A Direct Response to Wyoming Institute of Technology's Article

NOTE: Since posting this article it has been brought to my attention that this maybe a fraud. I cannot find any reputable sites debunking this article. As it turns out the Wyoming Institute is a real place, but it is not considered a place of higher education. Basically its a large scam with poor quality professors and facilities. Here is a link to one of these articles: Ripoff Report.

The Wyoming Institute of Technology has released an article stating that "92% of murderers are diagnosed with Aspergers". They state that their scientists ran "extensive" tests on 2,000 prisoners in 7 different states and found that 92% of them have Aspergers Syndrome. You can read the entire article here: Civic Tribune.

The total prison population in the United States is approximately 2,228,424 of the total 317 million people in the US. The National Institute of Child Health and Human Development approximates 36,500 children of every 4 million born each year will have Autism. That brings the number to one in every 88 children.

This article directly relates those with Aspergers to sociopaths and states "Coupled with their lack of empathy, and boundaries, people who suffer from Aspergers could potentially be extraordinarily dangerous". I being a mom of an High Functioning Autism took immediate notice of this. First I'd like to point out a few things. By no means am I a doctor of psychology or psychiatry, but I do have a strong background in mental health to include a bachelors degree in both Criminal Justice and Psychology. My course of study included Adolescent Psychology and Abnormal Psychology along with Testing and Measurements. A few issues I have with this study are as follows:

First, who are these "scientists" and what is their experience in the field of mental health? Dr. Franklin Forrester is directly cited as the individual writing the article and as the "scientist" conducting the study. When I looked into the school's website (http://witscience.org/) I could not find any faculty profiles to look into his basic biography. I don't even know what this doctor is certified in. A Google search of Dr. Franklin Forrester only brought me to this article, no other educational information was found. I finally discovered a bit more information on this article here: article. Dr. Forrester's team includes psychiatrists, doctors, and criminal psychologists. He states this research took seven years and was inspired by the Virginia Tech shootings.This article states he conducted "extensive" interviews with inmates. I wonder if he conducted case studies on each individual. Interviewing neighbors, teachers, and other caregivers as these individuals grew up. Criminals are master manipulators, especially in prison. Another disturbing bit is he has a book set to be released very soon, July 12, 2014, and the article directly gives an email address for interviews.

Second, just for grins I cracked open my own copy of the DSM-IV and my personal copy of the Black's Law Dictionary. When I looked at 299.80 Asperger's Disorder the criteria lists a need for at least two demonstrations of impaired social interaction and at least one demonstration of activities, behavior, and interests that are repetitive, restricted, and stereotyped. None of the criteria listed includes violence, the mention of violence, or the capacity to commit violent acts. I then refereed to section 301.7 Antisocial Personality Disorder aka Sociopaths/ Psychopath. The criteria for diagnosing this disorder is broken down into four areas. The very first area listed is "Aggression against people or animals", then follows property destruction, lying or theft, and serious rule violation. In fact the DSM-IV cites this behavior in children is listed as code 312.8 Conduct Disorder, which falls under the 314.9 Attention Deficit/Hyperactivity Disorder Not Otherwise Specified section.

Black's Law Dictionary defines psychopath as "A person with a mental disorder characterized by an extremely antisocial personality that often leads to aggressive, perverted, or criminal behavior. The formal psychiatric term for mental illness from with a psychopath suffers is antisocial personality disorder". When I looked in Black's Law Dictionary for a definition of Aspergers I could not locate one. So I tried looking under Autism and could not find one. What does that tell me? That tells me that the Criminal Justice System does not identify those on the Autism Spectrum as being a threat.

I take specific offense to this doctor's study. I see this being a path toward listing Aspergarians as a subgroup of Sociopaths. I can tell you these groups could not be further apart in actions. A simple link between both groups exhibiting antisocial behavior is not enough to mark Aspergarians as dangerous enough to "...manage those who live with the condition and ensure a safer atmosphere for us all" as cited at the end of the Civic Tribune. I already wrote a blog about Autism and Criminal Behavior, citing a 2013 Danish study (among many others) which found that Autistic individuals have a crime rate lower than their neurotypical peers. Nine percent of those individuals involved in the Autistic community have criminal background, compared to the 18% of neurotypical individuals. In fact I go onto explain the 9% that do.

This article, I fear, will cause mass panic within the population, improperly labeling our sweet children as violent, ruthless killers. I strongly detest the Civic Tribune's call to the public to manage my son and his disability. The general public does not understand Autism or its needs and I do not want a bunch of "pseudo" professionals telling me how to manage my loved ones. My worst fear is a call for mass government control of these individuals, not just in the United States but around the world. Our government has behaved this way before and the last historical concentration camp I could find was during the 1940s, when the US imprisoned citizens during WWII for their Japanese heritage.

The bottom line is this: The diagnosis of Autism or Aspergers does not predispose an individual to violence.

Autism and Drug Use/Abuse

In 2007 approximately 19.9 million Americans 12 and older were active uses of illicit drugs, that is approximately 8% of the population, according to the American Academy of Child and Adolescent Psychiatry. The AACAP also cites marijuana as the most widely used illegal substance in America with approximately 14.4 million users in 2007. According to a study conducted by Psychology Today those diagnosed with ADHD were 47% more likely to abuse substances than their peers without ADHD. How does drug use relate to Autism?

