This is where we begin to define the signs of autism and the corresponding treatments. Many of the signs of autism are portrayed in the left-hand column in red.
Decision chart
(sign of autism)
After consultation and analysis by a doctor, the
corresponding boxes in blue on the right are often found to be an appropriate
treatment or cause for the specific autism symptom. Diet and medication can
often be used to address these symptoms.
When we’ve completed these initial courses of treatment,
we should proceed to Autism Treatment .
Autism Treatment
When you have recognized the initial signs and completed the
corresponding treatments of autism, you should consult with a neurotherapist.
Depending on the signs of autism that your child has demonstrated, some or all of the assessment tools in green might be employed. View the Autism Treatment Evaluation Checklist.
The neurotherapist can determine if the child has an autism
spectrum disorder, which one it is, and how severe it is. The neurotherapist
can advise you as to what additional autism treatments should be initiated.
The objective is to create an effective, coordinated set of
autism treatment programs. Some of these are portrayed in purple below.
Please proceed to Autism Support .
Autism Support .
Autism Support
The needs of the child have been addressed in the last two
pages of Autism Signs and Treatment.
The entire family, including other siblings can find
information, guidance, encouragement and support through a number of avenues
that are available. Several are outlined on the chart in purple. There are
private parental peer groups as well as COSAC and ParentOf Autistic Child (POAC).
Parent Of Autistic Child
POAC (Parents of Autistic Children of Ocean County, NJ and
Vicinity) is a group of parents sharing information on Autism and related
disabilities including PDD-NOS, Asperger's Syndrome and Hyperlexia.
POAC is a COSAC sponsored group. You can reach The New
Jersey Center for Outreach and Services for the Autistic Community, Inc by
calling 1-800-4 Autism.
Treatment
Brainwave Definitions
Neurofeedback
Why Neurofeedback Works
Neurofeedback Types
Brainwave Definitions
Brainwaves image
Beta/SMR Brainwaves: As defined by the International
Federation of Electrophysiology and Clinical Neurophysiology beta brainwaves
have a waveband of 12-15mHz. Beta/SMR (sensorimotor response waves) are
localized by side and lobe of the brain. they're related to relaxed, yet
focused, behavior. it's believed that SMR brainwave frequencies make people
feel more present and within the moment. Low SMR can cause a scarcity of
focused attention, reflecting ADD. Increasing SMR through Neurofeedback can
produce relaxed focus in a private along side improved attentive abilities.
Alpha Brainwaves: As defined by the International Federation
of Electrophysiology and Clinical Neurophysiology alpha brainwaves have a
waveband of 8-12mHz. Alpha waves are related to relaxation and daydreaming.
they're also present upon deep introspection. High frequency alpha waves don't
normally occur when the eyes are open. The brain uses alpha rhythm frequencies
to rest areas of the brain not processing or acting upon incoming sensory or
motor information. If alpha brainwave activity becomes 'locked' and inhibited
active participation of important areas of the brain cannot occur in an
efficient manner.
Theta Brainwaves: As defined by the International Federation
of Electrophysiology and Clinical Neurophysiology theta brainwaves have a
waveband of 4-8mHz. They engage inner and intuitive subconscious. Theta waves
are found in places within the brain where memories, sensations and emotions
are held.
Delta Brainwaves: As defined by the International Federation of Electrophysiology and Clinical Neurophysiology delta brainwaves have a waveband of .5-3mHz. Delta brainwaves are found during deep, dreamless sleep.
Neurofeedback
Simply put, Neurofeedback exercises and helps “strengthen”
the brain, calms it, and improves its stability. It’s easy – virtually anyone
can roll in the hay .
Using computerized feedback, the brain learns to extend
certain brainwaves that are helpful for improved function. The brain can
be decrease excessive fast. or slow
waves that interfere with good function and
Over time, the result a healthier and better regulated brain.
Helping Brain Regulation
The brain helps regulate sleep, emotions, thinking,
behavior, and far more. training doesn't
directly change The sleep or other
problems. It helps brain become better regulated. Since The sleep, behavior or emotions are regulated by brain, improvements are generally seen after
the training.
