Into the Penetrable Walls of Miggy: 04/01/2010

28 April 2010

Teaching How to Answer What Questions

Children with autism are not skilled in answering questions because they do not really know how to socially interact. However, this can be explicitly taught through visual mediums and effective behavioral techniques. With Miggy, I used positive reinforcement along with the technique. Positive reinforcement can be in the form of praise ("Good job!", "Very Good"). Of course, facial exaggeration and vocal intensity are essential to attract his attention. Reinforcement can also be in the form of food, stickers, stamps, toys or it may be an event such as going to the park, eating out, or simply letting him play with his favorite toy.

Answering WHAT questions is the easiest. I used flash cards of common objects and watched educational videos with Miggy. Children with autism learn fast through visual aids.

Example 1: "What is this? This is a ball." (showing the child a picture of a ball and pointing to it). Do it over and over again. The child learns through constant repetition. If you are using a video, pause the video player every so often. It's okay if the video player gets broken, there are repair shops everywhere and dvd players are always on sale. I tell you, it's worth the education your child will be getting. Also, by modeling "pointing", you also teach your child how to point with his finger which is not inherent in children with autism.

Tip: Never mind if your child may seem inattentive. The truth is, he just doesn't know how to show you that he is interested in some way. He just has a different way of learning. Promise, this is from experience. He may not look interested but actually, he is absorbing everything he sees and hears. You will actually be surprised when he finally and miraculously blurts out what you have taught him minutes, hours, months, or even years ago with the precise words and intonation you used. Just be patient.

Start with simple objects, such as shapes, parts of the body and common foods. Later, when your child has mastered them, move on to animals, numbers, house things, vehicles, action words (with you acting out every action word).

Example 2: "What do you want?"
Teach your child to say "I want ______." (cookie, milk, ...). Then, "I want to_____." (to eat, to drink, to sleep, ....).

Example 3: "What is your name?", then progress on to other complex what questions.

Possibilities are endless. Patience...patience...patience. With autism, nothing is instant. Everything has to be mastered one step at a time.

Note: Every child is different. This may or may not be helpful. But it's worth trying. You know your child very well as much as I know mine. Discover ways to penetrate into his world. Break down those walls. As I have always said, "When the Lord closes the door, somehow, he opens the window."

***My sessions with Miggy are only supplemental to his occupational and speech therapies, academic tutorials and mainstreaming education.

18 April 2010

Autism Self-Injurious Behavior

Two days ago, I noticed a bruise on Miggy's arm. I asked: How did you get this? He answered: "Miggy's teeth."

He bit his arm! He hurt himself!
For a few moments, I just stared.... all blank. What must I do?
Looking back, when he was 2 years old, he exhibited a self-injurious behavior in the form of head banging. He would hit his head on walls, never stopping until he reached a certain level of satisfaction. This behavior diminished after a few months of occupational therapy (sensory integration method). At age 3-4, he had another episode of self-injurious behavior: face-slapping and chest-hitting. These vanished completely and he never had any display of these behaviors since then.

Today, what never lessens is his scratching. (His eczema even aggravates this scratching.) He scratches old wounds, old vaccine scars, insect bites or just any slight bump on his skin until they bleed. He also rubs his eyes... so bad that he had an infection.

But now, this is new. Self-biting! Although I've seen him do this just once, I have to do something about this and make sure it does not develop into a serious consequence.

Note: Head-shaking was first exhibited by Miggy when he was only a month old. This behavior was at its peak (forceful head-shaking) at age 4-6 months. He would shake his head at full speed until he fell asleep.

Please read this:

Source: http://hubpages.com/hub/autismsocialstories-autismselfinjuriousbehavior

Self-injury is probably one of the most distressing and difficult behaviors that any parent, and autistic person can be faced with.

Mostly the causes of this behavior are quite complex and the level of risk to the autistic person’s safety and well-being can at times be quite high.

Normal behavioral intervention is not always appropriate; but it is generally felt that professional help should be sought to help deal with this problem.

What is self-injurious behavior?

