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    Hope for every child, every family.™ ABA Explained Home > ABA Explained Applied Behavior Analysis is a type of intensive therapy that focuses on the principles and techniques of learning theory to help improve social behavior. ABA therapy helps to (1) develop new skills, (2) shape and refine previously learned skills, and (3) decrease socially significant problem behaviors. ABA is a scientifically validated approach to understanding learning and behavior by looking at the function of the behavior and the environment in which it occurs. Anything a person does is a behavior (talking, eating, coloring, tying shoes, etc.) and ABA looks at the purpose behind those actions and under what circumstances they occur, in order to change them or teach new, more functional ways of doing something. For example, if a child screams when eating lunch, ABA would look at the environment around him to determine why he is screaming and then determine what would be a more appropriate way of getting that same thing.  The principles of ABA have been applied since the early 1960’s with both children and adults with developmental disorders. Today there are a wide variety of ABA techniques that have been developed to help learners develop and build functional skills. ABA is the only therapy that has been endorsed by the U.S. Surgeon General as an effective treatment for autism. ABA is also endorsed by a number of other federal and state agencies. The United States has seen a dramatic increase in the use of Applied Behavior Analysis to help those with autism live functional, productive, and happy lives. This approach focuses on the function of one’s verbal speech, Using this VB approach is gives the team a way to functionally teach essential language skills in a systematic way. ABA therapy at LAC is conducted in a 1:1 setting (1 therapist working with 1 child). Each child goes through an in depth assessment conducted by a Board Certified Behavior Analyst (BCBA) and other clinical team members to determine their current skill set and what skills might be improved upon.  Parents are an integral part of the assessment process. You input is vital and integrated into the individualized therapy program, designed specifically for your child. LAC is a team and the family unit is an integral part of making our team work! One of the reasons ABA therapy is so effective is that it systematically looks at the basics of learning and then builds upon them. The therapists and clinical team look closely at the skills your child has and needs to work on, building a plan tailored to their needs and learning style. Our therapists look at your child’s needs, skills, interests, preferences, and family environment. This means that the ABA program that your child is following will look different than the program of another child. Goals are determined based on this plan and once a goal is met, the team moves on to the next step. It’s all about breaking things down into teachable steps, and then building on them to make your child as independent as possible. For example, if the team determines that an appropriate goal for your child is to tie his/her own shoes, they might start with going and finding his/her own shoes. Once that it mastered, it will be find them and put them on independently. Following that, the next step might be to cross the strings. This would continue until the child is independently completing all steps of the show tying process. These steps will be different for every child, but the concept is the same, start at the beginning and build from there. ABA Techniques and Principles Foster Basic Skills as Well as More Complex Skills: Listening Looking Imitating Conversing Self Help Skills Daily Living Skills Although every child’s program is unique, there are some commonalities among all programs at LAC: Qualified, trained, and experienced behavior analyst (BCBA) designs and directly oversees a child’s intervention The therapy program designed by our clinical team comes from a detailed assessment of a child’s skills and preferences as well as some family goals Treatment instruction and goals are developmentally appropriate and focus on a broad range of skills, such as: sociability, communication, play, self-care, leisure, academic skills and motor development Therapy goals emphasize skills that enable learners to become independent and successful now and for life Instruction plans break down skills into skill sets and are taught from the most basic to the more complex There is constant ongoing objective measurement of the child’s progress The clinical team frequently reviews the child’s progress and data to make empirically based program adjustments Regular meetings with family and staff take place to allow for planning, review of child’s progress and to make any needed adjustments The instructor will use a variety of different behavior analytic techniques, some will be directed by the instructor and some will be initiated by the child. At LAC, your child’s day is very structured to provide many learning opportunities – these are both planned and naturally occurring. This allows the child to acquire and practice skills in both unstructured and structured situations. This allows for your child to learn how to generalize the skills they learn with us into their everyday lives. We also work with families on training and transferring skills into the home setting. More information on Applied Behavioral Analysis is available at:Sri prakruthi..... website
