The term autism is not what it once was. “Autism” originally described a severe set of schizophrenia symptoms in 1911 by a German psychiatrist named Eugen Bleuler. This misconception continued until the 1960s when child psychology became a science.
Today, the term autism is now known as Autism Spectrum Disorder (ASD). It’s used to describe a complex developmental disorder affecting communication and social skills first appearing in childhood. When speaking about ASD, it’s important to separate myths from facts about the developmental disorder.
Autism is curable.
Individuals with autism cannot live an independent and successful life.
The cause of autism is bad parenting.
Individuals with autism do not speak.
These common misconceptions about autism only show the need for awareness. That’s why April is Autism Awareness Month. To better understand this developmental disorder, parents need to know how to recognize the disorder affecting 1 out of 110 children.
Autism is a complex disorder in which no two children or adults display the same signs and symptoms. It is also a disorder affecting different areas of a person’s life. While one area may be greatly affected, another area may exhibit no signs of autism. For example: A child may struggle with sensory issues, but is able to talk in back and forth communication.
Developmental regression occurs when a child loses an acquired skill. A potty-trained toddler starts having accidents again. A talkative child reverts to babbling or using nonsense words. For many children, a developmental regression is only temporary and may be the result of mastering a new skill or a major life change.
Developmental regression occurs when a child loses an acquired skill.
But for some children, they are experiencing a regression due to the onset of autism symptoms. For the first year, many children who are later diagnosed with autism develop normally. It is possible for a child under one to show no signs of autism. However, once the child reaches the age of two, many parents notice autism signs that the child had not displayed before.
If a child experiences a developmental regression not related to mastering a new milestone or a major life change, an evaluation or screening for autism needs to be conducted.
Once a child displays signs of autism or a developmental regression, an evaluation for Autism Spectrum Disorder (ASD) should be conducted. Some children are diagnosed with autism as early as 18 months. For most children, a diagnosis of autism occurs after the age of two years old.
Although every child should be screened for autism at 9, 18, and 24 or 30 months by a pediatrician, signs of autism can still be missed. Some children with a higher risk of developmental disorders may need to attend additional appointments for further screening.
The diagnosis process for autism is a three-step process.
Before a child is diagnosed, he or she must undergo an initial screening. This process takes roughly 15 minutes and involves a discussion and observation of a child’s acquired and delayed milestones and skills. For a child, this initial screening is stress-free. All a child has to do is play. The doctor will observe and engage with the child in play to see how the child speaks, learns, and behaves.
If the doctor from the initial screening feels further evaluations need to be done, the doctor will refer the child to a developmental pediatrician. A developmental pediatrician is a doctor specializing in childhood development. They can identify a multitude of behavioral and developmental disorders in children.
Developmental pediatricians are also able to help:
After a child is seen by a developmental pediatrician, a full comprehensive evaluation is conducted. A comprehensive evaluation is a more thorough process involving a child neurologist, a speech and language pathologist, and a child psychologist. All these professionals combined will help determine if a child has autism.
To determine if a child displays signs of autism or not, four tests are used to diagnose ASD:
Although there are many myths about the causes of autism, there is not one single factor known to cause autism. Instead, science is finding that autism is caused by a variety of factors.
So far, there are seven factors attributed to a child developing autism.
Each family unit stands a likelihood of 1 in 68, or has a 1.5% chance of having a child with autism. But since family members have a similar genetic makeup, families who have one child with autism are at a 20% greater risk of having another child with autism. The risk then increases to 30% if a family already has two or more children with autism.
Swedish researchers found connections between a family’s history of mental and neurological disorders like ADHD, schizophrenia, or depression, and the odds of having a child with autism. The results concluded:
Other studies yield similar results as well, contributing an increase in autism if a sibling has attention-deficit hyperactivity (ADHD) or a parent has depression, anxiety, bipolar disorder, or schizophrenia.
The American Journal of Perinatology found children were at an increased risk for developing autism if they experienced birth complications. The birth complications found with the highest connection to autism include:
While not one single birth complication pinpoints if a child will have autism or not, children who experienced the above complications do have an increased risk of developing autism according to research.
Although it is rare, genetics may play a large factor in the risk and development of autism. Both Rett Syndrome and Fragile X Syndrome have been found to place a child at a higher risk of developing autism.
However, it should be noted that both disorders are extremely rare and are the result of genetic mutations.
