Top 5 Most Effective Autism Strategies

Autism is increasing at an alarming rate. The Centers for Disease Control and Prevention stated that the prevalence had increased to 1 in every 88 as of March 2012. While the cause of autism is still unknown, there are specific strategies that have been identified as most effective. Here are the top five most effective strategies.

1) Visual Schedules

Research clearly shows the successful results of implementing visual schedules with children. These schedules allow daily routines to be predictable, with clear expectations. Fear of the unknown causes anxiety. Children with autism or other special needs have a difficult time communicating their feelings of anxiety. Frequently this anxiety is demonstrated in negative or inappropriate behavior. Care givers must keep in mind that all behavior is communication.

Establishing and following a visual schedule reduces unexpected events or situations and assists children in predicting and preparing for transitions. Schedules themselves must be predictable. They are best as visuals, even when the child is able to read. A written schedule may be implemented later with caution and careful progress monitoring. In addition, they should be kept in the same location at all times. There are several resources and software programs that assist with schedule creation and universal graphics.

Children must be taught how to read and interpret the visual schedule. A "check schedule" transition cue is used to communicate to the individual each time he or she is to transition to a new activity. Visual schedules are effective at school and at home.

2) Environmental Considerations

Visual and auditory stimulation in the classroom and home must be taken into consideration. The classroom should be organized and predictable. The scissors should always be found in the same location. Homework is turned in in the exact same way each day. This is important in the home as well. The child's personal belongings have designated "homes." For example, a backpack is always found on the same hook. A favorite toy or book is on the same place on a book shelf.

Auditory stimulation must be examined as well. Do the chairs make a screechy noise as students move around? Is there a slow hum to the lighting? Is the fluorescent lighting too bright? Will a lamp set a different, calming mood? These considerations will vary from child to child; however, all visual and auditory stimuli must be examined. Be sure to think outside the box. Would a blue room be more calming than a yellow room?

3) Visual Structure

The environment needs to be organized visually to help children identify and comprehend what is expected of them. Color coded folders for each content area may be coordinated with the visual schedule. Clearly defined areas, such as work stations, tape on the floor, and labeled centers provide structure. This may be done in the home as well. Some examples include:

· a designated spot at the dinner table

· a visual schedule for bedtime routine

· organized dresser drawers by color and items

· specific containers for each toy

· a daily schedule for weekdays and weekends

4) Alternatives to Verbal Communication

Some children may have significant impairments in expressive communication. Current technology may be very appropriate to increase appropriate behavior and independence. The Picture Exchange Communication System (PECS) has been very effective. This is a system developed in 1985 that allows children to initiate conversation. It is not expensive and doesn't require complex equipment.

Other options include voice output communication devices. This is a very exciting area with all the latest technology and apps being created. Some devices are quite large and more durable for children who may not understand how to handle something with care. Other devices are so small they may be hooked to a belt loop for easy use out in the community.

Augmentative communication is a great strategy. However, it is important to understand the universal means of communication and ensure the device or method may be implemented with any child or adult, not just school personnel or caregivers. A back up system of communication should be available in case of a device malfunction or misunderstanding on the recipient of the message, i.e. a grocery store worker, a new student, a substitute teacher.

5) Direct Instruction of Social Skills

Many children with special needs will benefit from direct instruction in social skills. Most do not learn interaction skills by simply being placed in social environments. Social skills must be taught in the same direct instructional way as any other academic content area.

Research has shown social stories and social scripts to be highly effective. Social stories target behaviors that need to be modified or reinforced in real life situations. Replacement behaviors must also be taught. Simply showing or telling the child what not to do is not effective. Social scripts are short scripts children learn and practice. For example, everyone uses a very similar social script when greeting a colleague in the morning. Some children must be taught these common scripts.

Top 5 Most Effective Autism Strategies

Autism is increasing at an alarming rate. The Centers for Disease Control and Prevention stated that the prevalence had increased to 1 in every 88 as of March 2012. While the cause of autism is still unknown, there are specific strategies that have been identified as most effective. Here are the top five most effective strategies.

