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Autism
My son was diagnosed with autism at age 2 years and 3 months. A month later I was in one-on-one intensive therapy at home. At five, was in a regular mainstream school, totally indistinguishable from their peers.
I soon discovered that there was very little software available to teach children with autism. This document summarizes information about autism that I have acquired over the years and I used computer software to help recovery of my child.
It is important to understand that without any treatment or intervention of autism, a child with autism or PDD will absorb far less information and knowledge of the environment than a typical child. A typical child will begin to talk at 1.5 to 2 years, with little help from their parents or siblings. Then acquire around 6 new words a day and have a surprising vocabulary of 10,000 words before the age of seven. A child with autism may be verbal much later and have poor language and social skills if there is no speech and behavioral therapy. At least initially, a child with autism should have a knowledge base ie strong to be taught speech, language and age appropriate behavior.
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Start working with your child
If you suspect your child does have autism or ASD, which must begin work with him immediately. Do not waste time waiting for a formal diagnosis of autism vital. I met a mother who waited six months for a formal diagnosis of autism before starting any treatment. Imagine how much he could have taught his son at that time. You will find yourself most physicians know little about autism and merely recommend speech therapy, special education or early intervention center. The worst that 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 that any physician would header. As you work with your child and see the results, you will soon find other parents of children newly diagnosed with autism who come to you for advice. Start to work with your child now, even if that means just trying to communicate with him through the game. This time will never be in vain. Even if tests show that your child does not have an autistic disorder, have lost nothing. Trying to teach a child with autism in the table may be difficult at first, because the child may resist learning and the large amount of positive reinforcement and encouragement is vital. There are many methods of structured teaching for children with autism, such as ABA, TEACCH, PECS and Greenspan to name a few. Many parents who adopt their own strategies often very successful in teaching their children at home.
Denial
Many parents simply do not believe that your child has an autistic disorder or even seek a diagnosis. Too often, they ignore the clear signs of autism in their children and some so I hope to improve by itself. They often wait until it's too late to start working with your child. Some of the excuses I hear are: "He looks good – It's just the terrible twos, "" My son started talking at five "," Einstein had autism and started talking at nine "," It will only grow out of it "(and the list goes on …).
Autism Diagnosis
Although an early diagnosis Autism or TEA for this potentially devastating condition is critical, children with autism rarely receive a diagnosis before the age of 3 or 4 years. There is no external physical differences between autistic children and typical – in fact most children with autism are very nice. The only differences are behavioral. autistic Children generally have at least some of the following:
poor speech and language skills
Inappropriate play eg. child may continuously rotate the wheels of a toy car instead of pushing
May line up toys or other objects
Difficulty relating to others
Poor eye contact
Walking on toes
Hand flapping
Tendency to have narrowly focused and odd interests
No calling things the same way other children
Failure to show objects to others
If not geared to one's name is called
Do not play games where reciprocity is a back and forth between two people
Not to copy the movements of other engines
You can not use points to direct the attention of another person
May resist social contact such as hugging
Autism Spectrum
A child with autism can be anywhere in the broad autism spectrum. "In the upper end the child may seem almost normal and have few autistic traits. He may be the quiet in the classroom with few or no friends and a couple of habits extravagant. Not even be diagnosed with autism until much later in life. At the lower end of the spectrum of autism, the child is called low-functioning, has speech and language problems and require much more intensive autism therapy. No matter where a child is in the autism spectrum, which can and should help.
PDD NOS and autism
Pervasive developmental disorder or PDD is actually a bit of a misnomer. Many doctors would not like that undertake to make a diagnosis of autism tell parents that their child has PDD or PDD NOS when in fact the child is in autism or ASD spectrum.
Type Autism
Some children are born with autism, while others develop the condition usually in their second year. The latter is known as the late-onset autism. The child begins life normally and gradually develops symptoms of autism, losing speech and gradually showing more and more of symptoms if autism. If diagnosed and treated early with one-on-one therapy, autistic children show a marked improvement, often to the point of being called "Recovered". This is where the child with autism is indistinguishable from their peers.
Asperger's Disorder and Autism
Asperger disorder, also called Asperger syndrome is a type of pervasive developmental disorder (PDD NOS or PDD) as defined by the American Psychiatric Association. Asperger disorder is similar to high functioning autism as it affects a child's gestures and traits of socialization. A distinction between Asperger syndrome and autism is that children with Asperger's often have normal language development, although the pace, tone and emphasis are irregular. Unlike autism, the disorder Asperger's does not delay other aspects of development, a child usually has age-appropriate self-reliance and an interest in the world around them. However, as autism, children with Asperger syndrome have abnormal social interactions, facial expressions and gestures. Asperger's disorder affects males more than females 9 times. Its cause is unknown. More research is needed to confirm whether Asperger's Disorder is a condition that is genetically related to autism.
The autism and speech therapy
A common mistake is to assume that speech therapy is the solution for autism. Speech therapy certainly has its place to ask and refining child's language and vocalizations but it requires many hours a week of intensive one-on-one work to teach children with Autism compliance, new concepts, language and age appropriate behavior. A child with autism is likely to see a speech therapist for 1 or 2 hours a week. It takes a lot more work to do A child with autism ready for school and ensure that it succeeds in school once you get there. Once your child is in school, it would be appropriate to follow sessions of speech therapy. Some schools have a speech therapist who works with children at the school. More on Autism and later schools.