According to alcoholrehab.com there may be one specific gene that increases the risk of Autism and predisposition to alcoholism. They also indicate that, though this research is still in its early stages, that there appears to be a higher incidence of alcoholism in Autism families. Though this research directly cites use of and addiction to alcohol, there maybe some link to other addictive substances. Individuals experiencing stress and social isolation are at increased risk of substance abuse. Depression is a well known result of these very issues. According to Psychology Today 50-75% of substance use disorders seeking treatment also suffer from other mental health issues, like depression. Substance abuse of all kinds can be a type of self soothing or medication that can lead to addiction. Autistic individuals thrive on constant routine, across the spectrum, and the inclusion of substances into that routine can lead to serious hardships in recovery.

A few skills necessary for responsible consumption of alcohol or determining drug use maybe hindered by the very chemistry of the Autistic brain. Skills such as insight, organization, and understanding appropriate behavior maybe hindered or almost non-existent by those on the spectrum. You can observe this with things lesser than substance abuse such as dangerous behavior on the playground, despite adult guidance. Does that mean every child who climbs on the outside of a slide is going to abuse drugs? No, but you should take this behavior into account, for what it is worth, regarding the totality of past and present behaviors as a indicator for future recklessness. Peer influence plays a big role in Autistic behavior. Those on the spectrum want to have friends and be accepted. The wrong social circles can lead your Autistic child into a world they cannot fully understand or prepare for.

The National Institute on Drug Abuse listed drugs that can cause neurological problems: Cocaine, GHB, Inhalants, Marijuana, MDA, Methamphetamine, Nicotine, and Prescription Stimulants. We all know that drugs or all types have negative effects on the body, sometimes made permanent by long term use.

So should you prevent your child from using drugs completely? No. Drugs do not necessarily mean illegal drugs. What about prescription drugs? If your physician places your child on prescription medication and you notice an improvement in their behavior, then why would you stop them? There is no indication, that I could find, that responsible use of prescription medication increases the likelihood of substance abuse. Ultimately you should decide what is best for you and your loved ones, under professional guidance.

So how do you guide your Autistic child against addiction? There are a few things to understand about addiction. The first thing is, eventually, as hard as it is, you must accept that your child, as an adult, will make their own decisions.Sometimes this is against their upbringing and despite all the positive advise and modeling of their parents. That does not mean you should throw in the towel and give up on explaining what your expectations are. All individuals with Autism or neuro-typical need to know what their parents expect of them. Be sure to give your child clear expectations for each social situations. Tell them you expect them to make mistakes, but they should avoid alcohol and drugs. Tell them how to handle peer pressure at parties or gatherings. Above all else, remember if you find drugs or alcohol hidden in your child's or loved one's possessions this does not always mean they are addicted. You can get some over the counter drug tests.

It will be hard to tell of your ASD loved one is using drugs. A lot of the "symptoms" of ASD mimic those of drug use. If you suspect a problem then get your loved one involved with professionals who specialize in Autism and substance abuse. If a specialist like this cannot be located, then your next best option is to find someone who specializes in youth and substance abuse. Involvement with mental health professionals in this field will curtail any further problems and help you overcome this situation.

Remember parental involvement and support are keys to preventing substance abuse and increasing self confidence. This is an important topic of conversation to have with your loved ones both on and off the spectrum.

For more information on drugs and addiction, please read this article from Synapse.

We wish you the best of luck on your Autism journey.

Learning Disabilities (LD) and Autism

According to the National Center for Learning Disabilities there are approximately 2.4 million students who suffer from a learning disability, which amounts to approximately 41% of the total student body population. The true number of LD individuals is hard to determine. Another site estimates that 1 in 5 children are LD, but in the UK the number is estimated that 20 in every 1000 have a learning disability. The disparity between these percentages tells me that more research is needed in this area. One thing that is certain is that our children with learning disabilities are behind. Near half of middle school students with learning disabilities are performing, at a minimum, of three grade levels behind their typical peers and only 67% of LD students graduate from high school with a regular diploma.  Learning disabilities are life long and cannot be cured, but their effects can be reduced with proper support.It is important to understand that a diagnosis of ADD/ADHD can contribute to learning disability, but ADD/ADHD are NOT learning disabilities.

What can you do? How can you help? What should you look for? All these questions will be answered in this blog.

Many people with learning disabilities (LD) also suffer with difficulties in executive functioning. Executive functioning is the ability to use what you have learned and apply it to what you are doing. Executive function is used to plan, organize, strategize, pay attention to and remember details, and manage time and space. Troubles with executive function typically become evident when a child is in elementary school and independent school work becomes a demand. There is no test or series of tests to determine struggles in executive functioning. This area of difficulty can only be determined through careful observation to determine where the weakness lies. Direct instruction, reassurance, and feedback are all important to help someone who is suffering with a disorder of executive functioning. To learn more about executive functioning, specific warning signs, and strategies to help cope with this disorder please see this link.

Executive Function: What is it and does your child have it?

Dyslexia: What is it? Dyslexia is a LD that causes difficulty with reading and writing. According to Yale University approximately 20% of the population is dyslexic. Research suggests that children with Autism are not at an increased risk of developing dyslexia, though dyslexia is believed to effect areas of the brain also linked to Autism. According to Autism Speaks children with Autism may teach themselves to read at an early age, a condition called hyperlexia. The problem comes in when they have learned to read words without comprehending the meaning of what they are reading.

