Living With Autism

[Mary Carol]

Overview

The demands of raising a child with autism are great, and families frequently experience high levels of stress. Recognizing and preparing yourself for the challenges that are in store will make a tremendous difference to all involved, including the parents, siblings, grandparents, extended family, and friends.

The uniqueness of each individual with autism makes the experience of raising a child with autism different for each family. But there are some consistent themes or issues that most families will want to be aware to be able to provide the best support to the individual and to family members.

Stress on Families

Stress - something parents in general are all too familiar with. There is the physical stress from carpools, preparing meals, bathing, homework, shopping, and so on. This is compounded by such psychological stressors as parent-child conflicts, not having enough time to complete responsibilities and concern regarding a child's well-being. When a family has a child diagnosed with autism, unique stressors are added.

Sources of Stress for Parents

Deficits and Behaviors of Autism

Research indicates that parents of children with autism experience greater stress than parents of children with mental retardation and Down Syndrome. (Holroyd & McArthur, 1976; Donovan, 1988). This may be a result of the distinct characteristics that individuals with autism exhibit. An individual with autism may not be able to express their basic wants or needs. Therefore, parents are left playing a guessing game. Is the child crying because he/she are thirsty, hungry, or sick? When the parent cannot determine their child's needs, both are left feeling frustrated. The child's frustration can lead to aggressive or selfinjurious behaviors that threaten their safety and the safety of other family members (e.g. siblings). Stereotypic and compulsive behaviors concern parents since they appear peculiar and interfere with functioning and learning.

A child's deficits in social skills, such as the lack of appropriate play, are also stressful for families. Individuals lacking appropriate leisure skills often require constant structure of their time, a task not feasible to accomplish in the home environment. Finally, many families struggle with the additional challenges of getting their child to sleep through the night or eat a wider variety of foods. All of these deficits and behaviors are physically exhausting for families and emotionally draining.

However, in families of children with autism this is a challenge. Scheduled dinner times may not be successful due to the child's inability to sit appropriately for extended periods of time. Bedtime routines can be interrupted by difficulties sleeping. Maladaptive behaviors may prevent families from attending events together. For example, Mom might have to stay home while Dad takes the sibling to their soccer game. Not being able to do things as a family can impact the marital relationship. In addition, spouses often cannot spend time alone due to their extreme parenting demands and the lack of qualified staff to watch a child with autism in their absence.

Reactions from Society and Feelings of Isolation

Taking an individual with autism out into the community can be a source of stress for parents. People may stare, make comments or fail to understand any mishaps or behaviors that may occur. For example, individuals with autism have been seen taking a stranger's food right off their plate. As a result of these potential experiences, families often feel uncomfortable taking their child to the homes of friends or relatives. This makes holidays an especially difficult time for these families. Feeling like they cannot socialize or relate to others, parents of children with autism may experience a sense of isolation from their friends, relatives and community.

Concerns Over Future Caregiving

One of the most significant sources of stress is the concern regarding future caregiving. Parents know that they provide their child with exceptional care. They fear that no one will take care of their child like they do. There may also be no other family members willing or capable of accomplishing this task. Even though parents try and fight off thinking about the future, these thoughts and worries are still continually present.

Finances

Having a child with autism can drain a family's resources due to expenses such as evaluations, home programs, and various therapies. Because one parent might give up his or her job because of the caregiving demands of raising a child with autism, financial strains may be exacerbated by only having one income to support all of the families' needs.

Feelings of Grief

Parents of children with autism are grieving the loss of the "typical" child that they expect ed to have. In addition, parents are grieving the loss of lifestyle that they expected for themselves and family. The feelings of grief that parents experience can be a source of stress due its ongoing nature. Current theories of grief suggest that parents of children with developmental disabilities experience episodes of grief throughout the life cycle as dif ferent events (eg. birthdays, holi days, unending caregiving) trig ger grief reactions (Worthington, 1994). Experiencing "chronic sorrow" is a psychological stres sor that can be frustrating, con fusing and depressing.

Sources of Stress for Siblings

There are also potential sources of stress for siblings. Not all siblings will experience these issues, but here are some to be aware of:

~Embarrassment around peers. Jealousy regarding amount of time parents spend with their brother/sister
~Frustration over not being able to engage or get a response from their brother/sister
~Being the target of aggressive behaviors
~Trying to make up for the deficits of their brother/sister
~Concern regarding their parents stress and grief
~Concern over their role in future caregiving

Sources of Stress for Grandparents

Like parents, grandparents can grieve over the loss of the "typical" grandchild they expected to have. In addition, grandparents are concerned about the stress and difficult situations they see their children experiencing.

Many grandparents want to help but they often face two obstacles. First, most of them do not have the training in behavior management that is required to handle behavioral episodes. They may offer advice related to their experiences, but these may not be successful for individuals with autism. This can cause parents to become frustrated when they perceive the grandparents as not understanding their situations. Second, grandparents may not be physically able to manage the behaviors of individuals with autism. Grandparents just want to play with their grandchildren and "spoil" them to death. Unfortunately, autism prevents them from achieving either of these desires.