1) Visual Schedules

Research clearly shows the successful results of implementing visual schedules with children. These schedules allow daily routines to be predictable, with clear expectations. Fear of the unknown causes anxiety. Children with autism or other special needs have a difficult time communicating their feelings of anxiety. Frequently this anxiety is demonstrated in negative or inappropriate behavior. Care givers must keep in mind that all behavior is communication.

Establishing and following a visual schedule reduces unexpected events or situations and assists children in predicting and preparing for transitions. Schedules themselves must be predictable. They are best as visuals, even when the child is able to read. A written schedule may be implemented later with caution and careful progress monitoring. In addition, they should be kept in the same location at all times. There are several resources and software programs that assist with schedule creation and universal graphics.

Children must be taught how to read and interpret the visual schedule. A "check schedule" transition cue is used to communicate to the individual each time he or she is to transition to a new activity. Visual schedules are effective at school and at home.

2) Environmental Considerations

Visual and auditory stimulation in the classroom and home must be taken into consideration. The classroom should be organized and predictable. The scissors should always be found in the same location. Homework is turned in in the exact same way each day. This is important in the home as well. The child's personal belongings have designated "homes." For example, a backpack is always found on the same hook. A favorite toy or book is on the same place on a book shelf.

Auditory stimulation must be examined as well. Do the chairs make a screechy noise as students move around? Is there a slow hum to the lighting? Is the fluorescent lighting too bright? Will a lamp set a different, calming mood? These considerations will vary from child to child; however, all visual and auditory stimuli must be examined. Be sure to think outside the box. Would a blue room be more calming than a yellow room?

3) Visual Structure

The environment needs to be organized visually to help children identify and comprehend what is expected of them. Color coded folders for each content area may be coordinated with the visual schedule. Clearly defined areas, such as work stations, tape on the floor, and labeled centers provide structure. This may be done in the home as well. Some examples include:

· a designated spot at the dinner table

· a visual schedule for bedtime routine

· organized dresser drawers by color and items

· specific containers for each toy

· a daily schedule for weekdays and weekends

4) Alternatives to Verbal Communication

Some children may have significant impairments in expressive communication. Current technology may be very appropriate to increase appropriate behavior and independence. The Picture Exchange Communication System (PECS) has been very effective. This is a system developed in 1985 that allows children to initiate conversation. It is not expensive and doesn't require complex equipment.

Other options include voice output communication devices. This is a very exciting area with all the latest technology and apps being created. Some devices are quite large and more durable for children who may not understand how to handle something with care. Other devices are so small they may be hooked to a belt loop for easy use out in the community.

Augmentative communication is a great strategy. However, it is important to understand the universal means of communication and ensure the device or method may be implemented with any child or adult, not just school personnel or caregivers. A back up system of communication should be available in case of a device malfunction or misunderstanding on the recipient of the message, i.e. a grocery store worker, a new student, a substitute teacher.

5) Direct Instruction of Social Skills

Many children with special needs will benefit from direct instruction in social skills. Most do not learn interaction skills by simply being placed in social environments. Social skills must be taught in the same direct instructional way as any other academic content area.

Research has shown social stories and social scripts to be highly effective. Social stories target behaviors that need to be modified or reinforced in real life situations. Replacement behaviors must also be taught. Simply showing or telling the child what not to do is not effective. Social scripts are short scripts children learn and practice. For example, everyone uses a very similar social script when greeting a colleague in the morning. Some children must be taught these common scripts.

Top 5 Most Effective Autism Strategies

Autism is increasing at an alarming rate. The Centers for Disease Control and Prevention stated that the prevalence had increased to 1 in every 88 as of March 2012. While the cause of autism is still unknown, there are specific strategies that have been identified as most effective. Here are the top five most effective strategies.

1) Visual Schedules

Research clearly shows the successful results of implementing visual schedules with children. These schedules allow daily routines to be predictable, with clear expectations. Fear of the unknown causes anxiety. Children with autism or other special needs have a difficult time communicating their feelings of anxiety. Frequently this anxiety is demonstrated in negative or inappropriate behavior. Care givers must keep in mind that all behavior is communication.

