism Spectrum Disorders (including the genetic aspects) is being fueled by recent developments. Evidence points to genetic factors playing a prominent role in the causes for ASD.

The consensus nowadays is that heritability contributes a very great deal to the risk of a child developing autism, but the genetics of autism are complex and typically it is unclear which genes are responsible.

Twin and family studies have suggested an underlying genetic vulnerability to ASD. To further research in this field, the Autism Genetic Resource Exchange is recruiting genetic samples from several hundred families.

Each family with more than one member diagnosed with ASD is given a two-hour, in-home screening. With a large number of DNA samples, it is hoped that the most important genes will be found. This will enable scientists to learn what the culprit genes do and how they can go wrong.

Hereditary-Genetic cause of autism

So it seems that congenital (existing at birth) factors play an important part. Some scientists believe that a cluster of unstable genes that adversely affects the development of the brain may cause autism. The first research results indicate that various chromosome spots are found where genomes could not possibly be. The most obvious spots are found on chromosomes 2, 7 and 16.Especially chromosome 7 stands out. However, the room on chromosome 7 is rather large and comprises a couple of hundred genomes. The next problem to be investigated carefully is which genome(s) on chromosome 7 in fact is/are connected to autism.

Recent neuroimaging studies have shown that a contributing cause for autism may be abnormal brain development beginning in the infant’s first months. This “growth dysregulation hypothesis” holds that the anatomical abnormalities seen in autism are caused by genetic defects in brain growth factors. It is possible that sudden, rapid head growth in an infant may be an early warning signal that will lead to early diagnosis and effective biological intervention or possible prevention of autism.

For detailed information on Autism Spectrum Disorders research, see the NIMH website, Autism Spectrum Disorders Research.

Some scientists believe in a genetic theory called “complex inheritance.” What scientists mean by“complex theory” is that many different factors are probably included in this inheritance. While an autistic person must have the right genes to have autism, environmental factors may add to the development of autism. Here is an example: let’s say you have a specific type of gene which makes a special type of chemical and which causes a chain reaction with another type of chemical. By studying autistic people, scientists may be able to find out the exact environmental issue, like chemicals in paint, that could contribute to causing autism.

Prof. dr. R.B. Minderaa points out that in Autism, as a rough estimate, between 80 to 90% of hereditary factors play a part. Autism can be hereditary in three ways.
•In most people with an ASD hereditary factors play a part. This is a combination of(hereditary) risk factors and coincidence.
•In a very small percentage (1 to 1,5%) autism shows up as a part of a syndrome existing at birth (i.e. Tuberous sclerosis, Williams-Beuren Syndrome, Landau Kleffner Syndrome, Lennox Gasteau Syndrome, Lujan Frijns Syndrome).
•In a very small percentage (1 to 1,5%) autism is the result of a specific chromosome deviation (i.e. fragile X-syndrome, Klinefelter, Turner). In these syndromes it can, from a medical point of view, be clearly indicated where the cause originates. In these cases heredity research can be conducted.

The hereditary factor
It appears that autism may run in families, since families with multiple children often have more than one child exhibiting signs on the autistic spectrum. In addition, parents may show signs of autism.

The chance that in a family with an ASD child another child with ASD is born lies between 2 and 5%. Therefore, parents with an ASD child have a chance up to 100 times greater to have another child with ASD than parents who have ‘normal’ children.
Studies of twins also indicate a hereditary factor in the occurrence of autism.
Family researches have proven that in families where autism is found, disorders are more often met than in families without autism. It then involves disorders such as reading, spelling, language and/or motor disorders or other development disorders such Attention Deficit and Hyper Activity Disorder (ADHAD) or a tic disorder and also milder forms of autism.

Hereditary-Genetic cause of autism

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Aspergers Syndrome – Who It Affects and How

Asperger syndrome is also known as AS for short. This is a form of autism, but only because it is associated with the neurological condition of the body. Neurological conditions that affect the language skills and the communication skills are affected by this disorder. The children who are suffering with Asperger syndrome are repetitive in just about everything they do, and seem to love habitual behaviors, and patterns in their life. Children who have Aspergers may not even show signs of this disease until they are a few years old, after they have learned to walk and talk like other children normally do.

A child with Aspergers syndrome is often not going to be one that is social, not even with their brothers and sisters. The child will prefer to be alone, to focus on their interest, their patterns, and their intense study of the topic they love the most. Narrow interests are signs of Asperger’s syndrome, where the child may focus on something natural, man made or just of their own interest.

This could include automobiles, how things run, or the stars, or another language, or the movements of any particular object. Children who suffer with Aspergers syndrome are going to learn how to ride a bike, and how to catch a ball, but it will take longer, as they are not going to be interested in the social interaction, in the time it takes to learn these skills, as they would rather be focused on something else.

Children who suffer with Aspergers syndrome can learn to be a functioning part of the family unit, and of society. There are times when the child grows that they will still find it difficult to cope in social situations and in personal relationship but these are feelings that can be overcome and that can be worked on to maintain a healthy functioning lifestyle. Moral support and continued encouragement from those who love the person are going to aid the person who is dealing with Aspergers to over come their feelings and their focus on one interests to broaden their intellect and abilities in all types of things for life.