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    Play and children with autism .... Play helps children develop gross and fine motor skills, language and communication skills, thinking and problem-solving skills, and social skills. Autism spectrum disorder (ASD) can affect how play develops, but there’s a lot you can do to help develop your child’s play skills.. How autism spectrum disorder can affect play Children with autism spectrum disorder (ASD) enjoy playing, but they can find some types of play difficult. It’s common for them to have very limited play, play with only a few toys, or play in a repetitive way. For example, your child might like spinning the wheels on a car and watching the wheels rotate, or might complete a puzzle in the same order every time. Because ASD affects the development of social skills and communication skills, it can also affect the development of important play skills, like the ability to: copy simple actions explore the environment share objects and attention with others imagine what other people are thinking and feeling respond to others take turns. But your child can learn and develop the skills needed for play, and you can help. Playing with your child is also a great way to connect with her at her level. It’s OK if your child has only a few play interests at the moment – you can use your child’s favourite toys and topics to expand his play. For example, if your child enjoys Thomas the Tank Engine, use Thomas-themed toys to gradually introduce new toys and activities – for example, you could introduce a drawing game or activity involving Thomas. Types of play skills for children with autism spectrum disorder Young children engage in six main types of play, which develop in stages. Children with autism spectrum disorder (ASD) might need extra help at each stage. Exploratory play   This is when children explore objects and toys, rather than playing with them – for example, feeling a teddy bear, mouthing a block or looking at a doll’s hands. At this stage of play, children are learning about their world through different shapes, colours, sizes and textures. You can help your child with ASD by modelling this type of play and by encouraging her to explore objects around her. For example, you could encourage her to splash water in the bath and rub soap between her fingers. Cause-and-effect play   This is when children play with toys that need an action to produce the desired result – for example, pressing a button to play music, or winding up a jack-in-the-box. This type of play teaches children that their actions have effects and gives them a sense of control in their play. Your child with ASD might learn to operate toys on his own, through exploratory play, or you might need to show him. Praising your child when he does the right action will encourage him to keep doing it. It will also encourage him to interact with other toys in a cause-and-effect way as well. This is also a good opportunity to teach your child how to ask you for help, and to play by taking turns. For example, you could take turns pressing a button to make something pop up and take turns pushing it back down again. Toy play (or ‘functional’ play)  This is learning how to play with and use toys in the way they were designed – for example, pushing a toy car, bringing a toy phone to the ear, or throwing a ball. If this is an area of challenge for your child with ASD, the following ideas might help: Sit in front of your child so she can look at you, communicate with you, and see what you’re doing. This also makes it easier to engage her in play. Offer two or three toys your child enjoys. This gives your child a choice without overwhelming him. Join in with what your child is doing, rather than trying to guide her play. You can start by copying what your child is doing, then add to the activity. For example, if your child is spinning the wheels of a car, you could spin them too. Then turn the car the right way up and run it along the floor saying, ‘Brrm, brrm’. Or if your child likes opening and closing doors on toys, start with this and then add toy figures walking in the doors. Encourage your child to playif he doesn’t copy you. You could do this by saying, ‘Your turn to drive the car’, taking your child’s hand and placing it on the car, then moving it across the floor together. Reward your child. Use praise and positive feedback like ‘You’ve built a big tower. Good job!’. You could also add other rewards, like a couple of turns of blowing bubbles. Knowing when to stop or change is also important, so look out for signs of boredom or lack of interest. Show your child short videos of people playing. This can give her ideas of what she could do with those toys.  Look out for signs that your child is getting bored or losing interest – knowing when to stop or change is important. The ability to play with toys – and to play with you – is an important stepping stone towards the types and stages of play described below. Constructive play  This is when children build or make things. It involves working towards a goal or product – for example, completing a jigsaw puzzle, making a tower out of blocks, or drawing a picture. Some children with ASD might have delays in this area of play, whereas others will progress much like typically developing children. Sometimes children with ASD excel at a skill like completing jigsaws, building Lego or drawing. For children with ASD, you can encourage constructive play by showing your child what to do. You could try building a tower with blocks to show your child how to do it, or you could use pictures or photographs that show how to build a tower. Physical play  This is rough-and-tumble play, running around, and other physical play that provides whole-body exercise and helps your child develop gross motor skills. Physical play gives all children the experience of interacting with other people and objects in their surroundings. You can find information about how to encourage this kind of play in our articles on outdoor play,  movement for toddlers,  movement for preschoolers and movement for school-age children. Pretend play  This is when children pretend and use their imaginations during play. Examples of this type of play include pretending to feed a teddy bear, dressing up like a superhero, pretending to be driving the car, or pretending the couch is a sailing boat. Pretend play happens later in development – usually around two years of age in typically developing children. It’s the most sophisticated form of play. Pretend play is particularly important for developing the skills needed for social relationships, language and communication. This type of play is often delayed in children with ASD, but many children with ASD can and do ultimately develop pretend play. There are lots of simple, everyday pretend actions your child can learn to use in pretend play, like driving a car, riding a horse or banging a drum. Once your child can do some pretend actions, you can develop his imaginative and pretend play skills by breaking the pretend play activity into steps. You can also use written or picture instructions to help your child understand what to do. You might want to make it funny – for example, try using a hair brush instead of a spoon to feed a teddy bear. You can also encourage your child to join in with a fun game of ‘let’s pretend’. This type of play also includes role-play. You can encourage role-play by taking your child’s favourite story and getting her and others to act it out. You can give the children costumes and suggest changes to the characters’ voices and gestures. By slowly introducing new themes and gradually changing parts of the play, you can guide your child towards independent creative dramatic play.  