What Can Be Done To Address Family Stress

Luckily, parents can take action to address the stress that they experience. I acknowledge that accessing services or doing any additional tasks can be overwhelming, considering what family members are already dealing with on a daily basis. However, remember that it is only by taking action that challenges can be directly tackled. Below are some suggestions for family members to get started with in enhancing their family functioning.

Take Time For Yourself and Other Family Members

In order to avoid burnout, parents must make time for themselves. Parents often respond to this suggestion by saying that they don't have any time to do that. However, what you need to keep in mind is that even a few minutes a day can make a difference. Some parents just do such simple things as apply hand lotion or cook their favorite dinners to make themselves feel better. Parents, just like individuals with autism, need rewards in order to be motivated. Parents who have children with autism have even more of a need to reward themselves, because parenting their child is often frustrating and stressful.

In addition to rewarding themselves, family members need to reward one another. Spouses need to acknowledge the hard work that each is achieving. Also remember to thank siblings for watching or helping out their brothers and sisters. It is also important that spouses try to spend some time alone. Again, the quantity of time is not as important as the quality. This may include watching television together when the children are asleep, going out to dinner, or meeting for lunch when the children are in school.

Families may also want to occasionally engage in activities without the individual with autism. This may include mom, dad and the siblings attending an amusement park together. Often families feel guilty not including the individual with autism, but everyone deserves to enjoy time together that is not threatened by the challenges of autism.

Access Medicaid Waiver Programs

Under this program, a parent's income is waived when determining eligibility for Medicaid. Participants in this program receive Medicaid and Waiver services. Again, waiver services available vary between states. In addition, not all states provide Medicaid Waiver Services. In the State of New York, there is a high demand for waiver respite and residential habilitation. Residential Habilitation consists of in-home programming for individuals. Contact the Developmental Disabilities Council in your state to obtain additional information or the Health Care Financing Administration (HCFA).

These programs are geared towards providing services to families who have a child living at home. It is through these programs that families can gain skills, maintain structure for their child and get a break from caregiving. Funding sources for these services vary by state. In addition, some states may not offer such services. Contact the Developmental Disabilities Council in your state to find out more information regarding these services.

Apply For Financial Resources/ Benefits

Federal Old Age, Survivors and Disability Insurance Benefits - a Federal Social Security cash benefit available to someone who has contributed to the social security fund and becomes disabled. Spouses and dependent children are also eligible for benefits if the primary beneficiary becomes disabled, retires or dies. Recipients of this benefit also receive Medicare. Contact your local Social Security Offices for more information.

Supplemental Security Income (SSI) - a Federal Social Security cash benefit available to the disabled who show financial need. A parent's income is used to determine eligibility for all applicants under the age of 18. Recipients of this benefit also receive Medicaid. Contact your local Social Security Office to apply.

Special Needs Trust/Supplemental Needs Trust - A trust where the resources are not considered in determining eligibility for government benefits (551, Medicaid). Money in this trust can be used to supplement or augment services that Medicaid does not cover (e.g. vacations or extra therapies). Families should contact an attorney with experience in estate planning and developmental disabilities to set up such a trust.

Family Reimbursement Programs - Reimbursement for services not covered under other means such as Medicaid. Services reimbursed may include respite, camps, educational materials, therapies, etc. Contact the Developmental Disabilities Council in your state for more information.

Access A Service Coordinator/ Case Manager

Families should begin their quest for resources by obtaining a Service Coordinator, otherwise known as a Case Manager. This is an individual who assesses a family's needs and links them to available services and resources. They can help with filling out paperwork and making phone calls to agencies. Sources of funding for this service can come through Medicaid as well as Early Intervention and State Developmental Disabilities Offices.

Network With Other Families Affected by Autism or Another Disability

It gives us comfort to know that we are not the only ones experiencing a particularly stressful situation. In addition, one can get the most useful advise from others struggling with the same challenges. Support groups for parents, siblings and grandparents are available through educational programs, parent resource centers, autism societies and Developmental Disabilities Offices. In addition, there are now online supports available for family members.

Other Strategies to Address Stress

When it comes to reducing stress, be creative. You may want to consider one or more of the following approaches:

~Prayer
~Exercise
~Deep breathing / relaxation exercises
~Writing in a journal
~Keeping a daily schedule of things to accomplish
~Advocacy
~Individual, marital or family counseling

If you or a family member is exhibiting signs of stress, you need to take action. Even if it takes the last bit of energy you have left, getting assistance can only make things get better. Yes, waiting lists, burdensome paperwork and bureaucracy can make accessing supports stressful but in the long run, it will be worth it.

http://www.autism-society.org/site/PageServer?pagename=livingoverview

[lonely_me]

A great thread dedicated to children who are no less than any other children but are tested by Allah...or are sent as a test to their parents.
Many have misconceptions about autism and autistic children... learning a few techniques can enable the parent/s to deal appropraitely with such kids.
One should know that an autistic child need all your energy... if you ever feel frustrated ..take some time out... until you regain your powers. The child needs you healthy and sound... he/she doesn't need a frustrated mother who will only add to his/her (the child's) sufferings...