Establishing and following a visual schedule reduces unexpected events or situations and assists children in predicting and preparing for transitions. Schedules themselves must be predictable. They are best as visuals, even when the child is able to read. A written schedule may be implemented later with caution and careful progress monitoring. In addition, they should be kept in the same location at all times. There are several resources and software programs that assist with schedule creation and universal graphics.

Children must be taught how to read and interpret the visual schedule. A "check schedule" transition cue is used to communicate to the individual each time he or she is to transition to a new activity. Visual schedules are effective at school and at home.

2) Environmental Considerations

Visual and auditory stimulation in the classroom and home must be taken into consideration. The classroom should be organized and predictable. The scissors should always be found in the same location. Homework is turned in in the exact same way each day. This is important in the home as well. The child's personal belongings have designated "homes." For example, a backpack is always found on the same hook. A favorite toy or book is on the same place on a book shelf.

Auditory stimulation must be examined as well. Do the chairs make a screechy noise as students move around? Is there a slow hum to the lighting? Is the fluorescent lighting too bright? Will a lamp set a different, calming mood? These considerations will vary from child to child; however, all visual and auditory stimuli must be examined. Be sure to think outside the box. Would a blue room be more calming than a yellow room?

3) Visual Structure

The environment needs to be organized visually to help children identify and comprehend what is expected of them. Color coded folders for each content area may be coordinated with the visual schedule. Clearly defined areas, such as work stations, tape on the floor, and labeled centers provide structure. This may be done in the home as well. Some examples include:

· a designated spot at the dinner table

· a visual schedule for bedtime routine

· organized dresser drawers by color and items

· specific containers for each toy

· a daily schedule for weekdays and weekends

4) Alternatives to Verbal Communication

Some children may have significant impairments in expressive communication. Current technology may be very appropriate to increase appropriate behavior and independence. The Picture Exchange Communication System (PECS) has been very effective. This is a system developed in 1985 that allows children to initiate conversation. It is not expensive and doesn't require complex equipment.

Other options include voice output communication devices. This is a very exciting area with all the latest technology and apps being created. Some devices are quite large and more durable for children who may not understand how to handle something with care. Other devices are so small they may be hooked to a belt loop for easy use out in the community.

Augmentative communication is a great strategy. However, it is important to understand the universal means of communication and ensure the device or method may be implemented with any child or adult, not just school personnel or caregivers. A back up system of communication should be available in case of a device malfunction or misunderstanding on the recipient of the message, i.e. a grocery store worker, a new student, a substitute teacher.

5) Direct Instruction of Social Skills

Many children with special needs will benefit from direct instruction in social skills. Most do not learn interaction skills by simply being placed in social environments. Social skills must be taught in the same direct instructional way as any other academic content area.

Research has shown social stories and social scripts to be highly effective. Social stories target behaviors that need to be modified or reinforced in real life situations. Replacement behaviors must also be taught. Simply showing or telling the child what not to do is not effective. Social scripts are short scripts children learn and practice. For example, everyone uses a very similar social script when greeting a colleague in the morning. Some children must be taught these common scripts.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Effective Parent Advocacy Skills

Possessing effective parent advocacy skills is not something that comes naturally to many parents of children with special needs. However, I believe learning and refining these skills is essential for the long-term success of most children with special needs. Do not be fooled into thinking that just because you live in a "good" school district that your child is getting a quality education. Based on how the current educational system works (or doesn't work) you must be an active participant in your child's education if you want them to possess the necessary skills to function in society after they graduate from high school or age out of special education at 21.

One very important advocacy skill to constantly work on developing is building positive working relationships with your child's teacher(s) and case managers. The best way to do this is to establish regular communication with your child's service providers, to show up to IEP meetings and conferences and to share your successes and failures as home. Children with special needs really need a team that works together to make steady progress.