Language is the key
The frustration of a child with autism was once described as being in a maze where the walls are glass, trying to communicate with someone on the outside and only the ability to hit the walls. There is no doubt that a lot of frustration and tantrums can be reduced or even avoided when communication and language is to promote and develop. A typical child very early works found in their own interest to acquire the same language can not time a child with autism. He must be taught that language will get results. On this point, if your child asks for something, give it away, or at least meet your request immediately. Ignoring it will not encourage his speech.
When should I start treating a child with Autism?
If a child has autism, the clock has already started marking even before any formal diagnosis. Most increases will be made when the child is in its first years of life. Although children as young as 18 months is in therapy for autism, most are diagnosed after age 2 and start treatment even later. Whatever you do, do not leave until it's too late. Quite simply, before you start teaching a child with autism, the better.
Autism Treatment
Of all the therapies for autism in all, the ABA (Applied Behavior Analysis) has attracted the most attention. The system pioneered by Dr. Ivar Lovaas at UCLA in the sixties is a learning program that works in the systematic elimination of the features "of autism to that the child does not meet the criteria for the condition. The system is very intensive, but proved a great success in almost all cases of autism. The school system implemented behavioral analysis essentially breaks every task into subtasks and places a high emphasis on rewarding the child to function well. There is no punishment at all in the system. autism therapy begins in a very rigid structured way, but gradually takes the shape of a typical school environment. Those who know little or nothing about the ABA say it is too rigid and becomes the child in a "robot" by rote learning. This seems so at first but as the child learns to learn, which progresses to a point where I can meet with their typical peers in their learning style. Most parents who persevere in the program for two to three years with success can incorporate into their children. The results speak for themselves. The child usually starts school, attend regular classes with an aide. The assistant goes 'disappeared' and blends with the child in class. More advisers and fading later. An excellent piece of software is the "Discrete Trial Trainer" that uses the Analysis Applied Behavior principles to boost a child's language quickly. We have this product in our range of software.
How many hours?
A frequently asked question is how many hours of behavioral therapy is a child with autism need? There are many cases where a child with autism requires up to 40 hours a week, but of course, depends on the severity of the child. A program usually begins with about 15 to 20 hours a week and can act to 30 or more hours a week. Once a child with autism is in school, hours of work in the country will fall. The quality is, of course, more important that the quantity and energetic, dedicated therapists are vital to your child's progress.
Work with your child
I would strongly suggest parents begin to work with the child at least at first instead of leaving it to a therapist. Your child is your trust and understand you are trying to help. You need to have boundless energy, lively and really love to teach your child. This is not easy, experts estimate that could do this for no more than 10 to 12 hours a week. If both Parents in turn, the task is of course much easier. Later, you could introduce a therapist or two to help you not be able to maintain a high energy level for a long time. One of the advantages of doing the initial work yourself is that you will then know a good therapist when you see one and be able to eliminate those that are of little value to your child.
Choosing a therapist
The choice of a good therapist for a child with autism is not easy if you have not worked with one child. Many parents really experienced will be able to train their new therapists. Therapists can be anyone with enough energy, enthusiasm, patience and genuine love for children. All children under 18 are often too young and immature (some really scary!). Mothers with children often do not have the time and energy and often do not like to be told how to treat children as they feel they are the experts. One applicant told me how to beat her regularly own children when they misbehaved. There is no place for these people at home. A good tip is to make a short list that you feel may be appropriate and will say no be a training period of a couple of weeks during which there will be no payment. Many of them leave as working with a child with autism is very demanding and not suitable for everyone.
Special Schools
Although there are many excellent special schools at all, unfortunately, many lack funds understaffed and poorly equipped to teach children with autism. Usually, it is not enough one-on-one support for children and worst of all, the child can make behavior inappropriate for other autistic children. I think this is so heartbreaking as a child with autism can learn in the critical early years.
Incorporate schools
Your goal should be to reach your child in a mainstream school. Three years of intensive one-on-one work at home will be a long, long way towards successful integration of a child. Once a child with autism is the main agenda has won half the battle. I say this because it would be prudent to follow working with him at home too. You may have to educate the principal and staff about autism and a good idea for you or your therapist or adviser (if any) to make a short presentation. I would strongly advise being in contact with your child teachers to cope with difficulties at school. You could use this information to work with him in his house that prevents you from being left behind. Obtaining pre-school books and will cover material in school is a good idea because it could work with these at home, reading to him at night, etc. so that is not new for him at school. It is advisable to keep your house therapists and assistants from his school, they know much better that any school counselor forever. It is necessary to discuss this with the school principal before entering school. Once entering the school, you may need to start with few hours for example. 2-3 hours a day and gradually build to a full day.
Unequal skills
A child with autism often have unequal powers for example. he have areas of very strong, as the storage of images or words and reading at an early age and weak areas, such as making social contact with peers. We must first identify the areas of strength. It goes without saying that you should use these strengths to the greatest advantage. For example if the child has strong reading skills, explore this to the fullest. Many children with autism have strong visual skills. Use images to stimulate and improve language. If your child learns to read and write before he gets to school, will be one less thing to worry about and have more time to learn other skills lacking.
