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| Steven |
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| Kindergarten-October 1996 |
My name is Christina and my husband is Patrick. Our
son, Steven, was diagnosed with High Functioning Autism in Kindergarten at the age of 6. We were, to put it mildly, shocked.
We knew nothing of Autism other than what we'd seen in movies and read in books. And that was outdated, incorrect information
at best. Our son was energetic, happy, affectionate, extremely verbal, made eye contact and was social. Imagine our surprise
when his Kindergarten teacher told us at our first Parent/Teacher Conference that she felt Steven had Autism. She and
our Dr. recommended a famous Children's Hospital. We had him tested at this hospital and were told the difficulties
and issues Steven was experiencing were our fault! We didn't know it then, but this was a stone-age "refrigerator Mother"
diagnosis. We walked away stunned and feeling guilty that we were bad parents. Had we listened to these 'professionals',
our son wouldn't have received the help he needed. Thankfully, we did not. Instead we listened to Steven's Kindergarten teacher
who recommended we have him tested through the school, which is what we did. He began receiving speech and o/t services shortly
after the diagnosis.
As time goes by and Steven matures, we've come to believe he fits the Asperger's Syndrome
criteria. (When Steven was diagnosed, most medical professionals didn't even recognize Asperger's Syndrome). Characteristics
of this form of Autism are an inability to make friends (though these children want them desperately); perseverating on one
special interest and talking about it constantly, sensory integration issues and coordination issues. For more info,
see info boxes to the right or Info pages on this site.
We almost lost Steven to meningococcal meningitis when he was
only 3 months old. This was truly one of the worst times of my life, other than losing my parents and brother. Thankfully,
he survived and thrived. He developed as he should have in all but two areas. He walked a bit late ~ a little over one
year ~ and potty training before 2 years old was a fantasy. Other than that, he was on target. He had no trouble
eating. He did, however, have recurrent ear infections. It seemed he was on antibiotics all the time. (Wish I had the
information back then that I know now about Autism and antibiotics.) He was a joy to be around, always happy and
laughing. He loved to be snuggled and held. We had no clue and were totally unprepared for the diagnosis that was to come.
The therapists and Dr. told us we'd know the right time to tell Steven about his diagnosis. My heart broke when he
started asking questions like, "Why does everyone hate me?" and "What's wrong with me? Why am I different than other kids?"
and the most awful: "I'd be better off dead" or "I wish I'd never been born". This is when I knew we had to tell him. I talked
to Steven for about an hour and a half on July 29, 2000, when he was 10 years old.
I explained to him that we are all different. We went over how smart he is and what a good person he is. I also went
over all the things that he does so well and all of his positive traits, of which there are many. (This part lasted about
20 minutes and he was paying attention!) I said, "Well you have something called High Functioning Autism. According to the
guidelines or criteria, you seem to fit in the Asperger's Syndrome area of Autism". He said, "I told you I was retarded. Get
it out of me!" I told him Autism wasn't something to be scared of or ashamed of. I told him his brain was wired differently
and that meant he understood things differently. (He understood this because of his fascination with all things electrical.)
I told him it was not a disease one could catch, nor was it something you die from (he knows my parents and brother died from
cancer and I think he thought it was something like that.) His next words just about killed me. He said, "You better not be
thinking of shipping me off somewhere!" Pat and I couldn't believe what we heard. I asked him where he heard that
and he said he didn't remember. I assured him that he was our life and we would never, ever 'ship' him off somewhere. That
we love him more than anything. He said, "I know, to infinity and beyond" and smiled his cheesy grin. Discussing this
with Steven was heartwrenching, but a blessing. He understands now that his differences are due to Autism. Unfortunately
he cannot get rid of the feelings that he is "stupid" or "weird", no matter what we say.
I've always said that Asperger's
Syndrome is an invisible disability. We had a difficult time with the school fully understanding the scope of Steven's needs
because he was a master at disguising his panic and stress. Issues have changed and some became more pronounced as he gets
older.
I will share some letters that I provided his teachers to help them accommodate him as well as a listing of
proposed modifications that may be of some help to those of you struggling to get your child(ren) a decent IEP in place. Please
feel free to modify and use them as you need them.
As Steven aged, he became prone to depression and melt-downs. Part of the melt-down problem did stem from his experiences
in public school. But part of it comes with the Autism diagnosis and co-morbid disorders that so often accompany that diagnosis.
