The True Causes of Autism Spectrum Disorders

"What are the true causes of Autism Spectrum Disorders?  I hear so many different theories from so-called experts, which seem to muddy the waters rather than shed light on the topic. Also, are the rates of ASD increasing as rapidly as the 'experts' say they are?"

This is a very hot topic, because so many people have their own pet theory based on a limited amount of research and hear-say.

Studies measuring Autism Spectrum Disorders (ASD) prevalence (i.e., the number of kids affected by Autism Spectrum Disorders over a given time period) have reported varying results, depending on when and where the studies were conducted and how the studies defined Autism Spectrum Disorders.



In a 2009 government survey on Autism Spectrum Disorders prevalence, the Centers for Disease Control and Prevention (CDC) found that the rate of Autism Spectrum Disorders was higher than in past U.S. studies. Based on health and school records of 8-year-olds in 14 communities throughout the country, the CDC survey found that around 1 in 110 kids have an Autism Spectrum Disorder. However, more recent research suggests that the prevalence rates are much higher than 1 in 110. Males face about four to five time’s higher risk than females (although there is varying opinion of this statistic as well).

Researchers disagree about whether this shows a true increase in Autism Spectrum Disorders prevalence. Since the earlier studies were completed, guidelines for diagnosis have changed. Also, more moms and dads and pediatricians now know about Autism Spectrum Disorders, so they are more likely to take their kids to be diagnosed, and more pediatricians are able to properly diagnose Autism Spectrum Disorders. These and other changes may help explain some differences in prevalence numbers. Even so, the CDC report confirms other recent studies showing that more kids are being diagnosed with Autism Spectrum Disorders than ever before.

Scientists don't know the exact causes of Autism Spectrum Disorders, but studies suggest that both genes and environment play important roles:

Heredity—

In identical twins who share the exact same genetic code, if one has an Autism Spectrum Disorder, the other twin also has it in nearly 9 out of 10 instances. If one child has an Autism Spectrum Disorder, his/her other siblings have 35 times the normal risk of also developing the disorder. Researchers are starting to identify particular genes that may increase the risk for Autism Spectrum Disorders. Still, researchers have only had some success in finding exactly which genes are involved.

Most individuals who develop an Autism Spectrum Disorder have no reported family history of autism, suggesting that random, rare, and possibly many gene mutations are likely to affect an individual's risk. Any change to normal genetic information is called a “mutation.” Mutations can be inherited, but some come about for no reason. Mutations can be helpful, harmful, or have no effect at all.

Having increased genetic risk does not mean a youngster will definitely develop an Autism Spectrum Disorder. Many scientists are focusing on how various genes interact with each other and environmental factors to better understand how they increase the risk of this condition.

Environment—

“Environment" refers to anything outside the body that can affect one’s health (e.g., the air we breathe, the water we drink and bathe in, the food we eat, the medicines we take, etc.). Environment also includes the child’s surroundings in the womb, when his/her mom's health directly affects growth and earliest development. Researchers are studying many environmental factors (e.g., family medical conditions, parental age and other demographic factors, exposure to toxins, complications during birth or pregnancy, etc.).

As with genes, it's likely that more than one environmental factor is involved in increasing risk for an Autism Spectrum Disorder. And, like genes, any one of these risk factors raises the risk by only a small amount. Most individuals who have been exposed to environmental risk factors do not develop an Autism Spectrum Disorder.

Scientists are studying how certain environmental factors may affect certain genes (e.g., turning them on or off, or increasing or decreasing their normal activity). This process is called “epigenetics” and is providing scientists with many new ways to study how disorders like Asperger’s and High-Functioning Autism develop and possibly change over time.

Vaccines—

Doctors recommend that kids receive a number of vaccines early in life to protect against dangerous, infectious diseases (e.g., measles). Since doctors in the U.S. started giving these vaccines during regular checkups, the number of kids getting sick, becoming disabled, or dying from these diseases has dropped dramatically.