When you give the brain information about itself, it's a huge capacity for change. Neurofeedback makes the knowledge available to the brain almost instantly, and asks it to form adjustments. this provides the brain a greater ability to self-manage or regulate.
Why Neurofeedback works
Neurofeedback is successful within the treatment of
disordered brain and other neurological disorders like Autism due to the
brain's resiliency and adaptableness .
The brain can change with assistance directed by various
sensory stimuli (light, movement, sound)
The brain 'assists' find the best/better approach to
reacting to stimuli. it's thought that the brain may create new pathways and or
dendrites in response to neurofeedback (operant conditioning).
The brain will remain during this new state because it
'feels better'.
As the brain is continually used, it'll maintain this 'new
skill'
Neurofeedback Types
Neurofeedback, (also referred to as EEG Biofeedback,
Neurotherapy or Neurotraining), is that the process of conditioning which
stabilizes the central systema nervosum using equipment that monitors and
measures the electrical activity of the brain and trains the brain to be more
available to life's requirements.
There are two sorts of Neurofeedback, Beta/SMR and
Alpha/Theta. Each measures a special brainwave type.
Beta/SMR Neurofeedback measures the brain's Beta/SMR waves.
Beta/SMR (sensorimotor response waves) are localized by side and lobe of the
brain. they're related to relaxed, yet focused, behavior. it's believed that
SMR brainwave frequencies make people feel more present and within the moment.
Low SMR can cause a scarcity of focused attention, reflecting ADD. Increasing
SMR through Neurofeedback can produce relaxed focus in a private along side
improved attentive abilities.
Alpha/Theta Neurofeedback measures the brain's Alpha/Theta
waves. Alpha waves are related to relaxation and daydreaming. they're also
present upon deep introspection. High frequency alpha waves don't normally
occur when the eyes are open. The brain uses alpha rhythm frequencies to rest
areas of the brain not processing or acting upon incoming sensory or motor
information. If alpha brainwave activity becomes 'locked' and inhibited active
participation of important areas of the brain cannot occur in an efficient
manner.
As defined by the International Federation of
Electrophysiology and Clinical Neurophysiology theta brainwaves have a waveband
of 4-8mHz. They engage inner and intuitive subconscious. Theta waves are found
in places within the brain where memories, sensations and emotions are held.
Information
Asperger’s Syndrome
Asperger’s Syndrome, which is additionally referred to as
Autistic Psychopathy, may be a Pervasive Developmental Disorder (PDD)
characterized by impairment in social skills, difficulties with transitions or
changes and a requirement for sameness within the subject's environment.
consistent with Barbara Kirby of OASIS (Online Asperger’s Syndrome Information
and Support) persons with AS often have obsessive routines and should be
preoccupied with a specific subject of interest. they need an excellent deal of
difficulty reading nonverbal cues (body language) and really often the
individual with AS has difficulty determining proper body space. like other
disorders within the autism spectrum, those with AS are fairly often overly
sensitive to sounds, tastes, smells and sights. Prevalence of Asperger’s
Syndrome appears to be more common in males. The onset of symptoms occurs later
than what's seen in autism; most youngsters are diagnosed between the ages of 5
and 9.
Asperger’s isn't easily diagnosed. Many children are
misdiagnosed with other neurological disorders like Tourette’s Syndrome.
Frequently, children are misdiagnosed with ADD or ADHD, Oppositional Defiant
Disorder (ODD) or Obsessive-Compulsive Disorder (OCD). Dr. Fred Volkmar, a
toddler psychologist at Yale, asserts that, “Asperger’s appears to be even more
strongly genetic than classic autism. a few third of the fathers or brothers of
youngsters with Asperger’s show signs of the disorder.”
The behaviors of Asperger’s Syndrome can be remedied with specific types of therapy aimed at teaching social and practical skills. Individuals with AS who suffer from muscle rigidity may also be treated medically.