Some research studies from Denmark, Israel, Sweden, and California have found men over 40 years old are at a six-fold increase of having a child with autism. It’s suspected by researchers that men who have children over 40 years old may carry autism traits leading to delays in romantic partnerships and having children.
Other studies found different results that could debunk this theory. While being born to older parents cannot be eliminated as a cause of autism, it is still considered a theory with no concrete research to support it.
Low birth weight is anything below 5.5 pounds. When a child is born with low weight and/or prematurely, they may be missing proper fetal growth to help them develop. The Center for Disease Control found children born less than 5.5 pounds had a 2.3-fold risk of autism. The same study also found girls born underweight had a 3-fold greater risk of autism.
Heavy metals and environmental toxins are thought to be one of the contributing factors for causing autism. But this is simply a theory. As of today, there is no significant research to back up the theory.
The Children’s Environmental Health Center lists 10 common toxins and chemicals suspected of causing autism. Therefore, pregnant women should limit their exposure to the following 10 environmental toxins:
According to research from the American Society for Microbiology, pregnant women with active infections doubled their risk of having a child with autism. More specifically, certain viral infections have been found by research to be linked to the development of autism.
These six viral infections at the time of pregnancy double a woman’s chance of having a child with autism:
Science is pointing to a mix of biology and environmental factors in combination that contribute to the development of autism. Not just one single factor. With increased research into the causes, it’s about finding a specific or “right” combination of different factors that directly influences autism development.
Since we know the role of genetics can play a part in the cause of autism debate, it’s important to discuss some common characteristics of heredity and an autism diagnosis.
While there’s no specific cause to autism, many professionals in the field of treating and diagnosing autism believe genetics and environment combined play a role. It’s believed other genes may affect a child’s brain development or how the brain cells communicate. It could also be that specific genes determine how mild or severe autism symptoms will be.
Although these are simply theories up for debate, the role of genetics, heredity, and environment are all key factors in determining the possible cause of autism.
For more on the role of heredity, read the article Autism… Is It Hereditary?
Along with examining genetics and environment, the debate about hyperemesis gravidarum and autism needs to also be looked at as a possible cause. Hyperemesis gravidarum is better known as severe morning sickness. It’s categorized by excessive vomiting and nausea. The cause of severe morning sickness is thought to be hormonal changes and high levels of hCG (human chorionic gonadotropin hormone) during early pregnancy.
Although the exact cause of hyperemesis gravidarum is still unknown, symptoms tend to appear between 4 to 6 weeks. Many pregnant women find relief from symptoms around 14 to 20 weeks. But 20% of women still require care for severe morning sickness for the rest of their pregnancy.
Hyperemesis gravidarum is better known as severe morning sickness. It’s categorized by excessive vomiting and nausea.
Southern California Research and Evaluation Center found in a recent study that pregnant women with hyperemesis gravidarum were 53% more likely to have a child diagnosed with autism spectrum disorder. The study further found:
Another study in 2018 conducted by Telethon Kids Institute found pregnant women with hCG levels that were too high or too low raised their risk of having a child with autism.
While both studies found a link between the risk of autism and hyperemesis gravidarum, it doesn’t mean severe morning sickness is the cause of autism. More research needs to be done to find or rule out the cause of autism including the severity of morning sickness during pregnancy.
After your child receives a diagnosis of ASD, it is overwhelming to think about doctor’s appointments, therapies, and changes at home. But the best part about autism therapy is it is not a “one size fits all.” Every therapy doesn’t work for every child. Therefore, all the different types of therapies are customized to meet your child’s needs. When treating children with autism, there are three therapies typically used.
This type of therapy is best suited for children who have been diagnosed with autism under the age of five. Applied behavior analysis is considered the “gold standard” for treating autism because it changes bad behaviors and reinforces good ones with a reward and consequences system. A therapist may want to observe and treat the child in a daycare, home, or playground where challenging behavior typically occurs.
While a “natural setting” is used for changing behaviors like meltdowns and tantrums, it’s also used for reinforcing or teaching imaginative skills or empathy through reward. This therapy is great for addressing challenging behavior but is an intensive therapy often requiring 20-40 hours per week.
This therapy focuses on critical thinking, communication skills, and social interactions with the people closest to the child. Instead of the therapy focusing solely on the child, RDI includes the involvement of those closest to a child (parents and teachers).
Parent involvement is key with this therapy! You become your child’s therapist. Although it’s a new therapy, RDI yields promising results. To see success in your child with RDI, you need to be in regular contact with a program consultant and receive extensive therapy information that includes watching instructional videos and conferences.
