DAY TWO
AUTISM ~ How do we learn about, understand, and face autism? How can we become ‘empowered’?
Most parents are only seeking to allow changes in their child which will help them have more acceptable behaviors. A child who won’t find themselves separated from society. A child who won’t act in such an antisocial way as to be avoided fulfilling ‘life’ opportunities. A child who will become less dependent on others.
Parents ask –
To help us answer these, here are some excerpts from my website’s Extended Reviews; or, FREE ASD Book on autism: Know Autism – Know Your Child: with < My Thoughts > by Sara Luker. –
AUTISM ~ How do we learn about, understand, and face autism? How can we become ‘empowered’?
Most parents are only seeking to allow changes in their child which will help them have more acceptable behaviors. A child who won’t find themselves separated from society. A child who won’t act in such an antisocial way as to be avoided fulfilling ‘life’ opportunities. A child who will become less dependent on others.
Parents ask –
- How will I know if it’s really autism?
- Why is it absolutely autism?
- What autistic behavior is most concerning?
- When is it sensory autism behavior?
- Who is your autistic child?
- Where are the autism resources?
- Which autism interventions will help us?
To help us answer these, here are some excerpts from my website’s Extended Reviews; or, FREE ASD Book on autism: Know Autism – Know Your Child: with < My Thoughts > by Sara Luker. –
- How will I know if it’s really autism?
Excerpts from – A Child’s Journey Out of Autism: One Family’s Story of Living in Hope & Finding a Cure by Leeann Whiffin, eBook 2009 Edition.
8% Thomas the Tank Engine has taken over my young son Clay’s mind. But he is especially fanatical about James, the red engine. He has several Thomas movies we rotate…I feel a pang of guilt each time I let him watch one, but sometimes it’s the only way I can get anything done. I think it’s probably just a phase.
9% Mom turns and watches Clay. “Leeann, he doesn’t seem to even notice we’re here.” I swallow. My throat sticks. I swallow again. I know he’s different.
17% That evening, I go to bed unable to sleep, I go back downstairs. I force myself to look at the “Signs & Symptoms” checklist.
Inappropriate laughing and giggling. CHECK!- No real fear of danger . CHECK!
- Apparent insensitivity to pain. CHECK!
- May not want cuddling or act cuddly. CHECK!
- Little or no eye contact. CHECK!
- Difficulty expressing needs. CHECK!
- Not responsive to verbal cues. CHECK!
- Sustains odd play. CHECK! CHECK! CHECK!
- Inappropriate attachment to objects. CHECK!
- Insistence on sameness; resists change in routine. CHECK!
My eyes filled with tears as I looked at this description of my son on the computer.
- Why is it absolutely autism?
Autism identification is made when a qualified clinician makes a diagnosis which meets the standards as defined in the latest Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition, DSM-5 (2013).
Excerpts from – my FREE ASD Book on website –
UNIT 2 – CHAPTER 1 – Diagnosis & DSM-5
DSM-5 Diagnostic Criteria – Retrieved online from – Interagency Autism Coordinating Committee; United States Department of Health & Human Services; aka IACC; include specifying in the diagnostic criteria –
- Autism Spectrum Disorder
- Social (Pragmatic) Communication Disorder
- Severity Levels for Autism Spectrum Disorder
Developmental milestones, for the above, also including developmental ‘regression’ which is considered important to diagnose, during or beyond the 18-month well-baby visit.
‘Severity specifiers’ are given in the DSM diagnosis for social communication impairments (Criterion A), and restricted repetitive patterns of behavior (Criterion B). Severity for both Criterion A and B are listed at three different levels:
• Level 1 – requiring support
• Level 2 – requiring substantial support
• Level 3 – requiring very substantial support
The Centers for Disease Control & Prevention (CDC) declares that “developmental screening for autism can be completed by a number of professionals in health care community, and school settings; depending on the child’s age.
Reference: Centers for Disease Control and Prevention (.gov) https://www.cdc.gov
Excerpts from – Autism: Why I Love Kids with Autism by Doris Duan-Young, eBook 2014.
27% Debi didn’t say much. She was what some people may describe as a “high functioning” autistic child.
But she still had problems that she needed to overcome. Serious problems.
Serious problems may occur when the child with ASD is transitioning from one activity, location to another, or across settings. The main goal is to defuse and deescalate these dangerous behaviors for the safety of the child and the caregiver.
Matson & Rivet (2007) discuss the seriously challenging behaviors which impede learning and compromise the child or adult living and learning in more independent settings; such as family or group homes and public schools. They describe the challenging behaviors as ‘self-injurious behavior’, ‘aggression & destruction’, as well as ‘seriously disruptive behaviors’.
Self-injurious behavior – Harming self by poking, hitting, pinching, hair pulling, scratching and other behaviors.
Aggression and destruction – Kicking and throwing things, severely banging, hitting and yelling at others.
Seriously disruptive behaviors – Defecating, urinating and removal of clothing in public, running away from caregiver, repeated inappropriate vocalizations and body movements.