Pervasive Developmental Disorder, Not Otherwise Specified
Pervasive Developmental Disorder, Not Otherwise Specified
(PDD-NOS) could also be a condition during which some, but not all, features of
autism or another explicitly identified Pervasive Developmental Disorder are
identified. PDD/NOS is usually incorrectly mentioned as simply "PDD."
The term PDD refers to the category of conditions to which autism belongs. PDD
isn't itself a diagnosis, while PDD-NOS may be a diagnosis. The term Pervasive
Developmental Disorder - Not Otherwise Specified (PDD-NOS; also mentioned as
"atypical personality development," "atypical PDD," or
"atypical autism") is included in DSM-IV to encompass cases where
there's stamped debilitation of social connection, correspondence, and
additionally generalized personal conduct standards or intrigue, yet when full
highlights for chemical imbalance or another expressly characterized PDD aren't
met.
It ought to be underlined that this sub-edge classification
is along these lines characterized certainly, that is, no particular rules for
determination are given. While shortfalls in peer relations and strange
sensitivities are normally noted,social skills are less impaired than in
classical autism. The lack of definition(s) for this relatively heterogeneous
group of youngsters presents problems for research on this condition. The
restricted accessible - proof recommend that kids with PDD/NOS likely come to
proficient consideration preferably later over is that the case with mentally
unbalanced youngsters, which scholarly shortages are less normal. Child Study Center Yale, Disabilities Developmental Clinic
*Autistic Disorder
The most severe of the autism spectrum disorders (ASD),
autistic disorder is characterized by a severe degree of impairment in
communication skills, social interaction skills and restricted, repetitive and
stereotyped patterns of behavior. It can be reliably detected by the age of 3
years and, in some cases, as early as 18 months.
Symptoms of the disorder will present themselves differently
in each individual child. However, all children with ASD demonstrate deficits
in a) social interaction, b) verbal and non-verbal communication and c)
repetitive behaviors or interests. Additionally, they will often have unusual
responses to sensory stimuli, such as sound or visual perception.
*Rett's Syndrome
Rett’s Syndrome could also be a genetic neurodevelopmental disorder, seen almost exclusively in females, characterized by normal early development followed by loss of functional use of the hands, distinctive hand movements, slowed brain and head growth, gait abnormalities, seizures and retardation .
During the first 6-18 months of life, a child with Rett's
Syndrome will show apparently normal development. Then, mental and physical
symptoms gradually appear. Loss of muscle tone (hypotonia) is usually a first
symptom. Before long, the child will lose communication skills and the
purposeful use of her hands. Other early symptoms may include problems crawling
or walking and decreased eye contact. Compulsive hand movements like wringing
and washing follow the loss of functional use of the hands.
Apraxia, the lack to perform motor functions, is probably
the foremost severely disabling feature of Rett’s Syndrome. It can interfere
with every one movement, including eye gaze and speech.
Autistic Spectrum Disorders
Autism Spectrum Disorders (ASD), additionally referenced as
Pervasive Developmental Disorders (PDDs), cause serious and unavoidable
weakness in deduction, feeling, language, and consequently the office to
identify with others.
Autistic Spectrum Disorders are usually first diagnosed in
early childhood and range from a severe form, called Autistic Disorder, through
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), to a much
milder form, Asperger’s Syndrome.
They also include two rare disorders, Rett's Syndrome and
Childhood Disintegrative Disorder.
*Autistic Disorder is one of the 5 disorders under the category of ASD (Autistic Spectrum Disorders) or PDD (Pervasive Developmental Disorders), which are typified by “severe and pervasive impairment in several areas of development” (DSM-IV-TR). The following disorders are also categorized under the PDD umbrella:
Asperger's Syndrome
Childhood Disintegrative Disorder (CDD)
Autistic Disorder
Rett's Syndrome
PDD-Not Otherwise Specified (PDD-NOS)
Other symptoms may include: toe walking; sleep problems;
wide-based gait; teeth grinding (bruxism); slowed growth; seizures; cognitive
disabilities and disorganized breathing patterns that occur when awake (apnea
or aerophagia).(IRSA and the NINDS)
Autistic Spectrum Disorders
ASD-Autism Spectrum Disorders , additionally referenced as
Pervasive Developmental Disorders PDDs, cause severe and pervasive impairment
in thinking, feeling, language, and thus the facility to relate to others.