He is taking DMG, chewable Yummy Bears Acidolphilus, Omega-3 Oil, Animal Parade Chewable Calcium and
Magne-B6 (he takes one at breakfast and one at dinner of all of these) as well as 1/4 tsp. of Twin Labs Vitamin
C powder in his O.J. every morning. He has an intolerance to dairy products (not uncommon for a person on the spectrum) and
must take Lactase before he has dairy products.
If you feel your child needs to be assessed, PLEASE take him/her in
immediately. I cannot stress enough how important early intervention is for your child. And if you're told that nothing is
wrong when, in fact, you know there is, please find another doctor. Don't accept "All children develop at different rates"
if your child isn't talking by 1 year, or if there is a sudden change or regression, such as after a vaccination. Listen to
your gut instinct. I (and hundreds of other parents on my support lists) have found that most doctors (pediatricians and general
practitioners) do not know near as much as they should about Autism and that parents are truly the 'experts'. No one
knows our children the way we do. Get a recommendation for a good neuropsychologist and take your child in for testing
as soon as you can if you feel your child is not meeting his/her developmental milestones. Or, if like Steven, your child
is meeting the goals but talks like a "little professor", doesn't play or interact with his peers, has repetitive behaviors
and interests, limited social skills, etc.
I hope that some of the information here will help parents who are questioning
if their child(ren) could be on the spectrum. Or for those parents whose child(ren) have just gotten a diagnosis of Autism
(or Asperger's Syndrome, PDD-NOS) and don't know what the next step is.
You'll find lots of information here on: Autism,
Asperger's Syndrome, PDD-NOS; co-morbid disorders such as Bi-Polar, ADD/ADHD, Tourettes,Dyslexia, OCD, ODD, Special Education,
Social Skills, IEP, Advocacy, Autism awareness,Vitamin Therapy, DMG, Early Intervention, GFCF Diet, Sensory Integration, Learning
Disabilities, Support Lists, IDEA, Central Auditory Processing, Disability, Dysgraphia, Dyscalculia and much more.
Steven
has been home schooled since August of 2000. The problems in public school hit when he went into 4th Grade. He was at the
point where he was having a melt-down every day after school, sometimes lasting upwards of 2 hours. He threatened to run away
if we sent him 'to that awful place' again. His self-esteem was at an all-time low. His spirit was being crushed. I was tired
of seeing no positive results of his attending public school and seeing Steven suffer this way was just too much to bear.
A friend homeschooled Steven and her son for about 5 months. I took over Steven's homeschooling at that point. I will be forever
grateful to her for putting us on this path. I wish I had decided to home school Steven when he was in Kindergarten. He is
a much happier young man and says he wants to be home schooled forever. I'll be listing many very good home school websites
and support lists as well. He receives occupational therapy and speech therapy at a local center and is doing well, thanks
to his wonderful therapists.
I hope you find some helpful information here. I try to update the site on a regular basis.
If there is something you need that you don't find, please go to the Guest Book section and click on the link to
email me. Comments or questions are always welcome.
UPDATES ON STEVEN:
Steven's anxiety and depression escalated over the summer of
2002. Going through puberty of course doesn't help. However, this was much more than just adolescence rearing it's
stubborn head. We took him to a specialist and have found that Steven also has Dysgraphia, Dyscalculia and depression.
He was prescribed a small dose of Prozac at that time. He had a few minor side effects from it and we didn't notice much of
a positive effect, so he was taken off of that and put on a low dose of Zoloft in October of 2002. This has proven to be a
miracle for him. He told us he feels happier, things don't bother him as much as they used to, he isn't depressed anymore
and he sleeps better. He's doesn't throw a tantrum when I ask him to brush his teeth, do his schoolwork or feed
our dog, etc. We've noticed he's more at ease now, showing more humor, and doesn't feel that we're laughing at him when
we laugh at something he does or says. He realizes now that he does indeed have a sense of humor and that is what we are amused
at. He has developed a sarcastic wit that I find amazing, his attention is improved and he 'gets' things he was having difficulty
with before. All in all, this was a good thing and we pray the progress continues.
May 28, 2003
On the morning of February 24, Steven was in his room playing a bit of Play
Station before starting school. I called him to come out and he said he was turning everything off. I heard a loud "thud".
