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Autism

My son was diagnosed with autism at age 2 years and 3 months. A month later he was on intensive one-on-one home-based treatment. At five, he was in a regular mainstream school, totally indistinguishable from his peers.

I soon found there was very little software available to teach children with autism. This document describes the information about Autism, I have received over the years and computer software I used to support my son's recovery.

It is important to understand that without autism treatment or intervention, a child with autism or PDD will absorb far less information and knowledge from the environment than a typical child. A typical child will start to talk at 1.5 to 2 years with almost no help from his parents or siblings. He will then get about six new words a day and want a vocabulary of an amazing 10,000 words before the age of seven. A child with autism may become verbal much later and have poor language and social skills if he does not get speech and behavioral therapy. At least initially, a child with autism will have a strong knowledge base ie he must be taught speech, language and age-appropriate behavior.

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Beginner working with your child

If you suspect your child has autism or ASD, begin to work with him immediately. Do not waste crucial time to wait on a formal autism diagnosis. I met a mother who waited six months for a formal autism diagnosis before starting any treatment. Imagine how much she could have taught her child during the period. You'll even find out that most doctors know very little about Autism and just want to recommend speech therapy, special education or early intervention center. The worst thing some doctors will do to a parent is to take away hope. You will get more information about autism from other parents of children with autism than you To any general practitioner. When you work with your child and see the results, you will quickly find other parents of newly diagnosed children with autism will you for advice. Begin working with your child now, even if it means just trying to communicate with him through play. This time will never ever be wasted. Although studies show that your child does not have an autistic disorder, you have lost something. Trying to teach a child with autism at the table can be difficult at first, then the child may resist learning and lots of positive reinforcement and encouragement is crucial. There are many structured teaching methods for children with autism as ABA, TEACCH, PECS and Greenspan to name few. Many parents even their own, often very successful strategies for teaching their children at home.

Denial
Many parents simply will not believe their child has an autistic disorder and will not even attempt a diagnosis. Too often they ignore the clear signs of Autism in their child and somehow hope he will improve his own. They often wait until it is too late to start working with their child. Some of the excuses I've heard is: "He looks fine – it's just terrible twos, "" My son started talking at five "," Einstein had autism and he started talking at nine, "" He will just grow out of it "(and the list goes on …).

Autism Diagnosis

Although an early autism or ASD diagnosis this potentially devastating disease is critical, children with autism rarely receive a diagnosis before the age of three or four years. There are no outward physical differences between autistic children and typical children – in fact, most children with autism are very good. The only difference is behavioral. Autistic children will exhibit at least some of the following:
Poor speech and language skills
Inappropriate play eg. child may continuously spin the wheels of a toy car rather than pushing it
May line up toys or other objects
Trouble interacting with others
Poor eye contact
Walking on toes
Hand wings
Tendency Having narrowly focused and odd interests
Not ask for things in the same way as other children
Failure to show objects to others
Failure to orient to one's name is called
Not engage in mutual games where there is a back-and-forth between two people
Failure to copy others' motor movements
Do not use points to direct another person's attention
May resist social touch such as hugging

Autism Spectrum
A child with autism may be anywhere in the broad autism 'spectrum'. At the upper end, could the child seems almost normal and have few autistic traits. He may be the quiet child in the classroom with few or no friends and a few quirky habits. He may not even be diagnosed with autism until much later in life. At the lower end of Autism spectrum, the child would be designated low-functioning, have poor speech and language and would require much more intensive autism treatment. No matter where a child is in the autism spectrum, and can he must be helped.

PDD NOS and autism
Pervasive Developmental Disorder or PDD is actually a bit a misnomer. Many doctors who do not want to commit themselves to giving a diagnosis of autism will tell parents that their child has PDD or PDD NOS when in fact the child is autistic or ASD spectrum.

Types of Autism
Some children are born with autism, while others develop normally in their second year. The latter is known as late onset autism. The child begins life normally and gradually develop symptoms of autism, loss of speech and gradually showing more and more of the symptoms, the Autism. If diagnosed and treated early one-on-one therapy, the Autistic children show a remarkable improvement, often to the point of being called "recovered". This is where the child with autism can be distinguished from his peers.

Asperger's disease and autism
Asperger's disorder, also called Asperger's syndrome is a form of pervasive developmental disorder (PDD or PDD NOS) as defined by the American Psychiatric Association. Asperger disorder is similar to high functioning autism, how it affects a child's mannerisms and socialization traits. A distinction between Asperger syndrome and autism is that young children with Asperger's often have normal language development, although the rhythm, pitch, and focus is irregular. Unlike autism, Asperger's disease is not delay other aspects of development, a child usually has age-appropriate self-reliance and an interest in world around him or her. But like autism, children with Asperger syndrome abnormal social interaction, facial expressions and gestures. Asperger's disease affects men nine times more than women. Its cause is unknown. More research is needed to confirm whether Asperger's disorder is a condition that is genetically related to autism.

Autism Therapy and Speech Therapy
A common mistake is to assume that speech therapy is the solution to autism. Speech Therapy certainly has its place in asking and refining a child speech and vocalization but it takes many hours a week of intensive one-on-one effort to teach children with autism compliance, new concepts, language and age-appropriate behavior. A child with autism will probably see a speech therapist for one or two hours a week. It takes much more work to have a child with autism ready for school and to ensure they succeed in school when he gets there. When your child is in school, it would be wise to continue speech therapy sessions. Some schools have a speech therapist working with children at school themselves. More on Autism and schools later.