Young people in the U.S. receive several vaccines during their first 2 years of life (around the same age that Autism Spectrum Disorder symptoms often appear or become noticeable). A minority of moms and dads suspect that vaccines are somehow related to their youngster's disorder. Some may be concerned about these vaccines due to the unproven theory that Autism Spectrum Disorders may be caused by “thimerosal.” Thimerosal is a mercury-based chemical once added to some vaccines to help extend their shelf-life. However, except for some flu vaccines, no vaccine routinely given to preschool kids in the U.S. has contained thimerosal since 2001. Despite this change, the rate of kids diagnosed with Autism Spectrum Disorders has continued to rise.

Other moms and dads believe their youngster's disorder could be linked to vaccines designed to protect against more than one disease (e.g., the measles-mumps-rubella vaccine), which never contained thimerosal.

Many studies have been conducted to try to determine if vaccines are a possible cause of autism. As of 2010, none of the studies have been able to link autism and vaccines. Following extensive hearings, a special court of Federal judges ruled against several test cases that tried to prove that vaccines containing thimerosal, either by themselves or combined with the MMR vaccine, caused autism.

==> The Aspergers Comprehensive Handbook

The Mark Hutten Show - Episode 2

Getting Your Child's School To Take You Seriously

"My son with autism (high functioning) has really been floundering during his first year of school. He's in the 1st grade and having all kinds of run-ins with his teacher and is making mostly D's and F's so far. The teacher asserts that the problem is 'his behavior'. What can I do to control this damage before it's beyond control?"

Parents should start by speaking with their high-functioning autistic (HFA) or Aspergers youngster's teachers, school counselors, or the school's student support team to begin an evaluation. Each U.S. state has a Parent Training and Information Center and a Protection and Advocacy Agency that can help parents get an evaluation.

A team of professionals conducts the evaluation using a variety of tools and measures. The evaluation will look at all areas related to the youngster's abilities and needs.

Once the youngster has been evaluated, she has several options depending on the specific needs. If the youngster needs special education services and is eligible under the Individuals with Disabilities Education Act (IDEA), the school district (or the government agency administering the program) must develop an individualized education plan (IEP) specifically for the youngster within 30 days. IDEA provides free screenings and early intervention services to kids from birth to age 3. IDEA also provides special education and related services from ages 3 to 21.



If the youngster is not eligible for special education services (and not all kids with Aspergers or High-Functioning Autism are eligible), he can still get free public education suited to his needs, which is available to all public-school kids with disabilities under Section 504 of the Rehabilitation Act of 1973, regardless of the type or severity of the disability. The U.S. Department of Education's Office for Civil Rights enforces Section 504 in programs and activities that receive Federal education funds.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Here is a list of techniques that moms and dads can use to create a successful partnership with their child’s school:

1. Bring in a portfolio of your youngster’s work from home to meetings with the school to demonstrate your youngster’s overall strengths and weakness.

2. Set up the best method to communicate with the educator to share brief updates and information about your youngster’s progress.

3. Lend a helping hand in the classroom!  Be prepared to support other kids too, as this frees up more time for the educator to work directly with your youngster.

4. When registering your youngster for school, indicate in writing that he has special needs.

5. Meet with the principal to ask questions related to school safety, routines, resources and steps that will be taken to address your youngster’s special needs.

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

6. Meet with the educator as soon as possible – and definitely before the first IEP meeting. Use this time to introduce yourself and share information about your youngster.

7. If needed, provide constructive feedback. Indicate what has worked best for your youngster and what hasn’t. Educators reflect daily on their practice and make changes according to their students’ success.

8. Be prepared for the IEP meeting by making sure you arrive on time and knowing what the goals of the meeting. Write down questions and concerns you have, regardless of how certain you are that you will remember them.





9. Notify the school of any outside evaluations, medical information or support services that can help school personnel continue to provide a strong educational program.

10. Create a folder of handouts, articles, written strategies, or website addresses that you believe will be useful to the education of your youngster.