Sometimes referred to as self-harming behavior, self-injury takes many different forms, such as:

head banging (on floors, walls or other surfaces)
hand or arm biting
hair pulling
eye gouging
face or head slapping
skin picking, scratching or pinching
Forceful head shaking.

Autistic people who have complex needs and who have concurrent learning disabilities are more likely to engage in severe self-injurious behaviors.

However, people across the spectrum and of all ages may engage in self-injurious behaviors at some point.

Individuals who engaged in self-injurious behaviors as children may return to these as adults during times of stress, illness or change.

Causes of self-injurious behavior

The reasons a person has for engaging in self-injurious behavior, is almost always found to be varied, and will involve numerous different factors.

For example an Autistic child may have begun head banging as a form of sensory stimulation (stimming, repetitive behavior) at first, and has now learnt that the head banging is a way to avoid certain situations.

Hitting the face or head may initially have been a response to earache or maybe toothache. Which may have led on to being a way to have wants or needs met.

Some possible causes that should be considered when thinking about self-injurious behavior:

Firstly, and perhaps most importantly, you should consider when dealing with self-injurious behavior, is there a possible medical or dental problem that the Autistic individual may be having.

Autistic people may have some difficulty in telling others that something is wrong physically and some self-injurious behaviors (such as ear slapping or head banging) may be their way of dealing with pain or communicating discomfort.

Here are some examples of medical and dental problems which may be expressed through self-injurious behavior:

Some illnesses such as: colds, flu, viruses or infections such as sinus, ear or urinary tract infections.
Pain such as: earache, headache, toothache, pre-menstrual tension
Seizures, some types of epilepsy
General feelings of being un-well such as: rashes, constipation, indigestion, heartburn, flatulence.
There is also research to suggest that there may be some connection between types of self-injury and tic disorders plus compulsive behaviors.

11 April 2010

"Twenty Pesos"

April 10, 2010

Miggy woke up.
He asked: "Where are we going? Go to SM?"
Mom: Do you have money?
Miggy: "Twenty pesos."
Mom: That's too little.
Miggy: "No, that's very big."
Mom: What do you want to buy at SM?
Miggy: "Justice League crayons, sticker Winnie the Pooh, Toy Story Book, Pokemon squirters, Justice League basketball set and pizza."

05 April 2010

April is Autism Month

Famous people with unspecified forms of autism:

The following people have been diagnosed as being somewhere on the autistic spectrum but the specific classification is unknown.

Daryl Hannah, an American actress best known for her roles in Splash, Blade Runner and Kill Bill was diagnosed as a child as being 'borderline autistic'
Christopher Knowles, American poet
Matthew Laborteaux, actor on Little House on the Prairie
Katherine McCarron, autistic child allegedly murdered at the age of three by her mother, Karen McCarron.
Jason McElwain, high school basketball player
Michael Moon, adopted son of author Elizabeth Moon
Jasmine O'Neill, author of Through the Eyes of Aliens
Sue Rubin, subject of documentary Autism Is a World. Sue Rubin has no oral speech but does communicate with facilitated communication.
Birger Sellin, author from Germany
Robert Gagno, actor from Vancouver

Famous people with Asperger syndrome:

Dan Aykroyd, comedian and actor: Aykroyd stated he has Asperger's, but some feel he was joking.
Richard Borcherds, mathematician specializing in group theory and Lie algebras
William Cottrell, student who was sentenced to eight years in jail for fire-bombing SUV dealerships
Craig Nicholls, frontman of the band The Vines
Gary Numan, British singer and songwriter
Dawn Prince-Hughes, PhD, primate anthropologist, ethologist, and author of Songs for the Gorilla Nation
Judy Singer, Australian disability rights activist
Vernon L. Smith, Nobel Laureate in Economics
Satoshi Tajiri, creator of Pokémon
Daniel Tammet, British autistic savant, believed to have Asperger Syndrome
Liane Holliday Willey, author of Pretending to be Normal, Asperger Syndrome in the Family; Asperger syndrome advocate; education professor; and adult diagnosed with Asperger syndrome at age 35

People with high-functioning autism:

Michelle Dawson, autism researcher and autism rights activist who has made ethical challenges to Applied Behavior Analysis
Temple Grandin, a designer of humane food animal handling systems
Hikari Oe, Japanese composer
Bhumi Jensen, Thai prince, grandson of King Bhumibol Adulyadej of Thailand; killed by drowning in the tsunami caused by the 2004 Indian Ocean earthquake
Dylan Scott Pierce, wildlife illustrator
Jim Sinclair, autism rights activist
Donna Williams, Australian author of Nobody Nowhere and Somebody Somewhere; after testing for deafness in late childhood, and being labelled 'disturbed', Donna was formally diagnosed as autistic in her 20s
Stephen Wiltshire, British architectural artist
Axel Brauns, German author of the autobiographical bestseller Buntschatten und Fledermäuse and filmmaker

Famous autistic savants:

Alonzo Clemons, American clay sculptor
Tony DeBlois, blind American musician
Leslie Lemke, blind American musician
Jonathan Lerman, American artist
Thristan Mendoza, Filipino marimba prodigy
Jerry Newport is an author, savant, and has Asperger's. His wife, Mary Newport, is also a savant on the autistic spectrum
Derek Paravicini, blind British musician
James Henry Pullen, gifted British carpenter
Matt Savage, U.S. autistic jazz prodigy
Henriett Seth-F., Hungarian autistic savant, poet, writer and artist

People with severe autism:

Tito Mukhopadhyay, author, poet and philosopher

Source:

http://www.child-autism-parent-cafe.com/famous-people-with-autism.html

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May this documentation of my son's journey through autism inspire all of you. Here, you will see not only my struggles to enter his world, but you will also witness his greatest efforts to fit into mine.

Be inspired with my prayers, hopes, perseverance and endurance in trying to recover my child.
How about you? Do you have stories to tell? You are free to leave your comments and suggestions here. I would love to hear from you.
Be my friend and join me as I break down the not-so-impenetrable-walls of my very special Miggy.

Surprising Autism Information You Need to Know

By Lisa Jo Rudy, About.com Guide

What Do You Really Know About Autism?:

There are plenty of myths about autism spectrum disorders out there. Some folks still believe, for example, that people with autism are all geniuses or mentally challenged. Others believe that people with autism are the result of poor parenting choices. These myths have been soundly debunked, both here and in many other places. But even those of us who are well-grounded in autism basics may be surprised by some of these facts, which are emerging from recent research.

Autism Is a Plural Noun:

Autism is not a single disorder. In fact, mainstream researchers agree that the autism spectrum is probably a collection of multiple disorders with multiple causes, prognoses, and appropriate treatments. Quite a bit of recent research has uncovered a number of distinct genetic differences (some inherited, some spontaneously mutated) that seem to be associated with various types of autism.

We Know What Causes Autism (Sometimes):

We do know what causes autism -- but only in about 20% of cases. Causes include genetic mutations, heredity, pre- and post-natal trauma or exposures to alcohol or drugs, and, in some cases, injury. In addition, some research suggests older parents, environmental pollution, and even pesticides.

Some Kids "Outgrow" Their Autism Diagnoses:

Quite a few children who are diagnosed with autism at a very young age are no longer diagnosable with autism by the time they’re school-aged. The reasons for this are controversial, and range from the possibility of misdiagnosis to ordinary maturation to claims of a cure through behavioral, developmental and/or biomedical interventions. Whatever the reasons, many children who are diagnosed with autism as toddlers will not be diagnosable by the time they're in fifth grade.

There's No Window of Opportunity for Treating Autism:

Early intervention (diagnosis and treatment prior to age three) is very helpful indeed, but there is no “window of opportunity” that slams shut at a certain age. Thus, even children who are diagnosed later or receive less early intervention may do quite well in the long run. The "now or never" approach to autism treatment is a result of media hype -- not research findings. Early intervention does, however, provide a now-or-never opportunity to allow non-verbal children to develop some kind of useful tool for communication (picture cards, signs, or even spelling boards).