"My son can not talk about everything! Where do I start?"
A frantic mother of a child with autism once phoned me this question. speech teaching a child with autism is on a step by step. A child can not run before you can walk. Before attempting to actual speech, you can first teach a child to match identical images, then images are not identical that is, matching a red car with a different color. The next step is receptive language when the child is asked for the image of, for example. a cat, horse, house, etc. (see next section). If your child can reach receptive language or has already reached this stage, this is promising, as it can at least understand what you are saying and this in ultimately lead to him to express himself verbally. Do not be complacent, though, as their vocabulary may be limited. You should do what you can make sure your vocabulary is expanded as widely as possible.
Receptive language
This is where the child understands what other people are saying. It is an important step in the progress of a child with autism. However, it is not enough for the child to understand only a handful of words such as food, milk, etc. A typical bicycle child of seven can understand and use at least 10,000 words. A child with autism has to have his receptive language increased as soon and as soon as possible.
Receptive language software
The Discrete Trial Trainer is a software package that allows you to use your computer to teach your child any number of labels and sounds. What happens is you see the screen from 2 to 5 images and the child is asked about such as the speakers. "Eating Touch." Whether the child is properly click the correct image with the mouse or touchscreen, which is rewarded with a small animation. When overlooking a label, the program advances to the next label, sometimes put on the labels of master to see if the child has remembered them. This CD has been extremely successful. You can adjust the difficulty level and get a visual report of your progress. With this package can be used to teach classes such as letters, words, shapes, numbers, colors, objects, body parts, actions / verbs.
Teaching with photos
"A picture is worth more pictures a thousand words "and use is an excellent way to teach speech, language and communication. Children with autism are very visual and can be taught almost any thing with the images. Temple Grandin, the famous author of many books on autism Autism once said that she thinks in pictures. You need thousands of good pictures photo to help with the "generalization", ie if a child with autism has a single photo of a white dog and taught it is a dog, which is not easy to recognize a German shepherd or a rottweiler as a dog when he sees it. Using new and varied materials also keeps a child from getting bored and frustrated. Minimize the number of images stick or drawings used. real color photographic material is better than the images are more realistic and much easier for the child to relate to. You never may have too many pictures of his collection. Get them from anywhere you can – magazines, old books, the website, printed catalogs, including junk mail!
Printing from a CD-ROM
The falling prices of computers and color printers has created a trend away from buying printed cards to expensive software like ours TeachingPix2 CD-ROM that contains thousands of images on color photographic education that can be printed from a home PC a color printer in a small fraction of the cost. You can pay up to one dollar for each flashcard printing, printing, while from our CD-ROM running at around 1 cent per print. Another advantage of using a CD-ROM with a wide range of images is that you can select and print what you need at any time. You do not have to print all the images immediately. Images of the TeachingPix2 can have their labels on or off. You can print images in sizes ranging from 1 per page (larger) and 8 per page (smaller). This CD-ROM with over 10,000 images and print education is our most popular and is widely used to teach children around the world. The images can be used in any education system as the ABA and PECS including work with matching, receptive language and expressive language.
Printers
Modern color printers are not only much cheaper than they were a few years ago, can also photo-quality prints in common (photocopy) paper and not require special expensive paper. If you print thousands of photos to use as cards, you do not want, you can print on special paper. You need to be able to print photo-quality images for regular photocopy paper. If you already have a printer that needs a special paper to print thousands of photos, may be worth looking into getting a new printer. Printers Inkjet new products high quality text and images in black and white or color. Many inkjet or BubbleJet printers today can print images photographic and laser-quality text that is close enough to the quality of more expensive laser printers. I personally use a Canon inkjet although there 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 way, may be worthy of printing in this mode, as the tracks will not only be faster but also cheaper, since they use less ink.
Laminate your pictures
Laminate your pictures will give a much longer life long. If you are going to laminate a lot of pictures, a good idea is to buy first, a good mill. If you are going to add more than one photo by rolling bag insert your pictures cut out of the plastic sheet with a space between each image to cut around later. After running the bag through machine, cut between the cards. Do not forget to round off the sharp corners that could easily hit someone. The rolling stock that we recommend are 120 microns or (more resistant) 150 microns thick. A good idea is to insert 4 photos clipped from letter-size (or A4) laminated bag. The bags can be purchased in packs of hundred.
Using your own pictures
It is always a good idea to include your own photos taken from the child's environment, family, familiar places, times, school, classroom, classmates, etc. that taught children. Using a conventional camera (film) is good, but having many hundreds of images is not only expensive, but it is not easy to resize photos, add tags to easily include images or other electronic documents you may want to create. The advent of digital camera lets you take an unlimited number of images you can download onto your computer. A Once the images are downloaded, the camera will reset and you can take the next batch. A great feature of the CD-ROM is also TeachingPix2 can see, resize and print your own digital camera images for use as cards.