Parents’ active participation in the education of their youngster is invaluable. By sharing knowledge, resources and time, you can help ensure that your "little professor" is in the best possible learning environment. Together, parents and educators of HFA and Aspergers students can create pathways to school success.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Critical Early Intervention Strategies for Aspergers Children

While there is no cure for Aspergers (High Functioning Autism), treating it early with the proper parenting techniques as well as school-based programs can greatly reduce Aspergers symptoms and increase the youngster's ability to grow and learn new skills.

Research has shown that intensive behavioral therapy during the toddler or preschool years can significantly improve cognitive and language skills in younger kids with Aspergers.



There is no single best treatment for all “Aspies,” but some of the common features of effective early intervention include:

1. Encouraging activities that include typically developing (i.e., neurotypical) kids, as long as such activities help meet a specific learning goal
2. Guiding the youngster in adapting learned skills to new situations and settings and maintaining learned skills
3. Having small classes to allow each youngster to have one-on-one time with the therapist or teacher and small group learning activities
4. Having special training for moms and dads and other family members
5. Measuring and recording each youngster's progress and adjusting the intervention program as needed
6. Providing a high degree of structure, routine, and visual cues (e.g., posted activity schedules, clearly defined boundaries, etc.) to reduce distractions
7. Providing focused and challenging learning activities at the proper developmental level for the youngster for at least 25 hours per week and 12 months per year
8. Starting as soon as a youngster has been diagnosed with Aspergers
9. Using a curriculum that focuses on:

• Cognitive skills (e.g., pretend play, seeing other people's point of view, etc.)
• Language and communication
• Research-based methods to reduce challenging behaviors (e.g., aggression, tantrums, etc.)
• Self-help and daily living skills (e.g., dressing, grooming, etc.)
• Social skills (e.g., joint attention, looking at other people to draw attention to something interesting and share in experiencing it, etc.)
• Typical school-readiness skills (e.g., letter recognition, counting, etc.)

One type of a widely accepted treatment is applied behavior analysis (ABA). The goals of ABA are to shape and reinforce new behaviors (e.g., learning to speak and play) and reduce undesirable ones. ABA, which can involve intensive, one-on-one youngster-teacher interaction for up to 40 hours a week, has inspired the development of similar interventions that aim to help children with Aspergers reach their full potential.

ABA-based interventions include:

• Pivotal Response Training: Aims at identifying pivotal skills (e.g., initiation and self-management) that affect a broad range of behavioral responses. This intervention incorporates parent and family education aimed at providing skills that enable the youngster to function in inclusive settings.
• Verbal Behavior: Focuses on teaching language using a sequenced curriculum that guides kids from simple verbal behaviors (i.e., echoing) to more functional communication skills through techniques like errorless teaching and prompting.

Other types of early interventions include:

• TEACCH (Treatment and Education of Autistic and related Communication handicapped Children): Emphasizes adapting the youngster's physical environment and using visual cues (e.g., having classroom materials clearly marked and located so that children can access them independently). Using individualized plans for each “Aspie,” TEACCH builds on the youngster's strengths and emerging skills.
• Interpersonal Synchrony: Targets social development and imitation skills, and focuses on teaching kids how to establish and maintain engagement with others.
• Developmental, Individual Difference, Relationship-based (DIR)/Floortime Model: Aims to build healthy and meaningful relationships and abilities by following the natural emotions and interests of the youngster. One particular example is the Early Start Denver Model, which fosters improvements in communication, thinking, language, and other social skills and seeks to reduce atypical behaviors. Using developmental and relationship-based approaches, this therapy can be delivered in natural settings (e.g., home, pre-school, etc.).

For Aspergers kids younger than age 3, these interventions usually take place at home or in a daycare center. Because moms and dads are the youngster's earliest educators, more programs are beginning to train moms and dads to continue the therapy at home.

Children with Aspergers often benefit from social skills training programs. These programs seek to increase and improve skills necessary for creating positive social interactions and avoiding negative responses. For example, Children's Friendship Training focuses on improving kid's conversation and interaction skills and teaches them how to make friends, be a good sport, and respond appropriately to teasing.