Even a Cure May Not Be a Cure:

There is no official “cure” for autism. In fact, researchers like Dr. Susan Levy at Children’s Hospital of Philadelphia argue that even when a young child is no longer diagnosable on the autism spectrum, he is probably still autistic. Issues that may not be of significance for a preschooler (e.g., executive functioning, picking up on complex social cues, etc.) may loom quite large as a child moves through the grades.

Late Talking is Not the End of the World:

Late talking is not an indication of a poor prognosis. Even if a child is not yet verbal at age three or four, she may still do very well in the long run.

Kids with Autism Aren't Always Visual Thinkers:

Children with autism may or may not be visual thinkers. Thus, school programs designed with visual thinking in mind may or may not be appropriate for any individual child with autism.

No One Knows Which Treatments Work for Which Kids:

After many years of research, we still don’t know which treatments are most effective for which children -- or whether one treatment is more effective than another. Behavioral interventions are the best-researched treatments for autism, but even top scientists acknowledge that developmental interventions may or may not be equally useful for any given child. Meanwhile, only two drugs -- Risperdal and Abilify -- have been approved for use with children on the autism spectrum, and neither addresses “core” issues of autism (social/communication deficits).

What Are the Different Names for Autism Spectrum Disorders?

By Lisa Jo Rudy, About.com Guide

Autism is a "spectrum disorder," meaning you can be a little autistic or very autistic. But the diagnoses within the autism spectrum aren't clearly named, nor are the symptoms always the same even within the same diagnosis. What's worse, terms like "severe autism," "mild autism" and "high functioning autism" aren't true diagnoses at all - they're just descriptive terms to help parents and teachers better understand a child's status on the autism spectrum.

What Is the Autism Spectrum?

The "autism spectrum" describes a set of developmental delays and disorders which affects social and communication skills and, to a greater or lesser degree, motor and language skills. It is such a broad diagnosis that it can include people with high IQ's and mental retardation - and people with autism can be chatty or silent, affectionate or cold, methodical or disorganized. "Autism Spectrum" is also another, less formal term to describe the Pervasive Developmental Disorders.

Official diagnoses within the autism spectrum are autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), Asperger syndrome, Childhood Disintegrative Disorder and Rett Syndrome.

What Are Pervasive Developmental Disorders?

"Pervasive Developmental Disorder" is a formal term that means exactly the same thing as the less formal "autism spectrum disorder." As with the autism spectrum, the group of disorders described as pervasive developmental disorders includes autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), Asperger syndrome, Childhood Disintegrative Disorder and Rett Syndrome.

What Is Asperger Syndrome?

Asperger syndrome describes individuals at the highest-functioning end of the autism spectrum. Unlike other autism spectrum disorders, Asperger syndrome is often diagnosed in teens and adults. People with Asperger syndrome generally develop spoken language in the same way as typically developing children, but have a tough time with social communication. These difficulties that become more obvious as they get older and social expectations rise. Because people with Asperger syndrome are often very intelligent - but "quirky" - the disorder is sometimes nicknamed "geek syndrome" or "little professor syndrome."

What Is Mild Autism?

The term "mild autism" is not an official diagnosis. It's simply a more descriptive term than "Asperger syndrome" or "autism." Generally speaking, when people use the term mild autism they are referring to individuals whose symptoms fit an autism spectrum diagnosis, but who has strong verbal skills and few behavioral issues. Those individuals may, however, have significant problems with social communication. They may also have problems coping with too much sensory input (loud noise, bright lights, etc.).

What Is High Functioning Autism?

Like "mild" autism, high functioning autism (sometimes shortened to HFA) is a made-up term that's become more and more commonly used. HFA is a tricky term, because it can be hard to distinguish a person with HFA from a person with Asperger syndrome. The official distinction is that people with HFA had or have speech delays, while people with Asperger Syndrome have normal speech development. But there may also be very real differences in terms of social awareness, personality characteristics, and other traits. The jury is still debating the fine distinctions.

What Is PDD-NOS?

"Pervasive Developmental Disorder Not Otherwise Specified" is a mouthful of words that are often applied to people on the autism spectrum. It describes individuals who don't fully fit the criteria for other specific diagnoses, but are nevertheless autistic. Unfortunately, there is no easy way to define the symptoms of PDD-NOS, which may range from very mild to very severe. As a result, the term is rarely used outside of practioners' offices. Most parents, therapists and teachers prefer to use more descriptive (though less official) terms to describe their children, students and patients with PDD-NOS.