Another very important advocacy skill is to know and understand your parental rights, also called procedural safeguards. These rights are spelled out in The Individuals with Disabilities Education Act (IDEA) and each state has them listed on their department of education website. The difficulty with these rights is that they are written in legal language, which is often hard to understand and interpret. I urge you to take the time to read the packet that should be given to you when you sign consent for your child to be evaluated for special education and every year, thereafter. If you do not understand any of your rights, either ask the case manager to explain it to you or go on-line to learn what it means.

Another very important advocacy skill to possess is the ability to stay calm and cool at meetings, over the phone and through e-mail communication even when you are angry or upset. Many people do not respond well to angry people, especially when it is directed at them. Take your time to gather your thoughts and get your emotions under control before addressing issues with your child's education, IEP or the IEP process. You are much more likely to get to a resolution that will benefit your child if you keep yourself rationale and calm than if you are explosive, accusing and/or disrespectful.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Effective Parent Advocacy Skills

Possessing effective parent advocacy skills is not something that comes naturally to many parents of children with special needs. However, I believe learning and refining these skills is essential for the long-term success of most children with special needs. Do not be fooled into thinking that just because you live in a "good" school district that your child is getting a quality education. Based on how the current educational system works (or doesn't work) you must be an active participant in your child's education if you want them to possess the necessary skills to function in society after they graduate from high school or age out of special education at 21.

One very important advocacy skill to constantly work on developing is building positive working relationships with your child's teacher(s) and case managers. The best way to do this is to establish regular communication with your child's service providers, to show up to IEP meetings and conferences and to share your successes and failures as home. Children with special needs really need a team that works together to make steady progress.

Another very important advocacy skill is to know and understand your parental rights, also called procedural safeguards. These rights are spelled out in The Individuals with Disabilities Education Act (IDEA) and each state has them listed on their department of education website. The difficulty with these rights is that they are written in legal language, which is often hard to understand and interpret. I urge you to take the time to read the packet that should be given to you when you sign consent for your child to be evaluated for special education and every year, thereafter. If you do not understand any of your rights, either ask the case manager to explain it to you or go on-line to learn what it means.

Another very important advocacy skill to possess is the ability to stay calm and cool at meetings, over the phone and through e-mail communication even when you are angry or upset. Many people do not respond well to angry people, especially when it is directed at them. Take your time to gather your thoughts and get your emotions under control before addressing issues with your child's education, IEP or the IEP process. You are much more likely to get to a resolution that will benefit your child if you keep yourself rationale and calm than if you are explosive, accusing and/or disrespectful.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Effective Parent Advocacy Skills

Possessing effective parent advocacy skills is not something that comes naturally to many parents of children with special needs. However, I believe learning and refining these skills is essential for the long-term success of most children with special needs. Do not be fooled into thinking that just because you live in a "good" school district that your child is getting a quality education. Based on how the current educational system works (or doesn't work) you must be an active participant in your child's education if you want them to possess the necessary skills to function in society after they graduate from high school or age out of special education at 21.

One very important advocacy skill to constantly work on developing is building positive working relationships with your child's teacher(s) and case managers. The best way to do this is to establish regular communication with your child's service providers, to show up to IEP meetings and conferences and to share your successes and failures as home. Children with special needs really need a team that works together to make steady progress.

Another very important advocacy skill is to know and understand your parental rights, also called procedural safeguards. These rights are spelled out in The Individuals with Disabilities Education Act (IDEA) and each state has them listed on their department of education website. The difficulty with these rights is that they are written in legal language, which is often hard to understand and interpret. I urge you to take the time to read the packet that should be given to you when you sign consent for your child to be evaluated for special education and every year, thereafter. If you do not understand any of your rights, either ask the case manager to explain it to you or go on-line to learn what it means.

Another very important advocacy skill to possess is the ability to stay calm and cool at meetings, over the phone and through e-mail communication even when you are angry or upset. Many people do not respond well to angry people, especially when it is directed at them. Take your time to gather your thoughts and get your emotions under control before addressing issues with your child's education, IEP or the IEP process. You are much more likely to get to a resolution that will benefit your child if you keep yourself rationale and calm than if you are explosive, accusing and/or disrespectful.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.