I rushed in his room, hoping he'd dropped something. He was lying on the floor, face down. I called his name twice.
He "came to" and I helped him up. He had a pretty bad gash on the left side of his head, by his eyebrow-frighteningly close
to his eye. He'd fallen on his glasses which were totally bent out of shape. I guided him into the bedroom and got a wet washcloth
to hold on the wound. I held him for 20 minutes until he calmed down and the bleeding had slowed. I called my sister Margo, who
lives next door. Steven is very close to her and wanted her to go with us to the E.R. I also called Pat at work
and he said he'd meet us there. We signed in and waited to be taken in to an exam room. We were asked all kinds
of questions, filled out forms and waited again. Steven didn't want stitches. He'd had them 6 years earlier on his forehead
when he was hit with an aluminum baseball bat. The E.R. Dr. was wonderful. He used something like "super glue". (The wound
healed very well and the scar is minimal. We were told to use sunscreen on it for the next several months whenever Steven
went outside to avoid further scarring.)
He had a CAT scan and they took blood. We were told everything looked fine
but we did need to make an appointment with a neurologist, which I did. She took his history, examined him, talked to us both and
scheduled him for an EEG and EKG. He was to get 4 hours of sleep for the EEG. (He had one awake, one asleep.) The
EEG was inconclusive and the EKG supposedly was fine. He was scheduled for another EEG, this time with total sleep deprivation.
We were told: "Steven's second EEG showed occasional abnormal activities arising from the left frontal and central
parts of the brain. This kind of activity may be seen in people with seizures or those who are potential candidates for seizures."
The neuro told me to 'watch' him....not to leave him alone, monitor video game time, etc. She said to observe him for any
unusual behavior such as prolonged staring with poor responsiveness, confusional state, lapses in memory, repetitive unusual
behavior with suspension of consciousness associated with twitching, drooling or urinary incontinence. The neuro said
this may have been an isolated incident and may never happen again but to be watchful. I've been watching ever since.
She also mentioned syncope. Syncope is the temporary loss
of consciousness due to a sudden decline in blood flow to the brain. It may be caused by an irregular cardiac rate or rhythm
or by changes of blood volume or distribution. Syncope can occur in otherwise healthy people. The patient feels faint, dizzy,
or lightheaded (presyncope), or loses consciousness (syncope).
The Dr. felt that it could've been a combination of him not having enough sleep the night before and getting up rapidly. This
worries me so, as I said, we are ever watchful. We're praying this was indeed an isolated incident. But we will
continue to monitor him and look into anything that we think will help him.
Our med followup (for Zoloft) visit
to the Dr. went well. He's pleased with Steven's progress and the fact that his concentration has improved. He
recommended Steven start taking Strattera for socialization, eye contact, etc. Strattera is supposedly a non-stimulant
drug. Many of the people on my support lists had glowing things to say about it and that it was very helpful for
their children. It is supposedly the best med for a child with Asperger's Syndrome and ADD to use. I did
quite a bit of research on it. Our conclusion was not to put Steven on it. The side effects are the same as those
of the stimulant drugs used for ADD/ADHD. And the fact that it hasn't been out very long nor tested enough
were other reasons for my decision. And Steven agreed. We've decided to try dietary intervention by going on the
Gluten Free/Casein Free diet (GFCF). As of Monday, October 20, we are dairy-free (much to Steven's disappointment).