Social play skills for children with autism spectrum disorder Along with the six types of play above, there is social play – the ability to play with others.  Social play also follows developmental stages, but playing with others can be particularly challenging for children with autism spectrum disorder (ASD). You can help your child by noting what stage of social play he’s at and by providing opportunities, support and encouragement for him to progress to the next one. The stages are outlined below. Note that even as children develop through the stages of social play, they’re likely to want to spend time playing by themselves as well as playing alongside others. It’s OK if your child wants to play alone some of the time. Playing alone (solitary play)  This is when children play alone and independently, when they don’t try to get close to other children and don’t pay attention to what others are doing. For children with ASD, you can encourage solitary play skills by starting with activities that have a clear goal and ending. Keep the play short to begin with, so your child can finish the activity quickly and feel successful. For example, you might choose a simple jigsaw puzzle. Playing alongside (parallel play)  Children at this stage of play start to play alongside other children, and might use the same or similar toys as those around them. You can promote play in this stage by encouraging your child with ASD to play at an activity − like trains − on her own but alongside other children. You can encourage your child to imitate the other children’s play while she’s playing on her own.  Playing and sharing with others (associative play)  In this stage of play, children interact with other children – giving, taking and sharing play materials. This usually starts at around three years of age in typically developing children. You can help your child with ASD learn skills for associative play by encouraging him to swap things while he’s still playing on his own – for example, swapping bikes, trikes or scooters when cycling or scooting with other children. Playing and cooperating (cooperative play)  Playing cooperatively with others includes playing games with rules, making up rules, and working together on something, like building a cubby house or making a sandcastle. Cooperative play can become quite complex and involves communication skills. Many of the social rules in this stage of play can be difficult for children with ASD to understand. You can help your child by using clear instructions to simplify the rules of games. For example, ‘First you hide somewhere in the house. Then Sam counts to 10. Then Sam comes to find you. When Sam finds you, it’s your turn to count while Sam hides’. It can also help to explain the rules using pictures or Social Stories™. Making games more visual can also help – for example, you can mark the person who is ‘it’ with a special hat.  Encouraging play with others for children with autism spectrum disorder Once your child with autism spectrum disorder (ASD) has a range of play skills or is beginning to play with and take notice of other children, you can help her learn how to interact and play with others. Simple games are a good way to build social interaction in play as well as turn-taking skills. Games like peek-a-boo, pat-a-cake and ring-o-rosies are all social. Playing interactive games like snap or memory with cards can also be helpful because they’re structured and have a defined end. Here are some other ideas to get your child interacting and playing with others: Use play dates or visits with friends or family whose children are around the same age as your child. You could also ask your child’s siblings or cousins to help with showing your child how to play games, take turns and so on. Teach your child how to join in. Again, siblings, friends and cousins might be able to show your child how it’s done. If other children ignore your child, watch carefully and see whether you can work out why. Does your child need to work on a skill that you can help him learn? You could speak to your child’s school, preschool or early intervention teacher if you’re not sure. Early childhood workers have lots of skills for helping children learn to play together. Like typically developing children, children with ASD have a range of thinking and learning styles and strengths that they can build on. For example, they’re often visual learners, so you can work with this strength and help your child by taking pictures of the different steps in a game or activity.  Making the most of play with your child with autism spectrum disorder Once your child with autism spectrum disorder (ASD) can play with you and is playing with toys, you can use play to build skills in other areas. For example, you might focus on rewarding certain skills like taking turns, playing for longer periods of time, or choosing a variety of toys to play with. Here are some tips for making the most of play in this way. These tips apply to all kinds of play – toy play, playing with others and pretend play: Talk about what’s going on while your child plays. If you’re playing a pretend game like a tea party, use the names of objects, like cup, spoon and plate. You can also give words to the things you and your child are doing, like ‘pour drink’ or ‘feed teddy’. Help your child build longer sentences. If your child is speaking only in single words, you could try using two words. If she’s using three-word sentences, you can use four words, and so on. This way you’re not using language that’s too hard for your child, but you’re building her language and vocabulary. Encourage play skills in different environments. For example, if your child likes playing with Lego at home, encourage him to play with Lego at a friend’s house. Reward your child for using his play skills in different places and with different people. Use everyday activities as opportunities for play. Any time there can be joint activity between your child and another person is a potential chance for play. You can also build playtime into everyday routines like bath time. Use play to help your child respond appropriately to social situations that she might find challenging, like understanding sharing, turn-taking, and compromising. For example, you could use a tea party game to help your child understand sharing food and taking turns to pour a drink with the jug. Use play to help your child develop everyday skills. For example, dressing a doll or changing in and out of dress-ups can help your child learn to dress himself. Watch your child throughout the day and try to ‘catch’ the times when she shows interest in an activity, however mundane it might seem to you. These are the perfect times to teach and learn.
