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Friday, October 26, 2012

DEVELOPING FRIENDSHIPS


DEVELOPING FRIENDSHIPS WITH AUTISM

Although young children with autism may seem to prefer to be by themselves, one of the most important issues for older children and adults is the development of friendships with peers. It can take a great deal of time and effort for them to develop the social skills needed to be able to interact successfully with other children, but it is important to start early. In addition, bullying in middle and high school can be a major problem for students with autism, and the development of friendships is one of the best ways to prevent this problem. Friendships can be encouraged informally by inviting other children to the home to play.  In school, recess can be a valuable time for teachers to encourage play with other children.  Furthermore, time can be set aside in school for formal “play time” between children with autism and volunteer peers – typical children usually think that play time is much more fun than regular school, and it can help develop lasting friendships.  This is probably one of the most important issues to include in a student’s Individualized Education Program (IEP, or education plan for the child).  Children with autism often develop friendships through shared interests, such as computers, school clubs, model airplanes, etc. Encourage activities that the autistic individual can share with others.

AUTISM


WHAT IS AUTISM?

Autism is a developmental disability that typically involves delays and impairment in social skills, language, and behavior. Autism is a spectrum disorder, meaning that it affects people differently. Some children may have speech, whereas others may have little or no speech. Less severe cases may be diagnosed with Pervasive Developmental Disorder (PDD) or with Asperger’s Syndrome (these children typically have normal speech, but they have many “autistic” social and behavioral problems). Left untreated, many autistic children will not develop effective social skills and may not learn to talk or behave appropriately. Very few individuals recover completely from autism without any intervention. The good news is that there are a wide variety of treatment options which can be very helpful. Some treatments may lead to great improvement, whereas other treatments may have little or no effect. No treatment helps everyone. A variety of effective treatment options will be discussed below.

What is the difference between Asperger’s Syndrome and Autism?

Asperger syndrome is usually considered a subtype of high-functioning autism. Most of the individuals with Asperger syndrome are described as “social but awkward.” That is, they want to have friends, but they do not have the social skills to begin and/or maintain a friendship.  While high-functioning autistic individuals may also be “social but awkward,” they are typically less interested in having friends. In addition, high-functioning autistic individuals are often delayed in developing speech/language. Those with Asperger syndrome tend not to have speech/language delays, but their speech is usually described as peculiar, such as being stilted and perseverating on unusual topics.


GENETICS OF AUTISM

Genetics appear to play an important role in causing some cases of autism. Several studies have shown that when one identical twin has autism, the other co-twin often has autism.  In contrast, when one fraternal twin has autism, the co-twin is rarely autistic. Studies trying to identify specific genes associated with autism have been inconclusive. Currently, it appears that 20 or more genes may be associated with autism. This is in contrast to other disorders, such as Fragile X or Rett’s syndrome, in which single genes have been identified. A large number of studies have found that autistic individuals often have compromised immune systems. In fact, autism is sometimes described as an autoimmune system disorder.  One working hypothesis of autism is that the child’s immune system is compromised genetically and/or environmentally (e.g., exposure to chemicals). This may predispose the child to autism. Then, exposure to an (additional) environmental insult may lead to autism (e.g., the MMR vaccine) or mercury-containing vaccine preservatives (i.e., thimerosal). If parents have a child with autism, there is an increased likelihood that their future children will also develop autism. Many studies have identified cognitive disabilities, which sometimes go undetected, in siblings of autistic children. Siblings should be evaluated for possible developmental delays and learning disabilities, such as dyslexia.