Autism is a painful emotional/physical disorder...and as much as it hurts you as a parent it hurts the kid even more... You didn't cause it... but you have yo accept it.

[ThE aPpReNtIcE]

yeah..thnx Mariam..i actually work with them..

[lonely_me]

yeah..thnx Mariam..i actually work with them..
You do?

a teacher? social worker? pychiatrist?

[ThE aPpReNtIcE]

A volunteer... :)

[lonely_me]

aha... nice.

[ThE aPpReNtIcE]

well..i work at institute..twice a week :)..wat i meant by volunteer..is i dont get paid..lol

[lonely_me]

yeah I know what volunteer means... and how do you feel about it? I mean...ever got frustrated?

[ThE aPpReNtIcE]

i didnt mean it that way Lonely..i m sorry if i came off condescending.. :)

naa..me frustrated?..i never get frustrated..plus i love kids!

[Mary Carol]

Safety in the Home

Most parents and caregivers would view safety as a significant concern regarding their children in the home environment. Modifications such as placing gates in stairwells and doorways, covering electrical outlets, and using childproof locks on cabinets are some of the things many parents do to ensure safety.

For parents of "typical" children, such safety precautions are usually necessary for the first few years of childhood, after which the child develops, matures and no longer requires the use of modifications. However, for parents of children with autism or PDD {Pervasive Developmental Disorder), it is a different story. There are a myriad of additional issues to consider when addressing the safety of the individual with autism, the family members, and the home environment - often throughout the lifespan of the child.

Consider the many behaviors an individual with autism may engage in that could be unsafe: climbing, throwing, breaking, jumping, peeling, cutting, pulling down, throwing utensils, plates and cups, sweeping items off surfaces, dumping drawers and bins, and climbing out of or breaking windows. Or consider what can happen when natural curiosity and household appliances converge: putting items in appliances, flushing things, touching burners, turning hot faucets, inserting items into electrical sockets, chewing on wires, and crawling in a washer or dryer. Finally, consider the potential dangers that can result from playing with matches, lighters or fire.

Often, though, the children with autism who display such behavioral concerns do not understand the ramifications of their actions, which, at best, can be bothersome and, at worst, can be devastatingly tragic. Therefore, it becomes incumbent upon the caregivers in the home to provide both a safe environment and ways to teach their children to be safe.

This article addresses environmental and safety modifications that can be made in the home as well as steps that can be taken to prevent unsafe or inappropriate behaviors.

The following suggestions have been found to be helpful in preventing these types of behaviors and ensuring a safer environment. The suggestions range from using locks for security or limiting access to the individual to labeling every functional item and area in the home with photographs or symbols to assist in communication.

Sometimes parents balk (initially) at the idea of having to place locks on doors or cabinets, having to place alarms outside a child's bedroom, or having to label the house with PCS cards. They often say: "This is not a classroom." However, your home is indeed a natural learning environment, just like a classroom.

Establish priority areas for modification

Modify the most important areas first - such as the individual's bedroom, bathroom, leisure areas, kitchen, and back yard - since these are the primary areas of interaction for many children with autism. When starting, think about the room(s) in which the child spends the most time; for some children it would be a recreation/ family room, for other children it might be the bedroom or kitchen. In addition, consider the behaviors to be modified and their relationship to the environment. If the individual likes to put things in the toilet or run hot water in the bath, modifications should begin in the bathroom. If the child runs out of the house, modifications should begin with securing exterior doors with locks.

Arrange the furniture appropriately

Arrange the furniture in these areas in a way that "makes sense" for the activities the individual is expected to do. That is, if the individual will be doing "seated" activities, ensure that there are clear table surfaces and appropriate chairs. If the child frequently runs out of a room via a predictable path, arrange the furniture and close doors so that he or she is unable to escape. Limit the need for excessive movement and/or transition. Move furniture away from shelves or places where the child may climb. Keep furniture surfaces clear (if the individual is a "sweeper") and place items out of reach on shelves, in bins, or locked away. In addition, use gates or barriers to provide safety from falling down steps or limiting access to areas in the home.

Use locks where appropriate

It is important to place locks on exterior doors that provide entry or departure to and from the home. For individuals who run away or leave the home without supervision {also referred to as "elopement"), having locks on the doors can prevent them from leaving. Place locks on interior doors and cabinets where the individual should not have free access.

Some parents feel more secure when their child is locked into his or her bedroom at night to prevent "in the middle of the night" wandering. If you choose to put locks on the doors, use locks that you are able to open such as a lock with a keyhole/key, a hook-and-eye lock, or a slide-bolt. Some parents place the lock key above the doorframe of the room to have quick and easy access. If a button-knob lock is used on the outside of the door, make sure that the child does not lock you into the room with him or her. It is also imperative that you have immediate access to the room where the door is locked in the event of fire, flood, etc.

