Posts filed under 'Autism Articles'
Asperger’s Syndrome is a specific diagnosis within the autism spectrum disorders category. In the past and up until recently, the main difference between Asperger’s and the category of high functioning autism was connected to whether the person developed language skills as a toddler. If the individual developed language skills as a toddler, they were considered to have Asperger’s and if they did not, they were considered high functioning, even if they developed language skills later on. More recently, diagnosis based on this criteria has been reconsidered, and there is a definite question as to whether language is the best basis to determine the diagnosis of Asperger’s vs. high functioning autism.
Some of the similar symptoms between Asperger’s and high functioning autism are that they both have the same basic impairments and symptoms. In the case of Asperger’s and high functioning autism – compared to autism in and of itself – individuals in both of these groups have average or above average intelligence.
What differentiates the two conditions are some issues such as age of onset of symptoms and motor skill difficulties. Even though the two categories are somewhat separate and different, many of the main features and symptoms of Asperger’s and high functioning autism are largely the same and treatment, therapies and educational assistance is similar or the same in many cases.
Asperger’s has some distinct and unique symptoms from high functioning autism and their own separate areas of success, as well. It is good to focus on these unique distinctions for both groups.
July 17th, 2008
Many children with autism attend school and the number is rising. It has been noted in studies that numerous children with autism are quite successful in school and do well with the right supports. If your child has autism – especially high functioning autism - and school is a possibility in your child’s future, the following information will be helpful in helping you to support them.
When trying to determine your child’s classes, think about putting them in classes that will gradually move them into group social situations and not do it all at once. Also, try to put them into classes that would be interesting to them. For instance, a gym class might not be best for starters due to the social pressure it might put on your child. However, an art class might be a great beginning because, for the most part, your child could concentrate on his or her own work.
Helping your child by providing an individual aide to help with assignments, navigating classes, keeping paperwork organized and such, would likely help your child not to feel overwhelmed. Having another student as a pal who could sit with them at lunch and at other unstructured times could help your child be less overwhelmed. Also, creating structured situations for interactions with others, possibly within the confines of a game-playing situation, would be a good way to help expand social skills.
As for books and assignments, even the most organized students without any barriers get confused from time to time. If your child has a three ring binder that has a notebook or folder for each class in it, this might help them keep assignments straight. Books are a little more difficult, so arranging for a set of books to keep at home and a separate set to keep at school is often quite helpful. This way, your child won’t have to remember which books to take home because they will all be there to begin with.
Daily schedules and checklists help keep your child organized. Since most of us rely on these things to get through our days or weeks, it is logical that our children would be greatly assisted by them as well. Each task, school class and item should be individually written. If you want your child to clean his or her room, listing each item, such as make your bed, throw out trash, vacuum, etc. will help the child focus and not become so overwhelmed.
Counseling, communication coaching, and learning strategies to deal with stress or anger are all ways that your child can be more successful at school. There are other ideas that can be added to these basics, as well.
Children with autism have been extremely successful when they have the appropriate supports in place. The supports contained here should help create a sound foundation for your child in school.
July 10th, 2008
What can you do if your college- age or soon to be college-age child has autism and there are thoughts and ideas that college would be an appropriate next step?A decade ago, there would be few answers and little hope regarding that question. Today, however, this isn’t the case.
Currently, there are numerous programs at colleges throughout the country that help individuals with autism enroll in college, navigate through classes, homework and more, and get the best grades possible. These programs have helped many individuals with autism move forward in socialization, learning and life.
For example, a group called Achieving in Higher Education With Autism/Developmental Disabilities (AHEADD) helps students struggling with autism and trying to get – and keep – their grade points up.
At Community College at Allegheny County in Pittsburgh, one student who has Asperger’s Syndrome had a grade point average of 1.5. He knew he could do better than that, but at college level, did not feel comfortable with his parents intervening. He found AHEADD, and by working with the organization, he was able to raise his grade point average from that 1.5 to 3.6.
Many college students with autism or Asperger’s have a difficult time navigating college life, keeping track of assignments, being away from home. They must become their own advocates, which is quite a change for them and sometimes a huge surprise and change for their families. In the long run, however, it helps all involved to grow.
If you have a child with autism or Asperger’s who is considering college, it is a good idea to check with colleges well in advance and determine whether they have a counselor and/or department that has experience with individuals with autism. Also, determine whether your child is ready to be away from home, and, if so, how much help and support they will need. Meet with the staff. Find out if there are adequate psychological and psychiatric services. Check to see if there is an organization such as AHEADD that deals specifically with college students who have autism or Asperger’s.
Once you have determined these things, help your child to the extent that he or she wants your help, especially in directing them to a field of study that they have an interest in.
