Autism

CHARACTERISTICS OF PEOPLE ON THE AUTISM SPECTRUM

Autism is a complex disorder of the central nervous system. It has three central features:

-problems with social interaction

-impaired verbal and non-verbal communication

-patterns of repetitive behaviour with restricted interests

Autism is very difficult to characterize as it varies greatly from one person to the next. For this reason it is called a "spectrum disorder", which means its signs and symptoms vary in both frequency and severity. Every person with autism is affected differently. The following are some of the symptoms an autistic person may have.

1. People with autism often have difficulties communicating. This may include verbal and

non-verbal communication. Some symptoms to look for are:

-no babbling by 12 months

-no gesturing, pointing or waving by 12 months

-no single words by 16 months

-no two-word phrases by 24 months

-inappropriate or blank facial expression

2. People with Autism Spectrum Disorder (ASD) may have poor social skills and have trouble "fitting in", in social situations and even with close family members. Some signs or

symptoms of this are:

-they may resist attention

-very seldom seek comfort

-lack of intuition or connecting with others

-they appear to live in their "own world"

-they may tune out others

-they may be withdrawn

-they think only of themselves and show no empathy towards others

3. A third symptom is they may have an odd attachment to certain objects. Some examples

of this are:

-excessive interest in a single toy

-spinning objects close to their face

-always preferring or avoiding a particular colour

-hyper-fixating on one object while ignoring others

-attracted to shiny surfaces or mirrors

-prolonged fixating on light patterns or windows

4. Autistic individuals may have repetitive behaviours or motions. They may have a need to follow certain routines. Some examples of this are:

-hand flapping

-finger flicking

-inability to independently stop a certain behaviour

-rocking

-jumping, spinning, twirling

-repeatedly feeling a particular texture "stimming" or self-stimulating behaviours

5. Another symptom autistic individuals may exhibit are behaviour problems. These may include:

-extremely powerful or unusually long tantrums

-hyperactivity

-lack of attention

-aggression, which may worsen in the teenage years as a result of their need to express themselves

STATISTICS

• autism occurs more often than childhood cancers or cystic fibrosis

• autism is the fastest growing developmental disability with an increase of over 172% during the 1990s alone

• boys are three or four times more likely to be diagnosed with an ASD

• families with one autistic child have an increased chance of having another child with autism

TREATMENT

One treatment for autism is Applied Behaviour Analysis (ABA). This technique is especially useful in teaching behaviour to children with autism. The ABA approach can be used by a certified behaviour analyst, a parent, or counselor.

Applied Behaviour Analysis uses careful behavioural observation and positive reinforcement to teach each step of a behaviour. The child's behaviour is rewarded or reinforced when he/she performs the steps correctly. Undesired behaviours are monitored closely. The goal is to determine what happens to trigger an undesirable behaviour. The idea is to then remove these triggers. New reinforcers are used to teach a child with autism, a different behaviour in response to the same trigger.

An important element of the ABA approach is to find an appropriate reinforcement for each individual child. Examples of successful reinforcers may include access to a favourite toy or object or allowing the child to sit in a favourite chair or spot.

Research suggests a positive outcome is more likely for autistic children who receive early intervention. The U.S. Surgeon General stated that 30 years of research on Applied Behaviour Analysis has shown very positive outcomes, when used as an early intervention tool in children with autism. The ABA approach can help these children lead more independent and socially active lives.

EDUCATION

A common myth about autistic children is that they cannot learn in a normal school and that they need to be educated in a special program. This is false. Autistic children have difficulty socializing. In order for them to be contributing members of society, autistic children need to be in classrooms where they can observe and learn appropriate social interaction. Segregating these children would inhibit their ability to learn and severely limit their social interaction.

Children on the autism spectrum benefit from learning in a regular classroom, while their peers benefit from being with children who have a diversity of temperments and talents. Diversity enriches their lives.

A lack of social-emotional competence can lead to not only a decrease in a student's connection to others but also to a decrease in academic performance.

Autistic children may bring new strengths to the classroom. Too often we focus on what children lack, when we should be focusing on their strengths, such as excellent computer or math skills.

Having autistic children in regular classrooms is a benefit to them and their peers and challenges the teachers to teach each child as an individual, drawing on their strengths.

While a lot of progress has been made in educating children with autism, these children are still at a heightened risk for poor academic outcomes. There are many issues that a child with ASD may face in an educational setting.

