April is Autism Awareness month

As Many of you know, I have a daughter with a form of Autism called Aspergers Syndrome or AS. Autism affects 1 out of every 150 children today. Of those 1 out of every 5 are girls. This has started to become an epidemic of huge proportions. Living with a child with AS is sometimes very difficult and most of the time very rewarding at the end of the day. Here is an excerpt on how to become more familiar with this Disorder. It is NOT a mental disorder, rather then it's a behavior/neurological disorder. They are NOT considered mentally retarded in itself. YES there are some Autistic children out their who are mentally impaired.. but this is a different story in itself. My daughter is currently mainstreamed in the 8th grade and now is doing great! She is forming friendships and discovering the wealth of being socially active.



Asperger's Syndrome by Mayo Clinic http://www.mayoclinic.com/health/aspergers-syndrome/ds00551

Asperger's syndrome is a developmental disorder that affects a child's ability to socialize and communicate effectively with others. Children with Asperger's syndrome typically exhibit social awkwardness and an all-absorbing interest in specific topics.

Doctors group Asperger's syndrome with other conditions that are called autistic spectrum disorders or pervasive developmental disorders. These disorders all involve problems with social skills and communication. Asperger's syndrome is generally thought to be at the milder end of this spectrum.

While there's no cure for Asperger's syndrome, if your child has the condition treatment can help him or her learn how to interact more successfully in social situations


http://www.lifelines.navy.mil/LifeLines/MilitaryLife/FamilyLife/SpecialNeedsFamilyMember/LIFE_005267



http://www.medicalnewstoday.com/articles/7601.php

Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named after a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young boys who had normal intelligence and language development, but who also exhibited autistic-like behaviors and marked deficiencies in social and communication skills.

In spite of the publication of his paper in the 1940's, it wasn't until 1994 that Asperger Syndrome was added to the DSM IV and only in the past few years has AS been recognized by professionals and parents.

Individuals with AS can exhibit a variety of characteristics and the disorder can range from mild to severe. Persons with AS show marked deficiencies in social skills, have difficulties with transitions or changes and prefer sameness.

They often have obsessive routines and may be preoccupied with a particular subject of interest. They have a great deal of difficulty reading nonverbal cues (body language) and very often the individual with AS has difficulty determining proper body space.

Often overly sensitive to sounds, tastes, smells, and sights, the person with AS may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see. It's important to remember that the person with AS perceives the world very differently.

Therefore, many behaviors that seem odd or unusual are due to those neurological differences and not the result of intentional rudeness or bad behavior, and most certainly not the result of "improper parenting".

By definition, those with AS have a normal IQ and many individuals (although not all), exhibit exceptional skill or talent in a specific area.

Because of their high degree of functionality and their naivet�, those with AS are often viewed as eccentric or odd and can easily become victims of teasing and bullying.

While language development seems, on the surface, normal, individuals with AS often have deficits in pragmatics and prosody. Vocabularies may be extraordinarily rich and some children sound like "little professors." However, persons with AS can be extremely literal and have difficulty using language in a social context.

At this time there is a great deal of debate as to exactly where AS fits. It is presently described as an autism spectrum disorder and Uta Frith, in her book AUTISM AND ASPERGER'S SYNDROME, described AS individuals as "having a dash of Autism". Some professionals feel that AS is the same as High Functioning Autism, while others feel that it is better described as a Nonverbal Learning Disability.

AS shares many of the characteristics of PDD-NOS (Pervasive Developmental Disorder; Not otherwise specified), HFA, and NLD and because it was virtually unknown until a few years ago, many individuals either received an incorrect diagnosis or remained undiagnosed. For example, it is not at all uncommon for a child who was initially diagnosed with ADD or ADHD be re-diagnosed with AS.

In addition, some individuals who were originally diagnosed with HFA or PDD-NOS are now being given the AS diagnosis and many individuals have a dual diagnosis of Asperger Syndrome and High Functioning Autism.

