Please find my FREE ASD BOOK ~ Know Autism, Know Your Child; with < My Thoughts > by Sara Luker 2023, on the website MENU. Because the numbers of autism cases are growing across the globe; the research is also growing. My wish is to make a collection of this information easily available on my website
www.sarasautismsite.com. Hopefully, this will help us try to keep up with what it means to be on the ‘autism spectrum’.
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker is presented in seven Units. The book is written as a multidisciplinary approach to providing information about Autism Spectrum Disorder, and what it means to be ‘on the spectrum’. This is an anthology of current and past findings, as well as guided inquiries. These are often written in ‘prose’, giving readers the opportunity to begin their own autism researching challenge.
In addition to the ‘prose’ and < My Thoughts >, there are ‘referenced’ excerpts from peer-reviewed material with source references, images, appendices, and more ‘true-life’ stories to continue the autism conversation.
Originally, the focus of my information gathering was to assist the growing number of parents who have recently experienced the shock and disbelief of learning their child has ‘autism’. Then, their healthcare provider may advise them that there isn’t an ‘autism-specific’ healthcare plan available for them. And, that there are no actual set life expectations trajectories to follow.
Understanding their sense of frustration, it was important for me to include a special anthology of personal stories; where the ‘voices of experiences’ could be heard. As a parent of an adult child with autism, as an educator, and a ‘forever student’, < My Thoughts > are offered throughout this collection of autism sources.
Time is of the essence, yet it takes time to ‘know your child and to know autism. Time is also needed to know yourself and how you are dealing with the world of autism. My intent is to provide a source, where all those wishing to understand more about the mysteries of autism spectrum disorder, may come to learn, refresh, and renew. A comprehensive view of autism is available to all parents, healthcare professionals, therapists, social workers, caregivers, academic scholars, and all people worldwide who are interested in autism.
Know too, that autism is a profitable ‘business’ with services and long-term-programs to be sold. Plus, insurance companies are encouraged to provide surety and reimbursement for those services/programs fortunate enough to receive healthcare recommendations.
< My Thoughts > “…serious concerns…”
The severity of a child’s behavior, the amount of support available, the temperament of the child and the parents will all contribute to the family either becoming isolated or seeking help. Help may come from local, private, county, state, and federal programs; and sometimes at no cost at all. Look for ‘FREE’ first.
According to the Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (DSM-5); published in 2013 by the American Psychiatric Association (APA), there are ‘Levels’ of Autism Spectrum Disorder (ASD); as follows:
· Level 1: Requires Support ~ Level 1 ASD is the mildest, or the most "high-functioning," form of autism. Individual communicates, but has trouble engaging in back-and-forth conversation. They may try to make friends, but not very successfully.
· Level 2: Requires Substantial Support ~ People with ASD Level 2 will have more obvious problems with verbal and social communication than those diagnosed with Level 1.
· Level 3: Requires Very Substantial Support ~ Level 3 is the most severe form of autism. Persons in this category will have many of the same behaviors as those with Levels 1 and 2, but to a more extreme degree.
Using the DSM-5 and other indicators, certain spectrum subsets and behavior symptoms can be identified, tested, diagnosed and treated by qualified professionals.
Reading, researching and receiving a diagnosis may be how your autism journey begins. Only you will know your individual’s trajectory and scope. Try to focus on helping your person with autism to be the best that s/he can be. Help them develop a sense of being valued; a sense of belonging.
Start where they are at the moment, as each person and each family lives in their own separate world of autism. And then, we only are allowed a glimpse of their individual world of shifting, symptomatic behaviors.
Give your special person an opportunity to be as awesome and independent as their abilities, strengths, differences, and ‘superpowers’ will let them be. Stay as flexible as possible, because autism seems to be made up of an evolving spectrum. Because, just when you think you have worked out all its dimensions, the autism trajectory may change.
The sooner you act the better, but NOT before you check things out thoroughly. Remember too, that most programs and therapies require ‘follow-up’ and possibly some sort of ‘tune-up’ after the ‘intervention’ has been in place for a period of time. Or, there are changes which impact behavior, such as medication or other therapy. Don’t sign-up for anything you cannot easily STOP if it’s not working for you and/or your child. Remember that gym/spa contract you couldn’t end!