We will do that for 2 weeks and then slowly remove gluten from his diet. Based on what I've read we will also be going
soy free (SF). I've joined support lists and that has helped a great deal, in addition to purchasing the book Special
Diets for Special Kids by Lisa Lewis. But the biggest factor in our decision (other than Steven's health which, of course,
comes first) is a very dear friend (Margo) whose help and guidance have really been a God-send. She has been supportive
and so helpful in guiding me to this decision. I wish everyone could have a friend like her. :) Going GFCFSF is
not an easy thing. And it can be quite expensive. But I would recommend it to anyone that is looking for a healthy alternative
to medication. Some of the results that I've heard about from parents are nothing short of miraculous. Steven may
still need medication but trying dietary intervention first just seems the right thing to do. I realize not everyone will
agree with my decision on the Strattera and that's fine. Everyone must do what they feel is right for their children. :)
February 4, 2004
We've done a dairy challenge (with cheese and
ice cream) and I am happy and amazed to say that Steven has not shown any reaction! He was scared to do the challenge
as he remembers vividly the pain and other symptoms that came along with his lactose intolerance. I had the Lactase, Pepcid-AC
and Activiated Charcoal handy in case there was a reaction. To put it mildly, he's ecstatic that he can now eat cheese
and ice cream. He said he can't believe his gut healed so that he can have dairy and casein. The only problem
is now he wants ice cream after every meal! That is a problem that I am MOST happy to deal with. ;)
February 21, 2005
We decided to get Steven off of the Zoloft. I took him to the Dr. on February 9
and we started that day. The Dr. said to give him 50 mg (he was on 100 mg per day) every day for 2 weeks. Then,
25 mg daily for another two weeks. Then give it every second day for two weeks. Then stop it. Steven is fine and
has had no problems. He's happy to do this. Zoloft does have some side effects. And as he pointed out, it'll
be once less pill for him to swallow. :-)
August 4, 2005
I've ordered Kirkman's Multi-Enzyme
Formula and the Phenol Assist for Steve. I've had many recommendations and my friend Margo has said they are the best, so
we can't wait to start using them. Also, Steve got on the scale yesterday and was amazed at his weight loss. While he was
on Zoloft he gained weight steadily. When I started to wean him off of it, he weighed 154 pounds. He's been off of it since
February and now weighs 138.
November, 2005
We took Steve to a Pediatric Neurologist for an 'official' diagnosis. His initial findings were that Steve has Asperger's
Syndrome. However, he wanted to order some neuropsychological testing to gain more insight into Steve's strengths and weaknesses
and to insure a correct diagnosis. We are awaiting a phone call to set the testing up.
January, 2006
Neuropsych testing was done and we are awaiting results. At that point, we will have a meeting with the Ped Neuro as
well as the psych who did the testing to go over the results of Steve's testing. Based on the numerous questions asked and
the questionnaires I had to fill out, I do believe Steve should have the High Functioning Autism diagnosis. But we'll see
what the professionals have to say about that. We have an appointment on February 23 for these meetings.
March 2006
We had our meetings with both the Neuropsych and Ped Neuro concerning Steve's testing. I won't go into all
of the 7 page report but will give some highlights. The Neuro Psych feels that Autism and Asperger's Syndrome
should not be on the same Spectrum. Anyone who knows me, knows that I feel the opposite. However, I wasn't going
to let that difference of opinion stand in the way of the testing. The results led this Dr. to believe Steve is not on
the Spectrum! Steve was seen for approximately 6 hours. He is now 16 years old and a lot of his old 'behaviors/symptoms' have
improved thanks to Steve's hard work, the help he gets from his wonderful Speech Therapist, the GFCF diet and vitamin therapy.
I'm sorry, but I don't believe that Autism disappears. Because Steve has better coping skills, improved executive functions,
etc. he never had/doesn't have Autism anymore? Nope, I don't think so. Anyway, it was found that he does have
some depression, poor social skills and low self esteem (which I told the Dr. walking in the first day). He recommended
social skills training (ideally, a group of kids Steve's age) and some therapy for the mild depression. It was also stated
that no additional academic assistance was necessary as home schooling has been very successful for Steve. Our Ped Neuro
was very polite when discussing the testing but said he will not change the diagnosis. He said nothing in the test results
will convince him that Steve does not have Autism. I am most grateful the diagnosis was not changed. This would've been
a great disservice to him as he would not be able to receive the services he needs otherwise. I will be looking
for a social skills group for Steve. At this time, Steve has refused to go to therapy. I hope to change his mind about this
at some point.
December 31, 2006
Steve has turned 17 years old today. He's a remarkable person and continues to amaze me with his wit, humor, personality
and wisdom. 17 years ago today I had no clue just how much I would come to love this child. I knew I
would love him, of course. I waited all my life to have him. But I truly didn't understand how much a human being can
love another until Steve came along. He's my blessing from heaven! :)
May 20, 2007
Well, I knew this time in Steve's life would come, it just seems to have come at the speed of light. He wants to
learn to drive. He wants to buy a truck. Gulp. He does his research daily. He knows the workings of an engine and devours
his homeschooling Automotive Courses as if they were some delicious ice cream treat. He's narrowed his choices down to 2 particular
trucks and knows them inside and out. He's decided diesel is better than gas. Better for the environment and the
wallet. I'm truly not prepared for this. I'm scared to death. I don't show him this, of course. But I want
so badly to have those wonderful days back when he was much, much shorter than me and wanted to play with
his Thomas trains. But I take him to dealerships where we ask for the key to a shiny Ford 350 King Ranch or
GMC Sierra Classic. He climbs in, turns the key, revs the engine, blasts the radio, checks out all the wonderful features.