Those suffering with dyslexia appear intelligent and articulate, but they are unable to read, write, or spell at an age appropriate level. Dyslexia is not limited to the typical reversing of letters or words, or writing backwards. Dyslexia can be treated with proper therapy, training, and equipment. The school can intervene and provide therapies to those suffering from dyslexia. There has been a development research into a special font type titled "Dyslexia Font". Its users claim they experience less mistakes when reading and writing with the font. The cause of dyslexia is believed to be genetic, but that has not been confirmed. To learn more about dyslexia, please read this article. An interesting fact, Keira Knightley has dyslexia. 

Link to Open Dyslexia Website

Dyscalculia: What is it? Dyscalculia is a LD that effects arithmetic abilities. According to About Dyscalculia approximately 6% of the total population suffers from dyscalculia. Less is known about dyscalculia and its possible relationship with dyslexia and dyspraxia. Dyscalculia occurs across IQ ranges. Those suffering from dyscalculia show many signs, among them could be difficulties with time, measurement, comprehension of financial planning or budgeting, and problems differentiating between left and right, among many others. Testing can be done to diagnose dyscalculia. Research shows promising results through training programs. Additional tutoring, graph paper for writing and explanations can also be helpful. Scientists used to think that dyscalculia was due to some form of brain damage, but now they are learning it can also be genetically linked. To learn more about dyscalculia please read this article or this blog from Scientific Learning. 

Dysgraphia: What is it? Dysgraphia is a LD that causes difficulty writing coherently, if the individual can write at all, regardless of the individuals ability to read. According to Scholastic approximately 5-17% of the population has dysgraphia. Those who have dysgraphia also are likely to have dyslexia and cases of dysgraphia in adults usually found with neurological trauma or in conjunction with Autism, Tourette Syndrome, or ADHD. Individuals with dysgraphia may have a higher than average IQ and may write, but they demonstrate a lack of coordination and find other activities involving their hands difficult, such as tying shoes. This maybe due to the possibility of pain felt by the individual suffering from dysgraphia. In children this is first observed when they begin to write. 

There are three different types of dysgraphia. Dyslexic, motor, or spatial. Those suffering from dysgraphia show symptoms of mixing upper and lower case letters, irregular size of letters or shapes, unfinished letters, odd writing grip, and spelling mistakes among others. Treatment for this LD varies but includes motor skill assistance. Occupational therapy can help to correct pencil grip, muscle tone, and hand eye coordination required for fine motor skills involved in writing. Vision therapy is also another form of treatment used in dysgraphia. The causes of dysgraphia vary from brain damage or physical deformity to genetic links. To learn more about dysgraphia please read this article or this blog from dysTalk. 

Educational Reference

Dyspraxia: What is it? Simply defined, dyspraxia is difficulty with movement. This disorder ranges from initiation of an action to physical performance of an action.This difficulty is possibly due to an immaturity of the way the brain processes information and that translates to the body receiving improper signals. Dyspraxia is often found in individuals who suffer from other developmental disorders like Autism, dyslexia, and others. Dyspraxics have similar behaviors as those on the Autism Spectrum. Dyspraxia is often misdiagnosed as ADHD and dyspraxics may have Sensory Processing Disorder. There are six main areas of difficulty in dyspraxia, four are more common than any others, these include: -speech and language, -fine motor control, -whole body movement, and -physical play. Symptoms of dyspraxia include difficulty picking things up, ambidexterity, poor spatial awareness, an aversion to loud environments, and difficulty sleeping, as well as a great deal of others. Treatment of dyspraxia includes support from an Occupational Therapist and possibly a Speech-Language Pathologist. To learn more about dyspraxia please read this article or my blog, Autism and Motor Skills. An interesting fact, Daniel Radcliffe (Harry Potter star) has dyspraxia. 

Here is a list of beautiful, current Hollywood minds with learning disabilities, very interesting and inspiring for struggling young people. For more information on learning disabilities please read this article. 

As always we wish you the best of luck on your Autism journey. We are always here for you at Aiden's Heroes. 

Cross Disablilty: Hearing Impairments and Autism

Understanding how hearing loss can impact your loved one with Autism is vital to their overall well being. The Center for Hearing and Communication estimates that approximately twelve percent of the US population or 38 million American's suffer from some degree of hearing loss. We discussed different types of visual impairments in my blog, Cross Disability: Visual Impairments and Autism, this blog will cover the link or possible links between hearing loss in Autism and what you can do to help.

How do we hear?

First, every child diagnosed with Autism should have their vision and hearing checked by a physician. A study published in the Disability and Health Journal found that six percent of children with hearing loss and seven percent with visual impairment have Autism, compared to one percent of their typical peers. Interestingly a link was also found between cerebral palsy and Autism in this study. The researchers found a correlation between hearing loss and Autism may also lead to a diagnosis of cerebral palsy. This is not to insinuate that both cannot exist separately in one person, in fact it can. It is important to know this information and ask your child be tested for cerebral palsy if in fact they have been diagnosed with Autism and hearing impairment (HI). 

A diagnosis of HI does not just come from Autism. If your child, Autistic or not is language delayed, hearing may be the culprit. Children with hearing impairment could demonstrate some common signs of Autism such as poor eye contact, "ignoring" their name, and temper tantrums. If you are observing these signs it is a good idea to speak to your psychologist or pediatrician to rule out ASD and HI. Gallaudet University has taken interest in researching Autism and deafness. An article found in the Journal of Autism and Developmental Disabilities, is based on five years of information gathered from the Gallaudet Research Institute. This research found that one in 59 children with hearing loss was also being treated for Autism. According to Gallaudet this is nearly twice the rate of otherwise healthy Autistic children at the rate of one out of 110, in 2010. If this research is accurate, I believe this would be considered a normal rate of diagnosis since the CDC now recognizes that one in 68 children is on the spectrum. 