Regarding locks on cabinets and drawers, use safety locks (often plastic devices) to secure items that may be unsafe for the individual. Many parents place these locks on bathroom and kitchen cabinets to prevent access to items in the cabinets.

Safeguard your windows

If the child likes to climb out of windows, place locks on them. Hardware stores carry special locks for just this purpose. If the child breaks glass or pounds windows, replace the glass panes with Plexiglas to prevent injury. Some parents have had to also place wooden boards over windows to prevent injury or elopement.

Make electrical outlets, appliances safe

Cover or remove electrical outlets and access to electrical appliances. Use plastic knob covers {also available at hardware stores) for doors, faucets, ovens, and stove burners. Lock the door to the room or rooms with the washer or dryer, appliances or power tools to limit entry and access. Ensure that all wiring for appliances and electronics is concealed in a way that the child cannot play with the wires. Individuals with autism have both a curious interest in how things work and a pervasive "unawareness" of dangerous situations - a potentially powerful combination when it comes to electrical materials.

Lock dangerous items away

Secure items that are dangerous if ingested, such as detergents, chemicals, cleaning supplies, pesticides, medications, and small items that a child may mouth or chew, It is easy for an individual with autism to confuse a bottle of yellow cleaning fluid with juice based upon appearance, to eat pills that look like candy, or to pour / spill liquids out of any bottle (some of which may be poisonous or toxic). Place such items out of reach or in cabinets with locks. Keep the Poison Control phone number in a permanent place that is clearly in view.

Secure items/materials that are dangerous or unsafe if used without supervision, such as sharp objects/ utensils (scissors, knives, razor blades). When unsupervised, many children like to cut things (clothing, curtains, wires, books, etc.) into pieces with scissors or knives. Ensure that scissors used by the individual have blunted ends (child-safety scissors), and be sure to provide supervision when involved in cutting activities.
In addition, secure items that need to be limited (i.e., candy, Nintendo, lighters, matches, TV, VCR, toilet tank covers) with a lock or ties.

Label everyday items

Place visual labels (symbols, photos, words, textures) on functional items, rooms, cabinets, drawers, bins, closets, and anything that has relevance for the child. By labeling the environment, the child may better understand what is expected and may be less likely to engage in undesirable behaviors. In addition, if the child understands the function of an item, piece of furniture, etc., he/she is more likely to use it for its intended purpose. For example, by placing visual labels on the bed for sleeping, the child may be less likely to view the bed as a trampoline. By placing labels on drawers and closets, it may reduce power struggles over being asked to put things away because the child will know where to put them.

Organize everyday items

Organize functional items in see-through plastic bins/boxes with visual labels (symbols, photos, words, textures) so the child can see and use the receptacles. Place the bins on shelves or in places that the child can easily see and access. Once again, the more organization, order and structure in the individual's environment, the more likely it will reduce the frustration level of the child and the less likely he or she will be to display in appropriate behaviors.

Institute appropriate seating

Ensuring that the individual is seated properly at a table or work station can help prevent behavioral concerns, such as throwing objects, knocking over furniture, self-stimulatory behaviors, and acts of aggression. For example, some children need to be seated in chairs with arms or a wrap-around style desk when doing work. Others may need to be seated in a place where they cannot escape from the table, such as against the wall or in a corner. In addition, a proper sitting posture (body at aright angle and feet flat on the floor) will help facilitate good learning and/or eating behaviors.

Use visual signs

Use dividers, tape boundaries, and signs as needed for setting expectations and limit setting. For example, the use of STOP signs on doors, drawers, furniture, and appliances has helped some children understand that these items/ areas are off limits. For children who climb on high surfaces or enter areas that they should not, STOP signs will let them know that what they are doing is dangerous. Using color tape to designate boundaries on carpets, floors, or walls can help to visually remind the child where their bodies need to remain.

Secure eating utensils and place settings

For utensil use during mealtimes, consider tying utensils to nylon string and attaching them to the chair or leg of the table so that if the child throws the utensils, they will remain attached to the string. There have been children who have "unintentionally" thrown forks across the table and injured other family members. If the child throws or sweeps plates, bowls, and cups, secure them with adhesive Velcro and attach them to a secure placement. Use plastic or rubber plates, bowls, and cups to prevent shattering of breakable items.

Safeguard bath items/toys

For bathing activities, have bath toys in a bag/bin away from the tub and unavailable until bathing/hair washing are competed. This will help the child focus on bathing and prevent power struggles while in the tub. You do not want a child flailing around while in a slippery bathtub since he or she or you could be injured. When the child is finished bathing/hair washing, you can then give him or her access to tub toys. Keep bath items (soap, washcloth, shampoo, sponges, etc.) together in a plastic or rubber bag/bin and accessible. Replace open-lip bottles with pump so the child will not empty or ingest the contents.