Language is key

Frustration of a child with autism was once described as being in a maze where the walls are made of glass, trying to communicate with someone on the outside and only be able to bang on the walls. There is no doubt that a lot of frustration and temper tantrums can be reduced and even avoided when communication and language is encouraged and developed. A typical child works out very early that it is in his best interest to acquire language, whereas a child with autism can not. He needs to be taught in that language will get him results. At this point, if your child asks for something give it to him immediately, or at least respond to his request immediately. Ignoring him will certainly not encourage his speech.

When should I start treating a child with Autism?

If a child has autism, has already started the clock ticking, even before a formal diagnosis. Most gains will be made when the child is in its very early years. Even children as young as 18 months is Autism treatment, most diagnosed after two years and begin reading even later. Whatever you do, do not leave it until it is too late. Simply, the sooner you start teaching a child with autism, the better.

Autism treatment

Of all the treatments around for Autism has ABA (Applied Behavior Analysis) attracted the most attention. The system pioneered by Dr. Ivar Lovaas at UCLA in sixties is a course that works to systematically eliminate the "pull" of Autism until the child does not qualify for state. The system is very intensive, but proved to be highly successful in almost all cases of autism. The Applied Behavior Analysis teaching system basically breaks every task into subtasks and submit very strong emphasis on rewarding the child to work well. There is no corporal punishment at all in the system. Autism therapy starts in a very rigid structured form, but gradually takes the form of a typical school environment. Those who know little or nothing about ABA can say that it is too rigid and turns the child to a "robot" by rote learning. This seem so at first but as the child learns to learn, he evolves to a point where he can be with his typical peers in their learning style. Most parents to continue the program for two to three years to successfully mainstream their children. The results speak for themselves. The child usually begins in school, participate in regular classes with an aide. The aide is gradually 'faded' and the child merges with class. More on helpers and fading later. An excellent piece of software is the "Discrete Trial Trainer "using Applied Behavior Analysis principles to quickly increase a child's language. We have this product in our range of software.

How many hours?

A question often asked how many hours of behavioral therapy is a child with autism need? There are many cases where a child with autism needs up to 40 hours per week, but obviously it depends on the severity of the child. A program usually starts with around 15-20 hours per week and can work towards 30 or more hours per week. When a child with autism is in school, hours of work at home to fall back. Quality is obviously more important than quantity and energetic, committed therapists is essential for your child's development.

Work with your child
I would strongly suggest parents start working with the child at least at the beginning rather than leaving him to a therapist. Your child will trust you and understand you are trying to help him. You need to have boundless energy, animated and really loves teaching your child. It is not easy, and experts estimate you could do this for no more than 10-12 hours per week. If both parents changed, the task is obviously a lot easier. Later you can introduce a therapist or two to help, you will not be able to maintain a high level of energy for too long. One advantage that do the initial work yourself is that you then will know a good therapist when you see one and be able to weed out those that are of little value to your child.

Selecting a therapist
Choosing a good therapist for a child with autism is not easy if you have not worked with a child himself. Many experienced parents will actually be able to educate their new therapists. Therapists can be anyone with enough energy, enthusiasm, patience and genuine love for children. Those under 18 are often too young and immature (some will actually be afraid!). Mothers with children often do not have time and energy and often do not like to know how to handle children who they feel they are experts. One applicant told me how she regularly beat his own children when they misbehaved. There is no room for these people in your home. A good tip is to make a short list of those you feel may be appropriate and telling them there will be a probationary period of a few weeks when will be no payment. Many of them will fall out working with a child with autism is very demanding and not suitable for everyone.

Charter Schools
Although there are many excellent special schools around, unfortunately, many are underfunded, understaffed and poorly equipped to teach children with autism. There is usually not enough one-on-one support for children and worst of all, the child may get inappropriate behavior from the other autistic children. I find it heartbreaking when there is so much a child with autism can learn in the critical first year.

Mainstream Schools

Your goal should be getting your child into a mainstream school. Three years of intensive one-on-one work at home will go a long, long way to successfully mainstreaming a child. When a child with autism is an integral part you have won half the battle. I say this because it would be wise to continue to work with him at home as well. You may need to disclose the principal and staff on autism and a good idea for you or your therapist or adviser (if you have one) to make a short presentation. I would strongly advise contact with your child's teachers to address any difficulties in school. You can use this feedback to work with him at home and thus prevent him from falling behind. Obtaining advance his school books and materials they would cover at school is a good idea that you could work with them at home, read them for him at night, etc. so it's not all new to him at school. It is advisable to keep his home therapists as his school mates as they will know him much better than any school-provided aide. You need to discuss this with the head teacher, before he enters school. When he enters school, you may begin with short hours for example. 2-3 hours a day and gradually build up to a full day.

Uneven skills
A child with autism often have uneven skills eg. he may have very strong fields such as remembering pictures or words and read at an early age and weak areas such as making social contact with his peers. You must first identify the strong areas. It goes without saying that you must use these forces to full advantage. For example, if the child has strong reading skills, explore this maximum. Many children with autism have strong visual skills. Use images to stimulate and refine their language. If your child learns to read or write until he gets to school, it will be one less thing to worry about and he will have more time to learn other skills that he is missing.