Organisation cards
It is important to organize your cards or you will waste vital time looking for them when needed. My suggestion for the size of cards to be used for teaching purposes is to maintain a level of 4 per letter size (or A4) page – much bigger and you will be hard to iron out the photos. A good idea is to obtain a set of (preferably long) card file cabinets cards in different categories, for example. animals, activities, food, vehicles, plants, etc. The cabinets we recommend are about 16 inches (42cm) long and can accommodate every one at least 200 plastic card. Take a photo of the laminated card with you to size when searching furniture. A good place to find cabinets is an office furniture and used equipment store. I can use a cabinet drawer in each category. You can cut cards with chips name to stand out above the cards for example, to subdivide the category. for animals – cat, dog, chicken, etc.
Rotation his material
Once a noun, a verb or concept has been mastered by your child, you should turn that is, the material not used the same picture over and over time as this can be very frustrating for a child with autism (another good reason to keep a large collection of images). A good idea to ensure your images rotate is "selected from the front and go backwards", ie if you have 8 pictures of a cat, then choose the from the front of the unit and when finished with it, return it to the back of the device. In this way images are used uniformly.
Using sound
Many children with autism have difficulty processing sound or distinguish the sound of a normal conversation. Therefore, they often appear deaf though they have a normal hearing. Typical children are able to "filter out background noise from useful information hearing. Children with autism often attempt block this barrage of sound and retreat into their own world. In many cases, carry out its ears. In some cases, it will rock back and forth in an attempt to block the sensory overload. Aa is important to teach these children to identify sounds. This goes a long way to solve the noise of auditory information useful as directed by a teacher, a parent's voice, traffic, a barking dog sounds etc. Some can teach your child to identify are:
Plane Ambulance, mourn Baby, Bagpipes, bathroom tap, Bee, Bell, bicycle bell, blowing the nose, brushing teeth, guns, Caterpillar, Chick, Chicken, children playing, snacks, church bell, Clapping, the clock ticking, cough, cow, Cricket, Crow, Cry Baby, infant crying, dishes, drill the dentist, dogs, dolphins, Puppy, Drill, Drum, Duck, rubber duck, biting the apple, elephant trumpet, fan, fire, fire alarm, truck fire, fireworks, toilet flushing, Flute, Food blender, frog, goat, geese, shooting, guitar, hair dryer, hammering nails, Harp, helicopter, horse neighing, galloping horses, Jet, PC keyboard, Kiss, Kitten, knocking on the door, laughing, Lightning, Lion, Monkey, Motorcycle, Mouse, Cut the grass, the ocean, Coca Cola bottle opening, Owl, Parrot, Peacock, Piano, Pig, Pinball machine, police car, Pouring, Power drill, railroad crossing, Ridge gallo, sawing wood, scissors, gull, sea lions, sheep, Shower, sneezing, pool table, stirring the tea into the cup, Tambourine, Tap, Running, tearing paper, telephone, tractors, trains, trucks, Trumpet, Turkey, Vacuum Cleaner, Yawn One way is to use a cassette player and cards to get the child to identify and / or match the sound to the pictures A much easier option is the "SpeakingPix" software ..
The "SpeakingPix" CD-ROM (screenshot pictured above) comes with more than 2,200 images, each with a voice that sounds when clicked. You can record each voice or sound as often as you want. It includes all the sounds of the 150 mentioned above, each with a picture in the category of "Sounds" that can be taught your child to identify. This product is a valuable tool for speech therapy. You can include your own images and voices or sounds, and play the sounds by clicking the images. You can print what you see on the screen as cards. It's a fun way to learn and identify sounds and voices.
Sensory issues
Autism is a sensory disorder that affects one or more of the senses of the child:
Touch: A child with autism can be very sensitive to touch and may resist close contact, hugs etc, even from their parents.
Sound: Some sounds can be overwhelming for an autistic child. They may even have their ears to hear some voices or sounds. Some children with extreme sound sensitivity will respond better if the teacher speaks to them softly.
Taste: certain textures of food might be unpleasant for a child with autism. Some children only eat a few selected foods.
Vision: An adult with autism said he could not bear to see the color yellow.
Smell: Some children may show a marked preference for certain, often unusual odors.
You must take this into account when setting the learning environment your child and be prepared to make any adjustments.
Learning environment
A child with autism should begin work in a quiet environment without distractions. However, the real world is not sterile. A classroom of children can be very noisy. This should introduce little little "noise" in the education environment for your child. One way is to start with the doors and windows closed for a period of time, is opening doors and windows. You can also enter very soft music, turning the sound to very gradually over a week. If you find that your child can not concentrate, reduce noise levels and start slowly.
Work Table
Work and focus on the table for a child with autism be easy, especially at first. Keep sessions short to begin with. It is always tempting to keep going when the child is doing well. But this will counterproductive if they keep the child working in a hole for too long. You'll know this when the child does not want to start the next financial year as it to show a lot of protest behavior. Always move slowly. Never reward a child who is working with more work. If you feel you have done particularly well in a drill, to be a short break to do whatever he wants. Soon it will make the connection between good work and awards. There may be times when you let it go for a break only to come to the table without protest.
Finishing on a positive note
When you begin a series of exercises with your child you should always end on a positive note. If you complete an exercise when the child has a tantrum, this simply tells you finish your work with a tantrum. A tantrum may mean that the drill is too long, too difficult or easily frustrated or bored. There may be occasions when the child just does not complete a drill. If this happens, he did something much easier to finish, for example. "Clap your hands (it clap)" Alright, good boy, you're going. " This principle applies to all aspects of the child's daily routine and activities. For example, if the tantrums of brushing the teeth and let out of the bath, while he is yelling, soon learns that the best way out of brushing is to launch a tantrum. The only way is to ignore the tantrum (can be very difficult) and continue with the task in question or at least until the tantrum has subsided. Let it go ahead, will teach you receive a reward for good behavior or to finish the job.