Remember fire safety

Regarding fire safety, it is important to have lighters and matches out of reach or locked up. Place safety covers over gas stoves and oven knobs so the child cannot turn them on. Always supervise the children closely when there is an active fire in the fireplace or when there is a barbeque with open flames. Many community fire departments can provide stickers (called tot finders) for bedroom windows of children, so that in the event of afire, the firefighters can locate a child's bedroom quickly. While it may be difficult to teach an individual with autism/PDD about the dangerous nature of fire, it may be possible to teach him or her about how to behave when it comes to fire safety.

Developing social stories (with photographs, pictures, words) about smoke detectors, fire drills, fire alarms, touching fire, etc., and reading the stories to the child on a regular basis, is the place to begin. [A social story is a short, personalized story that explains the subtle cues in social situations and breaks down a situation or task into easy-to-follow steps.] In addition to social stories, the use of visual (photos, pictures) rules can assist the child in understanding what they are not supposed to do and/ or what they are expected to do. For example, "no touching the oven burners" with a photograph of the over burners with a bright red "no" symbol or STOP sign over the photograph may visually depict the rule for the child.

Consider identification options

It is important that your child has proper identification in the event that he or she runs away or gets lost and is unable to communicate effectively. Once a child with autism becomes mobile, he/she may decide to walk out of the home without supervision. These children often like to be outside and in motion, so leaving the home to play outside is common. Once outside of the home, the child is then vulnerable and often unable to get home or communicate where they live.

If the child will tolerate wearing a medical ID bracelet or necklace, get one (they can be found your local drug store). However, many children with autism do not like to wear jewelry, so the next best option is to place iron-on labels into each garment. Some children can be taught to carry and provide an identification card from a wallet or fanny pack. Children who are verbal may also be able to learn to show their identification cards.

Introduce Intervention Techniques to Teach Safety

In addition to the physical modifications to your home, you will want to introduce behavior modification techniques to teach your child how to be safe and act appropriately. There are a myriad of augmentative behavioral interventions that can be employed to do this. Examples of these interventions would be:

~social stories
~activity schedules
~visual rules
~signs / charts
~peer and adult modeling
~reinforcement for safe and appropriate behavior
~consistent consequences for unsafe or inappropriate behavior

Once the individual can demonstrate safety, good judgment, competence and understanding of what is expected, many of the environmental modifications will be able to be faded out over time. Introducing the home modifications and intervention techniques mentioned above will not only help keep your child and your family out of harms way, they will also help ensure that your child is ready and able to learn and, ultimately, better able to reach his or her full potential.

[b]Resources[/b

Most of the items and products (safety knobs for appliances, locks, etc.) mentioned above, can be purchased from hardware stores, department stores, and children's stores in your community. You can also contact your fire department to see whether they have locator stickers or other materials to foster fire safety.

Note: The previous section was provided by Robin Allen, Ph.D., a Behavior Specialist who has been working with individuals with developmental disabilities for over 20 years.

http://www.autism-society.org/site/PageServer?pagename=livingsafety

[ThE aPpReNtIcE]

i remember going over these pre-cautions..lol

[Ebony]

I currently work with an autistic boy in a behaviour management programme (NOT Lovaas therapy) and i won't deny it yes sometimes its frustrating, yes sometimes you are on the edge of losing your patience but above all it is very satisfying seeing the end result for myself and the boys parents and grandparents and, most importantly the boy himself.

Ws

[ThE aPpReNtIcE]

Why do u get frustrated..i never have that problem..

[Ebony]

Why do u get frustrated..i never have that problem..
well, because sometimes he has really bad tantrums and through his crying and self-harming he trys to explain what's the problem, whats annoying him etc but its hard to deduce/figure out..so tht in turn frustrates him further and myself too (occasionally, its not a common occurrence)

Then at times its during the actual session, I know he can do what it is i'm asking him to do (receptive object labels, non-verbal imitation etc) and he won't do it. But if I keep at it..and keep at it..keep at it, eventually he will do it. Its not because he's not capable of it, bcz he definitely is, thats obvious once he responds!

[ThE aPpReNtIcE]

yeah. i kno wat u mean..they can be stubborn...does he have any special talents?

[Ebony]

yeah. i kno wat u mean..they can be stubborn...does he have any special talents?
special talents? hmmm, not tht i knw of. he's only 4yrs old though.

[ThE aPpReNtIcE]

altho it is a misconception..that most of them do..many of them do have it..hmm..one of the boys i work with...he has an AMAZING memory...if u ever see the French movie..Qui Perd a Gagne..jus like that guy..lol

[Ebony]

altho it is a misconception..that most of them do..many of them do have it..hmm..one of the boys i work with...he has an AMAZING memory...if u ever see the French movie..Qui Perd a Gagne..jus like that guy..lol

nope not seen it. Ive not even seen "Rainman" or whatever it was called. Although i've been told there have been quite a few movies out trying to get people to understand the mind of autistics, but i forget which ones. do u know of any?