"My child can not talk at all! Where do I start?"
A frantic mother of a child with autism once phoned me with this issue. Teaching speech to a child with autism is on a step-by-step. A child can not run before he can go. Before attempting the actual speech, you can only teach a child to match identical pictures, then non-identical images, ie matching a red car with a second-colored one. The next step is receptive language when the child asks for the image example. a cat, horse, house, etc. (see next section). If your child can reach receptive language or have already reached this stage, this is promising as he can at least understand what you say and it will ultimately lead him to express himself verbally. Do not be complacent however, as his vocabulary may be limited. You should do what you can make sure that his vocabulary is expanded as much as possible.

Receptive language
It is here that the child understands what other people say. It is a big step forward for a child with autism. However, it is not enough for the child to understand just a handful of words such as food, milk, bike, etc. A typical child of seven can understand and use at least 10,000 words. A child with autism needs His receptive language boosted as early and as quickly as possible.

Receptive language software
The Discrete Trial Trainer is a software package allows you to use your computer to teach your child an arbitrary number of labels and sounds. What happens on screen displays 2-5 pictures and the child is asked over the loudspeakers eg. "Touch-Eating". If the child correctly click the right image using the mouse or touch-screen, he is rewarded with a little animation. When mark is mastered, the program will go on to the next label, occasionally bringing in most of labels to see if the child has remembered them. This CD has been a great success. You can set the difficulty level and you get a visual report of his progress. With this package you can use it to teach classes as letters, words, shapes, numbers, colors, objects, body parts, actions / verbs.

Teaching with images
"A picture is worth a thousand words" and using pictures is an excellent way to teach speech, language and communication. Children with autism are very visual and can be taught almost anything using images. Temple Grandin, the renowned autistic author of many books about autism once said that she thinks in pictures. You need thousands of good photographic images to help with "generalization" ie if a child with autism has only a picture of a white dog and taught it is a dog, he may not easily recognize a German Shepherd or a Rottweiler as a dog when he sees it. Use new and varied material includes a child from getting bored and frustrated. Minimize the number of stick pictures or drawings used. Actual color photographic material is best when the images is more vivid and much easier for the child to relate to. You can never have too many pictures in your collection. Get them from anywhere you can – magazines, old books, web, printed catalogs, even junk mail!

Printing from a CD-ROM
The falling prices of computers and color printers has created a trend away from buying expensive printed maps for software like ours TeachingPix2 CD-ROM that contains thousands of color photographic training images can be printed from a home PC to a color printer in a small fraction of the cost. You can pay up to one dollar for each printed flash cards while printing from our CD-ROM works out to about 1 cent per picture. Another advantage by a CD-ROM with a large selection of images is that you can select and print what you need at any time. You do not have to print all pictures at once. The pictures on TeachingPix2 can have their labels on or off. You can print images in sizes varying from 1 per page (maximum) to 8 per page (minimum). This CD-ROM with over 10,000 printable teaching pictures are our most popular product and is widely used to teach children in the world. The images can be used in any teaching, such as ABA and PECS including working with Matching, Receptive Language and Expressive Language.

Printers
Modern color printers are not only a lot cheaper than they were just a few years ago, they can also print photographic quality prints in general (photocopy) paper and requires no special expensive paper. If you print thousands images for use as cards, you will not print them on special paper. You must be able to print photo-quality images for regular photocopy paper. If you already have a printer that requires special paper and print thousands of pictures, it might be worth looking at getting a new printer. The new inkjet printers produce high quality text and images in black and white or color. Many of today's inkjet or BubbleJet printers can print photographic images and laser-like text that comes close enough the quality of more expensive laser printers. I personally use a Canon inkjet although there are many other good quality but low-priced models around.

Printing in draft mode
Try printing in draft mode. If the quality is almost as good as the best mode, it may be worth your while printing in this state, since prints will not only be faster but also cheaper, as they will consume less ink.

Laminating your photos

Laminating your images will give them a much longer lifespan. If you want to laminate a lot of pictures, a good idea is to first buy a good laminator. To insert more than one picture per laminating pouch, insert the clipped images in laminating pouch with a space between each image to cut around later. After run the bag through the laminator, cut between the cards. Do not forget to round off sharp corners that could easily harm someone. The laminating pouches we recommend is 120 microns or (More sturdy) 150 microns in thickness. A good idea is to insert four clipped images per letter-sized (or A4) laminating pouch. Bags can be purchased in packs of hundreds.

Use your own pictures

It is always a good idea to include your own pictures taken of the child's environment, family members, known locations, apartments, school, classroom, classmates, etc. to teach your child. Using a conventional camera (with film) is OK, but take hundreds of pictures are not only expensive, but you can not easily resize images, add labels to images or include them easily in other electronic documents that you may wish to create. Emergence of the digital camera allows you to take an unlimited number of photos you can download to your computer. Once the images are downloaded, the camera is reset and you can take the next batch. A major function of TeachingPix2 CD-ROM is that you can view live and print your own digital camera images to use as maps.

To organize your cards

It is important to organize your cards, or you will lose vital time to look for them when you need them. My proposal the size of the cards to be used for educational purposes is to keep a standard of 4 per letter-sized (or A4) page – much bigger, and you will find it difficult to file away the pictures. A good idea is to get a set (preferably long) map cabinets to file the brief in their various categories such. animal acts, food, cars, plants cabinets, etc. we recommend is about 16in (42cm) long and can each hold less than 200 laminated cards. Take a laminated photo cards with you for size when looking cabinets. A good place to find the cabinets is a used office furniture and equipment store. I use a cabinet drawer for each category. You can cut cards with name tabs, so they stand out over the map to subdivide categories eg. of animals – cat, dog, chicken, etc.