Relationship Development Intervention has six objections:
Sensory integration therapy is all about decreasing sensory sensitivities whether it be light, texture, noise, or touch. This therapy is mostly play-based and involves focusing on the things your child is most overly sensitive about. For example, if a child is overly sensitive to touch, a therapist will interact with the child by touching the back of his/her hand with different textures in hopes to desensitize him/her over time. Sensory integration is a form of occupational therapy and studies show it’s an effective intervention for those with autism ages four to 12.
Along with sensory integration therapy, your child may also need speech and language therapy. The main goal of speech therapy is a focus on communication and social interaction. Speech-language pathologists help a child communicate through the use of electronic talkers, sign language, picture boards, social skills development, pragmatic skills, sounds, and rhymes. These are all fundamental in helping a child increase verbal and non-verbal communication.
Another form of therapy utilized by occupational and speech therapists is floortime play therapy. This type of therapy focuses on building into a child’s strengths by getting to their level of play. Instead of focusing on guiding a child through an activity, the child is the one leading all aspects of play.
To meet these milestones, a therapist or parent interacts with the child by following what the child is doing in a calm environment. If a child is playing with cars on the floor, a therapist or parent will sit on the floor and play with the cars. These play sessions normally last anywhere from two to five hours a day.
Over time, the interactions between the therapist and child become more complex. For instance, as a child plays with a toy car, toy planes are introduced with added language to create a game. Floortime play encourages your child to respond to questions and interact with the therapist.
In 2011, independent researchers in Thailand and Canada discovered floortime play therapy was “significantly improving emotional development and reducing autism’s core symptoms.”
Since the bulk of your child’s therapy will come from speech therapy, you may be curious about the goals of speech and language skills for a child on the autism spectrum. These same goals are not only for speech therapy but for your child’s IEP (Individualized Education Program). The following goals for IEP’s are only examples. Every child with autism requires different needs, therefore your child’s IEP goals will be specific to him/her.
Joint attention refers to a child’s ability to focus on multiple things at once. This is essential when your child begins school. Your child needs to be able to focus on multiple tasks at once. While many children with autism struggle with joint attention, your child’s IEP can focus on specific areas of joint attention.
Here are some joint attention goals for your child’s IEP:
Social reciprocity is key for interacting with other people. It involves the back-and-forth interaction between two people. Children with autism spectrum disorder experience issues with social reciprocity like starting interaction, responding to interaction by others, maintaining conversations, and turn-taking verbal communication.
To help your child with social reciprocity, here are some goals for an IEP:
Get personalized feedback on your child’s speech progress.
Language is more than speaking. It’s understanding and using the native language with both verbal and nonverbal communication. Pointing, waving, and facial expressions are all examples of nonverbal communication.
Some examples of language and related cognitive goals for your child’s IEP can include:
This area of a child’s IEP goals remains one of the hardest areas to master for children with autism. Behavioral and emotional regulation involves understanding emotions, processing emotions, communicating their feelings, and coping with difficult emotions.
Some examples for behavioral and emotional regulation goals for an IEP include:
When I’m at my private practice, there are always parents who bring in their child’s IEP and have me look at the goals and objectives.…
Video modeling is another form of therapy recently introduced. But video modeling first appeared in 1982 by Steinborn and Knapp by using a combination of behavioral training with a classroom-based environment to teach traffic and pedestrian skills to children within the autism spectrum.
Today, video modeling is considered a go-to method for teaching social skills and helping speech delay with autism. The therapy is now advanced even further with the help of scientific studies about mirror neurons.
Mirror neurons are sensory-motor cells in the brain that trigger or activate when…
These types of neurons are thought to be linked to social behaviors, especially empathy and imitation, possibly explaining social cognition in humans. To take advantage of mirror neurons video modeling for social skills is used for children with autism. Speech Blubs takes video modeling a step further by having children speak or model behaviors and skills. All your child has to do for video modeling is watch Speech Blubs videos and copy the word or action demonstrated by other children.
The Speech Blubs app and video modeling will give your child the following benefits:
One speech disorder affecting 65% of children with autism is speech apraxia. Although there are many forms of apraxia, speech apraxia directly affects the tongue, lips, mouth, and jaw in producing clear speech sounds. On top of words sounding unclear, the same word may sound differently each time it’s spoken leading to inconsistent speech sounds. If a child shows signs of a communication disorder, it can be hard to distinguish whether the speech issue is due to apraxia or autism. Therefore, an evaluation from a speech-language pathologist should be conducted.