A study was done in Sweden where it found that 36 out of 10,000 children had the symptoms of Aspergers syndrome. This is quite a high number, and thoughts are that the real numbers are actually higher. Some children who were never tested for Asperger’s have grown up to lead very normal lives, and it is thought that about 30% of those who have Aspergers syndrome are never diagnosed at all.

Treatment and Interventions for Those With Aspergers Syndrome

There are no real characteristics that are exactly ‘the same’ that those who have Apsergers are going to display. The general similarities are there, but only a physician is going to be able to determine the underlying causes and needs. The emotional state of someone who has Aspergers is one that always seems to be fragile, but over time, one will learn to cope and change this habit of feeling and being highly emotional.

• Aspergers Checklist
• Autism aspergers
• Autism symptoms

While most people understand that autism affects the brain, impairing communication and interaction skills, very few realize that scientists don't even really know what causes it. Recent studies indicated that as many as 1 in 166 people are affected by some form of autism. With the rate so high, educating ourselves about autism is crucial. Here are a few things about autism that might surprise you.

1. Is there more than one kind of autism?

Autism Spectrum Disorder is the title that describes a group of conditions. Classic autism, which is also known as Kanner's syndrome, is one of these. Also Asperger's syndrome and pervasive developmental disorder (PDD). Each of these differ in expression of symptoms and even different people diagnosed with the same condition can vary in their level of functioning. Despite these different categories, autism causes developmental difficulties in three major areas: communication, social behavior, and repetitive behavior patterns.

2. What causes autism?

While there is no exact answer for what causes autism, there are several things that scientists do know. People with autism differ neurologically from those without autism. Some people may have a genetic disposition toward autism. The brain chemical, Serotonin is elevated in people with autism. While these conclusions do not seem very close to a cause, they are encouraging to families who deal with this condition. From the point of view of those whose loved ones are autistic, they want to first, find the cause, and then find the cure.

3. Is there any prevention?

Early intervention has been shown to help those with autism. While many parents don't discover their child has autism until they are toddlers, those who identify the problem early on and seek professional assistance have a greater chance of having higher functioning children. From a report of one family with two boys with autism, the children developed normally until nearly 3 years old, when they began to slip backward cognitively and socially. It is very important to diagnose autism early, as this seems to be the only way to affect the outcome of the brain, as it is in it's most crucial stage of development.

4. Who is more likely to be autistic?

Boys are more four times more likely to have autism than girls. This is the only discrimination that autism affords. Otherwise, autism doesn't care about race, wealth or status, it affects all populations equally.

5. What is the treatment autism?

Autism can be treated through a combination of drugs and therapies. It is not uncommon for a child with autism to have several therapists in their home during the week. While these are not cures, they can help families manage through difficult times in an autistic child's development. Life expectancy is no different for a person with autism than it is for the general population, so parents must think ahead to who will care for their autistic children when and if they no longer can.

Autism is a very complicated condition that affects millions of Americans. And because people with autism don't generally display any physical signs it is hard for strangers to identify their disorder. Often, a child with autism appears out of control in a public setting, kicking, thrashing, screaming, and causing alarm to on-lookers. It is important that we all know a little more about autism so we can be more sympathetic in these situations.

Jessica Deets is passionate about autism and other disorders and volunteers her time to help organizations dedicated to overcoming physical disorders. The website at [http://www.bestautismnews.com] has more information and news about autism.

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Most reputable scientists now believe that autism has existed throughout the history of humankind. Some have speculated that ancient legends about “changelings” are actually stories of children with autism. Celtic mythology is redolent with stories of elves and visitors from “the other side” who steal a human child and leave their own damaged child in its place. The child left behind is usually mute, remote and distant, staring into space and unresponsive to its adult caretakers. We must bear in mind that in times gone by, and in some cultures today, children who are unlike the average expected child are seen to be victims of evil or some sort.

In 1801 the French physician Itard took into his care a boy who had been found wandering naked in the forest. It was believed at the time that the boy had lived alone in the forest since early childhood. The boy could not speak and was unresponsive to human contact. He has come to be known as “sauvage de l'Aveyron,” or “wild boy of Aveyron”. Itard's tireless efforts to help this boy mark the beginning of special educaiton. Although autism was not a term used at the time there are those who speculate that the wild boy of Aveyron was a child with autism.

The real history of autism dates back only one hundred years to the time of the Swiss psychiatrist Eugen Bleuler. In 1911 Bleuler was writing about a group of people then identified as having schizophrenia. In his writing he coined the term “autism” to describe their seeming near total absorption with themselves and distance from others.

Writing in the early 1920's, Carl Gustav Jung introduced the terminology of extrovert and introvert. Jung viewed these personality types as being present in all people to one degree or another. However he noted that in extreme cases, cases that in the language of his day were called “neurotic”, a person could become totally absorbed into himself or herself.

It was not until the late 1930's and early 1940's in America that the term “autism” joined the official psychiatric nomenclature. Psychiatrists Leo Kanner, who started working with a particular group of children in 1938, and Hans Asperger, both publishing findings and writing in 1943 and 1944, wrote about groups of children they had studied and called either “autistic” or children with “autistic psychopathy”. Both authors believe these children displayed a constellation of symptoms that were unique and represented a syndrome not previously identified. As the children they studied seemed unable to engage in normal human relationships they borrowed Bleuler's term “autism” to identify the syndrome. The defining difference between the work of Kanner and Asperger and that of Bleuler is that for the former two the condition they describe is present at birth while for Bleuler the condition appears much later in life.