Organize
You should set aside a space to do their job and keep equipment such as toys, books, paintings, cards, videos, etc soon accumulate a large volume of items that should be available when needed. A good set of shelves to hold books, video tapes and a lot of good-sized stackable drawers for their cards, pictures and toys is a good idea. If your child has overcome his toys, store them in the garage. Some toys that have lost their reinforcement value could be brought back at a later stage. For a child with autism, appropriate toys to play with is always a plus. Do not hold back to get new toys. Join a toy library is a good idea to save money. Another idea is to create networks with other parents and sharing toys with them.
Sight-reading
Reading is, of course, a vital skill without which a child can not go very far in school or society. A common mistake is to teach reading using only words, without pictures or any other means. The child could learn to sight-read by memorizing the sequence of notes but can not understand much of what you are reading. A better approach is to start from images with the text below. Then the child will associate words with images. Do not teach your child to read words that do not know the meaning of. The CD-ROM TeachingPix2 mentioned above, is a source of images that can be printed with or without tags to teach sight reading.
Phonics
Most educators do not use the child's visual strengths to complement this method of reading. The use of images makes the task more interesting and, of course, relevant. Again, do not teach your child to read words do not know the meaning of. You must document what your child can read. Once you are sure you know the meaning of a word, note this word as "dominated."
Reading Software
Commercialize a CD-ROM entitled CompuThera offering a seven-step gradual discrete approach for teaching reading. It is designed for children having trouble learning by observation. It is aimed at visual learners and children with traditional teaching methods Classic can not motivate. Children with Autism fit this category, so CompuThera will benefit most from them.
Targeting both receptive and expressive cognitive skills, the treatment plan is based on Articles CompuThera master to progress through the program using simple drills, eventually leading to the reading simple sentence.
The ability to read often triggers in autistic children the conceptual leap in the advancement in communication. The CD-ROM comes with full instructions and "Seven steps to reading to visual learners and children with Autism" manual therapists.
Use TV as a tool education
My son learned the alphabet from Sesame Street. She loves watching movies. I use it to advantage, enabling it to watch DVD movies with subtitles on. Undoubtedly, this has contributed to his reading. Spelling
When testing your child's spelling, not just say for example. "Cat Spell." Try to get the job saying the word you want for example. "What animal goes meow and drink milk." When you say "Cat" and says "Great, cat spell." This will help to build connections in mind that all growing children need. Be imaginative and use different clues each time.
Knowing when to pass
Once your child has mastered an exercise (either in understanding of a word, concept, spelling, reading or whatever) must happen or who is bored and frustrated and this can manifest in bad behavior. A good rule of thumb is if Gets the year the child was correct 8 times out of 10, considered mastered. Go to the next piece of material, and do the exercise twice a week dominated for two weeks once a week for a month, then every two weeks for two months and then once a month for four months. The exercise is then truly mastered. Of course, you may be running several different programs on any given day. Work with your child will teach your child challenge, but not to the point where the demands are very high. A good consultant to supervise their teaching hours are well worth considering.
What does a consultant do?
At first, a consultant will establish a baseline that is, to establish whether the child is developing and therefore develop a training program to follow day. Ideally you should consult your adviser once a week. On a weekly basis, a good consultant will work closely with your child for about two hours while look very carefully – have to do the same job for the following week. After working with the child, the counselor will talk to parents and decide on the work be done in the following week. With our son, we kept a spreadsheet document live the work we did during the week. When the consultant came in, she could look at the printout and see at a glance how they have fared over the week. At the end of the meeting, which will amend the Statement should include all new software. A counselor will let you know what programs to initiate, continue and drop.
Recording Method
With several years different in the picture of your child, you must have some kind of recording system. Keep a record of drills and progress a child is very important. If this is not done, runs the risk of not recall what the child has learned. You frustrate the child by using repetitive materials and worst of all, you can download material from a drill before they have mastered. A simple but very effective way is to register the child's progress in a spreadsheet like Excel. Keep a record of images, words, etc. are mastered, current and next, provides an easy way of rotation of the material so that the child does not get bored with the themes dominated, keep it focused on Current material and allows time to work on the development of new themes and ideas that can be added to the list. The complete program can be seen in a single file with each program on a different sheet within the file.
Most common words
Webster has completed more than 460,000 words. However, about 75% of all words used in schoolbooks, library books, newspapers and magazines are Based on Dolch sight vocabulary of only 220 words, these words are: one on, after, once again, everything, always, am, an, and there are, in everything, like, ask, at, ate, away, be, because, been, before, better, better, big, black, blue, both, bring, brown, but, buy, go, wine can carry, clean, cold, come, could, court, did, do, do, do, down, draw, drink, eat, eight, all falling now faster, we find first, five, fly, for, found, and four, full, funny, gave, get, give, go, go, go, well, I have green, grow, have, have, have, it, help her, here, he, his, hold, hot, it hurts, I, if, in, ie, cases, jump, just keep, kind, know, laugh, and much light, how, little, live, long, look, made, make, can many, I, much more, must, I, myself, ever, again, no, no, now, outside, man, at once, one, only to pedestrians, or, our, out, above, possess, take, play, please, pretty, pull, put, running, reading, red, ride, right, round, run, said he saw, for example, see, seven, she, show, sing, sit, six, sleep, so small, some, a little, start, stop, take, tell, ten, thanks to the, of the cases, they, then, there, these, which I believe this, these countries three, to, today, and also try two, short, tall, about, us, use, very, walking, want, warm, was, wash, well, was, were, what, when, where, who, white, who, why, will, desire, with, work, would, writing, yellow, yes, you, your.