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    Call Us Today! 9036541055/9008361473 SRI PRAKRUTHI Has your child been diagnosed with Autism or Autism Spectrum Disorder (ASD) or Aspergers? Are you looking for a Natural Cure for Autism or Alternative Treatment for Autism? If your answers are ‘yes’, read this most exhaustive guide on Autism Spectrum Disorder, its causes, symptoms and homeopathy treatment options.   What is Autism? Autism is a disorder in which children have impaired or poor communication and social skills. It usually becomes apparent within first three years of life but some mild cases get diagnosed during early schooling. People often confuse the meaning of autism with a psychiatric illness. However,  Autism is a disorder of neural development characterized by impaired social interaction and verbal and non-verbal communication, and by restricted or repetitive behaviour.  But many parents feel that their kids start showing autistic traits suddenly after a period of normal development. What is Autism Spectrum Disorder (ASD)? Autism meaning: a mental condition, present from early childhood, characterized by great difficulty in communicating and forming relationships with other people and in using language and abstract concepts. The autism spectrum disorder describes a range of conditions classified as pervasive developmental. ASD includes autism, Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS]. These disorders are characterized by social deficits, communication difficulties, stereotyped or repetitive behaviours and interests, and in some cases, cognitive delays. What are the signs and symptoms of Autism? Autism (or ASD) is a wide-spectrum disorder and children with autism often vary in the severity and range of signs and symptoms. As well as experiencing varying combinations of symptoms, some people will have mild symptoms while others will have severe ones. Onset: Overt symptoms gradually begin after the age of six months, become established by age two or three years and tend to continue through adulthood. Autism is distinguished by a characteristic triad of symptoms: impairments in social interaction; impairments in communication; and restricted interests and repetitive behaviour. Other aspects, such as atypical eating, are also common but are not essential for diagnosis. Here is a detail list of Autism symptoms. Social Skills – signs and symptoms Very little or no eye contact. Resistance to being held or touched. Tends to get too close when speaking to someone (lack of personal space). Responds to social interactions, but does not initiate them. Does not generally share observations or experiences with others. Difficulty understanding jokes, figures of speech or sarcasm. Difficulty reading facial expressions and body language. Difficulty understanding the rules of conversation. Difficulty understanding group interactions. Seems unable to understand another’s feelings. Prefers to be alone, aloft. Unaware of/disinterested in what is going on around them. Talks excessively about one or two topics. Minimal acknowledgement of others. Language Development – signs and symptoms Abnormal use of pitch, intonation, rhythm or stress while speaking. Speech is abnormally loud or quiet. Difficulty whispering. Repeats last words or phrases several times.  Makes verbal sounds while listening (echolalia). Often uses short, incomplete sentences. Speech started very early and then stopped for a period of time. Difficulty understanding directional terms (front, back, before, after). Behaviour – signs and symptoms Obsessions with objects, ideas or desires. Ritualistic or compulsive behaviour patterns (sniffing, licking, watching objects fall, flapping arms, spinning, rocking, humming, tapping, sucking, rubbing clothes). Fascination with rotation. Play is often repetitive. Unusual attachment to objects. Perfectionism in certain areas. Inability to perceive potentially dangerous situations. Emotions – signs and symptoms Sensitivity or lack of sensitivity to sounds, textures (touch), tastes, smells or light. Difficulty with loud or sudden sounds. Resists change in the environment (people, places, objects). Calmed by external stimulation – soothing sound, brushing, rotating object, constant pressure. Learning Development – signs and symptoms Exceptionally high skills in some areas and very low in others. Excellent rote memory in some areas. Difficulty with reading comprehension (can quote an answer, but unable to predict, summarize or find symbolism). Difficulty with fine motor activities (colouring, printing, scissors, gluing). Short attention span for most lessons. Resistance or inability to follow directions. Difficulty transitioning from one activity to another in school. Locomotor Skills – signs and symptoms Walks on toes. Unusual gait. Difficulty changing from one floor surface to another (carpet to wood, sidewalk to grass). Difficulty moving through a space (bumps into objects or people). Gross motor skills are developmentally behind peers(riding a bike, skating, running). Fine motor skills are developmentally behind peers(hand writing, tying shoes, scissors).   