[ZawjatuRaafi]

they often have a tendancy to be very skilled in math, or music, or something like that. At least those I have worked with in the past had. It also depends just how serious the case is too...

[ThE aPpReNtIcE]

true it depends on their case..hmm wat i am aware of..nope..in that French movie..the main character i think his name is Pierre..he has perfect photographic memory..its so bad that he was banned from every casino..anyways..there is a setbak..it comes with like a random memory syndrome..which makes him recall memories randomly..actually i had that when i was younger..but it was not that serious..

[lonely_me]

they often have a tendancy to be very skilled in math, or music, or something like that. At least those I have worked with in the past had. It also depneds just how serious the case is too...

True... some are so talented depending on the severity of the disorder... and on their IQ...subhanAlah..

[ThE aPpReNtIcE]

Yes..but they lack the ability to live on their own..

[Ebony]

Yes..but they lack the ability to live on their own..
some, not all. some require life long support.

[lonely_me]

Why do u get frustrated..i never have that problem..I figured out the reason why you don't get frustrated... it's simply because you only stay with them twice a week ...perhaps few hours a day.
If you live with an autistic child 24/7 you'll get to know what I mean by ''getting frustrated''...repetitve sentences... one-way conversations... aggressiveness on their side may get you frustrated.. moreover, not being able to look your child in the eye... or cuddle him/her...all get you really frustrated.

[ThE aPpReNtIcE]

yeah but during the summer..i spent almost every day with them..and i dunno i guess..cause i can relate..i mean half the time i talk to myself anyways ( no i don't need to be institualized..lol)..and i love lil kids..so i jus cope i guess

[peace2u]

Lonely-me, do youlive with an autistic person??? My oldest brother is autistic though I don't remember him as a youngster, I have seen him go through many stages. Now, I'm seeing him get older. I have been frustrated many times, but I wouldn't want to be away from him for a long time. Now, he's not with me, and I miss him and his 1,000,000 questions :)

Apprentice, what age do you work with and what exactly do you do??

Peace

[ThE aPpReNtIcE]

They're from 5-9...and i just interact with them...keep them buzy...do activities with them..and i love it!..

[lonely_me]

Lonely-me, do youlive with an autistic person???

I used to, sis... used to...

[Sultan]

Soon we aspies are going to take over the Earth!


MUUAAHAHAHAHAHAHAHAHAHAHA!

[Mary Carol]

Soon we aspies are going to take over the Earth!


MUUAAHAHAHAHAHAHAHAHAHAHA!

lol

One heart at a time. :love:

[CoolGhostAD]

my g-brother is autistic. He's cool, fun to live with. I am watching him now and it seems he is pleased that all the kids r gone. i enjoy wacthing autistic ppl, they're fun to watch.

[ThE aPpReNtIcE]

Watching as in taking care of..or watching as in hey look it s an autistic..

[Sultan]

I figured out the reason why you don't get frustrated... it's simply because you only stay with them twice a week ...perhaps few hours a day.
If you live with an autistic child 24/7 you'll get to know what I mean by ''getting frustrated''...repetitve sentences... one-way conversations... aggressiveness on their side may get you frustrated.. moreover, not being able to look your child in the eye... or cuddle him/her...all get you really frustrated.

HE! We can say the same things over and over again-as my daughter and I do. But sometimes I think I say and do things only once, not realising I already did it just prior to repeating it.

My daughter is worse, she talks like a record that's stuck!

[CoolGhostAD]

lol watching as in taking care of . lol for 2 weeks till his mom comes back

[Mary Carol]

HE! We can say the same things over and over again-as my daughter and I do. But sometimes I think I say and do things only once, not realising I already did it just prior to repeating it.

My daughter is worse, she talks like a record that's stuck!

My son does the same thing.

The doctors reccommend drugs to curb his behavior, but wouldn't medicating us to be more accepting of his idiosyncracies be just as good of a solution?

[ThE aPpReNtIcE]

haha..hey personally..i have no problem with hearing the same ? over and over...i like it lol..and with autistic kids..to me..i find them like reg. kids but need more attention..

[CoolGhostAD]

Yeah i've gotten used to it too. Na'eem does it to me and i do it back. it actually fun. He does it with every1. right peace2u?

[Sultan]

My son does the same thing.

The doctors reccommend drugs to curb his behavior, but wouldn't medicating us to be more accepting of his idiosyncracies be just as good of a solution?
Have you ever tried giving him Omega-3 oil as a food supplement?

It suppose to help calm aspies down a bit.

Well supposedly, according to evidence from trials.

But I'm happy to report it doesn't make a freakin' difference to my daughter's behaviour.

Right now she is jumping and spinning around my living room like a whirling dervish on speed!

[ThE aPpReNtIcE]

Awww thats sooo cute..