And these words by hand and teach them to your child as soon as possible. Have images present on your wall or bulletin board with the labels below of them. When the child begins to read, this list should be kept on hand. Some concepts such as "believes" and "desire" would come after simple items such as "jump" and "drink" but hey, Rome was not built in a day! An excellent source of words is the ladybird book series called "Reading Plan Keywords" which is a set of storybooks for young children is very cleverly organized to include the 1200 most used words in the English language. These well-illustrated books gradually the child's language.
Hitting a brick wall
Some educators be told that ultimately, that is, come to a brick wall will not be able to go beyond a certain point in teaching an autistic child. Do not believe this. We were told that our son would not be able to read beyond the standard of 200 words. At 6 and over can read and understand more than 1,000 words and over 400 spells increasing their vocabulary with each day. When you reach a brick wall, do not break the head against him. Find a way around it! Also, do not believe everything the doctors tell you. You will find out for yourself what are the strengths and weaknesses of your child while you work with him.
Using the computer as a teaching tool
Children with autism are usually very strong visual learners and can benefit greatly from a personal computer. However, there are a lot more money and more valued-software out there with very little reinforcement and limited educational value. The best software allows edit the information and enter into new materials and reinforcements. The reinforcement is vital (and a serious lack of training in most software packages) to maintain the child's interest and participation. The software also must be easy to use – easy for a parent of operating and editing and, of course, if the child is to run software should be easy for him to do. Our son is nearly 150 CD-ROM in your software collection. I'm always looking for new software that interest you.
Dietary intervention
At least 50% of children with autism respond to dietary intervention. The main culprits are casein (found in dairy products) and gluten (found in wheat, barley, rye and oats). Many research findings suggest that incomplete digestion of gluten and / or casein enters the bloodstream and wreak havoc in the child's system, affecting brain function and learning processes. Many parents notice that foods without gluten and casein your kids lazy, slow and spacing. Others say that these foods trigger episodes of extreme aggression or self-harm.
Vitamin E
Recent studies show that vitamin E reduces oxidative stress and may be able to protect against chemical damage that can cause autism. Excellent natural sources of vitamin E are raw sunflower seeds, almonds, olives, papaya, turnips and spinach.
Drugs
There is still no drug to cure the core symptoms of autism, but some can alleviate behavioral problems. antidepressants such as Prozac can reduce repetitive behaviors. stimulants like Ritalin may decrease hyperactivity. anti-psychotic drugs can decrease aggression and hyperactivity. Beware of side effects, however. Recent studies have shown children on Ritalin could suffer side effects hair loss to attacks heart. Risperdal is used to treat irritability associated with autistic disorder, including temper tantrums, deliberate self-injury and aggression in children and adolescents 5 and 16. 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, been used to treat schizophrenia and bipolar disorder in adults. The anti-psychotic medication is not a cure for autism, nor treat the condition itself, but may provide relief for some children.
No substitute
Regardless of whether you use diet intervention, enzymes, drugs or other medications, none of these is a substitute that is, early intervention instruction should continue to teach your child, using this window of opportunity to their best advantage. no other single intervention has proven successful.
Physical Exercise
The children benefit from exercise. Children with autism have shown remarkable improvement with vigorous exercise, especially with concentration and alertness. Daily Life Therapy developed by the late Dr. Kiyo Kitahara of Tokyo, Japan places a strong emphasis on systematic education through group dynamics, the mix of academics and technology, art, music and physical education vigorously. The Boston Higashi center offers in Daily Life Therapy. 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 in a healthy body there. You have to improvise to teach your child to play and exercise. For example, if you think your child is not ready for badminton, try to get to hit a ball in play instead of a wheel. This is an excellent way to help coordinate of a child and may be a precursor to badminton or tennis.
Hearing Information
It was believed that children with autism can not receive and / or process auditory information. This was because many of the children were deaf. It has been shown only relatively recently that the opposite is actually the case. Typical children can filter out background noise and selectively listen to the speech and the corresponding sound. Children with autism is not easy to filter out noise background. So talk to someone who may also be the sound of a car driving past. Understandably, the vast amount of auditory stimuli can easily overloading a child with autism. In some cases, the child with intent to block the stimulus by holding his ears and rocking back and forth. The best way to calm down a child with autism is to lower the noise and other stimuli levels right down. flashing bright colors could also be very upsetting to him. As mentioned previously, autism is a sensory malfunction and the five senses could cause problems in a child with the disease.
Sleep
Getting enough sleep is very important to a child with autism as the burden of encouraging him during the day will be much higher in a typical child.