Rotating your material
When a noun, the verb or a concept is mastered of your child, you should rotate your material that is not using the same image again and again, as this can be very frustrating for a child with autism (another good reason to keep a large collection of pictures). A good idea to ensure your images are rotated, is to "choose from the front and back on again", ie if you have 8 pictures of a cat, and select then the one from the front of the set and when you're finished with it, return it to the back of the set. the way your images will be used evenly.

Using sound
Many children with autism have trouble processing sound, or differentiate noise from normal conversation. That is why they often seem deaf, although they has a normal hearing. Typical children are able to "filter" background noise from useful auditory information. Children with autism often tries to drown this bombardment of sound and retreat into their own world. In many cases they will keep their ears. In some cases, they will rock back and forth in an attempt to block out the sensory overload. It is important to teach these children to identify sounds. This goes a long way to sort out noise from useful auditory information such as a teacher's instructions, a parent voice traffic, a barking dog, etc. Some sounds you can teach your child to identify are:
Airplane, ambulance, Baby crying, Bagpipes, Bath tap, Bee, Bell, Bicycle Bell, Blowing nose, brushing, Cannon Fire, Cat, Chicken, chicken, children playing, Chopping, Church bell, clapping, Clock ticking, Cough, Cow, Cricket, Crow, Crying baby Crying baby, pelvis, dental drill, Dog, Dolphin, Puppy, Drill, Drum, Duck, Rubber Ducky, Biting the apple, Elephant trumpet, Fan, Fire, Fire Alarms, Fire trucks, Fireworks, Flushing toilet, Flute, Food blender, Frog, Goat, Goose, shot, Guitar, Hair, Hammering nails, Harp, helicopter, horse neighing, galloping horse, Jet, keyboard, PC, Kissing, Kitten, knocking on the door, laughter, Lightning, Lion, Monkey, Motorcycle, Mouse, Mowing lawns, Ocean, opened Coke bottle, Owl, Parrot, Peacock, Piano, Pig, Pinball machine police car, Pouring, Power drills, railway crossing, cock crows, Sawing wood, scissors, Seagull, sea lions, Sheep, Shower, sneezing, snooker table, Stirring tea cup, Tambourine, Tap Dance, Running, tearing paper, Telephone, Tractor, Train, Truck, trumpet, Turkey, vacuum cleaner, yawning One way is to use a cassette player and the cards to get the child to identify and / or match the sound to the images. A much easier solution is "SpeakingPix" software.

The "SpeakingPix" CD-ROM (screen shot pictured above) comes with over 2200 images, each with a voice that plays when you click it. You can record over each voice or sound, as often as you wish. Included are all of the 150 sounds listed above each with a picture under the category "Sounds" you can teach your child to identify. This product is a valuable speech therapy tool. You can easily include your own images and voices or sounds, and play sounds by clicking on the images. You can print what you see on the screen as cards. It is a fun way to learn and identify sounds and voices.

Sensory questions
Autism is a sensory disorder that affects one or more of the child's senses:
Touch: A child with autism can be very sensitive to touch and can withstand a close contact, hugging, etc. himself from even his parents.
Sound: Some sounds can be unbearable to an autistic child. He can even hold his ears, when they hear some voices and sounds. Some children with extreme sound sensitivity will respond better if the teacher talks to them in a low whisper.
Taste: Some foods textures could be unpalatable to a child with autism. Some children will only eat a few select foods.
Sight: An autistic adult stated that he could not endure looking at the color yellow.
Smell: Some children may show a strong preference for certain, often unusual odors.
You must remember when you set your child's learning environment and be prepared to make any adjustments.

Learning environment
A child with autism should begin to work in a quiet environment without distractions. But the real world is not so sterile. A classroom of children can be very noisy. You should slowly introduce "Noise" in your child's educational environment. One way is to start with doors and windows closed, and over time, gradually open doors and windows. You can also introduce very soft music, turn the volume up very gradually over weeks. If you find your child can not concentrate, reduce noise and start again gradually.

Work at the table
Work and concentrate at the table for a child with autism will not be easy, especially at first. Keep meetings short to begin with. It is always tempting to continue once the baby is doing well. But this will backfire if you keep the child working on a drilling machine for too long. You will know this when child does not want to begin the next exercise, when he will show a mass protest behavior. always move up gradually. Never reward a child who works well with more work. If you think he has done particularly well on a drill, let him go for a short break to do whatever he wants. He will soon make the connection between good work and rewards. There may be times when you let him go for a break just to come to the table without protest at all.

Finishing at a positive note
When you begin a series of exercises with your child, you should always end with a positive note. If you end a drill, when the child has a tantrum will only tell him that he can bring his work with a frenzy. A tantrum may mean that the drill is too long, too difficult or even frustrating easily or boring. There may be times when the child will simply not done with a drill. If this happens, get him to do something much easier to connect for example. "Pats your hands "(he flaps)" OK, good boy, off you go. "This principle applies to all aspects of the child's daily routine and activities. For example, if he rages to brush his teeth, and you allow him to leave the bathroom while he is yelling, he soon learns that the best way to get out of brushing His teeth are throwing a tantrum. The only way is to ignore the tantrum (can be very difficult) and continue with the current task, or at least until frenzy has subsided. Rental him go, then, will teach him that he gets a reward for good behavior or complete the task.

organized Come
You must dedicate a room to do your work and save your equipment, such as toys, books, pictures, maps, videos, etc. You will soon build a huge amount of records that must be available when you need them. A good storage system to keep your books, video tapes and lots of good size stackable drawers for your maps, pictures and toys is a good idea. If your child has grown his toys, put them away in the garage. Some toys have lost their enhance the value could be returned at a later date. For a child with autism, appropriate play with toys is always a plus. Do not hold back to get him new toys. Connecting to a toy library is a good idea to save money. Another idea is networking with other parents and share toys with them.