For your information, I've included below a copy of the DSM IV Description. In addition, I've also added a more down-to-earth description that was originally posted to the autism listserv.

-------------------------------------------------------------------------------------------------------------- Diagnostic and Statistical Manual of Mental Disorders (DSM IV) Description (p77)

A description provided by Lois Freisleben-Cook

Diagnostic Criteria For 299.80 Asperger's Disorder

A. Qualitative impairment in social interaction, as manifested by at least two of the following:

1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction

2. failure to develop peer relationships appropriate to developmental level

3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g. by a lack of showing, bringing, or pointing out objects of interest to other people)

4. lack of social or emotional reciprocity

B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

2. apparently inflexible adherence to specific, nonfunctional routines or rituals

3. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

4. persistent preoccupation with parts of objects

C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning

D. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years)

E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than social interaction), and curiosity about the environment in childhood

F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia

---------------------------------------------------------------------------------------------------------------- A More Down-to-Earth Description
by Lois Freisleben-Cook

I saw that someone posted the DSM IV criteria for Asperger's but I thought it might be good to provide a more down to earth description.

Asperger's Syndrome is a term used when a child or adult has some features of autism but may not have the full blown clinical picture. There is some disagreement about where it fits in the PDD spectrum.

A few people with Asperger's syndrome are very successful and until recently were not diagnosed with anything but were seen as brilliant, eccentric, absent minded, socially inept, and a little awkward physically.

Although the criteria state no significant delay in the development of language milestones, what you might see is a "different" way of using language.

A child may have a wonderful vocabulary and even demonstrate hyperlexia but not truly understand the nuances of language and have difficulty with language pragmatics.

Social pragmatics also tend be weak, leading the person to appear to be walking to the beat of a "different drum". Motor dyspraxia can be reflected in a tendency to be clumsy.

In social interaction, many people with Asperger's syndrome demonstrate gaze avoidance and may actually turn away at the same moment as greeting another.

The children I have known do desire interaction with others but have trouble knowing how to make it work. They are, however, able to learn social skills much like you or I would learn to play the piano.

There is a general impression that Asperger's syndrome carries with it superior intelligence and a tendency to become very interested in and preoccupied with a particular subject.

Often this preoccupation leads to a specific career at which the adult is very successful. At younger ages, one might see the child being a bit more rigid and apprehensive about changes or about adhering to routines. This can lead to a consideration of OCD but it is not the same phenomenon

Many of the weaknesses can be remediated with specific types of therapy aimed at teaching social and pragmatic skills. Anxiety leading to significant rigidity can be also treated medically. Although it is harder, adults with Asperger's can have relationships, families, happy and productive lives.

NOTE:
Lois Freisleben-Cook's description was originally a post to the bit.listserv.autism newsgroup/listserv . I thought it was an interesting explanation and included it on this site. A visitor recently pointed out that not all Asperger Syndrome children exhibit superior intelligence and felt that the post was somewhat misleading. It is my understanding that the majority of children diagnosed with AS do have at least an I.Q. in the normal range and that many children do have I.Q.'s in the superior range. It is important that you take the time to read through several explanations of AS, many of which are available on O.A.S.I.S. In addition, use the bibliographies, the libraries, and those professionals working with you to further your knowledge about Asperger Syndrome.

By Barbara L. Kirby
Founder of the OASIS Web site (www.aspergersyndrome.org)
Co-author of THE OASIS GUIDE TO ASPERGER SYNDROME (Crown, 2001)

http://www.medicalnewstoday.com/articles/143523.php

Autism is the fastest-growing developmental disability in the U.S., affecting 1 in 150 children. Every 20 minutes, a child is diagnosed with an autism spectrum disorder. Autism is more common than juvenile diabetes, childhood cancer and AIDS combined. It is one of our community's most urgent needs. With these powerful statistics as motivation, Fraser is working to raise awareness in the community. Fraser is the longest-running, largest provider of autism services in Minnesota. Fraser provides extensive diagnosis, treatment and support services for children and adults with autism spectrum disorders and their families. Fraser experts are sharing their knowledge at numerous events and conferences in the community.

http://www.medicalnewstoday.com/articles/103006.php

Control and Prevention say autism may affect as many as 1 in every 150 children, making it more common than pediatric cancer, diabetes and AIDS combined.