One issue facing children with autism is lack of experience or knowledge of autism by the teachers in regular classrooms. School administrators provide most regular teachers little specialized training or information considered necessary, on how to understand the behaviours of children with autism and how to effectively integrate an autistic child into their classroom. Teachers who try to research on their own may feel overwhelmed by the wealth and diversity of information available on the internet. In order to help with this parents/guardians should build a strong partnership with their child's teachers. Teacher's aides can play an important part in the educating of children with autism as well. They can provide the extra support needed for both the child and teacher. Teachers should also be be prepared and educated so they can enhance the academic and social opportunities for children with autism.

Children with autism often have social difficulties in school. They may be teased, bullied or victimized by peers. Interventions can help children and youth with autism, make and keep friends and provide information about how to deal with bullying. One example of such an intervention is the PEER TUTORING programs in local high schools. I participated in one of these programs when I was in high school. The program has a curriculum designed to help youth with autism or disabilities make and keep friends, handle conflicts and bullying. If peers are made aware of the unique needs of the child with autism this may help them to have a better understanding of the individual.

Autistic students perform well when they participate in repetitive activities and routine. However, if that routine changes, they may have problems. Even being confronted with the possibility of change can be anxiety-inducing for children with autism. Providing specific routines and keeping them in place whenever possible will help children with autism participate fully in activities. Providing the student with a warning of any changes to routine or switches in activity can be very beneficial. This can be a verbal or visual clue that the teacher and student have established in advance so as not to draw attention to the child.

Autistic children will face many challenges during their education. Parents can help by being involved and supporting both their child and their teachers.

AT HOME

Having a child with autism presents unique challenges for families. Sometimes small changes can help. Below are five things that a family can do to help improve/structure the life of a child with autism.

1. Safety is always of utmost importance. Parents need to protect their child in their home.

Some safety measures might include:

-locks on cupboards

-outlet covers on all electrical outlets

-radiator covers

-adjust water temperature, so it can't burn

-safety gates

-autism alert card in their wallet or GPS trackers

-soft furniture

-baby monitors

Knowing the special needs and personality of the individual child and adapting your home to suit them will help prevent injuries and accidents.

2. Visual supports can be very helpful in reminding a child what to do next. These can be in many forms including tactile symbols/objects, photographs, short videos, miniatures of real objects, coloured pictures, line drawings symbols or written words. They can be real objects, printed objects, or on a smartphone, tablet or computer. Visual aids can be used for calendars, choice boards, task sequences, schedules, labels for objects, and timetables.

3. Model Me Going Places- Community Social Skills for Children is FREE at the App store. This App is a great visual teaching tool for helping autistic children to navigate challenging locations in the community. Each location contains a photo slideshow of children modeling appropriate behaviour. These social skills training videos promote success in the community and teach about going places such as the doctor, school, hairdresser, shopping, etc.

4. To avoid confusion, disorientation, resistance, and anxiety, it is important for parents to provide an organized routine for their child. Preparation is of utmost importance. For example while your child is at school you may prepare a quiet space for your child to decompress when they arrive home. A snack should be prepared while they are at school, so it is ready when they arrive. Keeping your child's routine the same every day, will help to ease their anxiety. They like everything in the same place at the same time.

5. Calming Techniques help children to relax and co-operate with learning. Set up the area for your session ahead of time. Calming music played at 60 beats per minute (the resting heart beat) including ocean sounds can be played. Low lights and avoiding florescents can have a calming effect. Slowly blow bubbles to draw your child's attention. If the child will participate, blowing bubbles will help them to take deep breaths. Slapping on your knees a steady rhythm of slow equal beats, helps slow a child's chaotic sensory system. Once you have their attention, start a patty-cake activity in order to stop self-stimulating hand-play and focus on interactive play. Continue a steady beat as you introduce singing, (ie. twinkle, twinkle little star), pause giving the child a chance to sing a long and make eye-contact. Allow the child to make a choice to stop the session by giving them visual support choices or appropriate signs, words, or signals.

Presenting yourself as calm and organized and preparing ahead of time can drastically improve the structure of a family with autism and provide coping strategies to make life your family easier.

STRATEGIES

A number of therapies can help a young child with autism improve their abilities and reduce their symptoms. Starting early improves the chances for a child's success.

People with autism may have problems with speech and non-verbal communication. Speech therapy is a central part of treatment. Speech-language pathologists are therapists who specialize in treating language problems and speech disorders. Speech therapists assess the best way to improve communication and enhance a person's quality of life. If a child is non-verbal the therapist may introduce alternatives to speech such as signing, typing, picture boards or electronic "talkers". The Speech-language pathologist also works closely with parents, teachers, and other professionals. With early identification and interventions pre-schoolers with autism, may improve communication skills and their ability to speak.