Does this mean that we should disregard Gallaudet's research? Absolutely not, this article points an important fact. ASD is being more readily identified in the HI community. Without realizing it Gallaudet unveiled the "true" statistic of Autism four years before the rest of our community caught up. Why? I think it’s simply because society understands hearing loss better than Autism. A lot of parents do not know what Autism looks like or what signs to look out for. Society knows what to look for with hearing loss and doctors are constantly checking for hearing loss during pediatric checkups. That is because approximately 15% of children 6-19 have measurable hearing loss in at least one ear, according to the CHC. Therefore, through natural progression, hearing impaired Autistic individuals are being discovered sooner since they are more exposed to specialists for their hearing loss. 

New research into Auditory Processing Disorders is being reported by the American Speech-Language-Hearing Association. I was very excited to read their article about Auditory Processing Disorders (APD) and learned a few things. Children who have difficulty understanding speech in noisy environments, following directions, and differentiating between similar speech sounds, may in fact be suffering from some type of APD. Children may also suffer in school with spelling, reading, or verbal instruction.  I further learned that APD simply means that the Central Nervous System maybe misusing auditory information, which would make worlds of sense based on the newest brain structure research done on Autistic individuals. I have discussed before how ADD and ADHD are misunderstood by society as a broad diagnosis for a child who is "bad" or "unruly", this maybe another link to that puzzle. Aiden has a diagnosis of ASD and ADHD, truly understanding what maybe contributing to the ADHD diagnosis has been liberating for me. 

How do you help your loved one with hearing loss or impairment? Autism is difficult alone for us to understand, hearing loss makes it even harder for our loved ones to understand us. Try to be patient. Get a Speech and Language Pathologist involved with your loved one's care team. In the mean time make sure you have the person's attention before you speak. When you speak do so clearly, you do not necessarily need to slow down or shout while talking. If your speech is not understood, try a different way of saying the same thing and use plain language. If the degree HI is severe you may want to consider learning and teaching yourself and loved one sign language. This is much easier than you might think. Start with simple words and off you go. It is important to understand that there are different versions of sign language, just like spoken language. If you live in the UK you would want to learn British Sign Language (BSL) as opposed to American Sign Language (ASL). Here are some great beginner videos:

ASL for beginners
BSL for beginners
Spanish Sign Language (SSL)
Russian Sign Language (RSL)
German Sign Language (GSL)

Here are more helpful links to understanding Hearing Impairments and Autism:
ASD
Autism Spectrum Disorders and Hearing Impairments
The Autism Network for Deaf/Hard of Hearing
Autism and Sight or Hearing Loss
American Speech-Language-Hearing Assoc.

To learn more about Hearing Impairment please see these links:
Center for Hearing and Communication Fact Sheet
Nemours Teens Health- Hearing Impairment
Hearing Disorders and Deafness

We at Aiden's Heroes hope you find this information helpful. Please go over to our Facebook page and click like!

Good luck and remember if you have a topic you'd like us to cover, please comment below.

Cross Disability: Visual Impairments and Autism

A diagnosis of Autism is hard enough to conquer, but imagine compounding the issue with visual impairment. Visual impairments, for our purposes, are not just physical blindness, also visual processing disorders. There are seven types of visual impairments and we will touch on all of them in this blog.

Many of the behavioral characteristics of the autism spectrum involve vision. For instance poor eye contact may be the result of poor vision. Wall hugging may indicate struggle with spacial relationships or poor eyesight. Trouble with eyesight can also effect gross and fine motor skills. Even the age at which Autism is first diagnosed, 18 months old, is also a critical time period for visual development. A very high percentage of children with ASD show eye movement disorders. It is important to get your Autistic loved one involved with an eye doctor and ask your child be tested by a psychologist if you suspect any kind of impairment. To read more about the importance of Optometry in ASD please read this article.

So how do we cope with all these issues? First you must understand that visual impairments are rare in occurrence. Approximately 285 million people worldwide are visually impaired. The World Health Organization, WHO, estimates that 80% of all visual impairment can be avoided or cured. The WHO Visual Impairment Fact Sheet can provide you with more facts about visual impairment. If you have an Autistic child with diagnosed blindness there are ways to cope. This article is from a mother and medical professional of a blind ASD child. She herself states that these two conditions together are extremely rare, but do happen. The Texas School for the Blind and Visually Impaired has published a series of articles related to autism and visual impairment. I strongly suggest you take a look at these articles to help you further your understanding of these conditions.

According to the Texas School for the Blind there are six visual impairments (blindness) that have been documented with Autism:

• Anophthalmia: This is a condition in which one or both eyes are missing at birth. The cause of this condition is relatively unknown, but may include genetic mutations or abnormal chromosomes. There is no cure for Anophthalmia, but its sister condition Microphthalmia (in which the eyes are too small) has responded well to surgery and other treatments. To learn more about Anophthalmia and Microphthalmia please read this article. Here is a blog, Adele's Eyes, from a parent who's daughter has Anophthalmia. 

                                      

                                   Anophthalmia                                                           Microphthalmia

• Leber's Congenital Amaurosis: This is an inherited retinal disease in which severe loss of vision begins at birth. The cause is genetic and it is impossible to determine who is a carrier of the LCA gene. It only shows itself when a child is born, both parents must be carriers for this event to occur. Scientists are not trying to find a cure through gene therapy. To learn more about Leber's Congenital Amaurosis or LCA, please read this article. The little boy pictured is Ivan. Ivan has a blog post about him, Wonder Baby, for you to read from his parents. 