When should you get your child evaluated for Autism or ASD? If your child has any of these delays or behaviour, consult your pediatrician asap for evaluation and treatment of autism or asd: No babbling by 9 months No pointing or gestures by 12 months Not responding to their name by 12 months of age No single words by 16 months Lack of pretend play by 18 months No two-word phrases by 24 months Any loss of language or social skills at any age Your infant or child resists cuddling and doesn’t respond to his or her environment or to other people Your child bangs his or her head or demonstrates self-injurious behaviour or aggression on a regular basis Your child demonstrates unusually repetitive behaviour, such as repeatedly opening and closing doors or turning a toy car upside down and repeatedly spinning its wheels Autism diagnosis is usually clinical, but special tools like Childhood Autism Rating Scale are available that help in diagnosing autism, assessing its severity and differentiating it from other developmental disorders. How prevalent is Autism? Incidence and Epidemiology of Autism. Autism is approaching the numbers of an epidemic. The figures are staggering—in the 1960s, four in 10, 000 children had autism. Today, according to Autism Speaks, an organization dedicated to autism,  one in every 110 children is diagnosed with autism. Different studies in different countries have found a prevalence rates between 3/10000 to 40/10000. U.S. government statistics suggest the prevalence rate of autism is increasing 10-17% annually. Boys are nearly five times more likely than girls to have autism. Based on the evidence reviewed in a study published in 2012, the median of prevalence estimates of autism spectrum disorders was 62/10 000 (1). USA: Most recent reviews tend to estimate a prevalence of 1–2 per 1, 000 for autism and close to 6 per 1, 000 for ASD and 11 per 1, 000 children in the United States for ASD as of 2008. CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network’s most recent estimate is that 1 out of every 59 children, or 16.9 per 1, 000, have some form of ASD as of 2014. UK: There are around 700, 000 people on the autism spectrum in the UK – that’s more than 1 in 100. The latest prevalence studies (2012) of autism indicate that 1.1% of the population in the UK may be on the autism spectrum. A 2006 study of nearly 57, 000 British nine- and ten-year-olds reported a prevalence of 3.89 per 1, 000 for autism and 11.61 per 1, 000 for ASD; these higher figures could be associated with broadening diagnostic criteria. Canada: The rate of autism diagnoses in Canada was 1 in 450 in 2003. However, preliminary results of an epidemiological study conducted at Montreal Children’s Hospital in the 2003-2004 school year found a prevalence rate of 0.68% (or 1 per 147). The current prevalence rate is estimated to be 1 in 66. India : The estimates till 2016 estimated that there are 20 lakh ( 2 million) individuals in India suffering from Autism/ASD using the extrapolated prevalence figures of 1/250 to 1/500. However, recent studies ( done by the International Clinical Epidemiology Network Trust) suspect a prevalence rate of 1-1.5% or 1 in 66 children between the age of 2 and 9. This takes the affected children count to close to 10 million (1 crore)!!   Why does Autism occur? What causes Autism? The exact cause of autism is still not known. Recent research on Autismindicates that it could be a combination of genetic and environmental factors. The environmental factors could be a variety of conditions affecting brain development, which can occur before, during or soon after birth. Click here to see all the latest research papers related to Autism. 1 in 20 children with autism also has Fragile X Syndrome.  Is there a role of vaccines in causing Autism? ASD & Vaccine Damage controversy. Over the years, many people have had concerns that autism might be linked to the vaccines children receive. One vaccine ingredient that has been studied specifically isThimerosal, used as a preservative in many recommended childhood vaccines. MMR vaccine has also been linked with Autism frequently. The main reason people talk about vaccines and autism is that some parents have noticed changes in children shortly after the children were vaccinated. Their kids seemed to be developing normally, then suddenly stopped interacting with people and lost language abilities — a condition called “regressive” autism. The American Academy of Paediatrics, the CDC, the World Health Organization, and the Institute of Medicine all agree that there’s probably no relationship between autism and vaccines. But if the case is that solid, why do so many people remain unconvinced? There are a number of websites giving information about vaccine damage in kids. YouTube also has dozens of testimonial videos from parents who believe their children developed autism after vaccination. Their beliefs may have been validated in March 2008 when federal officials said that a Georgia girl was entitled to compensation because vaccines may have aggravated an underlying condition, causing autism-like symptoms (2). In 2013, an Italian court also ruled in favour of the Bocca family, whose nine-year-old son became autistic after receiving the MMR vaccine (3). New evidence suggesting a link between the MMR vaccine and autism have emerged recently.Scientists reported finding a strong association between the vaccine and an immune system reaction which is thought to play a role in autism. The team led by Dr Vijendra Singh analyzed blood samples from 125 autistic children and 92 children who did not have the disorder. In 75 of the autistic children they found antibodies showing there had been an abnormal reaction to the measles component of the measles, mumps and rubella vaccine (4). Nine out of ten of those children were also positive for antibodies thought to be involved in autism. These antibodies attack the brain by targeting the basic building blocks of myelin, the insulating sheath that covers nerve fibres. This stops the nerves developing properly and may affect brain functions. None of the non-autistic children showed the unusual anti-measles response. Dr Singh has suggested that an abnormal immune response may be the root cause of many cases of autism. Dr Singh’s team, who worked at Utah State University in the U.S., report their findings in the latest issue of the Journal of Biomedical Science (5). They say: ‘Stemming from this evidence, we suggest that an inappropriate antibody response to MMR, specifically the measles component thereof, might be related to pathogenesis of autism.’ In June 2013, scientists and physicians from Wake Forest University, New York, and Venezuela, reported findings that not only confirm the presence of intestinal disease in children with autism and intestinal symptoms, but also indicate that this disease may be novel. Using sophisticated laboratory methods Dr. Steve Walker and his colleagues endorsed Wakefield’s original findings (6) by showing molecular changes in the children’s intestinal tissues that were highly distinctive and clearly abnormal (7). Another new study shows a direct link between standard childhood vaccination series, MMR, and autism-like symptoms in monkeys. The principal scientist involved in the study, Dr. Laura Hewitson of the University of Pittsburgh, presented the alarming conclusions as an abstract pending publication at the International Meeting for Autism Research. It has been presented at scientific conferences in both London and Seattle, USA. The study compared vaccinated macaque monkeys with non-vaccinated macaques. The vaccines included the popular MMR series. The study found a marked increase in “gastrointestinal tissue gene expression” and “inflammation issues” with those monkeys which received vaccinations (8). They are a common symptom of children with regressive autism. The study also found marked behaviour changes and development differences in those monkeys given the vaccines versus those who were not. “Compared with unexposed animals, significant neuro-developmental deficits were evident for exposed animals in survival reflexes, tests of color discrimination and reversal, and learning sets, ” the study`s authors reported. “Differences in behaviours were observed between exposed and unexposed animals and within the exposed group before and after MMR vaccination.” (8) Despite these recent research studies, the scientific community remains divided about vaccine-autism relation. As informed parents, you need to make your own choice. Here is a list of studies that have raised questions about vaccine efficacy and safety:   What is the treatment available for ASD, Autism? Autism treatment includes intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills often improve functioning and decrease symptom severity and maladaptive behaviours. Available approaches for autism treatment include applied behaviour analysis (ABA), developmental models,  structured teaching,  speech and language therapy,  social skills therapy, and occupational therapy. In conventional medicine, many medications are used to treat ASD symptoms that interfere with integrating a child into home or school when behavioral treatment fails. More than half of US children diagnosed with ASD are prescribed psychoactive drugs or anticonvulsants, with the most common drug classes being antidepressants, stimulants, and antipsychotics. All these medicines have their own side effects and they should be used for autism treatment only after weighing the pros and cons with your physician. There are many alternative therapies that parents often use to treat their autistic children. These include naturopathy, homeopathy, ayuerveda, hydrotherapy, orthomolecular medicine etc. For most of these CAM (Complementary and Alternative Medicine) modalities, there is lot of anecdotal evidence but most therapies have not been tested on a large scale in a scientific manner. Hence there is little or no evidence either for or against such therapies. Any CAM treatment for Autism symptoms should only be taken from a certified practitioner in that CAM modality.  Is there Homeopathy treatment for Autism? Homeopathy is one of the most popular alternative systems of medicine. Homeopathy is recognized by dozens of National governments as effective medical modality. There are tens of millions of patients across the world using homeopathy. There are increasing number of clinical and laboratory studies, not just on humans, but also on animals and plants, which have demonstrated the effectiveness of potentised homeopathic remedies. Homeopathic medicine is one of the most popular alternative systems used for Autism treatment. There are several books and websites dedicated to providing information about homeopathic treatment of Autism. YouTube also has many videos from parents giving positive testimonials of homeopathic treatment for their children. Homeopathy is a safe and gentle system of healing, which tries to identify the root cause of any problem by taking a detail case history, which includes the current complaints of the patient, his/he past medical history, family history, nature and disposition of the patient and many other finer factors. Homeopathy is practiced in two forms – classical and complex. In classical homeopathy, the homeopathic doctor takes a detail case history, tries to identify the root or exciting cause of an illness, and prescribed a single homeopathic remedy at a time to the patient. In complex homeopathy many medicines for a given condition are mixed in a bottle and given at a time. Classical Homeopathy is the pure form of homeopathy and offers deep and lasting cures. When you consult a classical homeopath for homeopathy treatment of autism, he will note the full case history of your child. This will include your child’s current medical complaints, their onset, modalities, past medical history, mother’s history during pregnancy, family history, exploration of any stress points or causes for current illness, and  a detail assessment of your child’s mental and emotional makeup. After this exhaustive case history and analysis, the homeopath identifies a homeopathic medicine that covers your child’s asd symptoms and condition the best. Such a remedy, when well selected, can bring significant changes in many difficult and inveterate cases. Does diet and nutrition play any role in Autism? Many therapists recommend large dose supplements of Vitamin B, Vitamin C, Zinc and Fish oil. Casein free and Gluten free diets have also been suggested by many. Please consult your physician before making any dietary modifications.   What is CEASE Therapy for Autism? CEASE therapy is a form of homeopathy treatment for autism, which was developed by Dutch physician Tinus Smits who was looking for a way to help children with autism. CEASE stands for Complete Elimination Autism Spectrum Expression and Dr. Smits helped well over 300 children with Autism prior to his death in 2010. While his method was originally designed for children with autism, Dr. Smits and those that he trained have experienced success treating a number of conditions including MS, Chronic Fatigue, allergies, ear infections, hyperactivity, and detoxification. It is a combination of Isotherapy (a form of Homeopathy) and Orthomolecular medicine (nutritional supplements in therapeutic doses to nourish the brain and restore proper intestinal function, esp supplements of Vitamin C, Vitamin B, Zinc, Omega 3 Fatty acids). In Dr. Smits experience, autism is an accumulation of different causes and about 70% is due to vaccines, 25% to toxic medication and other toxic substances, 5% to some diseases. With isotherapy, a form of homeopathy using the causative substances themselves in homeopathic preparation, the toxic imprints can be erased. In CEASE Therapy, step by step all causative factors (vaccines, regular medication, environmental toxic exposures, effects of illness, etc.) are detoxified with the homeopathically prepared, that is diluted and potentized substances that are implicated in the cause of autism.