Classified as a severe neurodevelopmental disorder with early childhood onset, the symptoms produce significant impairments in social, communicative, cognitive and behavioral functioning. According to Steven Moldin, Ph.D., research professor of psychiatry and behavioral sciences at the Keck School of Medicine of USC, these symptoms typically last through a person¹s lifetime. Many scientists believe that both genes and environmental factors play a role in the development of autism, but to date no specific genetic or environmental risk factor has been clearly established as a cause of the condition, Moldin says.

There are no cures for autism, but pharmacological, behavioral and psychosocial interventions can change the course of the disorder, he says. Some of the current treatment options include occupational therapy, dietary restrictions, sensory integration therapy and speech therapy, with most interventions featuring highly structured educational programs aimed at improving communication and social skills.

³The earlier the intervention, the greater chance of a positive effect on long-term outcome, Moldin says.

According to Moldin, some early warning signs to look for include:

-- losing or not having speech around 18 months
-- little to no eye contact
-- loss or lack of gestures
-- repetitive speech or actions
-- unusual reactions to the way things look, feel, smell, taste or sound

Proper and comprehensive assessment is essential,² says Moldin. ³It is very important to recognize the early signs of autism and seek early intervention services.

If you suspect autism in your child, he suggests that you seek out autism experts autism and related developmental disorders medical centers, hospitals or programs across the country.

http://www.medicalnewstoday.com/info/autism/whatisautism.php

What is Autism?
Autism ribbon

Autism is known as a complex developmental disability. Experts believe that Autism presents itself during the first three years of a person's life. The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the person's communication and social interaction skills.

People with autism have issues with non-verbal communication, a wide range of social interactions, and activities that include an element of play and/or banter.

ASD stands for Autism Spectrum Disorder and can sometimes be referred to as Autistic Spectrum Disorder. In this text Autism and ASD mean the same. ASDs are any developmental disabilities that have been caused by a brain abnormality. A person with an ASD typically has difficulty with social and communication skills.

A person with ASD will typically also prefer to stick to a set of behaviors and will resist any major (and many minor) changes to daily activities. Several relatives and friends of people with ASDs have commented that if the person knows a change is coming in advance, and has time to prepare for it; the resistance to the change is either gone completely or is much lower.
Autism, a wide-spectrum disorder

Autism (or ASD) is a wide-spectrum disorder. This means that no two people with autism will have exactly the same symptoms. As well as experiencing varying combinations of symptoms, some people will have mild symptoms while others will have severe ones. Below is a list of the most commonly found characteristics identified among people with an ASD.
Social skills

The way in which a person with an ASD interacts with another individual is quite different compared to how the rest of the population behaves. If the symptoms are not severe, the person with ASD may seem socially clumsy, sometimes offensive in his/her comments, or out of synch with everyone else. If the symptoms are more severe, the person may seem not to be interested in other people at all.
Child hiding his face

It is common for relatives, friends and people who interact with someone with an ASD to comment that the ASD sufferer makes very little eye contact. However, as health care professionals, teachers and others are improving their ability to detect signs of autism at an earlier age than before, eye contact among people with autism is improving. In many cases, if the symptoms are not severe, the person can be taught that eye contact is important for most people and he/she will remember to look people in the eye.

A person with autism may often miss the cues we give each other when we want to catch somebody's attention. The person with ASD might not know that somebody is trying to talk to them. They may also be very interested in talking to a particular person or group of people, but does not have the same skills as others to become fully involved. To put it more simply, they lack the necessary playing and talking skills.
Empathy - Understanding and being aware of the feelings of others

A person with autism will find it much harder to understand the feelings of other people. His/her ability to instinctively empathize with others is much weaker than other people's. However, if they are frequently reminded of this, the ability to take other people's feelings into account improves tremendously. In some cases - as a result of frequent practice - empathy does improve, and some of it becomes natural rather than intellectual. Even so, empathy never comes as naturally for a person with autism as it does to others.