Working with Teachers—

Start by speaking with your Aspergers youngster's teacher, school counselor, or the school's child support team to begin an evaluation. Each state has a Parent Training and Information Center and a Protection and Advocacy Agency that can help you get an evaluation. A team of professionals conducts the evaluation using a variety of tools and measures. The evaluation will look at all areas related to your youngster's abilities and needs.

Once your Aspie has been evaluated, he/she has several options, depending on the specific needs. If your boy or girl needs special education services and is eligible under the Individuals with Disabilities Education Act (IDEA), the school district (or the government agency administering the program) must develop an individualized education plan, or IEP specifically for him/her within 30 days. IDEA provides free screenings and early intervention services to kids from birth to age 3. IDEA also provides special education and related services from ages 3 to 21.

If your youngster is not eligible for special education services (not all kids with Aspergers are eligible) he/she can still get free public education suited to his/her needs, which is available to all public-school kids with disabilities under Section 504 of the Rehabilitation Act of 1973, regardless of the type or severity of the disability.

During middle and high school years, your youngster's educators will begin to discuss practical issues (e.g., work, living away from a parent’s home, hobbies, etc.). These lessons should include gaining work experience, using public transportation, and learning skills that will be important in community living.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Are there medications that can treat or cure Asperger's?

The truth about medications to treat or cure Asperger's Syndrome: 

Aspergers & Associated Conditions

“Our son is diagnosed with AS. He has stomach problems, difficulty sleeping, and can’t stand loud noises of any kind. Is this part of AS, or are these totally separate issues?”

It’s very likely that these issues are part of the Aspergers (AS) condition. There are a number of concerns that often accompany a child with Aspergers and High-Functioning Autism. Here are the primary ones:

1. Fragile X syndrome is a genetic disorder and is the most common form of inherited intellectual disability, causing symptoms similar to Aspergers. The name refers to one part of the X chromosome that has a defective piece that appears pinched and fragile when viewed with a microscope. Fragile X syndrome results from a change, called a mutation, on a single gene. This mutation, in effect, turns off the gene. Some people may have only a small mutation and not show any symptoms, while others have a larger mutation and more severe symptoms. Around 1 in 3 kids who have Fragile X syndrome also meet the diagnostic criteria for Aspergers, and about 1 in 25 kids diagnosed with Aspergers have the mutation that causes Fragile X syndrome. Because this disorder is inherited, kids with Aspergers should be checked for Fragile X, especially if the mom or dad wants to have more kids. Other family members who are planning to have kids may also want to be checked for Fragile X syndrome.



2. Some moms and dads of kids with Aspergers report that their youngster has frequent gastrointestinal (GI) or digestion problems (e.g., stomach pain, diarrhea, constipation, acid reflux, vomiting, bloating, etc.). Food allergies may also cause problems for kids with Aspergers. It's unclear whether kids with Aspergers are more likely to have GI problems than typically developing kids. If your youngster has GI problems, a doctor who specializes in GI problems, called a gastroenterologist, can help find the cause and suggest appropriate treatment. Some studies have reported that kids with Aspergers seem to have more GI symptoms, but these findings may not apply to all kids with Aspergers. For example, a recent study found that kids with Aspergers in Minnesota were more likely to have physical and behavioral difficulties related to diet (e.g., lactose intolerance or insisting on certain foods), as well as constipation, than kids without Aspergers. The researchers suggested that kids with Aspergers may not have underlying GI problems, but that their behavior may create GI symptoms (e.g., a youngster who insists on eating only certain foods may not get enough fiber or fluids in his or her diet, which leads to constipation). Some moms and dads may try to put their youngster on a special diet to control Aspergers or GI symptoms. While some kids may benefit from limiting certain foods, there is no strong evidence that these special diets reduce Aspergers symptoms. If you want to try a special diet, first talk with a doctor or a nutrition expert to make sure your youngster's nutritional needs are being met.