COMMON CO-OCCURRING CONDITIONS IN AUTISM

1.     Mental Retardation: Although it has been estimated that up to 75% of people with autism have mental retardation, research studies have frequently used inappropriate IQ tests, such as verbal tests with nonverbal children and, in some cases, estimating the child’s intelligence level without any objective evidence. Parents should request non-verbal intelligence tests that do not require language skills, such as the Test for Nonverbal Intelligence (TONI). Furthermore, regardless of the result, realize that autistic children will develop more skills as they grow older, and that appropriate therapies and education can help them reach their true potential.
2.     Seizures: It is estimated that 25% of autistic individuals also develop seizures, some in early childhood and others as they go through puberty (changes in hormone levels may trigger seizures). These seizures can range from mild (e.g., gazing into space for a few seconds) to severe, grand mal seizures. Many autistic individuals have subclinical seizures which are not easily noticeable but can significantly affect mental function. A short one- or two-hour EEG may not be able to detect any abnormal activity, so a 24-hour EEG may be necessary. Although drugs can be used to reduce seizure activity, the child’s health must be checked regularly because these drugs can be harmful. There is substantial evidence that certain nutritional supplements, especially vitamin B6 and dimethylglycine (DMG), can provide a safer and more effective alterative to drugs, for many individuals.
3.     Chronic Constipation and/or Diarrhea: An analysis of the ARI’s autism database of thousands of cases show over 50% of autistic children have chronic constipation and/or diarrhea. Diarrhea may actually be due to constipation—i.e., only liquid is able to leak past a constipated stool mass in the intestine. Manual probing often fails to find an impaction. An endoscopy may be the only way to check for this problem. Consultation with a pediatric gastroenterologist is required.
4.     Sleep Problems: Many autistic individuals have sleep problems. Night waking may be due to reflux of stomach acid into the esophagus. Placing bricks under the head of the bed may help keep stomach acid from rising and provide better sleep.  Melatonin has been very useful in helping many autistic individuals fall asleep. Other popular interventions include using 5-HTP and implementing a behavior modification program designed to induce sleep. Vigorous exercise will help a child sleep, and other sleep aids are a weighted blanket or tight fitting mummy-type sleeping bag.
5.     Pica: 30% of children with autism have moderate to severe pica. Pica refers to eating non-food items such as paint, sand, dirt, paper, etc. Pica can expose the child to heavy metal poisoning, especially if there is lead in the paint or in the soil.
6.     Low Muscle Tone: A study conducted by the first author found that 30% of autistic children have moderate to severe loss of muscle tone, and this can limit their gross and fine motor skills. That study found that these children tend to have low potassium levels. Increased consumption of fruit may be helpful.
7.  Sensory Sensitivities: Many autistic children have unusual sensitivities to sounds, sights, touch, taste, and smells. High-pitched intermittent sounds, such as fire alarms or school bells, may be painful to autistic children. Scratchy fabrics may also be intolerable, and some children have visual sensitivities. They are troubled by the flickering of fluorescent lights. If the child often has tantrums in large supermarkets, it is possible that he/she has severe sensory oversensitivity. Sensory sensitivities are highly variable in autism, from mild to severe. In some children, the sensitivities are mostly auditory, and in others, mostly visual. It is likely that many individuals who remain non-verbal have both auditory and visual processing problems, and sensory input may be scrambled. Even though a pure tone hearing test may imply normal hearing, the child may have difficulty hearing auditory details and hard consonant sounds. Some children have very high pain thresholds (i.e., be insensitive to pain), whereas others have very low pain thresholds.  Interventions designed to help normalize their senses, such as sensory integration, Auditory Integration Training (AIT), and Irlen lenses, are discussed later in this paper.

Wednesday, September 19, 2012

Heather Whitestone


PERSON WHO WAS SUCCESSFUL INSPITE OF DISABILITY
Heather Whitestone


The new Miss America for 1995 is...(drum roll)...Heather Whitestone of Birmingham, Alabama!

There she is...Miss America. But unlike other Miss America crown holders, Heather never actually heard those words in 1995 as she was crowned. Miss Whitestone was the first person with a disability ever to be selected as Miss America. Heather had been deaf since the age of 18 months. Doctors told Heather’s parents that she would never read beyond the third grade level, nor learn to speak. In response to the judges’ question about her aim in life, she replied that she would like to assist children from all backgrounds to reach their fullest potential in life, to set high goals, and achieve them, as she had done. Heather’s special talent for the Miss America talent portion of the contest was ballet.