He shuts it off, gets out and asks if he can look under the hood. He is amazed at what he sees. And the things
he knows absolutely amazes me. He drinks in all the information he gathers on the internet and it's burned into his brain,
forever there, always available to recall at a moment's notice. This is all he can talk about. I have gently but firmly
tried to make him understand that purchasing a 2007/2008 truck is totally out of the question since they are well over $45,000.
He's now looking at smaller used trucks. His reason for wanting a truck, besides the fact that they're cool?
He wants to work with his father. He wants to help haul equipment and materials. He's into computers and electronics,
so he also wants to help his Dad at work when there's a home theater system to install. I love that. I love the fact that
he wants to be with his Dad and help him and work with him. They're so wonderful together. And so much alike. Steve
is becoming a wonderful man, just like his Dad. I knew my sweet little boy would grow up someday. It just
seems that I blinked and he grew up. That's how fast it went. But I cherish and enjoy every day I have with
this fascinating young man and thank God everyday for him.
August 18, 2007
Today was a red letter day for Steve. He took his driver's permit test and passed it! I knew he would. He
read the manual from the BMV every chance he got. We found a website with a sample test, he took it and passed all questions.
I quizzed him and other than one question that was 1/2 right, he knew every single thing I threw at him. Unfortunately,
the BMV's system was down and they couldn't issue anyone a license or permit so we'll be going back Monday, August 20 to get
him his official permit. On the way home from the test, he couldn't stop smiling. I told him how proud I was but also that
I had no doubt he'd pass the test. I know he'll be a good driver. It's everyone else that I'm worried about. I
purchased a DVD and 2 books on defensive driving and how to handle emergencies because I want him to be as prepared as possible.
:) The books and DVD are at Amazon in case any of you are interested and all got top ratings. Here are the links:
Crashproof Your Kids: Make Your Teen a Safer, Smarter Driver (Paperback) by Timothy C. Smith ($11.20 new or from
$2.85 used)
August 8, 2008
We mailed off the last of Steve's homeschooling tests. He's done with high school. I can't believe it. Where did the
time go?
September 10, 2008
We received Steve's diploma in the mail. It's just beautiful. It came in a display folder with a gold tassel. We'll
be taking it to Hobby Lobby to have it framed. He's so proud (and relieved). :)
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Some of Steven's favorite things:
X-Box 360 and Play Station 3. Movies:
Star Wars movies, Terminator series, K-19 The Widowmaker, Outbreak, Back To The Future series. He
likes trains, music and computers. He's built his own computer and is loving it! He has plans to build another
very soon. Favorite Cartoons: Danny Phantom, Sponge Bob Squarepants, Fairly Odd Parents. Favorite
school subject: Automotive Repair.
| Star Wars Episode II:Attack of the Clones |
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Sponge Bob Squarepants
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Autism/PDD . . . is a collection of responses which must
be viewed in context, and observation is always more productive than labeling. Across the wide spectrum of the autism/PDD
syndrome, individual variations on several key features can be recognized. Reciprocal social interactions, both verbal and
nonverbal, are unusual in quality and generally difficult to synchronize and to carry out.
Impairments of the central nervous system typically result
in over-reactions, under-reactions, or inconsistent responses to various sensory stimuli. Because sensory input is difficult
to organize and control, the individual's activities and interests may appear restricted in their nature and repertoire, frequently
involving significant repetition and a need for predictability rather than change.
It is important to view the behavior of people with autism/PDD as meaningful adaptations and to take a positive,
respectful approach to them, forgoing the common tendency to judge their competence and capacity on the basis of their sensorimotor
challenges.
Source: Autism National Committee AUTCOM
* * * * * * * * * * * * * * * * * * * * * * * * * *
Autism
is a developmental disability that appears during the first three years. Autism is the result of a neurological disorder that affects
the functioning of the brain.