• Peter's Anomaly: This condition is caused by a thinning and clouding of the cornea and effect the attachment of the cornea to the iris, causing blurred vision. Premature infants are at risk for developing this condition. This disorder has also been linked to Fetal Alcohol Syndrome. Genetics may also be a factor. Interestingly some chromosomes involved in this disorder are also linked to Autism Spectrum Disorder. Treatment involves management of cataracts that develop on the eye and monitoring glaucoma. To read more about Peter's Anomaly please see this article. The child pictured is Emily. Her mother keeps a blog, Her Eyes, That's Where Hope Lies. 

• Retinopathy of Prematurity: This condition effects prematurely born infants. The smaller the infant is at birth the more likely they are to develop ROP. This condition is caused by the abnormal development of blood vessels in the eye. The most effective treatment is laser therapy or cryotherapy. To learn more about ROP see this article. It was difficult to find pictures of this disorder. There are multiple stages and most pictures involve internal photo's of the blood vessels in the eye.

• Septo-optic Dysplasia: This condition is rare. It involves abnormal development of the optic disc, pituitary deficiencies, and the absence of part of the brain which contributes to vision called the septum pellucidum. Treatment for the optical problems in this disorder is not possible. Symptomatic treatments are available with hormone therapy. To learn more please see this article. This adorable picture is of a Septo-Optic baby and can be found on this blog, Septo Optic Dysplasia. 

• Congenital Rubella Syndrome: For this condition to develop the mother must be infected with the rubella virus, during the first trimester of her pregnancy. Prevention through the Rubella vaccination of the mother is critical for preventing this type of visual impairment. There is no treatment for Congenital Rubella Syndrome, symptoms are managed according to each individual's specific needs. To read more about this disorder please read this article. It is difficult to find a blog about this disorder since it is so rare now, thanks to vaccination.

Visual Processing Disorders are not blindness. The way the brain processes information varies by person. Every person has certain strengths and weaknesses. Certain activities may expose difficulties in kinds of visual processing. There are seven types of Visual Processing Disorders:

Visual Discrimination- This skill uses sight to notice features of different items, separating one item from the other. Where will you notice difficulties? Determining differences between similar letters, shapes, colors, patterns, etc. How do you help? Provide clear, distinct spacing between words. Point out direct examples and show differences between items.

Visual Figure- Ground Discrimination- This skill uses sight to separate a shape or character from its background. Where will you notice difficulties? Finding specific information on a printed page full of words and numbers or seeing an image on a competing background. How do you help? Practice find items books, like Where's Waldo, use reading guides to block out other input, and use a highlighter to highlight important information.

Visual Sequencing- This skill uses sight to distinguish the order of symbols, words, and images. Where will you notice difficulties? Using a separate sheet of paper for answering questions, staying in the right place while reading, misreading/reversing letters/numbers/words, understanding math problems. How do you help? Have the individual orally present what they read and color code instructions.

Visual Motor Processing- This skill uses sight to coordinate body movement. Where will you notice difficulties? Writing within lines or margins, copying information, bumping into things, sports participation. How do you help? Allow for computer use, use a tape recorder for lectures, allow written reports instead of oral presentations, and have a "note buddy". 

Visual Memory- This skill uses sight to remember things. There are two kinds of visual memory, long term and short. Long term memory is the ability to recall something the individual saw a long time ago. Short term is something seen recently. Where will you notice difficulties? Remembering how to spell words, reading comprehension, using a calculator or keyboard, remembering phone numbers. How can you help? Provide written handouts and directions. 

Visual Closure- This skill uses sight to determine what an object is when only parts of it are visible. Where will you notice difficulties? Recognizing an object from a partial image, identifying words with missing letters, recognizing a face with a missing feature. How can you help? Puzzles and like games.

Spatial Relationships- This skill uses sight to understand how objects are positioned in relation to each other, such as near vs far, as well as relationship of characters described in a narrative. Where will you notice difficulties? Getting around places, spacing of written words on paper, judging time, and reading maps. How can you help? Practice distance with ball games, create maps and travel logs, and practice social skills that focus on physical proximity. 

Here is a great website for worksheets to improve visual processing disorder: http://www.abcjesuslovesme.com/visual-perception/350-worksheets

http://www.pinterest.com/reidms/visual-perception-disorder/

Other articles of interest in relation to Autism and Visual Impairments:

A Cross Disability: Visual Impairment and Autism

Scottish Sensory Centre

Visual Processing Disorders

I hope this has helped you with a basic understanding of visual impairments and visual processing disorder and how it relates to Autism. Be sure to stop on our Facebook page for updated information and other interesting topics.

Autism Spectrum Disorder and Sensory Processing Disorder in the Classroom

School is out for the summer and most teachers are relaxing by the pool, as they should. You are probably wondering about next year, especially if you have a special needs child. What will it bring? Will the teacher understand? What can I do?

If last year was a struggle there are ways you can make it better. If last year was great then there are ways to continue that progress. Aiden will start school in the fall of 2015 and I have been doing a lot of thinking, sometimes worrying, about that step. Finding the right fit in school can be a struggle. As always, when I face a type of adversity with Aiden's Autism and Sensory Processing Disorder (SPD) I research. This is what I have learned.