Heather Whitestone is currently the spokesperson for the Helen Keller Eye Research Foundation and the Starkey Hearing Aid Foundation. She has also authored a book entitled, Listening with My Heart. Ms. Whitestone is a motivational speaker who believes in and promotes following your dreams. She is now married and expecting her second child in 2001.

In 2002 she decided to have a cochlear implant operation in order to hear more fully in her right ear. The primary motivator for electing the surgery was an incident when she did not hear her son's cries for help. She said that she has not regretted her decision, thanking her family for supporting her.

Marla Runyan


PERSON WHO WAS SUCCESSFUL INSPITE OF DISABILITY
Marla Runyan


One of the women representing the United States in the 1500 meter track event at the 2000 Olympics was Marla Runyan.  The American runner finished seventh in her preliminary heat and rose to sixth in the semifinals to qualify for the finals.   During the final race, Marla lost track of the major competitors.  She finished in eighth position, 3.20 seconds behind the gold medal winner.

In 1996, Marla set several track and field records at the Paralympics in Atlanta, Georgia.  Following that success, Marla wanted to compete in the 2000 Olympics in Sydney -- even though she is legally blind.  The 31-year-old runner has been diagnosed with Stargardt disease.  This is a condition that leaves her with a limited ability to see what is in front of her.  In Sydney, Marla became the first legally blind athlete to compete in an Olympics.

Patricia Polacco


PERSON WHO WAS SUCCESSFUL INSPITE OF DISABILITY
Patricia Polacco


Patricia Polacco is a writer and illustrator of children's books.  She did not start writing children's books until she was 41 years old!  Patricia majored in Fine Art and received her Ph.D. in Art History.  Ms. Polacco now lives on an old historical farmstead in Union City, Michigan.  She named her farmstead Meteor Ridge.  You can read all about the meteor that landed in Ms. Polacco's grandparents' yard by reading her book Meteor.  For more information on this and other books Ms. Polacco has written, visit her website at http://www.patriciapolacco.com/.

The unique thing about Patricia Polacco is that she has been writing children's books even after she was diagnosed as having Dyslexia, Dysnumeria and Dysgraphia at the age of 14.  Patricia did not learn to read well until after she was 14 years old.  A teacher was able to get the additional help Ms. Pollaco needed to overcome her reading problems!  Ms. Pollaco has written a book about her experiences and this teacher who helped her.  The book is titled Thank You, Mr. Falker.  You can find information about this book at the website mentioned above.  Enjoy!

Itzhak Perlman

PERSON WHO WAS SUCCESSFUL INSPITE OF DISABILITY
Itzhak Perlman


Perlman began his music career at the Academy of Music in Tel-Aviv, Israel. In 1958, at the age of 13, Itzhak Perlman won an Israeli talent competition. This win made it possible for Perlman to travel to the United States to tour and appear on television. He then stayed in the U.S. and continued his musical training at the Juilliard School in New York City. In 1964, Perlman won a contest among young musicians known as the Leventritt Competition. Winning this competition opened the door for young Perlman to perform his violin music all over the world.

Itzhak, now an acclaimed violinist of his generation, has performed with every major orchestra and in recitals and festivals the world over. In 1986, he received the nation’s Medal of Liberty from U.S. President Ronald Reagan. His joy of making music has captivated audiences and has achieved Perlman a level of respect and admiration among people of many nations. Great violin concertos make up the core of Perlman’s recorded music, ranging from the baroque to the contemporary. Perlman is also featured in the hit movie Music of the Heart.

Born (1945) in Tel Aviv, Israel, Itzhak Perlman contracted polio at age 4, permanently paralyzing his legs. He performs his music while seated and walks with crutches. Itzhak is a well known advocate for people with disabilities, actively promoting laws to ease access to buildings and transportation.