Having a conversation with a person with autism may feel very much like a one-way trip. The person with ASD might give the impression that he is talking at people, rather than with or to them. He may love a theme, and talk about it a lot. However, there will be much less exchanging of ideas, thoughts, and feelings than there might be in a conversation with a person who does not have autism.

Almost everybody on this planet prefers to talk about himself/herself more than other people; it is human nature. The person with autism will usually do so even more.
Physical contact
Hands making contact

A number of children with an ASD do not like cuddling or being touched like other children do. It is wrong to say that all children with autism are like that. Many will hug a relative - usually the mother, father, grandmother, grandfather, teacher, and or sibling(s) - and enjoy it greatly. Often it is a question of practice and anticipating that physical contact is going to happen. For example, if a child suddenly tickles another child's feet, he will most likely giggle and become excited and happy. If that child were to tickle the feet of a child with autism, without that child anticipating the contact, the result might be completely different.
Loud noises, some smells, and lights
Alarm clock - loud noise

A person with autism usually finds sudden loud noises unpleasant and quite shocking. The same can happen with some smells and sudden changes in the intensity of lighting and ambient temperature. Many believe it is not so much the actual noise, smell or light, but rather the surprise, and not being able to prepare for it - similar to the response to surprising physical contact. If the person with autism knows something is going to happen, he can cope with it much better. Even knowing that something 'might' happen, and being reminded of it, helps a lot.
Speech

The higher the severity of the autism, the more affected are a person's speaking skills. Many children with an ASD do not speak at all. People with autism will often repeat words or phrases they hear - an event called echolalia.

The speech of a person with ASD may sound much more formal and woody, compared to other people's speech. Teenagers with Asperger's Syndrome can sometimes sound like young professors. Their intonation may sound flat.
Repetitive behaviors

A person with autism likes predictability. Routine is his/her best friend. Going through the motions again and again is very much part of his/her life. To others, these repetitive behaviors may seem like bizarre rites. The repetitive behavior could be a simple hop-skip-jump from one end of the room to the other, repeated again and again for one, five, or ten minutes - or even longer. Another could be drawing the same picture again and again, page after page.
Repetitive photo

People without autism are much more adaptable to changes in procedure. A child without autism may be quite happy to first have a bath, then brush his teeth, and then put on his pajamas before going to bed - even though he usually brushes his teeth first. For a child with autism this change, bath first and then teeth, could completely put him/her out, and they may become very upset. Some people believe that helping a child with autism learn how to cope better with change is a good thing, however, forcing them to accept change like others do could adversely affect their quality of life.
Development happens differently

While a child without autism will develop in many areas at a relatively harmonious rate, this may not be the case for a child with autism. His/her cognitive skills may develop fast, while their social and language skills trail behind. On the other hand, his/her language skills may develop rapidly while their motor skills don't. They may not be able to catch a ball as well as the other children, but could have a much larger vocabulary. Nonetheless, the social skills of a person with autism will not develop at the same pace as other people's.
Learning may be unpredictable

How quickly a child with autism learns things can be unpredictable. They may learn something much faster than other children, such as how to read long words, only to forget them completely later on. They may learn how to do something the hard way before they learn how to do it the easy way.
Physical tics and stimming

It is not uncommon for people with autism to have tics. These are usually physical movements that can be jerky. Some tics can be quite complicated and can go on for a very long time. A number of people with autism are able to control when they happen, others are not. People with ASD who do have tics often say that they have to be expressed, otherwise the urge does not stop. For many, going through the tics is enjoyable, and they have a preferred spot where they do them - usually somewhere private and spacious. When parents first see these tics, especially the convoluted ones, they may experience shock and worry.
Obsessions

People with autism often have obsessions.
Myth

A person with autism feels love, happiness, sadness and pain just like everyone else. Just because some of them may not express their feelings in the same way others do, does not mean at all that they do not have feelings - THEY DO!! It is crucial that the Myth - Autistic people have no feelings - is destroyed. The myth is a result of ignorance, not some conspiracy. Therefore, it is important that you educate people who carry this myth in a helpful and informative way.