Sight-reading
Reading is obviously a vital skill, without which a child can not get very far in school or community. A common mistake is to teach reading using only words without pictures or other media. The child can learn to sight-read by memorizing the sequence of letters, but can not understand much of what he reads. A much better approach is to begin using pictures with text underneath. The child will then associate words with pictures. Do not teach your child to read words he would not know the meaning of. The TeachingPix2 CD-ROM mentioned above, is a ready source of pictures that can be printed with or without labels to teach sight-reading.

Phonics
Most educators do not use the child's visual strengths to complement this method of reading. Use the images makes the task much more interesting and obviously relevant. Again, do not teach your child to read words he would not know the meaning of. You must document what your child can read. Once you are sure he knows the importance of a word, annotate this word as "proficient."

Reading Software

We market a CD-ROM called CompuThera Offering a seven-step gradual discrete approach for teaching reading. It is designed for children who have difficulty learning through observation alone. It targets to visual learners and children who are traditional classic educational methods can not motivate. Children with Autism fit this category and therefore CompuThera will benefit them most.
Targeting both receptive and expressive cognitive skills, CompuThera treatment plan builds on mastered items to progress through the program using simple drills, eventually leading to reading simple sentences.
Ability to read often triggers in autistic children the conceptual leap leader in breakthrough in communications. CD-ROM comes with full instructions and a "Seven-step to reading for Visual learners and children with Autism" Therapists Manual.

Use television as an educational tool
My son learned his alphabet from Sesame Street. He loves to watch movies. I use this to an advantage by allowing him to watch DVDs with subtitles turned on. Without doubt this has contributed to his reading skills. Spelling
When testing your child's spelling, do not just say eg. "Spell cat." Try and get him to work out the word you want by saying such. "What animal goes miaow and drink milk." When he says "Cat", says "Great, spell cat". This will help him to build the connection of mind that all developing countries children need. Be inventive and use different tracks every time.

Knowing when to proceed
When your child has mastered an exercise (be the understanding of a word, concept, spelling, reading or otherwise), go forward or he get bored and frustrated, and this could manifest itself in poor behavior. A good rule of thumb is if the child gets proper exercise eight times out of 10 consider it mastered. Move to next piece of material, but to do it mastered exercise twice a week for two weeks, then once a week for one month, then once every fortnight for two months and then once a month for four months. The exercise has really mastered. Of course you can run multiple applications on a given day. Work with your child will teach you to challenge your child, but not to the point where the requirements are too high. A good consultant to monitor your training schedule is well worth considering.

What does a consultant do?
Initially, a consultant to establish a baseline, ie determine where the child is retarded, and therefore develop a course to be followed at daily basis. Ideally, you should see your adviser once a week. On a weekly basis, a good consultant work closely with your child for about two hours while watching very closely – you will have to do the same work in the following weeks. After working with the child, the officer talking to parents and decide if the work to be performed in the following week. With our son, we held a live spreadsheet document of the work we did during the week. When the consultant came in, she could see on the printout and on a moment to see how he fared over the week. At the end of the meeting, she would change the sheets to cover all new programs. A consultant will let you know which programs to begin, continue and drip.

Recording method
With several different exercises in your child's schedule, you must have a kind of registration system. we record a child's exercises, and progress is very important. If it is not done, you might not remember what the child has learned. You will frustrate the child using materials repetitive and worst of everything you could drop material from a drill until it has been mastered. A simple but very effective way is to register the child progress on a spreadsheet as Excel. keep track of images, words, etc., are mastered, current and next, giving you an easy way to rotate your material, so child is not bored with track elements that keep him focused on current material and allows you time to work on getting new themes and ideas that can be added to list. The entire schedule can be kept to a single file with each program on a second worksheet in the file.

Frequently used words

The complete Webster's dictionary has over 460,000 words. But around 75% of all words used in schoolbooks, library books, newspapers and magazines are Dolch Basic Sight Vocabulary in just 220 words! These words are: a, about, after, again, all, always, am, an, and anyone who is around, asking, know ate away be because been before, best, better, big, black, blue, both bring, brown, but, buy, by, call, came to mean pure, cold, come, could cut, did, do, do, do, down, draw, drink, eat, eight, every, fall, far, fast, find it first, five, fly, for, found, four, from full, funny, gave, get, give, go, go, go, good, got green grow had has have he help her here, him, his, hold, hot, how hurt I if in into, what its, jump, just keep, kind, know, laugh, let, light, like, little, live, long, look, that makes many, I can, much to my, myself never new, no, not now, for, from, old, at a time, one only, open, or ours, in addition, own, pick, play, please, pretty, pull, put, run, read red ride right round run said saw, said, behold, seven, shall, she, show, sing, sit, six, sleep, small, so some, soon, start, stop, take, tell, ten, thank you, that they, their, them, since, these, they think this those three to today together too try two under, up, us to use, very, walking, want warm was wash we well went were what when where which white who why will wish with work would write, yellow, yes, you, your.
Keep these words handy and teach them to your child as soon as possible. Have photos put up on your wall or bulletin board with the labels under them. When your child begins to read, that list should be kept handy. Some concepts such as "think" and "wish" will come after the simpler issues such as "jump" and "drink", but hey, Rome was not built in one day! An excellent source of words from the Ladybird book called the series "Key Words Reading Scheme, which is a set of small children's storybooks organized very smart to include the 1200 most used words in the English language. These well illustrated books to gradually build the child's language.