During an evaluation for speech apraxia, a speech pathologist will evaluate your child’s oral-motor strength and movements. This will be done by asking the child to smile, move his/her tongue, swallow, or lick a lollipop. The evaluation will also examine your child’s hearing, starting and responding to instructions, verbal and nonverbal communication skills.
1. Model words with examples
Grab your child’s favorite toy and hold it next to your mouth and say the word of the toy clearly and slowly. This helps your child see your mouth movements.
2. Find ways to amplify or change your voice
This is a way to foster back and forth imitation. Use an empty paper towel roll or voice-change app to make different sounds.
3. Offer two items
While holding two objects near your mouth, clearly say the words of the objects and ask which item he/she would like. Once your child points or says a word to respond, repeat the word of the object again.
For example: “Would you like an apple or an orange?”
After your child points or says a word, repeat “You would like the orange.”
4. Add excitement to your words
Change the tone of your voice by emphasizing sound at the beginning and ends of words. This will keep your child’s attention and help with imitation.
5. Make sound effects
Add sound effects to books or while playing with toys during floortime play.
6. Repeat “core words” in simple sentences
Keep “core words” simple and your sentences short, while focusing on emphasizing the core words. If you’re blowing bubbles, try core words like “bubble” or “pop.”
7. Encourage imitation with songs
Use music to engage your child with imitating your mouth movements. Songs like “If You’re Happy and You Know It” and “Itsy Bitsy Spider.” Combine these songs with the actions and movements to go along with them.
So first things first, you child can be diagnosed with Autism AND have apraxia of speech at the same time. Can both disorders happen independent…
When a child has a speech delay, parents often wonder whether the speech delay is due to autism. Although a speech delay is a sign of autism, symptoms of a speech delay and autism are very different. If you suspect your child has a speech delay, it’s important to either diagnose or rule out autism as the cause of a speech delay.
A speech-language pathologist can identify if your child is experiencing a speech delay but cannot diagnose autism. Only a developmental pediatrician can diagnose autism. To help you better understand the difference between speech delay and autism here are the signs and symptoms of both.
For more about speech delays read the article “If My Child Has Speech Delay Does That Mean They Have Autism?
Any professional who diagnoses your child, will know the difference and won’t just give a diagnosis to give a diagnosis. Secondly, if you are concerned…
While it’s not an official diagnosis within the autism spectrum, nonverbal autism is used to describe any child that does not use verbal communication. Roughly 40% of children are considered nonverbal and there is no known cause of nonverbal autism. Societal misconceptions often associate nonverbal autism with low intelligence. However, nonverbal autism does not mean a lack of intelligence.
In 2015, Cambridge University found those with autistic traits are more likely to pursue careers in technology, engineering, science, and math. All of which require high intelligence. Another study holds promising results for future verbal communication for nonverbal children with autism.
Nonverbal autism is used to describe any child that does not use verbal communication.
The Center for Autism and Related Disorders studied records of children with autism between the ages of 8 to 17. All the participants’ experienced language delays of either being nonverbal or only speaking simple words or phrases.
The study found the following positive results:
If your child has nonverbal autism, working with a speech-language pathologist is essential for increasing communication with your child. However, there are simple things you can do at home to strengthen your child’s speech development.
Add nonverbal communication by modeling it for your child. Increase eye contact. Nod or shake your head when saying yes or no. Point to objects you’re referring to. Learning these types of nonverbal cues increases communication of your child’s needs.
If your child struggles with following directions, it could be because of a short attention span and your directions are too long. Try focusing on “core words,” shortening phrases, and using simpler words. This will lessen confusion for your child.
Example: “Don’t stand on the chair!”
Shorten this phrase to: “Sit please.”
Play with your child by copy sounds or actions he/she does. Imitation is a vital part of development and research suspects it can predict language outcomes. The benefits of imitation include sharing emotions, understanding turn-taking, increasing attention, and helping a child take an interest in others socially.
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Many children with nonverbal autism require visual aids to help further understanding and communicate wants and needs. There are many apps like Speech Blubs that will help with speech development through imitation. A picture exchange communication system (PECS) is also essential for expressing needs and wants for a nonverbal child.
Studies show children learn language best through play-based activities. Try singing songs, turn-taking activities, and gentle rough-housing. The most important part of play-based activities is being down at eye level with your child.