3. Some kids with Aspergers have some degree of intellectual disability. When tested, some areas of ability may be normal, while others—especially cognitive (thinking) and language abilities—may be relatively weak (e.g., a youngster with Aspergers may do well on tasks related to sight such as putting a puzzle together, but may not do as well on language-based problem-solving tasks). However, most kids with Aspergers often have average or above-average language skills and do not show delays in cognitive ability or speech.

4. One in four kids with Aspergers has seizures, often starting either in early childhood or during the teen years. Seizures, caused by abnormal electrical activity in the brain, can result in: (a) staring spells; (b) convulsions, which are uncontrollable shaking of the whole body, or unusual movements; (c) a short-term loss of consciousness, or a blackout. Sometimes lack of sleep or a high fever can trigger a seizure. An electroencephalogram (EEG), a nonsurgical test that records electrical activity in the brain, can help confirm whether a youngster is having seizures. However, some kids with Aspergers have abnormal EEGs even if they are not having seizures. Seizures can be treated with medicines called anticonvulsants. Some seizure medicines affect behavior; changes in behavior should be closely watched in kids with Aspergers. In most cases, a doctor will use the lowest dose of medicine that works for the youngster. Anticonvulsants usually reduce the number of seizures but may not prevent all of them.

5. Many kids with Aspergers either over-react or under-react to certain sights, sounds, smells, textures, and tastes. For example, some may: (a) have no reaction to intense cold or pain; (b) experience pain from certain sounds (e.g., a vacuum cleaner, ringing telephone, sudden storm, etc.) and cover their ears and scream; (c) dislike or show discomfort from a light touch or the feel of clothes on their skin. Researchers are trying to determine if these unusual reactions are related to differences in integrating multiple types of information from the senses.

6. Kids with Aspergers tend to have problems falling asleep or staying asleep, or have other sleep problems. These problems make it harder for them to pay attention, reduce their ability to function, and lead to poor behavior. In addition, moms and dads of kids with Aspergers and sleep problems tend to report greater family stress and poorer overall health among themselves. Fortunately, sleep problems can often be treated with changes in behavior (e.g., following a sleep schedule or creating a bedtime routine). Some kids may sleep better using medications such as melatonin, which is a hormone that helps regulate the body's sleep-wake cycle. Like any medication, melatonin can have unwanted side effects. Talk to your youngster's doctor about possible risks and benefits before giving your youngster melatonin. Treating sleep problems in kids with Aspergers may improve the youngster's overall behavior and functioning, as well as relieve family stress.

7. Tuberous sclerosis is a rare genetic disorder that causes noncancerous tumors to grow in the brain and other vital organs. Tuberous sclerosis occurs in 1 to 4 percent of people with Aspergers. A genetic mutation causes the disorder, which has also been linked to mental retardation, epilepsy, and many other physical and mental health problems. There is no cure for tuberous sclerosis, but many symptoms can be treated.

8. The particularly high comorbidity with anxiety often requires special attention. One study reported that about 84 percent of Aspergers kids also met the criteria to be diagnosed with an anxiety disorder. Because of the social differences experienced by those with Aspergers (e.g., trouble initiating or maintaining a conversation, adherence to strict rituals or schedules), additional stress to any of these activities may result in feelings of anxiety, which can negatively affect multiple areas of one’s life, including school, family, and work.

Children with Aspergers may also be diagnosed with:

• ADHD
• Bipolar disorder
• Obsessive compulsive disorder
• Tourette syndrome
• Clinical depression
• Visual problems

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

How Asperger's [High-Functioning Autism] Is Diagnosed

“My husband and I suspect our 7-year-old boy has Asperger’s, but admittedly, we have procrastinated having him diagnosed for fear of labeling him with something that will follow him the rest of his life. Should we pursue a formal diagnosis simply based on our suspicions? And how do children get diagnosed with Asperger’s?”

It’s better to know than not to know. If your child has Aspergers and nobody knows it, the disorder affects him anyway. If parents and teachers do know, they can help minimize the negative impact and leverage the positive. Without the knowledge that you have Aspergers, you tend to come to some negative, misguided conclusions (e.g., “I’m a failure” or “I’m strange” or “I’m a disappointment” etc.).