Autistic Disorder is one of the 5 disorders under the category of ASD (Autistic Spectrum Disorders) or PDD (Pervasive Developmental Disorders), which are typified by “severe and pervasive impairment in several areas of development” (DSM-IV-TR). The following disorders are also categorized under the PDD umbrella:
*Autism Symptoms
Since Dr. Leo Kanner in 1943 first described it, the understanding
of autism has advanced tremendously. However, most of the public, including
professionals in the educational and medical fields, still don’t understand how
autism affects people and how to effectively work with individuals with autism.
Dr. Leo Kanner - Autism Symptoms
Dr. Leo Kanner
Autism is a spectrum disorder. It can present itself within
both a wide combination of characteristics and a broad scale in severity of
symptoms. Therefore, two children, with the same diagnosis, can behave very
differently from each other and have differing skills. A person diagnosed as
autistic can display any combination of behaviors or symptoms in any degree of
severity.
A child with autism often has problems with sensory
integration. Their senses may be over or under-active. The gentle touch of a
flower’s petals may be felt as extremely painful; the scent of the flower might
make a child gag. A child with autism may find everyday noises painful.
People with autism process and respond to information in distinctive ways such as:
Resistance to change
Difficulty in expressing needs
Pointing or gesturing instead of words
Repetitive words or phrases
Inappropriate laughing or crying
Aloof manner
Tantrums
Little or no eye contact
No real fear of danger
Uneven gross/fine motor skills
Non-responsive to verbal cues
Acts as though deaf although hearing tests within normal
range
Noticeable physical over/under activity
It’s important for parents to understand that, no matter the diagnosis, their autistic child can learn and show gains with the proper therapy.
*Causes of Autism
Although there is no known single cause of autism, it is
generally accepted that it is caused by abnormalities in brain structure and/or
function. Brain scans show marked differences in the shape and structure of the
brain in autistic versus non-autistic children. Also, studies that have been
done on frontal lobe and parietal lobe brain development in autism indicate
that ‘the parietal lobes are reduced in volume in a portion of the autistic population.’
(Univ. California School of Medicine, San Diego, 1993).
In many families, there appears to be a pattern of autism or
related disabilities, supporting the theory that there is a genetic basis to
the disorder. Although no single gene has been definitively linked with causing
autism, researchers are searching for irregular segments of genetic code that
autistic children may have inherited. It also seems that some children are born
with a predisposition or susceptibility to autism. However, researchers have
not identified a ‘trigger’ that causes the development of autism.
Others are researching the correlation between the
development of autism and problems during pregnancy or delivery. Some
destructive substances ingested during pregnancy additionally have been related
with an expanded danger of mental imbalance.
Right off the bat in 2002, The Agency for Toxic Substances and Disease Registry (ATSDR) arranged a writing audit of perilous concoction exposures and chemical imbalance and found no convincing proof for an-affiliation; be that as it may, there was exceptionally constrained exploration and all the more should be finished.
Environmental factors such as viral infections, metabolic
imbalances and exposure to environmental chemicals are also possible causes of
autism.
MMR injection:
Studies of the relationship between autism and immunizations
continue. A 2001 investigation by the Institute of Medicine concluded that
‘evidence favors rejection of a causal relationship.... between MMR vaccines
and autistic spectrum disorders (ASD).’ However, The Institute of Medicine committee
that completed this investigation ‘could not rule out’ the possibility that the
MMR vaccine could contribute to ASD in a small number of children. Many parents
of autistic children dispute these findings because they can chronologically
pinpoint changes in their child’s behavior to occurring subsequent to receiving
the MMR vaccine.
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