Not all people with autism have an incredible gift or savantism for numbers or music. People with autism are ordinary people... with autism.

http://www.autism.com/ari/rimland/rimlandtribuneobit.htm
Navy Psychologist dedicated his life research to autism
Bernard Rimland; psychologist 'ended the dark ages of autism'

By Jack Williams
UNION-TRIBUNE STAFF WRITER

November 22, 2006

Bernard Rimland, a psychologist whose unremitting quest for answers to autism opened a new era of treatment and hope for victims of the brain disorder, died of cancer yesterday. He was 78.

Dr. Rimland, executive director and founder of the Autism Research Institute in Kensington, died at Victoria Special Care in El Cajon, said Jean Walcher, a spokeswoman for the family.

In challenging the once-prevailing theory that the condition stemmed from a mother's subconscious rejection of her child, Dr. Rimland found that autism was a biological disorder. His evidence was outlined in his seminal book, “Infantile Autism: The Syndrome and Its Implications for a Neural Theory of Behavior,” published in 1964.

“Dr. Rimland will go down in history as the person who ended the dark ages of autism and spearheaded the fight to bring hope and help to autistic children,” said Dr. Stephen M. Edelson, his successor at the helm of the Autism Research Institute.

As the father of an autistic son, Mark, born in 1956, Dr. Rimland began to exhaustively research what at the time was a mystery to parents as well as the medical profession.

In so doing, he once noted, there is “not a shred of evidence” to support the hypothesis that indifferent parenting caused the disorder.

In 1967, while employed as a Navy psychologist, Dr. Rimland founded his nonprofit institute a block from his home to create an international source of research and information for biomedical treatments. When he retired from his Navy job in 1985, he devoted the rest of his life to autism research.

“Now I spend 80 hours a week on autism,” he told The San Diego Union-Tribune in 1998.

“He was the pioneer who changed everything about the way autism is viewed; parents and professionals owe him everything,” said Chantal Sicile-Kira, an autism author and activist who has a 17-year-old son with the disorder.

“Bernie was like a god to parents like me,” Sicile-Kira said. “He's revered all over the world for moving forward biomedical interventions through research.”

Dr. Rimland created the National Society for Autistic Children, now known as the Autism Society of America, to bring together parents of children with autism and to promote a treatment known as Applied Behavior Analysis. The latter, pioneered by psychologist Ivar Lavaas, has proved successful as the educational treatment of choice for autistic children.

The national Centers for Disease Control and Prevention estimates that as many as one in 166 Americans 21 or younger is afflicted with autism, which affects children in different ways.

The variety of symptoms include withdrawal from human contact, sensory confusion, parrotlike speech, a compulsion for sameness and a repetitive self-stimulating behavior such as tapping teeth.

Sometimes the symptoms are accompanied by extraordinary talents, as in the case of the autistic savant portrayed by Dustin Hoffman in the 1988 Academy Award-winning movie “Rain Man,” for which Dr. Rimland was a technical adviser.

In the 1990s, Dr. Rimland expanded his influence by co-founding Defeat Autism Now!, widely known as DAN!®, which brought together dozens of the world's leading researchers in diverse fields to define research goals and pursue a state-of-the-art treatment plan.

The effort spawned annual conferences on both coasts, major research projects, a treatment manual and hundreds of DAN!-trained physicians.

Dr. Rimland also reached parents and professionals as editor of a newsletter, Autism Research Review International, updating readers on treatments and research.

He was at the forefront of the controversial concept of vitamin therapy to address autism, particularly high doses of B6. More than 20 studies show that B6, typically combined with magnesium, benefits a large percentage of autistic children, according to the Autism Research Institute.