Another important difference in these early pioneers of autism is that Kanner group is quite self-contained and comprised of individual all sharing the same “core” symptoms. Asperger's group is quite wide, ranging from the children like Kanner's to children with near normal characteristics. The vestiges of these two differing descriptions, now bearing the names of their illustrious “discoverers” remains to this day. In the literature and in lay terminology we still hear people described as having “Kanner's autism” or “Asperger's syndrome.

Around the time of Kanner and Asperger another famous, indeed in autism circles infamous, name appears. This is Bruno Bettelheim. In 1944 Bettelheim directed the Orthogenic School for Children in Chicago, Illinois. There he worked out his own theory of the cause of autism and started intervention programmes. Bettelheim believed that autism was a result of children being raised in severely unstimulating environments during their early years. He believed it was parents, particularly mothers, who were unresponsive to their children that caused autism. The unfortunate term “refrigerator mother” arose during this time.

Although Bettelheim's psychological theories were eventually discredited it was not for many years that science advanced to the point that mother's were not blamed for autism. Indeed, the author's own post-graduate training in the mid to late 70's was characterised by lectures about “refrigerator mothers” having caused autism. The legacy of Bettelheim's theory is undoubtedly one of terrible harm inflicted on so many mothers for so many years. [I cannot help but wonder if we really have progressed since I have so often heard mothers of children with autism being described as "over-anxious", "clinging", "over-involved" and "pushy or aggressive" by some educators, psychologists and physicians]

From the 1980's onward considerable research has been undertaken to uncover the “cause” of autism. So many theories have come forward: genetic, environmental, toxins, endocrine, metabolic, unusual reactions to certain foods or additives and the current favourite, immunizations. Despite all this theorising autism still remains a puzzle. Little scientifically valid evidence supports any particular theory and research continues into the cause of autism.

What do we know about autism?

It is now and accepted fact that autism is a neurodevelopment (sometimes called neurobiological) condition. This places the site of autism within the human brain itself, not in the form of physical brain abnormalities that appear on physical examination or X-ray, but rather in the chemical and electrical activity of the brain. It is know that autism is present at birth, is more common amongst boys than girls and is a life-long condition with no “cure”. We know that autism can be treated effectively and there are a wide number of treatment options available. It is now known that education is particularly important in the treatment of autism and that early intervention is critically important. Children born with autism can improve along a number of pathways but they will always have autism no matter how seemingly like others they may become.

Having said what was said about autism being incurable and a life-long condition there are those who say it can be cured. Interesting forms of treatment being studied in New Orleans, Louisiana involve testing children with autism for low-level presence of lead in there system, then providing treatment to eliminate any traces of autism. This is said to have “cured” over 1,500 children of the condition (personal conversation with the lead physician). It has to be cautioned that such extreme and emphatic statements must be put to the rigorous test of scientific study and that the sorts of assessments being completed on these children in New Orleans are not in favour in Europe at the moment.

What is autism?

The neurodevelopment or neurobiological condition known as autism is highly variable. No two people with autism are alike. Having said that, all people with autism share common characteristics. These characteristics exist along what is called the “Triad of Impairment”.

The Triad of Impairment consists of significant deficits across three developmental areas:

1.Social impairment
2.Verbal and non-verbal communication impairment
3.Impairments of thinking and behaving

1.Impairment of Social Interaction

There are several sub-types of behaviours that characterise this group of people with autism. They can be quite aloof, behaving as if other people did not exist at all, making little or no eye contact and have faces that seem to lack any emotional display whatever. Less common is the passive group who will accept the advances of others, can be led to participate as a passive partner in an activity and who return the eye contact of others. Another subtype has been called the “active but odd group”. These people pay no attention to others, have poor eye contact and may stare too long and often shake hands far too vigorously and strongly. The last subtype is the overly formal and stilted group. They tend to use language in a very formal way when it is not called for, are excessively polite and try to stick to the rules of social interaction but don't really understand then. They tend to have well developed language skills that can mask their real social deficits.

2.Impairment of Communication

Significant deficits in communication are present, to one degree or another, in all people with autism. They may have problems is using speech (expressive language), ranging from having no speech at all (about 20% of cases) to have very well developed speech. They make repeat words spoken to them (echolalia) or repeat phrases they associate with something they want (e.g. “Do you want to play” instead of “I want to play”). They will also have deficits in understanding speech (receptive language). Confusing between sounds of words can be present (e.g. meat and meet). Difficulty with irony, sarcasm and humour is often found in those with well-developed expressive language. They may have problems understanding when an object has more than one meaning (e.g. soup bowl, toilet bowl).

In addition to the problem listed about in receptive language people with autism can often have significant difficulty with modulating their tone of voice and putting expression into what they say. They can sometimes sound robotic and speak with a droning monotone. Sometimes they can emphasise the intonation of certain words with unnecessary force. Sometimes they are too loud, sometimes too quiet (more frequent).