Aspergers and High-Functioning Autism diagnosis is often a two-stage process:

1. The first stage involves general developmental screening during well-child checkups with a doctor or an early childhood healthcare provider. Kids who show some developmental problems are referred for additional evaluation.

2. The second stage involves a thorough evaluation by a team of doctors and other health professionals with a wide range of expertise. At this stage, a youngster may be diagnosed as having Aspergers or another developmental disorder. Kids with Aspergers can usually be reliably diagnosed by age 2, though research suggests that some screening tests can be helpful at 18 months or even younger.

Many moms and dads minimize the signs of Aspergers at first, believing that their son or daughter will "catch up" with his/her peers. While parents may be concerned about labeling their youngster with Aspergers, the earlier the disorder is diagnosed, the sooner specific interventions may begin. Early intervention can reduce or prevent the more severe disabilities associated with Aspergers. Early intervention may also improve the youngster's IQ, language, and everyday functional skills (also called adaptive behavior).

A well-child checkup should include a developmental screening test, with specific “Autism Spectrum Disorder (ASD) screening” at 18 and 24 months. Screening for Aspergers is not the same as diagnosing Aspergers. Screening instruments are used as a first step to tell the doctor whether a youngster needs more testing. If your youngster's doctor does not routinely screen for ASDs, ask that it be done.

For moms and dads, your own experiences and concerns about your youngster's development will be very important in the screening process. Keep your own notes about your youngster's development and look through family videos, photos, and baby albums to help you remember when you first noticed each behavior and when your youngster reached certain developmental milestones.

Sometimes the doctor will ask the mother or father some questions about the youngster's symptoms to screen for Aspergers. Other screening instruments combine information from caregivers with the doctor's own observations of the youngster. Examples of screening instruments for toddlers and preschoolers include:

• Social Communication Questionnaire (SCQ)
• Screening Tool for Autism in Two-Year-Olds (STAT)
• Modified Checklist for Autism in Toddlers (M-CHAT)
• Communication and Symbolic Behavior Scales (CSBS)
• Checklist of Autism in Toddlers (CHAT)

To screen for Aspergers in older kids, the doctor may rely on different screening instruments, such as:

• Autism Spectrum Screening Questionnaire (ASSQ)
• Australian Scale for Asperger's Syndrome (ASAS)
• Childhood Asperger Syndrome Test (CAST)

The second stage of diagnosis must be thorough in order to find whether other conditions may be causing your youngster's symptoms. A team that includes a psychologist, a neurologist, a psychiatrist, a speech therapist, or other professionals experienced in diagnosing Aspergers may do this evaluation. The evaluation may assess the youngster's cognitive level (i.e., thinking skills), language level, and adaptive behavior (i.e., age-appropriate skills needed to complete daily activities independently, for example eating, dressing, and toileting).

Because Aspergers is a complex disorder that sometimes occurs along with other illnesses or learning disorders, the comprehensive evaluation may include brain imaging and gene tests, along with in-depth memory, problem-solving, and language testing. Kids with any delayed development should also get a hearing test and be screened for lead poisoning as part of the comprehensive evaluation.

Although kids can lose their hearing along with developing Aspergers, common Aspergers symptoms (e.g., not turning to face a person calling their name) can also make it seem that kids cannot hear when in fact they can. If a youngster is not responding to speech, especially to his or her name, it's important for the doctor to test whether a youngster has hearing loss.

The evaluation process is a good time for moms and dads to ask questions and get advice from the whole evaluation team. The outcome of the evaluation will help plan for treatment and interventions to help your youngster. Be sure to ask who you can contact with follow-up questions.