27% There were times she’d become frustrated, even violent. Most of the time her outbursts would be directed towards inanimate objects, like her bedroom furniture. Debi was above average in size and strength. It didn’t take much effort for her to destroy a piece of furniture.
Reference: Matson & Rivet (2007). Social-skills treatments for children with autism spectrum. Retrieved online from – National Institutes of Health (NIH) (.gov) https://pubmed.ncbi.nlm.nih.gov › ...
- What autistic behavior is most concerning?
Excerpts from – Autism: Why I Love Kids with Autism by Doris Duan-Young, eBook 2014.
27% Debi didn’t say much. She was what some people may describe as a “high functioning” autistic child.
But she still had problems that she needed to overcome. Serious problems.
Serious problems may occur when the child with ASD is transitioning from one activity, location to another, or across settings. The main goal is to defuse and deescalate these dangerous behaviors for the safety of the child and the caregiver.
Matson & Rivet (2007) discuss the seriously challenging behaviors which impede learning and compromise the child or adult living and learning in more independent settings; such as family or group homes and public schools. They describe the challenging behaviors as ‘self-injurious behavior’, ‘aggression & destruction’, as well as ‘seriously disruptive behaviors’.
Self-injurious behavior – Harming self by poking, hitting, pinching, hair pulling, scratching and other behaviors.
Aggression and destruction – Kicking and throwing things, severely banging, hitting and yelling at others.
Seriously disruptive behaviors – Defecating, urinating and removal of clothing in public, running away from caregiver, repeated inappropriate vocalizations and body movements.
27% There were times she’d become frustrated, even violent. Most of the time her outbursts would be directed towards inanimate objects, like her bedroom furniture. Debi was above average in size and strength. It didn’t take much effort for her to destroy a piece of furniture.
Reference: Matson & Rivet (2007). Social-skills treatments for children with autism spectrum. Retrieved online from – National Institutes of Health (NIH) (.gov) https://pubmed.ncbi.nlm.nih.gov › ...
Bogdashina & Casanova (2016) relate that “the May 2013 fifth edition of the DSM-5 contained helpful changes in the diagnostic criteria of ASD, including the introduction of ‘sensory symptoms’, for example, hyper-reactivity or hypo-reactivity to sensory input. Hyper-reactivity is described as an unusual interest in sensory environment; excessive smelling or touching objects; and fascination with lights or spinning objects. Hypo-reactivity is the apparent indifference to pain/heat/cold; adverse response to specific sounds or textures.
Reference:
Bogdashina & Casanova (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Second Edition: Different Sensory Experiences - Different Perceptual Worlds. Jessica Kingsley Publishers.
Excerpts from – Twirling Naked in the Streets and No One Noticed: Growing Up with Autism by Jeannie Davide-Rivera, eBooks 2013 Edition.
Davide-Rivera (2015), herself diagnosed with Asperger’s, explains that adults with autism experiencing sensory disorders may display (under) hypo-responsive sensory seeking behaviors in some areas, while at the same time exhibiting (over) hyper-sensitivities in other sensory areas. Their environment needs to be adjusted in order to make them comfortable and less reactive.
Excerpts from – Twirling Naked in the Streets and No One Noticed: Growing Up with Autism by Jeannie Davide-Rivera, eBooks 2013 Edition.
Davide-Rivera (2015), herself diagnosed with Asperger’s, explains that adults with autism experiencing sensory disorders may display (under) hypo-responsive sensory seeking behaviors in some areas, while at the same time exhibiting (over) hyper-sensitivities in other sensory areas. Their environment needs to be adjusted in order to make them comfortable and less reactive.
Excerpts from – my FREE ASD Book on website –
UNIT 4 – When Is It Sensory?
INTRODUCTION
Chapter 1 – Sensory Issues
PART 1.
a. Sensory Defensiveness
b. Sensory Avoidance
Chapter 2 – Sensory Categories
PART 1. HYPO-ACTIVITY
PART 2. HYPER-ACTIVITY
PART 3. SIRS (Sensory Interests,
Repetitions, & Seeking behaviors)
a. Sensory Interests
a. 1. SIBs Self-Injurious Behaviors.
b. Repetitious Behavior
c. Seeking Behavior
PART 4. ENHANCED PERCEPTION
APPENDIX –
Chapter 3 – Sensory Integration
PART 1. Sensory System
PART 2. Sensory Profile
PART 3. Sensory Diet
a. Brushing Techniques
PART 4. Sensory Room
Unit 4 – REFERENCES
Unit 4 – APPENDICES
- When is it sensory autism behavior?
Bogdashina & Casanova (2016) relate that “the May 2013 fifth edition of the DSM-5 contained helpful changes in the diagnostic criteria of ASD, including the introduction of ‘sensory symptoms’, for example, hyper-reactivity or hypo-reactivity to sensory input. Hyper-reactivity is described as an unusual interest in sensory environment; excessive smelling or touching objects; and fascination with lights or spinning objects. Hypo-reactivity is the apparent indifference to pain/heat/cold; adverse response to specific sounds or textures.