It is important to recognise that communication is more than speech. Non-verbal communication is important for human social interaction to proceed smoothly. People with autism have deficits in understand non-verbal communication. They may not be able to interpret facial expression or to use it themselves. They may have odd and unusual body posture and gestures. They may not understand the body posture and gestures of others.

3.Impairment of Thinking and Behaving

People with autism have pronounced difficulty with play or imagining. The lack of the ability to play has a profound effect on the ability to understand the emotions of others therefore sharing joy or sorrow with another can be impossible. Repetitive and stereotyped movements or activities are often present in autism. They may want to taste, touch or smell things. They may have a need to twirl things before their eyes. Sometimes they may jump up and down and make loud noises. In more severe cases they may bang their heads against walls or floor or pull and scratch at their skin. People with autism have a strong need for consistency and sameness. They become unsettled when routine changes. All these behaviours and characteristics point to a pronounced inflexibility in thinking and behaving.

Although every person with an autistic spectrum disorder has deficits in all three parts of the triad each varies significantly in the nature of their deficits. This makes is imperative for people working with children with autism to individualise their interventions. Autism is a highly variable condition with no two children alike and with some children, seemingly near normal but having subtle deficits.

Problems that may accompany autism

In addition to deficits across the triad there are a number of problems often associated with autism, though it is not known yet if they are caused by autism. Among the most common are: epileptic seizures (particularly in adolescence), sensory integration deficits (difficulty integrating the reception of sensations such as sound, sight, taste, hearing or movement), general learning disabilities, Fragile X syndrome (about 2-5% of people with an ASD), tuberous sclerosis (benign tumours in the brain or other organs, occurs in about 2-4% of people with an ASD), ADHD, Tourette's syndrome and dyslexia. Proper treatment of autism must include appropriate treatment of any associated condition.

Education of children with autism

Many children with autism can be educated in the mainstream with appropriate supports. These supports typically include speech and language therapy, occupational therapy, psychological services and special education. Though they perceive the world differently from those around them they benefit from placement in mainstream classroom and the other children benefit from having them in their class.

People with autism vary to an enormous degree as has been said above. As they progress through the educational system the types of supports they require and the intensity of these supports can vary as well. It is important to recognise that children with autism can be educated and reach their optimum level of potential. The task may be difficult and progress may be slow but progress will be made when supports are present and all work cooperatively together.

When autism is severe and accompanied by extremely challenging behaviour such as aggression, self-harm, extreme disorganisation and complete lack of language the education being provided often must take place in a specialist setting. The goal in these settings is to attempt to re-integrate the child back into the mainstream. For children whose autism is of such a severe nature psychiatric services may be required as an adjunct to the educational programme.

People with autism can be educated and a great many of them can enter the work force, sometimes independently and with great success, at other times requiring the support of a job coach and in some cases may require sheltered work settings. As well as entering the work force many people with autism can live independent lives, some will require structured and supported accommodation and some will require accommodation is specialist settings.

Autism and the brain

Considerable research is underway to investigate the exact nature of brain functioning in a person with autism. A lot is being learned but there is more to be learned in the future. What is known now is that there seems to be differences in the brain functioning of people with autism. With advances in nuero-imaging it is now possible to look at the brain with performing an autopsy. This makes it possible to study how the brain works while it is working. These imaging methods (CT scans, MRI scans PET scans and others) have shown that there seem to be a number of brain structures associated with autism and autistic spectrum disorders. These include the cerebellum, cerebral cortex, limbic system, corpus callosum, basal ganglia, and brain stem. These structures are responsible for cognition, movement, emotional regulation and coordination as well as sensory reception. Other studies are looking into the role of neurotransmitters such as dopamine, serotonin and epinephrine. There seems to be a genetic factor involved in some of these brain dysfunctions and some research indicates that unusual brain growth may take place in the first three months of life, is a genetic factor and that results in autism appearing in early childhood.

What is being learned turns other theories, such as Bettelheim's, upside down. Autism is no one's fault. It is a neurodevelopment disorder affecting more boys than girls (4:1), occurring in about 3-6% of the population. This makes autism less common than general learning disabilities but common than cerebral palsy, hearing impairment and visual impairment. Translating these statistics into something more comprehensible it can be said that about 1 in 500 to 1 in 150 people will be born with autism. The implications for these figures are alarming because it means that virtually every school in the country has a child on the spectrum and that the vast majority of these children have not been diagnosed and are perceived in a pejorative light by their teachers, sometimes seemingly odd or obstreperous and sometimes lazy or unable to learn.

Autism and the family

Autism is a family condition. When there is one child in the family with autism there is a condition present that affects every single-family member including those who do not live in the same home. On receiving a diagnosis of autism parents sometimes feel a certain relief, now knowing that it isn't their fault the child is different. Others react with anger, grief, shame, denial or rage. Sometimes they become angry with the diagnostician and refuse to believe the findings. Although diagnosis at an early age is a good predictor of successful outcome if appropriate treatment is provided it is always accompanied by considerable trauma to family life. The impact of the diagnosis is always greatest on the mother.