Sometimes parents are too quick to answer for their child or they immediately ask a follow-up question. This may not leave enough “space” for your child to respond. Even if a nonverbal child responds with a gesture, it’s still communication. Over time, 15-20 seconds of space in between your questions can lead to an answer from your child.
It’s best to follow your child’s interests and focused attention on whatever he/she is doing. If your child is dumping out Legos on the floor, say “Dump Lego” and join in on the fun. This will help identify the action and increase language with short phrases and “core words.”
For more activities for nonverbal autism read 7 Ways To Help Your Child With Nonverbal Autism Speak
Many parents are told that if their child does not use communication by the ages 4 or 5, that they will never talk. A study…
For a parents perspective for increasing speech for a child with nonverbal autism read 4 Ways To Help A Child With Nonverbal Autism Talk
The Picture Exchange Communication System (PECS) is a way for nonverbal children to communicate without words. For children with autism and other developmental disabilities, PECS gives them a “voice” to communicate their needs and wants. Since the 1980s, PECS has been helping children and caregivers for short and long-term use for developing verbal speech.
Research found children understand pictures better after the age of three. Therefore, PECS is recommended for children three and older. Like any visual aid tool, the overall goal of PECS is the development of verbal speech. Some children progress through all six phases of the system and acquire verbal language. Other children continue to use this visual aid for communicating simple needs and wants.
PECS gives nonverbal children a “voice” to communicate their needs and wants.
For the PECS system to work correctly a child needs to be an “intentional” communicator. This means he/she displays a need to communicate needs. A child who is an “intentional” communicator may lead an adult by the hand to something he/she wants.
Phase 1: Learn how to communicate
This phase helps a child communicate his/her needs through pictures by using motivating factors like a favorite toy. For example: If your child loves trains, use a picture of a toy train to motivate him/her to exchange the picture for a train.
Phase 2: Learn persistence and picture distancing
Phase one builds upon phase two. A child will exchange pictures for a need, but picture distancing is also included. Picture distancing involves a child having to retrieve a card from far away to fulfill a need or want.
Phase 3: Making choices
This phase involves making choices. Two pictures are introduced, and a child needs to point or hand the card he/she chooses. This works best with motivating factors.
Phase 4: Express feelings and needs
This phase combines pictures and words to make short sentences. A child must combine “I want,” “I need,” or “I feel” cards with a picture of the desired object or feeling. Some children will only reach phase four in the PECS system.
Phase 5: Answering a question
Phase 5 builds upon phase 4 by using cards to answer questions. A child will combine a sentence card with a picture card to give the answer.
Phase 6: Comment on a question
Phase 6 involves elaborating upon phase 5 by commenting on questions.
Every child is different. Therefore, a PECS needs to be customized to meet your child’s unique needs, wants, likes, and dislikes. To customize PECS, you can either purchase premade picture cards or make your own. If you’re making your own, keep the following tips in mind!
Here are some other ways to display and store PECS cards:
For a parent’s perspective on customizing PECS read Customize A Picture Exchange Communication System For Your Child
But every child is different. To make PECS (Picture Exchange Communication System) work for your child, it needs to be customized. Now that I’m starting…
Stimming behavior is a sign of autism. But individuals who do not have autism also engage in stimming behavior. Stimming behavior may occur in any who is anxious or nervous and takes the form of nail-biting, foot jiggling, knuckle cracking, and more. While some with autism may engage in these common stimming behaviors, stimming in children with autism looks different because he/she is unable to stop.
It’s important to note a child can engage in one behavior or in multiple behaviors and each is done repetitively. While the list above are typical behaviors for children with autism, some children will display stims that cause physical harm.
Although science is unsure what causes stimming in autism, there are multiple theories to this behavior:
While your child’s stimming may worry you, the behavior doesn’t need to be controlled unless it interferes with learning, causes social isolation, is dangerous or causes issues for other family members. If you are worried about the stimming behavior, there are simple ways to manage it.
For more on stimming behavior read All About Stimming in Autism Kids
For a parent’s perspective of stimming behavior read the article Stimming Behavior and Autism
Stimming is any behavior that involved movements or sounds that are repeated to self-stimulate and soothe. Most stimming behavior involves activating all five senses for…
Similar to common repetitive motion seen in children with autism, oral stimming involves taste-testing, chewing, and/or swallowing objects. Children who oral stim are often seen with clothing, toys, paper, sensory balls, pencils/pens, and other inanimate objects in their mouth.