The very first step is to get your child an IEP or 504 plan. An IEP is an Individual Education Plan that is prepared by you and the school. The IEP functions as a type of contract that outlines the child's needs and how the school will accommodate them. An IEP must be reevaluated approximately every 3 years. Aiden does not "educationally qualify" for an IEP, but he does need a 504 plan. A 504 Plan is a step down from the IEP. The 504 outlines the accommodations your child needs for the school. The 504 must be renewed annually.

How do you get an IEP or 504? All you have to do is ask. Yes, it is that simple. Make the request to your child's teacher, guidance counselor, or principal. You can make the request verbally or in writing. I always do everything possible through email or letters, this helps me with record keeping and date/ time stamps. It’s never too late to begin an IEP process. You can call your school and make the request this summer. The process for getting a 504 is very similar to an IEP.

What should you expect in the classroom? How can you help your teacher? That's right; you need to help your teacher. Teachers, on average, have 30 other children to consider. They must learn every child and how to help them achieve their individual goals meanwhile teaching to state standards. There is a lot of pressure on teachers today. If your teacher struggles to connect in a meaningful way with your child then your child's perception of education can be damaged, sometimes forever.

First, create a packet for your teacher. Put your child's picture on the cover page, with their name. The second page should be vitals, such as diagnosis, age, basic testing information, your contact information, etc. Your contact information needs to not only include your home address, but your work address and every phone number possible. Consider adding emergency contact numbers and numbers to your OT and ABA therapists. The last page should be likes, dislikes, things to watch out for, and how to help soothe your child. If you want to provide your teacher with basic educational information on your child's diagnosis it can be helpful, especially in a mainstream classroom. Teachers do receive education in special needs, but this information is often a brief review. Living with the diagnosis is totally different. You want to be a resource for your teacher.

Second, talk to your child's School Resource Officer or SRO. Call the school and request to speak with this officer to set up an appointment. Talking to a Law Enforcement Officer can be intimidating, but these officers are there because they genuinely care for their kids. Speak with them frankly about your child and their disability. Provide them with some basic information and a picture of your child. Let the officer know if your child is an elopement concern. Familiarizing the SRO with your child will help them properly help your child in multiple situations.

If the worst case scenario happens and your child has a meltdown you will probably get a phone call from the school to come get the child. Request a meeting as soon as possible after the event with all the staff involved. Talk to your child after they calm down and ask what happened. Very verbal children will be able to tell you why they got mad. Ask your ABA therapist or OT therapist to accompany you for the meeting. Talk openly with the staff. Ask what events led up to the meltdown. This should be an open dialogue to help everyone to ideally avoid a future incident.

Some considerations should be given to your child's classroom. Your Occupational Therapist can help you and your teacher with this process. Your ABA therapist can give your teacher tools and references when your child's behavior becomes a problem. Do not underestimate these resources when it comes to the quality of your child's education. Some basic improvements can be used in your child's classroom.

See if your child can get up for walks, accompanied by an aide or possibly by the SRO, at specified classroom times. For instance, Aiden does not take naps, but other children his age do. This would be a good time for him to walk. As you know it is helpful to have another adult intervene when your Autistic child is riding your nerves. Your teachers will, on some days, also need this same kind of relief. Walking with another adult will give your child someone to familiarize and bond with outside of their teacher. Sometimes that one on one attention can help them cope during stressful days.

Playground time is vital for our kids. Helps them get the wiggles out. Depending on your child's level of activity you should consider this time before and after school as well as during. If the playground is unavailable (due to construction, weather, etc) consider other types of physical activity, such as jumping jacks, standing push-ups, stretching and other in place exercises. This activity will help your child focus and may help with some behavioral problems in the classroom.

Some children with sensory overload find brushing calming. Send your child to school with a small therapeutic brush; let the teacher know about this aide. The child can slip the brush in their pocket and request a bathroom break if they are feeling overloaded. This is a discrete way for them to find comfort in a private setting, without subjecting them to exposure in front of other kids.

Therapeutic Brush

Oral fixation or chewing issues can be easily solved with a chewy pencil topper. These specially designed items are placed over the ends of pens and pencils and can be chewed on safely at the child's desk. These fun designs can look like eraser toppers and won't attract too much attention from other children. It is not uncommon for children to chew on their pencils and pens.

Chew Stixx

If your teacher notices your child becoming increasingly agitated throughout the day ask them to consider allowing the child to sit in a quiet corner with some music for a while. Music should be soft, possibly instrumental, like a classical or soft jazz selection. If this is not possible see if you can pick them up for a sick day, have the teacher send their work home and return them to school the next day. Do not make this a habit. This should be reserved for highly irritable days to help lessen the impact on the rest of the class. 

Getting the fidgets in the classroom can be a hassle, not only for the teacher, but for the child. There are a few things you can do to help cut down in fidgeting. First consider a foot band. A foot band straps around the legs of a desk or chair and provides sensory input. 

Foot Bands

If your child struggles with sitting still during story time or other carpet activities, a disc seat or ball chair can help. Another helpful tool in the seat is an inflatable cushion or a Senseez. I recently picked up a Senseez for Aiden and he likes it. I like it because it was created by another special needs mom, for special needs kids. I can see how this kind of cushion could be beneficial in a classroom setting.

Senseez

Stress balls and other small tools that can be manipulated at the child's desk are great for in class movies or other quiet activities. The teacher can let the child keep these items in their desk or they can elect to keep them in a safe place to minimize distractions during engaging activities. Another idea is to tape fabric or soft carpeting to the bottom of the child's desk.