More resources for parents of children and teens with Asperger's and High-Functioning Autism:

==> Preventing Meltdowns and Tantrums in Asperger's Children

==> Discipline for Defiant Asperger's Teens

==> Teaching Social Skills and Emotion Management

 

COMMENTS

•    Anonymous said…  Different diagnosis but I always had BPD and ADHD since a child and found it very hard in school and growing up because my parents refused me to be diagnosed and didn't agree with medication, which meant I always got in trouble at school and never got the support I needed, I was just seen as a problem child. I think life would have been a lot easier for me if I just got the support and diagnosis when I was a child. I always knew I was different from the other children and didn't know who I was which lead to depression, once I was diagnosed I felt a relief and got the support I needed. To this day I still don't forgive my parents for their decision.
•    Anonymous said…  My son was first diagnosed with SPD and was seeing an occupational therapist. I asked her one day about having him tested for aspergers( as his teachers were concerned it was more than SPD...he had ALOT of problems at school..especially with authority, changes in routine, even hitting teachers when upset).. Her response to me was" why do you want him to have a label?" MY response was " he already has a label..he's the bad kid that no teacher wants in his/ her class" I'll NEVER forget that and AM so glad he was diagnosed so that he has advocates and teachers can learn more about autism and aspergers and help these kids become better students! All of the help he's received has made a tremendous difference in his behaviors!
•    Anonymous said… Diagnosis = Support. Teachers: if they are aware and have information of your child's needs they can take a different approach if necessary. Community: a little bit of awareness and acceptance go a long way in helping your child feel part of their community. People that work in our local shop are aware of our child's diagnosis and are wonderful in supporting him and me by helping him to to shop and keep their eye out if he wonders off etc. Government funding for therapy: therapy is necessary and expensive! You owe it to your child to have an assessment. He deserves the chance to be the best he can be and you need and deserve the support to help him do that. It hurts to be told there is something wrong with your child that you love so much and it will be a process to accept it, but a year down the track when you see how far he's grown and improved you will know you've made the right decision. And they might just say " No, we don't believe he's on the spectrum. ". You need to know! Good luck. And remember there is lots of support here for you and your family x
•    Anonymous said… Get the diagnoses.
•    Anonymous said… He is who he is a label doesn't change him it just makes its a lot easier with everything to help him helps you
•    Anonymous said… I agree. When you have a diagnoses the Government pays the school your child attends for extra help in the classroom. You don't have to tell anyone else about your son's "label" if you wish not to. Depending where you live (I'm in Australia) may depend on how the process begins. With us my doctor started the process writing a referral to a Paediatrician. After assessing, he said aspergers & referred us onto a psychologist. After assessing, he said aspergers. Then back to Paediatrician again for all outcomes. We then got documentation & this helped with the cost for therapist. Good luck.
•    Anonymous said… I am raising a 10 year grandson. He started reading at 4,he always did not like socializing with others and never liked loud noises. He was held back in second grade his teacher labeled him lazy and told me to get him to bed earlier.We changed schools and they said the same. I it turns out he has hashitothyroiditis and low vitamine d so with synthyroid and vitamine d every day.The his adnoids and tonsils were removed
•    Anonymous said… I don't understand your concern about a "label"? Don't you want the best for your child? If so, wouldn't you want to understand how his mind and body function so that you and all around him can support him appropriately? If he is struggling at school, then your school (if public) should have the resources to start the evaluation process. Talk to his teacher or the school's social worker as a starting point. You can also pursue a diagnosis privately, look for neurobehavior therapists in your area.
•    Anonymous said… I hate it when people say label.. Its not a label, its an insight how to treat/help someone who has different ways/needs/understandings to others...
•    Anonymous said… I haven't labelled my child......I have helped him understand why he is struggling. I have given him a ticket to the best life he can achieve.
•    Anonymous said… I suffered mental illness from the age of twelve. I wasn't diagnosed and "labeled" with bipolar disorder until my mid twenties. After that, my doctors knew how to treat me and my quality of life improved significantly. When my son showed signs of a problem, I didn't wait. I was eager to know the problem so I could help him find solutions. I think we would all benefit if people would be more open and less judgemental. My two cents.