The impact of living with a person on the spectrum has been shown to be harder on the mother than the father. The lessened paternal impact has a lot to do with factors associated with the gender role of the man in the traditional family: out of the home and working much of the time. Mothers are left in the major caretaker role and face the day-to-day stress of rearing a child with autism. For fathers the major impact of autism in the family is associated with the stress it puts on the mother. Figures in the US seem to indicate that the divorce rate in families of children with autism is not higher than in other families. This is something that has not been studied extensively in other countries however one study conducted in the UK indicates that the lone parent rate in families with autism is 17%, compared with 10% in other families.

Studies have shown that the emotional impact of autism on the mother can be quite severe. Many mothers experience enough emotional distress to require medication or psychotherapy. One study showed that 50% of mothers of children with autism screed positively for significant psychological distress and that this was associated with low levels of family support and brining up a child with challenging behaviour. Another study raised this figure to 66%. The emotional stress on the mother appears to have a significant effect on the work status. Many cannot work outside the home. For those that manage to work outside the home there is an increased incidence of tardiness, missed days and reduction to part-time status. Mothers are also the person most likely to be held responsible for their child's behaviour by others outside the family including neighbours and teachers. Mothers tend to cope differently with these stresses than fathers. Fathers tend to hide their feelings and suppress them, the result often being increased episodes of anger outburst. Mothers tend to cope by talking about their difficulties with friends, particularly other mothers of children with autism. They also cope by becoming avid information seekers, often knowing more about autism then the educators of their children.

The impact of autism on the siblings is not to be underestimated. They know from an early age that their brother or sister is “different”. They will have a great many questions but most often don't ask them for fear of hurting the parent's feelings. The will have a deep love of the sibling with autism but this love is sometimes associated with anger and resentment due to the increased time the parents spend on the sibling with autism. They will often worry about their own future and obsess about whether or not they will “get” autism or will they pass it on to their own children one day.

The impact is not always negative and several studies have shown that being a sibling of a child with autism is associated with greater self-confidence and social competence. Care-taking skills often improve as well. Levels of tolerance to difference can be higher than in the siblings of children who do not have autism. So, what do we know about the impact of autism on the family? It is a mixed bag of results. At times is can be devastating, at other times it can lead to higher levels of coping skills and a sense of self-mastery. A lot depends on the family itself and the community in which it is embedded. A lot more depends on the supports and treatments available, especially the educational interventions and supports that can be provided. One this is certain: autism is a family condition affecting everyone.

David J. Carey, Psy.D.
297 Beechwood Court
Stillorgan
Dublin, Ireland
http://www.davidjcarey.com

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Asperger Syndrome

Asperger syndrome was named after Dr. Hans Asperger, who is credited for discovering the disorder. Dr. Asperger referred to the autistic children he studied as “little professors” because,instead of having significantly delayed skills, they displayed highly developed intellectual functioning.

In children with this pervasive developmental disorder, language, curiosity, and cognitive development proceed normally while there is substantial delay in social interaction and“development of restricted, repetitive patterns of behavior, interests, and activities.”

Persons suffering from Asperger generally function better in verbal, linguistic performance than in visual, three-dimensional and motor skills. This is in contrast to people with the classic form of autism.

Patients suffering from Asperger have normal speech development. This does not imply that communication is normal. It is characteristic that speech is often interpreted concretely. They will enter into lengthy discussions, introducing the most illogical arguments and succeed in talking the hind leg off a donkey. This often applies to people with a normal to supernormal intelligence who are motor disabled and have limitations under an ‘autism disorder.’

Those with Asperger often suffer a greater degree of difficulty being accepted in normal social situations because they are intellectually normal, but have unusual behaviors. Therefore, they’re sometimes labeled as “odd” or “eccentric” rather than as individuals with a real medical disorder.

A short review of some distinguishing Asperger syndrome characteristics:

•Lack of imagination
While they often excel at learning facts and figures, people with Asperger syndrome find it hard to think in abstract ways. This can cause problems for children in school where they may have difficulty with particular subjects such as literature or religious studies.

•Special interests
People with Asperger syndrome often develop an almost obsessive interest in a hobby or collecting. Usually their interest involves arranging or memorizing facts about a particular subject, such as train timetables, Derby winners or the dimensions of cathedrals.

•Love of routines
People with Asperger syndrome often find change upsetting. Young children may impose their routines upon their families, such as insisting on always walking the same route to school. At school, sudden changes, such as a correction to the timetable, may upset them.People with Asperger syndrome often prefer to order their day according to a set pattern.
If they work set hours, any unexpected delay, such as a traffic hold-up or a late train, can make them anxious or distressed.

People with Asperger syndrome exhibit autistic characteristics like obsessive behaviors or lack of social and communication skills. Like all ASDs, the level and severity of these signs will vary from person to person.

Asperger syndrome has been diagnosed more often during the last few years and has obtained its own place in the DSM-IV. The idea that the Asperger syndrome is only found in persons with a normal to supernormal intelligence is under discussion.

Uta Frith, an authority in the field of Asperger, is concerned about the fact that Asperger may be prone to over-diagnosis. Not everybody showing clumsiness in making contact with others or behaving strangely is suffering from Asperger.