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    Learn to play , 😍 play to learn 🤩  SOCIAL SKILLS GROUP THERAPY Friendships and positive peer relationships are an extremely important part of a child’s healthy development. Consequently, social rejection and lack of peer support can be a devastating experience for children and adolescents, impacting their school functioning and even future relationships. Social Skills Group Therapy consists of small groups of three to six children, ranging in ages 4 to 16. Children are grouped by age and ability and therapy consists of interactive group activities aimed at developing skills and confidence based on each child’s strengths and weaknesses within a supportive peer context. While each group is uniquely designed and scheduled in accordance with the selected participants, sessions typically run weekly for an 8-week period and meet for an hour to 1 1/2 hours, and include a parent feedback/training component throughout the sessions. All groups are led by a clinical psychologist and co-therapist. Social Skills Groups are generally appropriate for children with difficulties in the following areas: shyness, social isolation, adjustment disorders, ADHD, learning disorders and other social or behavioral difficulties. Special groups are arranged for children with Autism Spectrum Disorders (ASDs). Research shows that social skills training can help children progress across various areas of functioning by: Building Self-Esteem/Confidence Communicating Effectively Reading Social Cues Increasing Problem-Solving Understanding Perspective Taking Managing Stress/Anxiety Emphasizing Cooperation Child Early Intervention Sri prakruthi UPCOMING EVENTS Health is wealth events. View Calendar THERAPY DEPARTMENTS Behaviour intervention Group intervention Home schooling Shadow services Speech Academics Play therapy Physio Sensory FOUNDERS’ MESSAGE Welcome to Child Early Intervention Medical Center (CEIMC) and Child Learning and Enrichment Medical Center (CLEMC). We would like to welcome you, not only as professionals, but as parents as well. We understand the frustration and stress that affects every family with a child on the autism spectrum or with developmental delays. CONTACT US Sri prakruthi 9738838733/9008361473/9036541055
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    Understanding Autism What Is Autism? Autism is a complex neurobehavioral condition that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors. Because of the range of symptoms, this condition is now called autism spectrum disorder (ASD). It covers a large spectrum of symptoms, skills, and levels of impairment. ASD ranges in severity from a handicap that somewhat limits an otherwise normal life to a devastating disability that may require institutional care. Children with autism have trouble communicating. They have trouble understanding what other people think and feel. This makes it very hard for them to express themselves either with words or through gestures, facial expressions, and touch. ADVERTISEMENT A child with ASD who is very sensitive may be greatly troubled -- sometimes even pained -- by sounds, touches, smells, or sights that seem normal to others. Children who are autistic may have repetitive, stereotyped body movements such as rocking, pacing, or hand flapping. They may have unusual responses to people, attachments to objects, resistance to change in their routines, or aggressive or self-injurious behavior. At times they may seem not to notice people, objects, or activities in their surroundings. Some children with autism may also develop seizures. And in some cases, those seizures may not occur until adolescence. CONTINUE READING BELOW Some people with autism are cognitively impaired to a degree. In contrast to more typical cognitive impairment, which is characterized by relatively even delays in all areas of development, people with autism show uneven skill development. They may have problems in certain areas, especially the ability to communicate and relate to others. But they may have unusually developed skills in other areas, such as drawing, creating music, solving math problems, or memorizing facts. For this reason, they may test higher -- perhaps even in the average or above-average range -- on nonverbal intelligence tests. Symptoms of autism typically appears during the first three years of life. Some children show signs from birth. Others seem to develop normally at first, only to slip suddenly into symptoms when they are 18 to 36 months old. However, it is now recognized that some individuals may not show symptoms of a communication disorder until demands of the environment exceed their capabilities. Autism is four times more common in boys than in girls. It knows no racial, ethnic, or social boundaries. Family income, lifestyle, or educational levels do not affect a child's chance of being autistic. CONTINUE READING BELOW Autism is said to be increasing; however, it is not entirely clear whether the increase is related to changes in how it is diagnosed or whether it is a true increase in the incidence of the disease. Autism is just one syndrome that now falls under the heading of autism spectrum disorders.  Previous disorders that are now classified under the umbrella diagnosis of  ASD or a social communication disorder include: Autistic disorder. This is what most people think of when they hear the word "autism." It refers to problems with social interactions, communication, and imaginative play in children younger than 3 years. Asperger's syndrome. These children don't have a problem with language -- in fact, they tend to score in the average or above-average range on intelligence tests. But they have the same social problems and limited scope of interests as children with autistic disorder. Pervasive developmental disorder or PDD -- also known as atypical autism. This is a kind of catch-all category for children who have some autistic behaviors but who don't fit into other categories. Childhood disintegrative disorder.These children develop normally for at least two years and then lose some or most of their communication and social skills. This is an extremely rare disorder and its existence as a separate condition is a matter of debate among many mental healthprofessionals. CONTINUE READING BELOW Rett syndrome previously fell under ASD spectrum but it is now confirmed that Rett’s cause is genetic. It no longer falls under ASD guidelines. Children with Rett syndrome, primarily girls, start developing normally but then begin losing their communication and social skills. Beginning at the age of 1 to 4 years, repetitive hand movements replace purposeful use of the hands. Children with Rett syndrome are usually severely cognitively impaired.