Reference:
Bogdashina & Casanova (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Second Edition: Different Sensory Experiences - Different Perceptual Worlds. Jessica Kingsley Publishers.
Excerpts from – Twirling Naked in the Streets and No One Noticed: Growing Up with Autism by Jeannie Davide-Rivera, eBooks 2013 Edition.
Davide-Rivera (2015), herself diagnosed with Asperger’s, explains that adults with autism experiencing sensory disorders may display (under) hypo-responsive sensory seeking behaviors in some areas, while at the same time exhibiting (over) hyper-sensitivities in other sensory areas. Their environment needs to be adjusted in order to make them comfortable and less reactive.
Excerpts from – Twirling Naked in the Streets and No One Noticed: Growing Up with Autism by Jeannie Davide-Rivera, eBooks 2013 Edition.
Davide-Rivera (2015), herself diagnosed with Asperger’s, explains that adults with autism experiencing sensory disorders may display (under) hypo-responsive sensory seeking behaviors in some areas, while at the same time exhibiting (over) hyper-sensitivities in other sensory areas. Their environment needs to be adjusted in order to make them comfortable and less reactive.
Excerpts from – my FREE ASD Book on website –
UNIT 4 – When Is It Sensory?
INTRODUCTION
Chapter 1 – Sensory Issues
PART 1.
a. Sensory Defensiveness
b. Sensory Avoidance
Chapter 2 – Sensory Categories
PART 1. HYPO-ACTIVITY
PART 2. HYPER-ACTIVITY
PART 3. SIRS (Sensory Interests,
Repetitions, & Seeking behaviors)
a. Sensory Interests
a. 1. SIBs Self-Injurious Behaviors.
b. Repetitious Behavior
c. Seeking Behavior
PART 4. ENHANCED PERCEPTION
APPENDIX –
Chapter 3 – Sensory Integration
PART 1. Sensory System
PART 2. Sensory Profile
PART 3. Sensory Diet
a. Brushing Techniques
PART 4. Sensory Room
Unit 4 – REFERENCES
Unit 4 – APPENDICES
44% Early intervention was the beginning point for me. I never appreciated the value of early intervention until my wife explained it to me a couple of times.
45% The general rule of early intervention for children with autism is “the earlier, the better.” When in doubt, get your child diagnosed! Embark on an early intervention plan as soon as possible. This has been our motto from day one.
Early intervention is about doing a lot of homework to build awareness, then turning around and doing the work to make it come together in a meaningful and practical way.
A lot of the learning steps that I thought were so rudimentary I had to repeatedly rehearse again and again. It really is hands-on all the time, even when I did not have the energy and sometimes the patience for it.
Fathers can overcome the feeling of frustration by just stepping back go for a long drive, walk or just do something else to change the focus.
Early intervention is not an event you wait for to happen; it is a step that you have to plan around so that you can hit those critical milestones.
…mistakes are made because parents go to the first doctor, therapist, psychologist, specialist and we forget to get a second opinion to verify what we have been told. Always trust, but verify!
Essentially, early intervention is the interruption of delays in patterns of growth and development which are not consistent for the child’s age.
End of DAY TWO. Note: Excerpts from the book – (13% indicates location in the Kindle version of the book, instead of page numbers).
Please find an Extended Review of this book, with < My Thoughts >, by searching on my website MENU. Also, I have my FREE ASD Book on autism: Know Autism – Know Your Child: with < My Thoughts > by Sara Luker.
Sharing of my website and BLOG Comments welcomed.
Regards,
Sara Luker
- Which autism interventions will help us?
44% Early intervention was the beginning point for me. I never appreciated the value of early intervention until my wife explained it to me a couple of times.
45% The general rule of early intervention for children with autism is “the earlier, the better.” When in doubt, get your child diagnosed! Embark on an early intervention plan as soon as possible. This has been our motto from day one.
Early intervention is about doing a lot of homework to build awareness, then turning around and doing the work to make it come together in a meaningful and practical way.
A lot of the learning steps that I thought were so rudimentary I had to repeatedly rehearse again and again. It really is hands-on all the time, even when I did not have the energy and sometimes the patience for it.
Fathers can overcome the feeling of frustration by just stepping back go for a long drive, walk or just do something else to change the focus.
Early intervention is not an event you wait for to happen; it is a step that you have to plan around so that you can hit those critical milestones.
…mistakes are made because parents go to the first doctor, therapist, psychologist, specialist and we forget to get a second opinion to verify what we have been told. Always trust, but verify!
Essentially, early intervention is the interruption of delays in patterns of growth and development which are not consistent for the child’s age.
End of DAY TWO. Note: Excerpts from the book – (13% indicates location in the Kindle version of the book, instead of page numbers).
Please find an Extended Review of this book, with < My Thoughts >, by searching on my website MENU. Also, I have my FREE ASD Book on autism: Know Autism – Know Your Child: with < My Thoughts > by Sara Luker.
Sharing of my website and BLOG Comments welcomed.
Regards,
Sara Luker
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