Another danger is caused by the phenomenon that many people seem to indicate famous scientists or artists may have suffered Asperger. Names like Newton and Einstein are offered as proof that Asperger is a mild form of autism bordering on genius.
Asperger, however, is not a mild form of autism. Although many people suffering Asperger are able to cope well with the help of friends, family or a partner, others are prone to develop other disorders like an anxiety disorder or depression.

• Aspergers Checklist
• Autism aspergers
• Autism symptoms

Asperger’s Syndrome Patients Guide to Overcoming Anxieties about Social Interactions

The world is filled with stressful situations, and nobody feels this more keenly than the patient with Asperger’s Syndrome. Not disabled in the sense of intellect and overall awareness, patients with this condition lack some very basic skills that prohibit them from interacting effectively with others on a social level. Overcoming the anxieties about social interactions is hard to do for those with Asperger’s Syndrome, but there are some tips that might make their situations a bit simpler.

Image via Wikipedia

* Listen carefully when someone introduces themselves. You may learn something about their background, their interests, and also their hobbies. This might help you later to get a conversation started. In the alternative, it might go a long ways to keeping a topic of conversation going and chiming in.
* Practice your facial expressions in front of a mirror. Since this is your single weakest portion of adequate communication, you want to practice often and carefully. When you think you have it down, practice with a trusted friend or family member. This will prevent any awkwardness later and also minimize any anxiety you might feel.
* Be open to criticism. Although strangers and those to whom you are newly introduced are most likely not gentle and kind about the way they approach you – it matters little if they know that you have Asperger’s Syndrome – they might still offer you some important clues about the way you come across. Take this information back to friends or family members and ask them about it. Your acquaintances may be on to something.
* Pay close attention to the way you are dressed. Even though it sounds like a trite statement, but clothes do make the man. Clothes that you might simply appreciate for their material, color, or even feel could be construed by others as part of an image you are cultivating. This might not be the image you intend to give off, and in some cases it might actually hinder conversation! Ask friends and family members periodically about your image. Additionally, if you wear clothes with pictures on them, ask friends or family members what they mean and how they come across.
* Learn how to pace yourself in a conversation. It is tempting for anyone to monopolize a conversation by talking about themselves and their own interests. The same holds true for a patient with Asperger’s Syndrome. Yet for the latter it is easy to misunderstand an open question geared at getting a conversation flowing for a bona fide request to give an in depth analysis about a certain topic or issue. Be careful not to hog a conversation and ease into conversations, making sure the other party also has a lot of time to converse about the things that are important to them.

Even as the conversation tips and tricks will not completely make up for the shortcomings inherent to the condition known as Asperger’s Syndrome, they do help to make conversation possible and take a lot of the anxiety out of the process.

• Aspergers Checklist
• Autism aspergers
• Autism symptoms

Aspergers Checklist for Children

The Aspergers checklist for children is a guide to check if your child has a set of characteristics which indicate Aspergers. In the checklist the following social interaction aspects will be checked:

Image via Wikipedia

1 Relating with other people-Does the child demonstrate appropriate social responses with others in a group? Does the child comprehend whether or not other people are getting bored or upset when they are?

2 Social skills in general- When the child wants to socialize with other people, does the child know how to interact?

3 2-way conversation issues- the child has a hard time with maintaining or initiating a conversation between two people. The child may look like’ they are talking to someone but the truth may be that the child is rambling on about a passionate, focused subject which the child is obsessed with. Does the child speak too softly or too loudly?

4 Responses that are not appropriate - Does the child respond in a manner which is appropriate? Does the child laugh when other people are saying something sad or vice versa?

5 Rigid social interactions or interests-the child will only get involved with a narrow topic or talk about specific subjects.

6 Not being able to understand social cues-Is the child able to understand that social cues involve body language, facial expressions or gesturing?

Aspergers Checklist for Children

• Aspergers Checklist
• Autism aspergers
• Autism symptoms

Just a short note to let you know my brand new book

Autism & Asperger’s Syndrome in Layman’s Terms is available for free on Kindle until approximately 11:59 PM Pacific Standard Time on 27 january 2012.

If you are interested in autism spectrum disorders feel free to download the kindle edition.

I would appreciate your feedback.

If you know families who might be interested in information on autism please feel free to spread the word.

Autism is a mental disorder that hinders the development of skills, and is usually diagnosed around the age of 18 months. Autism is quickly becoming common, and nearly one child in every hundred has it. If you are worried your toddler might have it, here are three signs that will help you know for sure.

Over sensitivity or under sensitivity:

Children who have Autism are more often than not over or under sensitive to sounds, sights or even smells. If there is a particular color or smell that upsets your child and makes him throw a tantrum, and if he refuses to wear particular clothes because they are “scratchy” and shows signs of anguish if forced to wear those clothes, chances are that he might have Autism. Autistic children aren't being fussy, if they find a color unbearable and claim it makes their eyes hurt, they are most probably right. If, however, his Autism has decreased his sensory skills, your child might appear to be deaf at times. He might respond to his name sometimes and sometimes may keep looking in the other direction. Loud noises will not startle him like they startle other children, and he may fail to discern between colors and shapes.