[CoolGhostAD]

na'eem does that! i don't see how they don't get dizzy. they for a long spin and then stop say something and then start their motors and start going again. Well as long as they enjoy their play, and don't hurt themselves, it is fine with me.

[ThE aPpReNtIcE]

Yeah..i find em soo cute..i sit and watch em..till they come and ask me like a zillion ?s..haha..

[CoolGhostAD]

THAT IS THE ANNOING PART -_- BUT not as annoing as when u ask them BACK!!!!!!!!!!!!!! I LOVE IT!!!!!!!!!!!!!!!!!!!!!!!! but sometimes i don't , (only when i want some one to ask me a thousand q's.)

[ThE aPpReNtIcE]

See..u fight fire with fire..u go one ? for every ? they ask..lol..like once he goes "why is ur hair messy?..and like kept askin and askin..so i go.."why are u messy?" and asked him it like a million times..soon he got bored and went to play with his toys..lol

[CoolGhostAD]

yeah they do that all the time. they'll just leave or tell. as for na'eem he'll shout, tell, walk away, or push me off and luk at me crazy like i am the one autistic.

[peace2u]

you are crazy.... :p LOL


Peace

[ThE aPpReNtIcE]

hahaha...well it is a matter of opinion huh?.. ; )

[Mary Carol]

Behavioral and Communication Approaches

The behaviors exhibited by children with autism are frequently the most troubling to parents and caregivers. These behaviors may be inappropriate, repetitive, aggressive and/or dangerous, and may include hand-flapping, finger-snapping, rocking, placing objects in one's mouth, and head-banging. Children with autism may engage in self-mutilation, such as eye-gouging or biting their arms; may show little or no sensitivity to burns or bruises; and may physically attack someone without provocation. The reasons for these behaviors are complex, but some professionals think that sensory integration issues contribute to them.

Communication skills - both the spoken and written word - are also an issue for children with autism. They have difficulty understanding how communication works, and may have difficulty with reciprocal conversation. Many also have language difficulties, either being nonverbal throughout their lives or having delayed speech. Some children use language in unusual ways, such as repeating the words or sentences said to them (echolalia) or using only single words to communicate. Language difficulties may contribute to behavioral problems. Unable to use language to communicate his or her needs, a child with autism may resort to screaming.

Many treatment approaches have been developed to address the range of social, language, sensory, and behavioral difficulties. These include Applied Behavioral Analysis (ABA); Discrete Trial Training (discrete trials); TEACCH; PECS; Floor Time; and Social Stories, and sensory integration.

Applied Behavior Analysis - ABA

Many of the interventions used to treat children with autism are based on the theory of applied behavior analysis (ABA) - that behavior rewarded is more likely to be repeated than behavior ignored. Although ABA is a theory, many people use the term to describe a specific treatment approach with subsets that include discrete trial training or Lovaas. While the terms discrete trial and Lovaas have been used interchangeably, only practitioners who are affiliated with Lovaas can be said to implement "Lovaas Therapy."

In discrete trial training, every task given to the child consists of a request to perform a specific action, a response from the child, and a reaction from the therapist. It is not just about correcting behaviors but is designed to teach skills, from basic ones such as sleeping and dressing to more involved ones such as social interaction. Discrete trial training is an intensive approach. Children usually work for 30 to 40 hours a week one-on-one with a trained professional. Tasks are broken down into short simple pieces, or trials. When a task has been successfully completed, a reward is offered, reinforcing the behavior or task. This method is not without controversy. Some practitioners feel it is emotionally too difficult for a child with autism, that the time requirement of 30 to 40 hours a week is too intensive and intrusive on family life; and that while it may change a particular behavior, it does not prepare a child with autism to respond to new situations. However, research has shown that ABA techniques show consistent results in teaching new skills and behaviors to children with autism.

TEACCH

The first statewide program for treatment and services for people with autism, TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) was developed at the School of Medicine at the University of North Carolina in the 1970s. It is a structured teaching approach based on the idea that the environment should be adapted to the child with autism, not the child to the environment. It uses no one specific technique, but rather is a program based around the child's functioning level. The child's learning abilities are assessed through the Psycho Educational Profile (PEP) and teaching strategies are designed to improve communication, social and coping skills. Rather than teach a specific skill or behavior, the TEACCH approach aims to provide the child with the skills to understand his or her world and other people's behaviors. For example, some children with autism scream when they are in pain. The TEACCH approach would search for the cause of the screaming and then teach the child how to signal pain through communication skills.

There have been criticisms that the TEACCH approach is too structured, that children with autism, particularly high-functioning individuals, become too focused on the charts, organizational aids, and schedules, and that it discourages mainstreaming. Others feel that, in an environment conducive to learning, ultimately the child with autism understands what is expected and how to respond.

Picture Exchange Communication Systems - PECS

One of the main areas affected by autism is the ability to communicate. Some children with autism will develop verbal language, while others may never talk. An augmented communication program, such as Picture Exchange Communication Systems (PECS), is helpful to get language started as well as to provide a way of communicating for those children that do not talk.