•    Anonymous said… I too was scared at having my little guy labelled (being in a private school, what would they say!?!).....it was the best thing I could have done! His school has been fantastic and the support/help is incredible!
Originally the mums thought he was just a naughty child, now they understand and accept him!.....People in general need to be more accepting of our special, gifted children. They are not naughty, should not be subjected to different behaviour, but given the correct respect/understanding that they deserve/need! It's a long process being diagnosed but it's well worth it and you are doing the best for your child!
Good luck hon X
•    Anonymous said… I was skeptical to have my son diagnosed as well. Not because of the label, I just felt we didn't need it-I had the mindset of: this is the way he is, and we love him knowing all of his quirks, and anyone who doesn't understand doesn't have to. BUT we have recently gone through the process, and the amount of resources that are available to help him is incredible! From help and understanding with the school, to learning knew tricks on parenting, to social skills classes-it's made a big difference. We've also seen a lot more acceptance from people (which in a way makes me upset, because some of these people should have been accepting before-but it's better for him now, and ill deal with my issue separately), we feel more comfortable with how we parent, and advocating is easier because now we have a whole team to help us through everything. I can very honestly say that I wish we had done it sooner.
•    Anonymous said… I'm glad my son has his label. It means he gets the help and assistance he needs and people understand better.
•    Anonymous said… It is a double edge sword. We are in the process. My son is 6. Two independent child psychologists have said ASD but now the school's educational psychologist is trying to label him as severe ODD. I haven't found this process helpful at all.
•    Anonymous said… It will be easier to know now, so you can learn how to better help him then fight until he is a teenager.
•    Anonymous said… 'Labels' open doors! The longer you leave 'starting the process' towards a diagnosis, the longer you put off vital early intervention. It's NOT for you, but your child! Parents don't realize just how lengthy the process is.
•    Anonymous said… My son is 6 and was just diagnosed. We had to have a psychologist and pedestrian sign off on it. They worked together with his school for 6 months to see whether it would effect his day today life to much. If it wasn't going to they weren't good to label him.
•    Anonymous said… Nobody what's to label their child. I was one of those parents who was afraid to get the "label" as we call it. But getting over that fear and understanding what the positive are. You move on from it. My son needed a "label" because it open so many doors for him. My health insurance covered more and there were services, I never knew was out there. Taking that step is a parents fear not the child's fear. Do what going to help you son not hurt him.
•    Anonymous said… Outside of the teachers and staff who you tell is up to you.
•    Anonymous said… sleep apnea showed he only sleep 3 hours a night.Got to say he is doing better,grades are three A and 3 b, but I ask the teacher about Asperger if see thought he had it. She has taught kids 16 years and has a son with asperger, her answer was yes.She advised me not to have him tested he will be labeled.This eats at me because for years this child has been misunderstood and as parents and myself I am his mom and granny I feel if I do not ask a doctor I will be letting him down. He needs to understand it as much as I do.So I will have him tested.I only hope you will also.
•    Anonymous said… This is how I see a Dx. My son's Dx is that he is Jaxon, but a Jaxon with quirks and challenges I need to understand. I didn't want to push or discipline him for things he wasn't capable of doing. The Dx isn't your child just a better begining to work with them. Best of luck
•    Anonymous said… Unfortunately to get help in uk education system having a "label" is the way forward. Don't be afraid of it... If it helps then it can only be good. "Labels " are easily got rid of as child gets older.
•    Anonymous said… We all have challenges! If your child has autism chances are the children around him already have some idea that something is off. The social help for kids with ASD is crucial.
•    Anonymous said… Yes you should because if you don't there is not a school or a medical system out there that will help your child with out that label for extra support, unless your willing to pay $$$ a week going private.
•    Anonymous said… Yes, most definitely yes get a diagnosis. It can be tough to accept; but the best thing to do is that if your child is determined to fall within the ASD; don't allow your child to use it as an excuse. Your child is not Autism; your child is Billy, or Sally or whomever they may be. She/she may have some limitations; but their abilities are incredible. It's okay to say "Billy, you do have Aspergers syndrome; and some things may be harder for you to understand; but you're smart and able and we'll figure it out together"; or something along those lines to encourage your child they are not broken. Some things may be harder to grasp; but it can be done and it will be done with proper therapies.

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