Hits a wall

Some therapists will tell you that you will eventually hit a wall, that you will not be able to to go past a certain point, when teaching an autistic child. Do not believe it. We were told our child would not be able to read beyond the normal 200 words. By Six years, he could read and understand over 1,000 words and spell over 400 with his vocabulary increases with every day. When you come to a brick wall, do not break your head against it. Find a way around it! Also do not believe everything the doctors tell you. You will find out yourself what strengths and weaknesses of your child as you work with him.

Using the computer as a teaching tool

Children with autism are usually very strong visual learners and can benefit enormously from a home computer. But there are a lot of over-priced and over-rated software out there with very little gain and limited educational value. The best software allows you the ability to edit information and enter new teaching materials and reinforcement. Reinforcement is essential (and a great shortage in most learning software packages) to keep the child's interest and commitment. The software must also be easy to use – easy enough for a parent to operate and edit and of course if the child is to run the software, it should be easy for him to do so. Our son has almost 150 CD-ROMs in his software collection. I'm always looking for new software to interest him.

Kosten Intervention

At least 50% of children with autism respond to dietary interventions. primary responsibility is casein (found in dairy products) and gluten (found in wheat, barley, rye and oats). Many researchers suggest that incompletely digested gluten and / or casein enters the bloodstream and plays havoc with the child system that affects brain function and learning processes. Many parents find that casein and gluten foods make their children watch, slow and spacious. Other says that these foods trigger episodes of extreme aggression or self-destructive.

Vitamin E
Recent studies show that Vitamin E reduces oxidative stress and may be able to protect against chemical damage can cause autism. Excellent natural sources of vitamin E is raw sunflower seeds, almonds, olives, papaya, turnips and spinach.

Drugs

There are yet no drug that cures the core symptoms of autism, but some can alleviate behavioral problems. Antidepressants like Prozac can reduce repetitive behaviors. Stimulants such as Ritalin may reduce hyperactivity. Anti-psychotic medication can reduce aggression and hyperactivity. Beware of side effects themselves. Recent studies have shown that children on Ritalin could suffer side effects from hair loss to heart attacks. Risperdal is used to treat irritability associated with autistic disorders, including temper tantrums, deliberate self injury and aggression in children and adolescents aged 5-16 years. The approval is the first to use a drug to treat behaviors associated with autism in children. Risperdal, first approved by the FDA in 1993, has been used to to treat schizophrenia and bipolar disorder in adults. Anti-psychotic medication is not a cure for autism, nor treat the condition itself, but it can provide relief for some children.

No Replacement
Whether you are using dietary intervention, enzymes, pharmaceuticals or other drugs, none of these is a substitute for early education intervention, ie you need to keep teaching your child to use this opportunity to his best advantage. No other intervention alone has proved a success.

Motion

All children benefit from exercise. Children with autism have shown remarkable improvement with vigorous exercise, especially with concentration and attention. Daily Life Therapy developed by the late Dr. Kiyo Kitahara of Tokyo, Japan attaches great importance to systematic education through group dynamics, the intermingling of academics and technology, arts, music and vigorous physical training. Boston Higashi School uses Dailylife Treatment. It is now famous in the U.S. for its high success rate in helping children with autism. It is true that a healthy mind will exist in a healthy body. You will have to improvise when teaching your child to play and exercise. As an example, if you feel your child is not ready for badminton, try to get him to play hit a balloon instead of a ball. This is an excellent exercise to help a child coordination and may be a precursor to badminton or tennis.

Auditory information
It was once thought that children with autism could not receive and / or process auditory information. This was because many of the children seemed deaf. It was shown only relatively recently that the opposite is actually true. Typical children can filter out background noise and selectively listen to speech and relevant sound. Children with autism can not easily filter out background noise. Therefore, someone to talk to them may well be sound of a car passes. Understandably, the huge acoustic stimulus can easily overload a child with autism. In some cases. child with trying to drown stimulus by holding his ears and rocking back and forth, the best way to calm down a child with autism is to reduce noise and other stimulus plan fully. Bright flashing colors can also be sad for him. As previously mentioned, Autism is a sensory malfunction and all five senses can cause problems in a child with the condition.

Sleep

Getting enough sleep is very important to a child with autism, as stimulus load on him through the day will be much greater than on a typical child.

Stim
Stimulatory behavior or 'shoal' is when the child will do something repetitive like held his hands or run back and forth. A STIM is normally a clearance mechanism for the child when he is under stress or when he needs to relax for example. when he comes home from school. A small Stimming be tolerated by parents. Getting him interested in something else is the ideal way to avoid this behavior.

Echolalia
That is when the child will repeat (often repetitive), what he hears, without necessarily understanding what he says. Although this is not the best behavior the child can at least vocalize words and can be taught speech and language. You can use this to maximum advantage by getting your child to express a series of words that will come into use in its subsequent years. Better yet, show him a picture of what you say before saying it.