Equally controversial was his suggestion that child vaccines containing thimerosal, a preservative that is nearly 50 percent mercury, could promote autism. His suspicions grew when he discovered that symptoms of autism bear many similarities to the symptoms of mercury poisoning.

“Bernie wasn't afraid to have people say, 'Gosh, this guy's nuts; it's a crazy idea,' ” Sicile-Kira said. “He felt that if it could be validated by research it's worth trying so long as it's not going to hurt somebody.”

Dr. Rimland, a San Diegan since 1940, was born Nov. 15, 1928, in Cleveland.

In the early 1950s, he earned bachelor's and master's degrees in experimental psychology at San Diego State College. He received a doctorate in the discipline in 1954 from Pennsylvania State University.

As a research psychologist in the Navy, he designed tests to measure a recruit's aptitude for various jobs. In 1955, he became an adjunct professor in psychology at San Diego State.

When he became a first-time father in 1956, he began to seek solutions and answers to his son's behavior.

“Mark was a screaming, implacable infant who resisted being cuddled and struggled against being picked up. He also struggled against being put down,” he later wrote.

After finding no psychological basis for the disorder in his research, he devoted his free time to studying neuropsychology in an effort to understand the physiological factors. His quest led to the manuscript for “Infantile Autism,” which received the Award for Distinguished Contribution to Psychology before it was published as a book.

Once the book was published, he was inundated with letters and calls from parents.

“I will never stop until I have found the answer or die, whichever comes first,” he told The San Diego Union in 1988. “I will find the answer, and if living to be 150 is what it takes – I'll do that, too.”

In recent months, as he fought cancer that originally was diagnosed in the prostate, Dr. Rimland was forced to reduce his workload. By the end of July, he was doing what work he could from his home.

Survivors include his wife, Gloria; sons, Mark Rimland and Paul Rimland, both of San Diego; daughter, Helen Landalf of Seattle; and two grandchildren.

http://www.navy.mil/search/display.asp?story_id=34940

Ingraham Sailors Volunteer at Children's Autism Treatment Center
Story Number: NNS080214-04
Release Date: 2/14/2008 10:05:00 AM

By Mass Communication Specialist 1st Class Jonathan Kulp, Tarawa Expeditionary Strike Group Public Affairs

USS INGRAHAM, At Sea (NNS) -- Sailors from the guided-missile frigate USS Ingraham (FFG 61) reached out to children with developmental disorders during a Middle East port visit Feb. 10.

The community relations project at a children's autism treatment center provided a chance for 12 Ingraham Sailors to volunteer for a day to spend one-on-one time with autistic children.

"It feels good to help somebody I don't even know," said Seaman John Jordan, Ingraham volunteer. "This is my first time doing a community relations project and it's inspired me to volunteer more."

The community relations project began in the classroom and eventually led to the school's playground with Ingraham Sailors interacting with children using puzzles and games.

"We spent some time in the classroom, but I think the kids had the best time out in the playground," said Interior Communications Electrician Seaman Todd Lanternman, who has previously volunteered to help children in Chicago's inner city. "They're like any other kids, they just learn differently.

"This is a good experience for me and is something I probably wouldn't have had a chance to do if I wasn't in the Navy," reflected Lanternman.

The children's autism treatment center was founded in 2001 and offers schooling and therapy for autistic children, from early intervention at age 3, to pre-vocational and employment skills by age 19.

"A lot of Navy personnel come out here to help the kids," said Special Education Teacher Brian Despuez. "It really helps the kids adjust to other people and allows them to have fun at the same time. It's a good community service of the Navy."

Ingraham is part of Tarawa Expeditionary Strike Group and is currently conducting operations in the U.S. 5th Fleet area of responsibility. The flexibility and capability of U.S. and coalition forces make them well positioned to respond to any potential emergent situations.

Through operations and training with regional partners, U.S. Naval Forces Central Command/5th Fleet forces enhance existing cooperative relationships with an aim to support regional countries' struggles against violent extremism.