Repetitive words, gestures or movements:

Autistic children always have a gesture or hand/foot movement that they will make repeatedly. These movements are mostly flapping or twitching. If your child repeatedly flaps his arms or keeps tapping his foot and even when reprimanded is unable to stop, he probably cannot help it. Similarly, he may have some words that he gets fixated with, and he will keep saying them repetitively even when they are highly irrelevant to the current situation. Children with Autism have the tendency to become obsessive, and you can notice this in the pattern of their repetitive speech or movements.

Lack of awareness:

Children with Autism usually seem to be unaware of many things. They may appear to be completely unaware of other people's pain, sadness, anger. They are also unaware of the feeling of danger, and therefore jump off places and bang into tables like a child without Autism would never do, for fear of hurting himself. Autistic children are also unaware of any activity that they aren't a part of, for instance, if you are having a conversation with a friend, your child will keep tugging at your shirt to make you look at him, because to him, your conversation does not exist.

Autism, when caught at an early age in toddlers, can be helped, and speech/motor skill therapy can help your child if sought on time and done with patience and understanding.

Angel Alvaro is an expert online author and a mother who is very close to her children. She loves to write about the various phases a child goes through while growing up, accounting her own experiences with her children.

http://www.facebook.com/angelalvaro88

Article Source: http://EzineArticles.com/?expert=Angel_Alvaro
http://EzineArticles.com/?3-Signs-of-Mild-Autism-in-Toddlers&id=6765022

Whether you're new parents that have just had their first child or you have recently added one more sibling to the family group, at some point in time, being concerned about Autism may have crossed your mind. Roughly one out of every 150 infants that are born today is autistic, so it is imperative that the disorder be detected early in order to treat it properly. If you are unfamiliar with the disorder, it is important to educate yourself about it and learn about the early signs of Autism.

First and foremost, Autism is a neural development disorder that is characterized by the impairment of communication, language skills, and social interaction as well as repetitive or restricted behavior patterns. In most cases, these different characteristics appear by the time the child has reached three years of age. Autism affects how the brain processes information by altering the way that the nerve cells connect with and organize the synapses.

It is one of three different types of Autism disorders found on what is referred to as the Autism spectrum. The other two are Asperger's Syndrome where cognitive development and language skills are lacking and PDD-NOS or Pervasive Developmental Disorder – Not Otherwise Specified. This disorder is usually diagnosed should the criteria involved in the diagnosis for either Autism or Asperger's Syndrome not be met.

What to look for

What you want to remember above everything else when you are concerned about the possibility of your infant being autistic is that recognizing the early signs of Autism may be the difference between diagnosing the disorder properly and missing it completely. The earlier the disorder is diagnosed, the sooner you can start treatment and increase your chances of having a better outcome for both you and your child.

Early detection of Autism is critical so the sooner you educate yourself about the warning signs, the better. Here are some basic suggestions for recognizing the early signs of the disorder based on what the child should have accomplished by a certain time in their early development:

o By the time your child is 6 months old, they should be smiling whenever they are delighted or feel joy for one reason or another.

o Mimicking facial expressions, vocal intonations, and words should be evident by the time your child is 10 months old.

o Once the child has reached two years of age, they should be talking and should have at least several words in their ever-growing vocabulary.

Remember that the child may only exhibit one of the early signs of Autism. Even if all the symptoms are not being exhibited, your child may still be diagnosed as autistic. One way or the other, you should take your child to their pediatrician to determine if further testing for the disorder may be necessary. Diagnosing the disorder as early as possible in the child's development is critical and could mean treating it sooner that you can prevent complications and avoid more additional negative consequences.

For the latest videos and training information on child development as well as books and curricula on Autism please visit childdevelopmentmedia.com.

Article Source: http://EzineArticles.com/?expert=Maxine_Wagner
http://EzineArticles.com/?Knowledge-About-Early-Signs-of-Autism&id=6783255

Until the recent TV show “Boston Legal”, most folks had never heard the term Asperger’s Syndrome. On that program one amongst the main characters, an attorney, is diagnosed with it. That person was a character in that famous TV show, he was an adult and as said earlier he was an advocate. Usually, Asperger’s Syndrome is found in the kids and most of the doctors will not diagnose it properly.

Asperger’s Syndrome falls into a class that the medical system calls autistic spectrum disorders, and/or the class referred to as pervasive developmental disorders which each mean primarily the same thing. The affected folks can have severe downside when communicating with others and also while social interaction. The symptom of Asperger’s Syndrome is very much similar to those for Attention Deficit Hyperactivity Disorder (ADHD). They include such things as fast speak, monotone speech, odd walk or gait, obsessive focus on one subject such as dates or statistics, moving awkwardly, and appearing to not notice or care regarding other folk’s feelings. This list isn’t all inclusive.

Physicians are quick to point out that each youngster’s have their own individual eccentricities and just because a child is displaying a number of the above symptoms will not necessarily mean they have ADHD or Asperger’s Syndrome. It’s when these behaviors interfere with social development like making friends, or interfere with learning that steps should be taken. These steps begin by first talking together with your pediatrician. He or she will be able to determine if a comprehensive analysis is needed.

Medicine has not yet determined the cause of Asperger’s Syndrome. They understand that it’s linked to abnormalities in several areas of the brain, and they know that genetics are a factor. The precise explanation for the condition continues to be somewhat of a mystery. It’s necessary to perceive the cause of any condition because that helps in finding a treatment. These days we do not know what causes Asperger’s Syndrome, and nowadays there is no absolute cure for it.

