Learning Aba Therapy At Home

Learning Aba Therapy At Home

Posted on

Learning Aba Therapy At Home

Autism Symptoms in Children

Autism Spectrum disorder (ASD) can appear different in different people. It's a developmental disability that affects the way people communicate, act, or socialize with others. There's no single cause for this, and symptoms can be very mild or very severe.

Some kids who are on the spectrum begin showing signs as young as a few months old. Other people appear to have normal development for the first few months or years of their lives and then they start showing symptoms. |}

However, up to half of parents of children with ASD noticed issues by the time Their child reached 12 months, and between 80% and 90% noticed problems by 2 years. Children with ASD will have symptoms during their lives, but it is possible for them to get better as they get older.

{

The autism
|} Spectrum is very wide. Some people might have quite noticeable issues, others might not. The common thread is differences in social skills, communication, and behavior compared with people that aren't on the spectrum.

While autism Is normally a life-long condition, all children and adults benefit from interventions, or remedies, that can reduce symptoms and improve skills and abilities. Although it is ideal to begin intervention when possible, the benefits of therapy can continue throughout life. {

Potential signs of autism at any age:

Avoids eye contact and prefers to be alone
Struggles with understanding other people's feelings
Remains nonverbal or has delayed language development
keywords or phrases over and over (echolalia)
Gets upset by minor changes in routine or environment
Has highly restricted interests
Performs repetitive behaviours like flapping, rocking or spinning
Has unusual and often intense reactions to sounds, smells, tastes, textures, lighting and/or colours Social Skills |}

A child with ASD has difficulty interacting with others. Problems with Social skills are a few of the most common signs. {He might want to have close relationships but not know how. |}

If your he is 8 to 10 months old. |} These may include any of the following:

He can't respond to his name by his first birthday.
Playing, sharing, or speaking with other people doesn't interest him. {
He prefers to be alone.
|}
He averts or rejects physical contact.
When he's upset, he doesn't like to be comforted.
He doesn't know emotions -- his own or others'.

Communication

{

About 40% of
|} Kids with autism spectrum disorders do not talk in any way, and between 25% and 30% develop some language abilities during infancy but then lose them later.

Most have Some issues with communication, including these:

Delayed speech and language abilities
Flat, robotic talking voice, or singsong voice
Echolalia (repeating the same phrase over and over)
Problems with pronouns (saying"you" instead of"I," for example)
Not using or infrequently using shared gestures (pointing or waving), rather than responding to them
Inability to stay on topic when talking or answering questions
Not recognizing sarcasm or joking {

Patterns of Behavior
|}

Children With ASD also act in ways that seem unusual or have interests that are not typical. {Examples of this can include:

Repetitive behaviors like hand-flapping, rocking, jumping, or twirling
Constant moving and"hyper" behavior
Fixations on certain activities or objects
Particular routines or rituals (and getting upset when a routine is changed, even slightly)
Extreme sensitivity to touch, light, and noise
Not taking part in"make-believe" drama or imitating others' behaviors
Fussy eating habits
Lack of coordination, clumsiness
Impulsiveness (acting without thinking)
Aggressive behavior, both with self and others
Short attention span |}{

READ  Private Autism Schools In Michigan

Spotting Signs and Symptoms
|}

The earlier Treatment for autism spectrum disorder begins, the more like it is to be effective. That's why understanding how to identify the symptoms and signs is so important.

Make an Appointment with your child's pediatrician if he doesn't meet these specific developmental milestones, or if he meets but loses them later on:

Smiles by 6 months
Imitates facial expressions or sounds by 9 months
Coos or babbles by 12 months
Gestures (points or waves) by 14 months
Speaks with single words by 16 months and uses phrases of two words or more by 24 months
Plays feign or"make-believe" by 18 months {