Now, more than ever before, it is easier for individuals with autism or Asperger’s to attend college and there is more support for the individuals and their families. The main thing it takes is some encouragement, some hope, some research and some support. You can find those things through the community and in your family, and they will lead you and your child beyond your wildest dreams.
July 10th, 2008
Springfield, VA has a special camp for kids with autism. The camp is called Camp Shalom – the Hebrew word for peace. This is appropriate, since the communication skills being taught are those that help kids grow in a happy and peaceful way.
The skills being taught are friendly behaviors, sharing, taking turns and making conversation. These skills are taught in the morning in small groups so the lessons are not overwhelming, and then in the afternoon, the kids get a chance to use their skills in a bigger group.
The camp’s mission is to help children with high-functioning autism, ADD, ADHD and Asperger’s Syndrome improve their social skills. The camp tries to teach skills that will help these children for a lifetime, as they move from where they are now to adulthood, so that they will be successful.
Camp Shalom offers activities including art projects, water sports and even trips to the National Zoo. In addition, there are additional activities for the older children including going to the grocery store and purchasing the necessary items for lunch, and then returning to camp and each child making their own sack lunch, an important life skill. The children then work on social skills by taking their sack lunches to the park and having a picnic together.
Additional skills that are addressed include impulse-control and anger management. Some children have issues with these areas, and Camp Shalom helps teach them how to deal with and overcome them over time by learning anger management, stress management and relaxation techniques.
With many of the issues that children with autism – and their families – have to face, having an organization like Camp Shalom is a wonderful way to bring some peace into their lives.
July 7th, 2008
As more strides are being made when it comes to autism, a new program at the University of Arizona is bringing hope to sixteen students with autism. The new residential program will bring the students from Chapel Haven West – an existing program for individuals with autism – to the University of Arizona in a unique partnership.
The sixteen students will become integrated onto the UA campus in a variety of ways, the most important being with the department of speech, language and hearing science. UA graduate students will work with Chapel Haven students on a unique program to enhance social communication skills, which are one of the biggest difficulties for people with autism.
The students with autism will be able to work on their skills and the graduate students, in return, will gain data regarding what works and what doesn’t, how well different ideas work, and more. An additional benefit of this unique program is that these Chapel Hill students will potentially be able to continue their education at UA.
Even if some students do not end up attending UA after the program, they will still have a unique, positive educational and social experience on campus. This is not a medical experiment. This is a special program involving education, integration and inclusion, which are all important issues in dealing with autism.
Since autism affects a person’s ability to communicate, especially because they miss certain communication cues, there are difficulties with jobs, friendships and higher education. This project will address and hopefully find ways to at least partially overcome these issues. The Chapel Haven- UA partnership is very unique because most special programs focus on children or adolescents and not college-age individuals.
This partnership will aim at enhancing social communication skills enough that when individuals complete the two year program, they will be able to continue to college or be prepared for employment. Either way, this will be a win-win situation for all parties involved.
July 7th, 2008
When students with autism are mainstreamed into the regular classroom setting they would be much more sucessful in classes that are their academic strengths, strong interests, and take place in a structured setting. Many high-functioning students with autism have been very successful in school when they are assisted by an individual aide. Again this should be a person who knows about autism. Such a person would benefit from receiving specific training regarding high-functioning autism. The aide is most helpful when they assist in developing and implementing the structure that will be useful in increasing the child’s independence. Providing a student with autism structured opportunities to interact with peers can help him develop his social skills. Another way a student with autism might benefit is to have an assigned buddy who accompanies him in some less structured social situations. As students with autism move into middle school and high school, extracurricular activities become another structured opportunity for peer interaction. Joining groups that are related to the strengths and interests of a child with autism gives them the opportunity to interact around a shared interest.
Many students with autism benefit from using a notebook that helps them organize their work and materials. Some students have difficulty remembering which books to take home. It is often helpful to give students with autism two sets of books; one for home and one for school. This reduces the number of ideas that the child needs to organize to be able to complete his homework in a timely way. It is also important for individuals with autism to learn to rely on daily schedules. By doing so, they will be able to function in a more organized and independent manner as adults. A daily schedule can be writen on the inside cover of their school notebook. Changes can be highlighted so that he can anticipate them without becoming upset.
June 5th, 2008
Traveling is a word that brings anxiety to many families who have children with autism. However, even though traveling can feel overwhelming to families, it is important to travel with your child! Your child will benefit from learning from the experience, as well as will the people your child will interact with when traveling!
Continue Reading July 6th, 2007
High functioning autism and Asperger Syndrome can appear very similar. For family members who are around people with either one of these diagnosis they can see the differences, however, for somebody who is not frequently around these people, the differences can be very hard to observe. While some of the struggles will be the same, Asperger Syndrome can be more difficult to diagnosis because some of the symptoms are more subtle.
Continue Reading July 1st, 2007