Stims
Stimulants behavioral or stims "when the child is going to do something repetitive like hitting hands or running here and there. Stimulation is often a survival mechanism for the child when under stress or when needed for example for relax. when he gets home from school. A little Stimming be tolerated by parents. How else interested in what is the ideal way to avoid this behavior.
Echolalia
This is when the child repeated (often repetitive) what he hears without understanding what he is saying. Although this is not the best performance, the child can at least vocalize words and can be taught speech and language. You can use this to the greatest advantage of taking the child to express a variety of words that will come into use in subsequent years. Better yet, show him a picture of what you are saying before saying it.
Stimulation verbal
The child may stutter repeatedly over a number of things such as your favorite TV show or film experts. Many will say to stop all your child's babbling. I disagree completely with this for the simple reason that even typical children stutter as a precursor to the general discourse about 1.5 years of age. Children with autism start the evening and begin at that time by babbling. All you need do is set up with him when this is okay ( example, when at home) and when not to say in public.
He needs to be taught the knowledge of others' reactions to verbal stimulation. You need to work with him doing this peaceful or non-verbal. Actually you can expand on what is Stimming through conversation, drawing and role playing in an attempt a stimulus to make this learning process.
The adrenaline running
All children need a break from work. Consider this excerpt from the Women's Weekly: "Short, intense emotion can actually make them more resilient and able to cope better with stress and prolonged stress. Having a day off work and organize to spend doing something I always wanted to do – but that is a challenge that makes you a little nervous, something that expands the limits! Book a flight in a hot air balloon, go on a roller coaster or a parachute jump, or plan a day at the races with friends. Learn to rally-drive, or go on a trip to sea where you can see whales and dolphins. Take time to do something new, exciting and a little fear can trigger the biological response of fight or flight, flooding the body with stress hormones. But once the ride or jump is more, the hormonal changes are rapidly reversed and anxiety are replaced by euphoria. University Research Nebraska supports this idea, showing that the 'peak' that receives intermittent physiological arousal resulting in a stress response in the short term can be as effective in the battle against stress and repeat. "The same would apply to all children, so they have their adrenaline rush and avoid prolonged work at home or at school.
Pause
Like all of us, your child will need a complete break from work every few months. Some parents have reported a surge in speech when they have taken their child out of town or on vacation. Resuming work with him, you can need to start slowly and build on more than a week or two.
Toilet training
I mothers often call and ask about sphincter control. Service in the formation of typical children begins around 2 to 3 years. When you feel your child is ready, you need to remove the diaper and allow you to feel the discomfort of dirt in your pants for a while before he changed. You have to start it to pass urine. To start serious training, you need to set aside a weekend. You need a timer rings or a tone, a portable toilet that can sit and a lot of reinforcements for example. pieces of candy, chocolate or some other rewards. Do this exercise in the room or area to play in. Give plenty of fluids to drink – juice, water, lemonade, etc. Set the timer goes off every 15 minutes and each time it is turned off, sit on the toilet for about a minute. Do not push to do something. If you spend even a little urine, reward immediately associated with reward him do the job. Allow access to portable bath until ready to use the regular WC.
Encourage independence
A child with autism should be encouraged to do things for himself. A system called chaining reverse may be useful in this case for which a task can be divided into steps. A simple example is to pull the pants. Start by pulling up his pants for him until they are almost and he did the rest. Do this for several days until you get the hang of it. Then try to get that start between the knees and hips. Before you know it, he will do it from the ankles up. Although this is a long time and many parents simply dressed children themselves, the effort which means having to reverse chaining encourage the child to be independent and have more self-esteem. When your language skills improve, get him want to order something in a place like McDonalds while you look from a distance. Choose a quiet time initially when he does not have to queue as it is a feat in itself. Another vital area that must be a child with autism are taught early on is security in your environment.
Safety Awareness and autism
The Safety should be encouraged from an early age. Crossing the road is difficult for any young child would have to hold the child's hand always near traffic. However, instilling the basic concept of traffic can begin very early. What I did with my own son was to hold his hand and ask him to tell me when you can cross safely, simply asking "Is it safe?" I had the idea when I saw him eager to cross the street to his favorite video library. Soon developed I had to look both ways for traffic before answering "yes" or "no." Within a week, he understood the concept completely. education 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, should be taught in many different places. If you teach in one place, the child will think that the rule only applies to a specific place.
Do not miss the opportunity to teach your child. One parent reported that they had great success with your child when he was out playing on the trampoline or swing. She will recite nursery rhymes songs here with much more successful than when inside the table.
Studies have shown that the oscillations are the leading cause of injury to children in the playground. Very young children with autism are particularly at risk as they will be more aware of the danger. After a couple of false alarms, I had the idea to hang a boxing bag in one of the doors of our house. Children are allowed to hit, kick and push the bag that hung a few inches of soil. In very short time, became aware that they had to stay out of the way of a heavy pendulum mass.
For your child to interact with computer
A computer is a valuable teaching tool for your child. Most children with autism are naturally attracted to the sights and sounds of a computer. Children as young as 12 months or younger are able to sit in the laps of their parents and interact with a computer at home. Very few children under three will be able to handle a mouse. Do not waste valuable time waiting for this to happen. A child will be able to use a screen touch long before I can use the mouse. Touch screens allow a child to navigate around a program by touching the screen directly instead of co-relating to hand movements to the mouse cursor (a feat difficult for some adults!).