How many people have autism ?
As well as the 5 per 10,000 with classic autism or Kanners syndrome, it is estimated that 15 in every 10,000 have
what are called, in North America, other pervasive developmental disorders. Current statistics tell us that approximately
every 1 in every 500 persons in the U.S. alone has some form of Autism. And sadly, as we all know, this number is
increasing daily. In addition, perhaps 71
in every 10,000 have a milder form of the disorder, mainly affecting social relationships rather than communication and language.
About half of this larger number (36 in every 10,000 of the population) is thought to have Aspergers Syndrome. These figures
add up to 91 persons in every 10,000, nearly one per cent of the total population. Throughout the world, it has been estimated
that 48 million people have some form of autism.
An interesting and important question is: "Is the prevalence
of autism increasing?" Some have described the increases in diagnoses of some form of autism as an "explosion". Perhaps
this reflects greater awareness of the distinctive impairments by professionals and parents, as well as the expansion of criteria
to include those who combine autism with some other disability. Perhaps there has really been an increase in the numbers and
proportions of affected people, possibly related to environmental factors, viral infections, vaccinations and over-use of
antibiotics.
Autism
is four times more prevalent in boys than girls and knows no racial, ethnic or social boundaries. Family income, lifestyle
or educational levels do not affect the chance of occurrence.
Autism interferes with the normal development of the brain in areas which control verbal and nonverbal communication,
social interaction, and sensory development. Children or adults with autism may exhibit repeated body movements such as hand
flapping and rocking, show unusual responses to people or attachments to objects, and resist changes in routine. In some cases,
aggressive and/or self-injurious behavior may be present.
Autism is often referred to as a spectrum disorder, meaning the symptoms and characteristics of autism can present
themselves in a wide variety of combinations, from mild to severe. Although autism is defined by a certain set of behaviors,
children and adults can exhibit any combination of the behaviors in any degree of severity. Two children, both with a diagnosis
of autism, can act very differently from one another.
Several old theories about the cause of autism have been proven false. Autism is not a mental illness. Children with
autism are not unruly kids with a behavior problem. Autism is not caused by bad parents who gave their child too little attention.
Most importantly, no known factors in the psychological environment of a child have been shown to cause autism.
It is conservatively estimated that 400,000 people in the U.S. today have some form of autism. It's prevalence rate
now places it as the third most common developmental disability - more common than Down's syndrome. Yet, the majority of the
public, including many professionals in the medical, educational, and vocational fields are still unaware of how autism affects
people and how to effectiively work with individuals with autism.
Persons with Autism may possess the following characteristics
in various combinations in varying degrees of severity:
~ Inappropriate laughing or giggling
~ No real fear of
dangers
~ Apparent insensitivity to pain
~ May not want cuddling
~ Sustained unusual or repetitive play
~
Uneven physical or verbal skills
~ May avoid eye contact
~ May prefer to be alone
~ Difficulty in expressing needs-may
use gestures
~ Inappropriate attachments to objects
~ Insistance on sameness
~ Echos words or phrases
~ Inappropriate
response to sound
~ Spins objects or self
~ Difficulty in interacting with others
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Asperger's Syndrome is part of the Autism Spectrum and is
characterized by specific delays in social, communicative, and cognitive development. It is a life long condition and the
attributes will change with different stages of life. The most prominent characteristic of the person with Asperger's is their
inability to read and respond to social cues. They usually lack the ability to read body language and facial expressions.
They have difficulty keeping eye contact. Their conversations seem to be one sided, often focusing on their obsessions. It
doesn't enter their minds that the other person may not be interested. Their conversations often speak of facts, rather than
actual social conversation.
Studies suggest that Asperger's is dominate among males. It has been suggested that this
may not really be true; that, in fact, girls just have a better ability to blend in and often are never diagnosed. Please
go to Tony Attwood's site at
http://www.tonyattwood.com/paper1.htm for an
excellent paper offering information on girls with AS.