PECS was developed at the Delaware Autistic Program to help children and adults with autism to acquire functional communication skills. It uses ABA-based methods to teach children to exchange a picture for something they want - an item or activity.

The advantage to PECS is that it is clear, intentional and initiated by the child. The child hands you a picture, and his or her request is immediately understood. It also makes it easy for the child with autism to communicate with anyone - all they have to do is accept the picture.

Floor Time

An educational model developed by child psychiatrist Stanley Greenspan, Floor Time is much like play therapy in that it builds an increasing larger circle of interaction between a child and an adult in a developmentally-based sequence. Greenspan has described six stages of emotional development that children meet to develop a foundation for more advanced learning - a developmental ladder that must be climbed one rung at a time. Children with autism may have trouble with this developmental ladder for a number of reasons, such as over-and under-reacting to senses, difficulty processing information, or difficulty in getting their body to do what they want.

Through the use of Floor Time, parents and educators can help the child move up the developmental ladder by following the child's lead and building on what the child does to encourage more interactions. Floor Time does not treat the child with autism in separate pieces for speech development or motor development but rather addresses the emotional development, in contrast to other approaches which tend to focus on cognitive development. It is frequently used for a child's daily playtime in conjunction with other methods such as ABA.

Social Stories

Social Stories were developed in 1991 by Carol Gray as a tool for teaching social skills to children with autism. They address "Theory of Mind" deficits, that is, the ability to understand or recognize feelings, points of view or plans of others. Through a story developed about a particular situation or event, the child is provided with as much information as possible to help him or her understand the expected or appropriate response. The stories typically have three sentence types: descriptive sentences addressing the where, who, what and why of the situation; perspective sentences that provide some understanding of the thoughts and emotions of others; and directive sentences that suggest a response. The stories can be written by anyone, are specific to the child's needs, and are written in the first person, present tense. They frequently incorporate the use of pictures, photographs or music.

Before developing and using social stories, it is important to identify how the child interacts socially and to determine what situations are difficult and under what circumstances. Situations that are frightening, produce tantrums or crying, or make a child withdraw or want to escape are all appropriate for social stories. However, it is important to address the child's misunderstanding of the situation. A child who cries when his/her teacher leaves the room may be doing so because he/she is frightened or frustrated. A story about crying won't address the reason for the behavior. Rather a story about what scares the child and how he can deal with those feelings will be more effective.

Sensory Integration

Children with autism frequently have sensory difficulties. They may be hypo- or hyper-reactive or lack the ability to integrate the senses. Sensory integration therapy, usually done by occupational, physical or speech therapists, focuses on desensitizing the child and helping him or her reorganize sensory information. For example, if a child has difficulties with the sense of touch, therapy might include handling a variety of materials with different textures.

Auditory integration therapy reduces over-sensitivity to sound. It may involve having the child listen to a variety of different sound frequencies coordinated to the level of impairment.

Temple Grandin, Ph.D., who herself has autism, developed a "squeeze machine" to help her learn to tolerate touching through regulated deep pressure stimulation.

Before proceeding with any sensory integration therapy, it is important that the therapist observe the child and have a clear understanding of his/her sensitivities.

Facilitated Communication

Facilitated communication (FC) was developed in the 1970s in Australia by an aide who was trying to help a patient with cerebral palsy to communicate. It is based on the idea that the person is unable to communicate because of a movement disorder, not because of a lack of communication skills. FC involves a facilitator who, by supporting an individual's hand or arm, helps the person communicate through the use of a computer or typewriter. It has not been scientifically validated; critics claim it is actually the ideas or thoughts of the facilitator that are being communicated. FC is very controversial and organizations such as the American Association of Mental Retardation, and the American Academy of Child & Adolescent Psychiatry have adopted formal positions opposing the acceptance of FC.

http://www.autism-society.org/site/PageServer?pagename=BehavioralandCommunicationAppr oaches

[Mary Carol]

Have you ever tried giving him Omega-3 oil as a food supplement?

It suppose to help calm aspies down a bit.

Well supposedly, according to evidence from trials.

But I'm happy to report it doesn't make a freakin' difference to my daughter's behaviour.

Right now she is jumping and spinning around my living room like a whirling dervish on speed!

I haven't tried Omega-3, but I will.

A friend once told me about vitamins with a tea-oil base, but I didn't notice any improvement at the time and couldn't then afford to continue buying them.

There is a clinic outside of my city where they anaylize each patient for deficiencies in the blood. They have helped kids with ADHD and autism.
It's called the Pheiffer Clinic.

Insurance doesn't cover the evaluation though, or the vitamin supplements which the clinic then formulates just for that specific individual.

I'm convinced that some of the symptoms of autism can be alieved by changing the diet and taking supplements. But the evaluation can cost up to $900 at the clinic. I wonder if a regular family doctor couldn't run the hair and urine tests for a lot less?

[Ebony]

~bump~