Autistic children are likely to play alone, in a repetitive way. Play Therapy is a tool for helping children become more fully "themselves". A child's own interests or obsessions are used to develop relationships and social or communication skills. Play is a great way to help children move beyond autism's self-absorption into real, shared interaction. When properly used, play can allow children to explore their feelings, environment and relationships with others. Play therapy can provide parents with the tools to connect with and have fun with their children.

There is growing evidence that Nutritional Therapy can have a huge impact on children with autism. Autistic children may not get the nutrition they need for healthy growth and development, as they will only eat certain foods. Parents can work with a nutrition specialist (registered dietitian) to design a meal plan for a child with autism. Such providers can help to make sure the child is still receiving all the nutrients he/she needs to be healthy, even with a special diet. Their diet may need to avoid food allergies. The strongest effect involves removing wheat and dairy and the specific proteins that contain gluten and casein. Research shows that children with autism tend to have thinner bones than other children. Unfortunately, restricting dairy can make it harder for their bones to grow. Keep a food diary and note your child's behavious and symptoms alongside all the foods they are eating. This can be helpful to identify what they are sensitive to. Restoring a healthy gut is also vital. Supplementing digestive enzymes and giving probiotics to restore gut bacteria help heal the digestive tract and promote normal absorption.

There are many different strategies and treatments that can be useful for children with autism. Parents should utilize the ones that work best for their individual child and their special needs.

LANGUAGE

Autistic children often have impaired verbal and non-verbal communication. Parents may notice their child has communication differences that are present from the first year of life. Children with autism often do not babble by 12 months, as their peers do. By 12 months they may not gesture or wave, "bye, bye". A child with ASD may be non-verbal, saying no single words by 16 months. By 24 months they may not say any two-word phrases. After the second and third years, autistic children often demonstrate less frequent and diverse babbling, use of consonants, words and sentences. Gestures are also less frequently integrated with words during this period.

Early Diagnosis and treatment are two of the most important factors in improving a child with autism's ability to communicate.

Speech-language pathologists are people who specialize in treating language problems and speech disorders. Speech therapists assess the best way to improve communication in order to enhance an individual's quality of life. Speech therapy helps children with autism learn to speak and communicate with others. This may involve non-verbal communication using pictures, symbols, sign language, computers, etc. Every person with autism is unique with a special set of strengths, interests and needs and will require a special treatment plan aimed to help them.

Unfortunately, between one-third and one-half of people with autism have insufficient natural speech to meet their communication needs.

HELP IS AVAILABLE

In Ontario families can receive support from: Ontario Autism Program. Children and youth who have been diagnosed with ASD by a qualified professional are eligible for the Ontario Autism Program (OAP). Children receive services and supports until the age of 18. The OAP provide childhood budgets which give money directly to parents to purchase the services and supports that are most important to their child. Children under 6 are eligible to receive $20 000 per child. Children 6 and over are eligible to receive $5 000 per child. Other supports and services provided by the OAP program include:

-Healthy babies healthy children program

-Infant and child development program

-Preschool speech & language disorders

-Rehabilitation services delivered by children's treatment centres

-Special needs resource teachers in child care setting

-Special services at Home program

-Assistance for children with severe disabilities program

Support for youth preparing for adulthood

Youth who are preparing for adulthood can access transition planning beginning at the age 14. These plans include:

-educational planning

-transition from secondary school and youth services to adulthood

-preparation for family members to help support these transitions

-identifying goals for work, further schooling and community living.

Students with autism are also eligible for school based supports. The Ministry of Education is increasing it's supports for educators and building on existing programs so school boards can help students with autism feel safe and supported in their classrooms as they transition into school. For more information visit:

www.Ontario.ca

Autism Ontario has supports in the following areas:

-What is autism?

-Prevalence Rates

-Getting a diagnosis

-Talking about AS-Supported Research Activities

-Publications

Programs and Services

-under 18

-18 and over

-connect with us virtually

-positive advocacy resources

-webinars

-French Language Services

-Education Portal

-Raise the flag

-Finding a professional

-Service providers

-Getting involved

-Finding a chapter

-events

-News

-Newsletter

You can view this information at:

www.autismontario.com

Kerry's Place Autism Services host a variety of services and supports geared at developing skills in children with ASD. They provide support to families, offering choices using evidence-based strategies in the areas of behavioural change, communication, social skill development and independent living.

They offer:

-individual and consultative services

-groups for children and youth

-training and workshops for families

-respite

-camp options

-help with the right options

To view their website visit: http://www.kerrysplace.org/oap

There is hope. Many people with autism have achieved a lot, such as the widely acknowledged Dr. Temple Grandin (college professor, sought after professional speaker and inventor). Remember each child is unique and special in their own way.