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
UNIT 1 – HOW WILL I KNOW?
CHAPTER 1 – Checklists
CHAPTER 2 – Red Flags
CHAPTER 3 – Centers for Disease Control & Prevention (CDC)
Unit 1 – REFERENCES
Unit 1 – APPENDICES Informal Checklist
UNIT 2 – WHY IS IT AUTISM?
CHAPTER 1 – Diagnosis & DSM-5 Diagnostic & Statistical Manual – 5th Edition
CHAPTER 2 – Denial & Misdiagnosis
CHAPTER 3 – Doctors & Direction
Unit 2 – REFERENCES
Unit 2 – APPENDICES – N/A
UNIT 3 – WHAT IS MOST CONCERNING?
CHAPTER 1 – Gross & Fine Motor Skills
CHAPTER 2 – Speech & Communication
CHAPTER 3 – Cognition & Temperament/Personality
Unit 3 – REFERENCES
Unit 3 – APPENDICES – Toileting
UNIT 4 – WHEN IS IT SENSORY?
CHAPTER 1 – Sensory Issues
CHAPTER 2 – Sensory Categories
CHAPTER 3 – Sensory Integration
Unit 4 – REFERENCES
Unit 4 – APPENDICES – Sensory Processing & Profile
UNIT 5 – WHO IS YOUR CHILD?
CHAPTER 1 – Getting to Know Your Child & Yourself
CHAPTER 2 – Determining Social & Personal Awareness
CHAPTER 3 – Working on Daily Living Skills
CHAPTER 4 – Understanding a Child’s Thinking
Unit 5 – REFERENCES
Unit 5 – APPENDICES – Eight Types of Visual Processing Disorders
UNIT 6 – WHERE TO LOOK FOR RESOURCES?
CHAPTER 1 – Networking & Support
CHAPTER 2 – Insurance & Intervention
CHAPTER 3 – Law – Federal, State, & Local
CHAPTER 4 – Future Challenges (Older Adult)
Unit 6 – REFERENCES
Unit 6 – APPENDICES – Nurse Tips for Dealing with Autistic Patients;
UNIT 7 – WHICH CAN HELP US?
CHAPTER 1 – INSTRUCTIONAL PROGRAMS & TREATMENTS
CHAPTER 2 – TRADITIONAL THERAPIES
CHAPTER 3 – NONTRADITIONAL THERAPIES
CHAPTER 4 – MORE NONTRADITIONAL THERAPIES
Unit 7 – REFERENCES
Unit 7 – APPENDICES – FDA Food Additive Link
This material details the author’s personal study, research, opinions, and experiences concerning Autism Spectrum Disorder (ASD) and related topics. As Sonny’s mom, as an educator with a 2011 Master’s Degree in Special Education the author’s accounts about products, services, treatments, and interventions are informational and educational only. The author does not represent that these products, services, treatments, and interventions can ‘cure’, or even have a ‘long-term’ positive effect on symptoms/behaviors.
Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’; or an attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Words such as, ‘intervention’, ‘treatment’, ‘therapy’, or ‘program’ often erroneously imply ‘cure’, or a seemingly ‘long-term’ positive effect. My intention here is NOT to ‘imply’ anything, only to offer interpretations of my knowledge and experiences.
All information is presented without intent or suggestion of status or effectiveness. And, any ‘behavior change’ which may result in this collection of studies and personal stories; seemingly depends on the ‘positive’ participation of the child, the parent, and/or the assigned therapist/ interventionist/ clinician. Please also know, as you critically read, that ‘older’ studies are often brought forward in/as ‘newer’ studies. Thus, leaving it to each reader to discern the value of the ‘old/new’ information.
The content of this material does not represent medical advice, nor substitute for consultation with a licensed healthcare professional. Nothing in this material is intended to diagnose, treat, imply ‘cure’, or prevent any condition, disorder, disability, or disease. All of the material offered here is for possible educational and informational purposes, only. Any use of this material implies your acceptance of this disclaimer.