Finger Fiddles Set

My biggest concern is with fire alarms. Aiden has meltdowns when exposed to sudden and unexpected loud noises. Before fire alarms the child should be read stories about fire alarms and that they are a normal part of life. This will help prepare them for the fire alarm. During the alarm the child should be allowed to wear ear plugs or muffs. An aide should be provided to help your child through the fire alarm experience.

Panda Ear Muffs

Here are four great links to further assist you in school prep:

Working with Schools

SPD Foundation- FAQs

Problem Behavior in the Classroom

How to Get an IEP

Here are some classroom kits to help your child:

Classroom Kit

Light Filters

Handwriting Tools

Fidget Kit

Good luck with the next school year. For updated resources please like and visit us on Facebook.

Autism and Motor Skills

Motor skills are necessary for every part of life. Playing games, writing a term paper, even eating food requires motor skills. Motor skills are muscles working together to achieve a common goal. Gross motor are large movements and involve large muscle groups. Gross motor skills include things like kicking a ball or sitting in a chair. Fine motor skills are smaller movements and involve smaller muscle groups. Fine motor skills include things like writing with a pencil or holding a spoon. The effects of Autism vary per person and therefor the motor skills effected individually. Aiden has some slight struggles with motor skills. Aiden did not kick a ball until he was about eighteen months old. His current struggle is with sitting on the floor properly. Aiden has adopted a technique therapists call W sitting.

W sitting should be corrected with the help of an Occupational Therapist. This type of sitting indicates weak core muscles and is bad for the knees and hips. 

I have encountered parents of Autistic children who have no issues with motor skills, others have trouble with either fine or gross, and others have trouble with both types simultaneously. An Oregon State researcher recently conducted a study of 159 children ages 12-33 months. One hundred and ten of these children were diagnosed with Autism and 49 were typically developing children. This researcher found that children with ASD were, on average, one year behind their typical peers in fine motor skills and about six months behind in gross motor skills. Motor skill delay is not related to intelligence. This research indicates we should be incorporating motor skill development in early intervention treatments. OSU's Study

In 2013 a study proving motor skill delay is directly tied to Autism was published. This research shows that motor skill delay is, in fact, a symptom of Autism and not a separate issue as scientists once believed. Researchers from the Washington University of School and Medicine in Saint Louis studied the motor skills of 144 children from 67 families. Some of these children were siblings in the same home. Researchers found that children with ASD suffered with motor skill deficiencies at the rate of 83%, compared to only 6% of typical siblings. Where the impact really sets in is when children with ASD were compared to their own siblings and the rate stayed about the same. Sibling studies are important since these children are in the same environment and exposed to the same things. The sibling studies in this case show that motor skill deficits are not a separate genetic issue, but are directly related to ASD. 

Dr. Robert Melillo has long been working to connect motor skills directly to Autism. He asserts that improving motor skills will decrease the symptoms of learning and behavioral disorders. His and other studies show that neuro-behavioral disorders, like Autism, are the result of  common under connectivity of electrical activity in the brain, specifically between the two hemispheres. This kind of research could be valuable to understanding how the brain is wired in Autistic individuals. Multiple studies have recently emerged showing that the brain neurons are disorganized in Autism so it is not impossible to believe that the connections between the two sides are lacking. To read more about the WU research or to learn about Dr. Robert Melillo's clinics please read here: Brain Centers

How do you help motor skill development? Patience. Be patient with your child or loved one. Try to break down the tasks into smaller steps, then build on them. An Occupational Therapist can immensely help with motor skill development. They will tailor a plan to your loved one's individual needs. To read more about Motor Skills in Autism please feel free to read Motor Skills in Autistic Children.

I hope this blog has helped you to understand why motor skills are important and how they are linked to Autism. As always we are here for you. If there is a specific topic you are interested in please feel free to comment here or on our Facebook page. While your on our page, please give us a like, to see what we post next! 

Wishing you continued health and happiness on your Autism journey. 

Autism and Vitamins

Everyone should take vitamins, so why is this even a topic? The research behind vitamins and possible deficiencies that contribute to autism is abundant and interesting. I'm going to try my best to condense the information in this blog. It is important to remember I am not a dietitian or nutritionist. This is information I have found from medical sites and research. If you suspect your child suffers from a vitamin deficiency please talk to their pediatrician. 

Vitamins A, B6, B9, B12, C, and D seem to have the greatest focus as far as research is concerned. For simplicity sake we'll address each in alphabetical order.

Vitamin A: The mayo clinic lists the symptoms of Vitamin A deficiency, here are some of them: fatigue, shortness of breath, pale/yellowish skin, weight loss, numbness in hands and feet, among many others. Vitamin A has been long linked to eye health. This article touches on the possible effects of vaccines on health. I don't particularly believe this, so I skimmed over that part. What I did learn is there are proteins in your body called G-proteins and these proteins. These proteins are involved in transferring the signals coming from the senses as well as the pathways to the body for fats and glucose, with the help of Vitamin A. One of the receptors for the signals controls the rod cells in your eye's retina; they are thickly clustered around the edge of your retina, the outer part of the eye. Rods convey shading, depth, and allow us to see in black and white. The theory proposed by the Doctor in this study is that when Autistic children look away from you, they are doing this so the light reflected from your face lands on the retina. 