Even nowadays, the sad reality is that no medication or surgical procedure can cure Asperger’s Syndrome, there are steps that can be taken to assist those diagnosed to be in a position to manage the symptoms. There are few medicines which will reduce the effects of specific symptom. This can be simply a management procedure however not a complete cure. If the drug is stopped, the symptom will return.

It is very similar to medication for high blood pressure. If the person stops taking the medicine, the blood pressure can definitely increase. In addition to medicine to minimize the consequences of the symptoms, behavior management training, communication coaching and exercises, and stress coping awareness will help the person with Asperger’s Syndrome learn to live a better, more productive life.

If you would like to know in relation to aspergers syndrome, then visit http://www.parentingaspergerscommunity.com and take guidance from Dave Angel. Dave Angel is an experienced social worker and has helped literally tons of families around the world who have children with Aspergers. He is the author of the best-selling ebook “The Parenting Aspergers Resource Guide” and has many websites for parents of children with Aspergers.

Article Source: http://EzineArticles.com/?expert=Dave_D_Angel
http://EzineArticles.com/?Understanding-Aspergers-Syndrome—What-is-Aspergers-Syndrome?&id=4040693

Having a child that is diagnosed with autism is not just hard for the parents but also for all members of the family. The parents, siblings and even grandparents have to share in the responsibility of supporting a child with special needs. Not only can it be financially draining and physically exhausting, but it can also be a source of emotional stress to everyone involved.

Naturally, the greatest weight is carried on the shoulders of the parents. To begin with, parents must cope with the deficits and excesses in behavior of an autistic child. Most autistic children cannot express verbally nor through gestures what they want, so parents are left with a constant guessing game as to what their child needs. Social life is also significantly sacrificed, as a child with autism might not be accepted or understood by other people, forcing at least one parent to stay with the child at home at all times. And there are also feelings of helplessness about the child's future. It is heart wrenching for parents to imagine how their autistic child will be taken care of after they are gone.

Siblings of autistic children are stressed, too. It can be due to feelings of embarrassment for having a sibling that is not normal, they can also be stressing about being the target of aggression, or they can even have a feeling of envy for all the attention their autistic sibling is getting.

It Is OK To Take A Break

The reality of having a child diagnosed with autism is hard and full of challenges. But life does not have to be all stress. There are ways to de-stress and maintain a harmonious and loving family life. Parents need to give themselves a break from time to time. A parent might have feelings of guilt for leaving a special child behind, but a few hours of being away from him or her from time to time may offer the chance to recharge and regroup for the daily challenges ahead. Parents should not be afraid to ask for a little support from other family members, such as the child's aunt or uncles or grandparents. They may look after the child for several hours a week to give the parents time off and take care of themselves. This will prevent parents from “burning out” and can be essential in keeping the family's relationships strong.

Parents also need to spend quality time alone with their other non-ADS children, without the autistic child present. This reassures them and lets them know that the parents love them as much their other sibling, even if most of the attention is geared towards the one with special needs.

Remember, life with an autistic child is hard already, so there is no need to make life even harder for everybody else in the family. When times get tough… breathe. Taking a few hours off for yourself and for your other children is the best way to get you through the worst of it all. (Aviram, 2009)

References:

Aviram, J. (2009, August 12). Good Days and Bad Days: Seven Strategies to Cope. Retrieved March 18, 2011, from Parenting: http://www.autismathomeseries.com/library/2009/08/good-days-and-bad-days-seven-strategies-to-cope/.

Article Source: http://EzineArticles.com/?expert=Mark_Dun
http://EzineArticles.com/?Coping-With-Autism-at-Home&id=6795665

DSM5 Changes to Autism/Asperger’s 

paulacdurbinwestbyautisticblog.blogspot.com1/23/12

It’s really anybody’s guess as to how the changes to the autism section of the DSM5 will play out.
While some people have been concerned about Asperger’s and autism being folded into one autism category, new concerns have arisen about eliminating Asperger’s altogether by means of narrow, restrictive criteria that will cut out part of the autism spectrum.

Aspergers Treatment plans 

arkhamcity.org1/23/12

An summary on the Aspergers therapy will give you a concept in order to cope with this symptoms. Anyone can are afflicted by this disorder even though experts believe that an excellent percentage involves kids. Parenting …

A manual for married people with Asperger’s 

news.google.com

David Finch was diagnosed with Asperger’s syndrome, a mild autism spectrum disorder, in 2008, at age 30. At that time, he said, his three-year marriage was in a downward spiral because of his odd habits and rigid adherence to routines.

Instead of throwing in the towel, Finch, of McHenry, started taking notes on his unusual behavior — specifically, how he could win back his wife, Kristen Finch.

APA considers new definition for autism, a change that could limit kids … – Washington Post (blog)

news.google.com

Autism is a word that haunts parents.

More than 36,000 children are diagnosed each year in the United States with it, a disorder involving impaired social skills and communication.

Most parents dread hearing that their child has it. Now, some parents are dreading the opposite — that their struggling child who might be or who already is considered autistic will no longer meet the clinical definition.