Social Challenges
|}

Typically developing infants are social by nature. They gaze at faces, turn toward voices, grasp a finger and even smile by two to three months of age. comparison, most children who develop autism have difficulty engaging in the give-and-take of everyday human interactions. |} By 8 to 10 months of age, many infants who go on to develop autism are showing some symptoms like failure to respond to their names, reduced interest in people and delayed babbling. By toddlerhood, many children with disabilities have difficulty playing social games, do not imitate the actions of others and prefer to play alone. might fail to seek comfort or respond to parents' displays of anger or affection in normal ways

|}

Research Suggests that children with disabilities are attached to their parents. However the way they express this attachment could be unusual. To parents, it may seem as if their child is disconnected. Both children and adults with autism also tend to have difficulty interpreting what others are feeling and thinking. Subtle social cures like a smile, wave or grimace may convey little meaning. To a person who misses these social cues, a statement such as"Come here!" May mean the same thing, irrespective of whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips. |}

Many persons With disabilities have comparable difficulty seeing things from another person's perspective. Most five year olds understand that other people have different ideas, feelings and goals than they have. A person with autism may lack such understanding. |} This, in turn, can interfere with the ability to predict or understand another person's actions. |}

It is common -- but not universal -- for those with disabilities to have difficulty regulating emotions. This can take the kind of apparently"immature" behavior such as crying or with outbursts in inappropriate conditions. It can also lead to disruptive and physically aggressive behavior. The tendency to"lose control" may be particularly pronounced in unfamiliar, overwhelming or frustrating situations. Frustration can also result in self-injurious behaviors like head banging, hair pulling or self-biting.

{

Communication Difficulties
|}

By age three, most children have passed predictable milestones on the path to learning language. Among the earliest is babbling. By the first birthday, most typically developing toddlers say a word or two, turn and look when they hear their names, point to items they want or would like to show to someone (not all cultures use pointing in this manner ). When offered something distasteful, they could make clear -- by sound or expression -- that the answer is"no."

By contrast, Young children with autism tend to be postponed in babbling and talking and learning how to use gestures. {Some infants who later develop autism coo and babble during the first few months of life before losing these communicative behaviours. |} Others experience significant language delays and do not start to talk until much later. With therapy, but most people with disabilities do learn to use spoken language and all can learn how to communicate.

READ  What Is Stem Cell Therapy For Copd

Many Nonverbal or almost nonverbal children and adults learn how to use communication systems such as images (image at left), sign language, electronic word processors or even speech-generating devices.

When Language begins to grow, the person with autism may use speech in unusual ways. Some have difficulty combining words into meaningful sentences. They may speak only single words or repeat the same phrase over and over. Some go through a stage where they repeat what they hear verbatim (echolalia).

Some mildly Affected children exhibit only slight delays in language or even create precocious language and unusually large vocabularies -- yet have trouble sustaining a conversation. Some adults and children with disabilities often continue monologues on a favorite subject, giving others small opportunity to comment. In other words, the ordinary"give and take" of dialogue proves difficult. Some children with ASD with superior language skills often talk like little professors, failing to pick up on the"kid-speak" that is common among their peers.

Another which aren't meant to be taken literally. |} By way of instance, even an adult with disabilities might interpret a sarcastic"Oh, that is just great!" As meaning it really is terrific.

Conversely, Facial expressions, movements and gestures may not match what they are saying. Some utilize a sub-par sing-song or a horizontal, robot-like voice. This can make it hard for others know what they want and need. This neglected communication, in turn, can lead to frustration and inappropriate behavior (such as crying or catching ) on the part of the person with autism. Fortunately, there are proven techniques for helping children and adults with disabilities learn better ways to express their requirements. As the person with autism learns to convey what he or she wants, challenging behaviors often subside.

{

Repetitive Behaviors
|}

Unusual Repetitive behaviors and/or a propensity to engage in a restricted range of activities are another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking, jumping and twirling, arranging and rearranging items, and repeating sounds, words, or phrases. |} Sometimes the repetitive behavior is self-stimulating, like wiggling fingers in front of the eyes.