Some physicians find this article out of reach, but parents of Autistic children find her therapy exciting. Vitamin A deficiency is rare in middle and upper class families, but is common in the US among low income groups. Vitamin A is found naturally in liver, dairy, and dark green vegetables. Another possible reason for Vitamin A deficiency is from malabsorption of fats from celiac disease or infectious hepatitis. A zinc deficiency can also trigger a Vitamin A deficiency. If you would like to read more about Vitamin A deficiency and its effects on Autism, please consider these links:

Vitamin A Deficiency

Vitamin A in Autism 

Vitamin A

Vitamin B6: Vitamin B6 deficiencies are listed here, but include: sores on the tongue, convulsions, skin inflammation, and depression. B6 has been linked to over 100 enzymatic reactions within the body, including production of neurotransmitters serotonin, dopamine, and glutathione (needed for detoxification). In 2006 researchers in France conducted a large research group. They determined that B6 and magnesium therapy improved communication, behavior, and aids in normalizing the chemistry of children with ASD. In 2002 the American Journal of Epidemiology published a study of 2,566 children. The study found that less than 14% of boys and 12% of girls had adequate intakes of magnesium, associated with lung function. Low magnesium, according to this study, can provoke leaky gut syndrome. I discuss leaky gut more in my blog Autism and GI Issues. This study points out that dietetic factors can play a significant role in ADHD and disruptive behavior. It is important to note that Magnesium and B6 is not the same thing, but they are closely used in therapy. 

B6 is found in beans, nuts, and cereals. Magnesium is found in leafy vegetables, grains and nuts, as well as meats and dairy. Magnesium helps turn food into energy and works in hormone production for bone health. 

French Study

Magnesium Deficiency and Autism

Vitamin B6

Vitamin B9: Also known as folic acid, B9 helps produce and maintain new cells. It also helps maintain normal levels of multiple hormones and amino acids. Signs of vitamin B9 deficiency are not limited to, but include: headache, nausea, fatigue, acne, memory loss, and depression, among multiple others. Folic Acid has long been linked to healthy pregnancy. There is now evidence that cerebral foliate deficiency has been linked to Autism Spectrum Disorders. In the research articles I read there seems to be an accent on CFD and low functioning Autism. Folic acid can be toxic at high levels. Before electing to give your child high doses of folic acid, please consult a doctor.

B9 can be found naturally in broccoli, brussel sprouts, and peas. Safe amounts can be found in multivitamins. 

Cerebral Foliate Deficiency in Autism Spectrum Disorders

Vitamin B9

Vitamin B12: Vitamin B12 makes red blood cells, promotes nervous system health, helps to regulate the release of energy, and processing folic acid, among other important functions. Symptoms of B12 deficiency include diarrhea or constipation, fatigue, pale skin, concentration issues, difficulty with balance, and tingling in hands and feet, among others. One of the functions of B12 is to reduce inflammation as a baby leaves its mother's womb. Researchers speculate strongly that inflammation is directly linked to Autism. As B12 works with the cells of the body it plays a key role in a process called methylation. Methylation makes every single cell in your body. After a child is conceived the cells of the womb that will become the fetus go through a demethylated process. According to one study published by Treat Autism, there is increasing evidence that "the role of methylation in the interaction of environmental factors with genetic expression is playing a role in developmental issues like autism and ADHD." Basically the first six days of fetal life are critical as far as maternal care; any change in maternal care during those first six days can greatly impact the methylation patterns in some genes. This article speculates that inflammation, Autism, and ADHD are linked to impaired methylation. Doctors speculate that supplementing with B12 can help repair the current methylation process within a person, eventually correcting deficiencies in social, cognitive, and language development. 

B12 can be found naturally in fish, shellfish, crustaceans, beef liver, Swiss cheese, beef, eggs, and cereal.

Methyl B12 Injections

Vitamin B12

Vitamin C: Also known as ascorbic acid. Vitamin C deficiency is also known as scurvy. Vitamin C is needed for growth and repair of tissues in the body. Since Vitamin C is not stored within the body a constant supply is necessary for cell health. Vitamin C has been shown to have a calming effect on behavior. Scientist hypothesize that vitamin C affects the brain's response to the neurotransmitter dopamine. Another explanation is Vitamin C's antioxidant properties. Researchers believe that children with autism may have difficulty managing free radicals and these damage the brain, immune system, and body in general.

Vitamin C can be found in fruits such as citrus, cantaloupe, mango, strawberries, watermelon, and vegetables such as broccoli, peppers, spinach, potatoes, tomatoes, and winter squash. 

Nutritional Vitamin C Treatment

Vitamin C

Vitamin D: The primary function of Vitamin D is to help control the amount of calcium and phosphate in your body. Having to little can damage the way your body absorbs calcium. Symptoms of Vitamin D deficiency include bone pain, muscle weakness, but other symptoms like fatigue, can be more subtle. A link between Autism and vitamin D has been discovered by researchers at the Children's Hospital Oakland Research Institute. They have demonstrated that serotonin, oxytocin, and vasopressin are all activated by the vitamin D. Serotonin is linked to shaping, structuring, and wiring of the brain. These hormones affect social behavior. Vitamin D may is also linked to anti-inflammatory actions, autoimmune actions, neurotrophins, and antioxidants.

Vitamin D is naturally found in sunlight, oily fish, and eggs. It can also be found in fortified foods.

Life Extension Magazine: Autism and Vitamin D

Science Daily

Vitamin D

As I mentioned above, if you suspect a deficiency in your Autistic loved one please consult a doctor before beginning any treatment plan. Your physician can run blood tests to confirm any deficiency. Feeding your loved ones a well balanced diet and taking a daily multivitamin can help to eliminate deficiency issues. I hope this blog has helped you to understand the importance of vitamins in diet and how a lack of these vitamins can contribute to other health issues. 

For updated information and research follow us on Facebook!