The major characteristics of Asperger's Syndrome are:
~
Very concrete literal thinking
~ Math learning disability
~ Strong spelling but poor writing and written work
~
Poor reading comprehension
~ Marked impairment in the use of nonverbal behavior such as eye to eye gaze, body language,and
facial expression
~ Repetitive patterns of behavior, interests and activities
~ Lack of organization
~ Inflexible
adherence to routine and change
~ Clumsy, uncoordinated, stereotypic motor movements
~ Unusual social styles and limited
social skills
~ Failure to develop peer relationships appropriate to developmental age level
~ Lack of spontaneous
seeking to enjoy interests or achievements with others
~ Onset commonly occurs after the age of 3
FOR MORE DETAILED INFORMATION, PLEASE
SEE NEXT PAGE
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Treating children with high functioning autism
Autism is one of the most commonly diagnosed developmental disabilities
in children. It is a lifelong disability that is usually diagnosed before the age of three. Autism can interfere with a persons
ability to process information, interact with others, and learn common tasks. Autism is a spectrum disorder, meaning that
there are varying degrees of it, from the very profoundly affected, to high functioning (Aspergers Syndrome).
Certain types of high functioning autism are often diagnosed as Pervasive
Developmental Disorder or PDD. Symptoms include delayed or absence of speech, the inability to appropriately relate to others,
repetitive movements, such as hand flapping, and an insistence of a routine. If a child is suspected of having autism, they
should be tested and diagnosed by a reputable professional, such as a pediatric neurologist, or child psychologist who is
familiar with the disorder. With the correct intervention, the higher functioning autistic child can learn to overcome his
difficulties and eventually be mainstreamed into a regular classroom. However, there are some recommendations and guidelines
that must be followed when training and treating these exceptional children.
Once a child has been diagnosed with autism, seeking treatment as soon
as possible is crucial. In the U.S, each school district is mandated to offer intervention programs to assist children with
this disorder. Establishing an individualized educational and therapy plan is the first step in treating children with this
disorder. Since autism is not a disease, there is no single solution to addressing it. Rather, a series of therapies must
be mapped out for the affected child. These include development of social, behavioral, communication, and motor skills. An
Individualized Educational Plan, or IEP is formulated through teacher, specialist, and parent inputs. It is this plan that
lays the groundwork for the childs necessary therapy and academic training.
One of the biggest misconceptions of high functioning autistic children
is that they are unable to accomplish or learn many tasks if they have low testing IQ scores. This is not the case, since
measuring the IQ of such children cannot be done with any degree of accuracy. Many factors, such as distractions in the testing
environment as well as their level of hyperactivity may interfere with the test taking. Quite simply, the child with high
functioning autism may just require more time to respond along with some visual input to help clarify a question. This is
especially true since people with autism tend to think in more visual terms than most people do. As a result of these discoveries,
special education teams have come up with a series of approaches to successfully teach these children in the public sector.
Another tool often used in helping these children, is that of a schedule.
Because many autistic children resist changes and disruptions in their routines, it is important to provide them with a plan
so they know what activities are first, next, and last. If they are unable to read, then a picture schedule can be provided.
These children also need advanced notice of impending changes. For example, using the phrase in five minutes, were going to
put away the puzzles, and read a story will assist them in transitioning to this next activity.
In addition to special academic training, the high functioning autistic
child may require additional therapies in speech, and language. Despite the fact that these children can be quite verbal,
sometimes additional work is often needed to correct specific letter and word pronunciations. If necessary, language skills
are addressed so that the child learns how to respond appropriately to certain phrases and questions. This type of therapy
is often administered on an individualized basis, by a speech and language therapist during the course of the school day.
Many children may also require some degree of occupational therapy for
motor skill and sensory integration problems. These sensory problems may cause children to be overly sensitive to certain
textures, noises, smells, and sounds. An occupational therapist that is specially trained in this field can treat the child
with sensory issues. If the child has problems with fine motor skills that interfere with writing and other necessary tasks,
therapy is used to address these problems as well. As in speech and language therapy, the child can often receive occupational
therapy at school if he or she has demonstrated a need for it.
Some aspects of autism may interfere with the childs inability to focus
or behave appropriately, despite all attempts of behavioral modification. If this is the case, medication may be needed to
help control any anxieties, hyperactivity, and obsessive behaviors. Physicians experienced with autism, such as pediatric
neurologists, should be consulted before deciding on such a treatment plan.
Through early
testing and intervention, these children can learn to overcome their difficulties and grow up to become successful and productive
members of society.
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List of Possible Characteristics of a Person with Asperger's Syndrome, High Functioning Autism or (PDD-NOS).
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