Verbal STIM
The child may babble repeated on a number of things such as his favorite TV show or movie. Many experts will tell you to stop all babbling in your child. I do not entirely agree with it for the simple reason that even typical children babble as a precursor to speak normally at around 1.5 years. Children with autism will begin talking later and will start at this stage of babbling. Everything you need to do is up with him when this is OK (eg when he is Home), and when it is in public.
He must be taught awareness of others' reactions to his verbal STIM. You need to work on him to do this still or nonverbally. You can actually expand about what he is Stimming about through conversation, drawing and role playing in a attempt to translate this STIM to a learning process.

Adrenalin rush

All children need a break from work. Consider this excerpt from Woman's Weekly: "Short, intense bursts of stress can actually make you more resilient and able to cope better with prolonged stress and tension. Have a day off work and organize the two spend them doing something you've always wanted to do – but make it a challenge that makes you just a little bit nervous which extends your limits! Book a flight in a hot-air balloon, go on a roller-coaster ride or a parachute jump, or plan a day at the racetrack with friends. Learn to rally-drive or walk on a sea trip where you can see whales and dolphins. Taking time out to do something new, exciting and a little bit scary, may offset the biological-or-flight response that floods the body with stress hormones. But when the tour or jump is over, the hormonal changes are quickly reversed and anxiety is replaced by elation. Research from the University of Nebraska confirms this idea, showing that 'Rush' you get from intermittent physiological arousal leads in a short-term stress response can be equally effective in beating stress which repeated exercise. "The same would apply to all children, let them have their adrenaline rushes and avoid prolonged work at home or at school.

Take a break

Like all of us, your child needs a complete break from work every few months. Some parents have even reported a sudden increase in speech when they took their child out of town or away on vacation. When you resume working with him, you can start slowly and build on that over a week or two.

Toilet training

I often get mothers calling and asking about potty training. Toilet training in typical child starts about 2-3 years. When you feel your child is ready, you to remove his diaper and allow him to feel uncomfortable by the mess in his pants for a while before you change him. You should start by training him to urinate. You can start serious education, you must devote a weekend. You must use a buzzer or beep hours, a portable toilet that he can easily sit on and plenty of amplifiers for example. bits of candy, chocolate or other rewards. Do this exercise in the room or area that he plays in. Give him plenty of fluids to drink – juice, water, lemonade, etc. Set the timer to go out every 15 minutes, and each time it goes down, sit him on the toilet for about a minute. Do not pressure him to do something. If he passes even a little urine, reward him immediately so he connects profit to do the job. Allow him access to the portable toilet until he is ready to use ordinary toilet.

Promoting independence

A child with autism should be encouraged to do things for themselves. a system called "reverse chain may be useful here, where a task can be broken up into stages. A simple example is to pull up his pants. Start by pulling up his pants up for him until they are almost and get him to do the rest. Do this for several days until the get the hang of it. Try to get him to start between the knees and hips. Before you know of what he will do it from the ankles up. Although this is time consuming, and many parents would simply dress the child itself, the extra effort involved in reverse chain will encourage the child to be independent and have more self-esteem. Since his language is better, get him to order anything he wants in a place like McDonalds, while you see in the distance. Choose a quiet time in the first game when he does not need to queue as this in itself is an achievement on its own. Another important area where a child with autism must learn early is the safety of his surroundings.

Security awareness and autism

Security should be promoted from a very early age. Crossing the road is difficult for any small child and you will need to keep the child's hand when near traffic. However inculcate the basic concept for traffic awareness can begin very early. What I did with my own son was to hold his hand and ask him to tell me when it was safe to cross, Just ask: "Is it safe?" I got the idea when I saw him eager to cross the road to his favorite video library. He was quickly drafted, he had look both ways for traffic before answering "yes" or "no". Within a week, he understood the concept completely. Teaching generalization is often a problem for children with autism. To teach a child with autism to generalize the principle of not running across the street, it should be taught in many different places. If he taught in only one place, the child will think that the rule only applies to one specific place.
Never miss an opportunity to teach your child. A parent has indicated she had great success with his child when he was outside playing on the trampoline or swing. She would get him to recite nursery rhymes and songs here with much more success than when they were indoors at the table.
Studies have shown that the swings are the biggest cause of injuries to children on the playground. Very young children with autism are particularly at risk because they will be more aware of the danger. After a few close calls I got the idea to hang a boxing bag in one of the doors in our home. The children were allowed to beat, punch and push the bag that was hung a few inches above the ground. In no time at all, they were aware that they might stay out of the way for a heavy flywheel.

Teach your child to interact with your computer

A home computer is a valuable educational tool for your child. Most children with autism are naturally attracted by sights and sounds from a computer. Children as young as 12 months and even younger are able to sit on their parents' laps, and interact with a home computer. Very few children under three years will be able to use a mouse. DO NOT waste valuable time waiting for this to happen. A child will be able to use a touch-screen long before he can use a mouse. Touch screens allow a child to navigate a program affect screen directly instead of co-relate the movements of the hand to the mouse (a difficult achievement for some adults!).

Touch-screens

There are two types of touch screens:
a) where the monitor screen is pressure sensitive (expensive) and
b) add-on touch-screen, pictured below, where you can place over your existing monitor (cheaper alternative). The add-on will come with some software and an adapter to connect your mouse input. Get one that allows use of your mouse and then your child can use the mouse when he is ready. Let your mouse beside your keyboard. Your child will eventually begin to use the mouse and you can then discard the touch-screen add-on.