But with oral stimming, there are potential dangers to watch out for.
For more on oral stimming read the article 5 Management Tips For Oral Stimming
Children with autism typically display signs of sensory processing disorder. Within sensory processing disorder, there are two times: Sensory avoider (hypersensitive) and sensory seeker (hyposensitive). Whether your child is a sensory seeker or sensory avoider, each type presents different symptoms. But children can display symptoms of both.
A child who is a sensory avoider struggles to process environmental stimuli and becomes easily overwhelmed, therefore they are overly sensitive to their environment. A sensory seeker is under-stimulated by his/her environment resulting in a child seeking out sensory stimulation.
Synesthesia is a rare condition affecting 1% percent of the population. It is a neurological condition where one sense is simultaneously perceived by one or more other senses. Although many people are born with the condition, it’s also possible to develop synesthesia later in life. Initial research indicates synesthesia may be genetically inherited.
People with synesthesia may…
While there’s no specific way to diagnose synesthesia, Richard Cytowic, MD and leading synesthesia researcher created specific guidelines for doctors to determine if a child has synesthesia.
Research is now pointing to a connection between autism and synesthesia. Individuals with autism and synesthesia report higher levels of sensory sensitivity. Further research also reports synesthesia tends to appear in individuals with autism who have abilities in memory, art, arithmetic as well as high intelligence.
Although synesthesia doesn’t present any problems for a child, if you suspect your child may have synesthesia it’s important to get he/she diagnosed to better understand how your child views the world along with autism.
For more information about this condition, read the article Is There A Link Between Synesthesia And Autism?
Picky eating is common among children. But for children with autism picky eating turns into food aversions. Research studies found children with autism are five times more likely to have fewer food selections, more mealtime tantrums, and ritualistic eating. Autism Parenting Magazine reports children with autism often limit food options to less than five types.
While the specific cause of food aversion and autism is unknown, it’s suspected that sensory issues related to food are to blame. Bright colored food may lead to sensory overload causing specific foods like peppers to be avoided altogether. The texture of certain foods may also lead to an aversion. For instance, a child may avoid pasta because he/she dislikes the feel of wet noodles.
Food aversions are challenging for parents with an autistic child. Although your child may be extremely picky about his/her food choices, there are things you can do to help expose your child to new foods to increase food selection.
1. Don’t pressure
Don’t try and convince your child to “clear their plate.” This will only lead to further food aversions. Instead, each time a new food item is introduced, simply leave it on the plate and allow your child to decide to eat it or not.
2. Don’t intermix foods
Foods that are intermixed may lead to sensory overload. That sensory overload will only result in food aversions and mealtime tantrums. To avoid this, keep each food item separate. For instance, if you have pasta with broccoli, cheese, and chicken, separate each ingredient. Don’t try and ‘hide’ food ingredients in hopes your child won’t notice.
3. Combine new and old favorites
Always combine a new food item with one of your child’s favorite foods. If you would like to introduce green beans, pair it with his/her favorite like chicken nuggets. This will give your child the choice to eat the green beans or not while ensuring he/she eat something during mealtime.
4. Eat the same new food
Children with autism learn best through visualization. Show your child the new food item is tasty by eating it yourself. Over time, your child will see the new food item being eaten over and over and may start eating it themselves.
5. Allow them to explore
Instead of keeping your child from playing with his/her food, encourage it! For children with sensory issues, play is key for introducing new foods. Allow your child to taste, smell, and feel the food to get use to it.
While a picky eater may not like broccoli, children with autism develop food aversions that go beyond picky eating. Scientific studies found children within the…
The prime resource for parents of kids with autism, Autism Parenting Magazine, recently included us in their Helpful Links section! To be endorsed by this noted authority on how to survive and thrive as parents of kids on the Autism Spectrum is an honor, indeed. For even more information about where to find resources for dealing with this challenging disorder, also see Autism Resources for Parents – The Ultimate New Guide.
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Leading authority on all information related to autism.
Autism spectrum disorder is a complicated diagnosis. There’s no specific cause to its existence and each child displays very different symptoms and severities. This makes it challenging for parenting a child with autism.
Children with autism need extra time to develop at their own rate with the help of doctors, therapy, tools, and a loving and patient parent like yourself! If you believe your child may have autism, an early diagnosis is key. The earlier the signs and symptoms of autism are recognized and diagnosed, the sooner your child will receive the necessary therapy to flourish and reach his/her full potential!
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