What Is Severe Autism (Autistic Disorder)?

Severe autism is officially termed autistic disorder. It goes by many other names, though, including profound autism, low functioning autism, or classic autism. People with autistic disorder are often non-verbal and intellectually disabled, and may have very challenging behaviors.

What Is Rett Syndrome?

Rett syndrome is a genetic disorder that affects only girls. It is the only one of the autism spectrum disorders that can be diagnosed medically (so far). Girls with Rett syndrome develop severe symptoms including the hallmark social communication challenges of autism. In addition, Rett syndrome can profoundly impair girls' ability to use their hands usefully.

Top 10 Treatments for Autism

By Lisa Jo Rudy, About.com Guide

As you start to dig deeply into the literature on autism treatments, you'll find dozens of available options. Which are the "best" treatments? As the professionals will tell you over and over again, every child's needs are different. The treatments described in this article are among the best known, best researched, and most likely to produce positive results.

1. Applied Behavioral Analysis (ABA)

Applied Behavioral Analysis (ABA)is the oldest and most fully researched treatment specifically developed for autism. ABA is a very intensive system of reward-based training which focuses on teaching particular skills. If any autism-specific therapy is offered by your school and/or covered by your insurance, this will probably be the one.

2. Speech Therapy

Almost all people with autism have issues with speech and language. Sometimes these issues are obvious; many people with autism are non-verbal or use speech very poorly. Sometimes the issues relate not to articulation or grammar but to "speech pragmatics" (the use of speech to build social relationships). Across the board, though, speech and language therapy is likely to be helpful for people with autism.

3. Occupational Therapy

Occupational therapy focuses on building daily living skills. Since many people with autism have delays in fine motor skills, occupational therapy can be very important. Occupational therapists may also have training in sensory integration therapy - a technique which may help autistic people manage hypersensitivity to sound, light, and touch.

4. Social Skills Therapy

One of autism's "core deficits" is a lack of social and communication skills. Many children with autism need help in building the skills they need to hold a conversation, connect with a new friend, or even navigate the playground. Social skills therapists can help out setting up and facilitating peer-based social interaction.

5. Physical Therapy

Autism is a "pervasive developmental delay." Many autistic people have gross motor delays, and some have low muscle tone (they're unusually weak). Physical therapy can build up strength, coordination, and basic sports skills.

6. Play Therapy

Strange as it may sound, children with autism need help learning to play. And play can also serve as a tool for building speech, communication, and social skills. Play therapists may have training in particular therapeutic techniques such as Floortime or The Play Project - or they may incorporate play therapy into speech, occupational or physical therapy.

7. Behavior Therapy

Children with autism are often frustrated. They are misunderstood, have a tough time communicating their needs, suffer from hypersensitivities to sound, light and touch ... no wonder they sometimes act out! Behavior therapists are trained to figure out just what lies behind negative behaviors, and to recommend changes to the environment and routines to improve behavior.

8. Developmental Therapies

Floortime, Son-rise, and Relationship Development Intervention (RDI) are all considered to be "developmental treatments." This means that they build from a child's own interests, strengths and developmental level to increase emotional, social and intellectual abilities. Developmental therapies are often contrasted to behavioral therapies, which are best used to teach specific skills such as shoe tying, tooth brushing, etc.

9. Visually-Based Therapies

Many people with autism are visual thinkers. Some do very well with picture-based communication systems such as PECS (Picture Exchange Communication). Video modeling, video games and electronic communication systems also tap into autistic people's visual strength to build skills and communication.

10. Biomedical Therapies

Biomedical treatments may include pharmaceuticals, but most often biomedical treatments for autism are based on the Defeat Autism Now! (DAN!) approach to autism therapy. Doctors trained in the DAN! "protocol" prescribe special diets, supplements, and alternative treatments. None of these treatments have been approved by the FDA or CDC, but there are many anecdotal stories of positive outcomes.