Other children
A child with autism should be encouraged to play and associate with typical children his age or even older. Since the elections, encourage him to interact with more vocal, animated children instead of shy, quiet children so his remarks will be stimulated. Children often respond better to feedback from their peers than from their parents or therapists. See them play together. Those who involve him in play will be of most benefit to him. Play dates with other children is an excellent idea. Children with autism often do not like to go to unknown places and see strange faces. Brothers and sisters are always a huge advantage. Imitation and turn-taking are the cornerstones in communication. From an early age, you must expose them to as many different environments and people as you possibly can.

Talk with your child

If you remember one thing from this document, you must remember this – The best and simplest advice for anyone who has a child with autism is to keep talking to your child says him what you are doing is what is happening and what should happen. children with autism as routine, and you can use this to best advantage. Use terms simple enough so that the child understands and of course speak with a speed the child can absorb. Avoid long strings of verbal instructions. People with autism have trouble remembering the sequence. If the child can read, write instructions down on a piece of paper. An agenda or chart of daily events and occurrences within the day preferably in the form of images that can be up on a bulletin board is an excellent idea. If the child can read a written list can often help. If he can not read yet, use pictures.

What not to teach your child
A typical child can easily pick up two or more languages before the age of six years. However, I would never suggest you try teach a child with autism more than one language. Even though other topics such as mathematics, science, etc. are important, stay focused on your child's speech and language. There is not much use forcing the issue with other subjects, if your child's language skills can not keep up.
The second thing is religious studies. Concepts such as God, hell, devil, Heavens and the like can be very confusing and even frightening concepts to a child with autism. I personally would leave that to a much later stage in child development. There are many more things you can teach your child in the meantime.

Singing
Encourage your child to participate in the school choir or take singing lessons. Kids with autism often speaks in monotone. Singing will help to develop the area in your child's voice.

Mathematics

Setting up math situations to real life is far more stimulating than just written amount on paper, so be inventive and use real property, money, prices in the supermarket etc.

Always insist on an answer
When your child begins to respond to you in any way, be it verbal, with a picture, symbol or other, always, always, always insist on an answer to anything you ask him. It is much easier to do the opposite, but if you do, he will soon learn he is able to get away with no answer, and his communication will suffer.

Stress
At some point it may be necessary to do some stress management work with your child. These exercises should happen when the baby is quiet, working towards using these techniques when he is stressed out.

Building social skills
A child with autism must learn to behave appropriately in public and to build social skills. We market these software titles that teach good behavior in different contexts:

My Community CD teaches children and young people appropriate social behaviors, interactions, expectations and security with different peers and adults within their communities. This CD contains video of real people interacting in different community settings such as a restaurant, doctor's office, friend's house, grocery, and neighborhood and allows the user to predict what should be appropriately said or done next. This multi-level program targets individuals with a cognitive age of 5-15 years. This program is both Macintosh (OSX and above) and IBM PC compatible.

School Rules Volume 1 teaches acceptable behavior during structured activities related to the classroom, group work, and physical education along with unstructured times of hallway interaction and lockers. This volume also targets the sensitive issues of PE locker room and personal hygiene. Target Cognitive Ages 8-18.

School Rules Volume 2 teaches social interpretation skills during unstructured times where social rules are most challenging. This CD uses scenarios such as getting lunch, says queued, eating, talking to friends, or "just hanging out" to demonstrate social awareness. Moreover, this volume addresses time management, organizational skills and the use of schedules at school. Target Cognitive Ages 8-18. These programs are both Macintosh (OSX and above) and IBM PC compatible.

Kindergarten Playtime Volume 1 & 2 teach the young child basic peer interactions and play skills, which in turn, sharing, requesting, cooperating and shifting activities through real-life social situations like a day in the park, in preschool or going to a play date.

This program includes 5 complexity levels and numerous videos to target a wide range of abilities. All levels include a fun and motivating social game of Duck, Duck Goose, Ring Around the Rosie, and Hide and Seek which is incorporated as the user plays computer program. This program targets people with cognitive age of 3-7 years and includes an easy to use lesson plan to customize the video sequences shown for each pupil.

Listen to your child
When your child is verbal you must prove what he knows and understands. Listen to your child and to document every new word you think he knows or should know. I started with just a handful of words on an Excel spreadsheet. Storage this document for my child was extremely valuable, as I mourned he knew and understood the words. The list grew to over one thousand words in less than 12 months. I also introduced new frequently used words in the list and used pictures to make sure that he knew what they meant. By failing to keep a living document, you risk losing your child to words and ultimately have a very limited vocabulary.

See your child

If you're one of those lucky parents who have a "scribbler" for a child, ie a child who loves to scribble text and images so a) make sure he has plenty of blank paper and writing materials at hand. b) Look at what he's scribble. Chances are no text he scribbles the text he has seen before and perhaps understand. You must check these words in his word bank. If not, enter them in. It is obviously important to see how a child interacts with others and how they interact with him. If there is very little interaction, it may be time to find new friends for him. Friends make an effort to involve him in play, their weight worth of gold. I sometimes indulged in a little bribery with my son's friends for example. play this game and we'll go to McDonald's later. It is true your child has need amplification, but his friends may need a little while

About the Author

Vince DSouza

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