Touch-screens
There are two types of touch screens:
a) when the screen is touch-sensitive monitor (expensive)
b) extension of the touch screen, shown below, that can be placed over your monitor (cheaper alternative). The add-on will come with some software and an adapter to connect the mouse input. Get that allows the use of your mouse, so your child can use the mouse when ready. Leave the mouse on the keyboard. His son finally start using the mouse and then you can rule out the touch screen add-on.
Other children
A child with autism should be encouraged to play and associate with typical children their age or slightly older. Given the choice, he is encouraged to interact with more vocal, rather than shy children cartoons, quiet so the children's speech will be stimulated. Children often respond better to the comments of their peers than from their parents or therapists. Watch them play together. Those who engage in the game will be of most benefit to him. Play dates with other children is an excellent idea. Children with autism often do not like go to new places and see unfamiliar faces. Brothers and sisters are always a great advantage. Imitation and shifts, are the cornerstones of communication. From an early age, should exposed to many different environments and people as possible.
Talk with your child
If you remember only one thing from this document please remember this – The best and simplest advice for anyone who has a child with autism is to keep talking to her son, telling him what you're doing, what is happening and what will happen. Children with autism like routine and you can use this for the better. Terms of Use easy for the child to understand and, of course, speak at a speed that the child can absorb. Avoid long strings of verbal instructions. People with autism have problems remembering the sequence. If the child can read, write instructions on a piece of paper. A program or a graph of the daily happenings and events throughout the day preferably in the form of images that can be put in a bulletin board is an excellent idea. If the child can read, often a written list can help. If you can not read, you must use the images.
What not to teach your child
A typical child can easily take two or more languages before the age of six years. However, never I suggest you try to teach a child with autism more than one language. Moreover, while in other subjects like math, science etc are important, maintain a strong focus on your child's speech and language. Not much use to force the issue with other issues if your child's skills language can not keep up.
The second is studies religious. Concepts such as God, hell, devil, heaven and the like can be very confusing and even concepts of fear of a child with autism. I personally leave this task to a much later stage in the development of the child. There are many things you could teach your child during this period.
Singing
Promote your child to join the school choir or take voice lessons. Children with autism often speak in a monotone. Singing will help develop the range in the voice of his son.
Mathematics
Setting up mathematical situations to real life is much more stimulating than the sums just written a paper for imaginative and use real objects, money, prices in the supermarket, etc.
Always insist on an answer
Once the child begins to respond to you in any way, either verbally, with an image, symbol or other, always, always, always insist on an answer to all that I ask. It is much easier to do the opposite, but if you do, you will learn soon he can get away with lack of response and his communication will suffer.
Stress management
At some point you may need to make some stress management work with your child. These exercises should be done when the child is calm, working towards the use of these techniques when you are stressed.
Building Social Skills
A child with autism must be taught to behave appropriately in public and develop 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 safety precautions with their peers and adults different in community. This CD collects images of real people interacting in different community settings such as a restaurant, doctor's office, the home of a friend, shop food, and neighborhood and allows the user to predict what should be appropriately said or done next. This multi-level people for the program with a cognitive age 5-15 years. This program is a Macintosh (OS X and above) and IBM-compatible PC.
School Rules Volume 1 teaches acceptable behaviors during activities related to the structure of 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. Cognitive goal of 8-18 years.
School Rules Volume 2 teaches social interpretation skills during unstructured times where social norms are more difficult. This CD uses situations such as get food, waiting in line, eating, talking to friends, or just spend time "to demonstrate social awareness. In addition, this volume also deals with time management, organizational skills and the use of schedules at school. Cognitive goal of 8-18 years. These programs are both Macintosh (OS X and above) and IBM-compatible PC.
Preschool Playtime Volume 1 and 2 teach children peer interactions reproduction and basic skills, like taking turns, sharing, requesting, cooperation and exchange activities through social situations from real life as 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 skills. 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 the computer program. This program is designed for people with a cognitive age of 3-7 years and includes a lesson plan easy to use to customize sequences video is displayed for each student.
Listen to your child
Once your child becomes verbal must document what he knows and understands. Listen to your child and to document any new words you think he knows or should know. I started with just a handful of words in an Excel spreadsheet. Keep this document so that my son was very valuable that I made sure I knew and understood the words. The list grew to more than a thousand words in less than 12 months. It also introduced new frequency words in the list and pictures they use to ensure I knew what they meant. By not keeping a living document, you risk losing your child the words and ultimately have a very limited vocabulary.
Watch your child
If you're one of those parents lucky enough to have a hack "For a child, ie, a child who loves to scribble text and images, then a) Make sure you have plenty of paper and material Writing on hand. b) Look at what is scribbling. It is likely that any text you scribble text he has seen before and possibly understand. You must check these words are in the word bank. If not, enter them in. Of course it is important to note how it interacts with other children and how they interact with it. If there is very little interaction, it may be time to find new friends for him. Friends who make the effort to put into play are worth their weight in gold. Sometimes I gave a little bribery with friends of my son for example. play this game and we're going to McDonald's afterwards. It is true that your child needs reinforcement, but your friends may need a litt
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