The tendency To engage in a restricted range of activities can be understood in the way that lots of children with disabilities play with toys. Some spend hours lining up toys in a particular way instead of using them for pretend play. Similarly, some adults are obsessed with having household or other items in a predetermined order or location. {It can prove extremely upsetting if someone or something disrupts the order. |} Along these lines many children and adults with disabilities need and require extreme consistency in their environment and daily routine. {Slight changes can be extremely stressful and lead to outbursts

|}

Repetitive Behaviors can take the kind of intense preoccupations, or obsessions. These intense interests can prove all the more peculiar for their content (e.g. fans, vacuum cleaner or bathrooms ) or depth of knowledge (e.g. understanding and repeating astonishingly detailed information about Thomas the Tank Engine or astronomy). Older children and adults with disabilities may develop enormous interest in numbers, symbols, dates or mathematics topics.

{

Associated Medical Conditions
|}

Thanks to related to ASD. |} {You can research these studies here. |} study is reflected in the comprehensive care model at the heart of our Autism Treatment Network(ATN) clinics. |} To find out whether there's an ATN clinic near you, click here. For in depth information on medical conditions, please see our website's related pages:"Treatments for Associated Medical Conditions" and"What Treatments are Available for Speech, Language and Motor Impairments," in addition to the information below.

Genetic Disorders

Some Children with autism have an identifiable genetic condition which affects brain development. While further study is required, single gene disorders appear to affect 15 to 20 percent of those with ASD. Some of these syndromes have characteristic features or family histories, the existence of which might prompt your doctor to refer to a geneticist or neurologist for further testing. The results can help guide treatment, awareness of related medical issues and lifestyle planning.

READ  Autism Clinical Trials Uk

Gastrointestinal {(GI) Disorders

|}

GI distress These conditions range in severity from a tendency for chronic constipation or diarrhea to inflammatory bowel disease. Pain brought on by GI issues can prompt behavioral changes like increased self soothing (rocking, head banging, etc) or outbursts of aggression or self-injury. Conversely, appropriate treatment can improve behavior and quality of life. Please see our treatment section on"Gastrointestinal Disorders." It includes discussion of popular dietary interventions. Thanks to donor support, Autism Speaks continues to finance research into causes and treatments.

Seizure Disorders

Seizure disorders, including epilepsy, occur in as many as 39 percent of those with autism. It is more common in people with disabilities who also have intellectual impairment than those without. Someone with autism may experience more than one type of seizure. The easiest to recognize is your grand mal, or tonic-clonic, seizure. Others include"petit mal" seizures (when a person temporarily seems"absent") and subclinical seizures, which might be apparent only with electroencephalogram (EEG) testing.

Seizures Associated with autism often begin in either early childhood or adolescence. But they might occur at any moment. If you are worried that you or your child may be having seizures, it is necessary to raise the issue with your doctor for possible referral to a neurologist for further evaluation.

Sleep Dysfunction

Sleep Problems are common among children and teens with disabilities and might likewise affect many adults. For more information and helpful guidance, see our ATN Sleep Plans Tool Kit (available for free download).

Sensory {Processing Problems

|}

Many persons with autism have unusual responses to sensory input. They have difficulty processing and integrating sensory information, or stimuli, like sights, sounds smells, tastes and/or movement. They may experience apparently ordinary stimuli as painful, unpleasant or confusing. (Explore our donor-funded study on causes and treatments here.)

Some of Those with disabilities are hypersensitive to sounds or touch, a condition also known as sensory defensiveness. Others are under-responsive, or hyposensitive. An instance of hypersensitivity would be the inability to tolerate wearing clothing, being touched or being in a room with normal lighting. Hyposensitivity can include failure to react when one's name is called. Many sensory processing issues can be addressed with occupational therapy and/or sensory integration therapy. (More info on these therapies, here.)

Pica

Pica is a Tendency to eat things that are not food. Eating non-food things is a normal part of development between the ages of 18 and 24 months. However, some children and adults with autism and other developmental disabilities continue to eat things like dirt, clay, chalk or paint chips. For this reason, it is necessary to test for elevated blood levels of lead in those who persistently mouth fingers or items which may be contaminated with this common environmental toxin.

For more Resources and information, please see our Video Glossary and FAQs and special sections on Diagnosis, Learn the Signs, Treatment, Your Child's Rights, Asperger Syndrome and PDD-NOS. |} We also offer a number of resource-packed tool kits for free download (here and here). |} They comprise our 100 Day Kit for families that have a child recently diagnosed with autism.