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    How is Play Therapy Used to Treat Autism?  Don’t underestimate the power of play. Even goofing off and horsing around can have serious therapeutic benefits for kids on the autism spectrum. Add some structure and rules in a more formal game and you have a powerful tool for developing and refining everything from motor skills and coordination to communication, listening and social skills. Play is all about interacting with others in a cooperative and competitive way, communicating needs and wants, strategizing, interpreting the intentions of others, and taking turns… Kind of sounds like the perfect practice for a kid struggling to develop these skills, doesn’t it? Well, that’s the whole concept behind play therapy. And the beauty of play therapy is that it doesn’t always need to be guided by a professional therapist. With a little coaching, parents, siblings, friends and caregivers can all work to bring out the therapeutic benefits of play at home and on the playground. What is the Difference Between Directive and Non-Directive Play Therapy? Non-directive play therapy is the more unstructured type of play. This is where children are left to guide themselves with fewer boundaries and are left to work through problems on their own. Directive play therapy is just the opposite. It is a more guided approach, where a parent or therapist engages the child more often and directly and might make suggestions or try to move the session along. Floor time and other play therapy styles used with children with ASD often use both non-directive and directive approaches. Sessions often begin with little or no direction, allowing the child to pick the initial activity. As the session moves along a therapist or parent might prompt or nudge the child to choose a new toy or to make a request or communicate in some way, making the session more directive in nature. Play therapy is focused on the individual needs of the child and each session is designed to fit those needs. Approaches are adjusted from session to session and from child to child. What’s the Purpose of Floor Time Sessions? Floor time sessions – one approach to play therapy – sometimes involve the child, therapist, and parents all working – that is, playing – together. There are six key goals floor time sessions are designed to achieve: The child shows they understand the mechanics of the toy or game, i.e. they will want to roll the ball instead of putting it in their mouth The child actively engages the therapist and/or parent(s) Some kind of two-way communication is achieved The child becomes aware of their own wants and needs within the game play The child makes gestures to communicate these wants and needs, which may be as simple as pointing to a toy The child calms themselves if they get upset These goals are achieved in a number of ways throughout the session. First, the child gets to lead the play session. Parents and the therapist get on the floor and play with toys and games that the child chooses, many of which may come from the home or be things that the parents or therapist know the child already enjoys. These items may have been placed out at the beginning of the session for the child to choose from. Bubble blowing is a popular place to start. Children also love toys that move, light up, vibrate or make sounds—think Transformers or Bop It! Anything that is actively engaging and does something is always a positive. As the session continues, the therapist or parents will give the child new toys or activities, perhaps swapping out or adding toys that make the play more complex and dynamic. For example, a shape matching box might be introduced where the child would put blocks of various shapes into the corresponding holes, when before the child was only playing with the different shaped blocks. This additional level of challenge simply adds to the complexity of the skill the child was already engaging in. According to a study conducted in the American Journal of Orthopsychiatry, this method of play therapy has a success rate of 58% when using the six goals named above as a metric for success. Can I Do Play Therapy At Home? As a parent, you play an important role in your child’s play therapy. Not only will you be an active participant in play therapy sessions, but many parents choose to undertake play therapy on their own living room carpets! Many play therapists are willing and able to work with parents on teaching play therapy techniques that are easy to use in the home. There are also many video and book programs out there to help parents with home play therapy options. The most important things to remember when engaging your child in play therapy at home are to… Always stay engrossed in what your child is doing Make sure to comment on what they are doing, even if they don’t continue the conversation Try to mirror and imitate your child as a way to help them feel more comfortable and secure in their play Add simple, small actions. If you are playing with toy cars and your child is driving their car around, consider adding a sound effect with yours! Remember, it’s all about baby steps! Don’t try to push them too far and always meet them at their current level. Play therapy can be a wonderful opportunity to interact with your child and build on your relationship, as well as for your child to continue to develop invaluable social skills.
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     SRI PRAKRUTHI Signs, Symptoms, & Characteristics of ASD Autism Spectrum Disorders (ASDs) can be noticed in an infant as early as 8-10 months of age, and these infants may exhibit symptoms such as not recognizing their name when called, delayed babbling and not having an interest in people. The symptoms of ASD are likely to become more apparent as the child gets older and some symptoms may not be noticeable until the child is 2 years old. Symptoms in toddler may include a preference to play alone, difficulty with engaging with peers and a failure to imitate the actions of others. There are some children with ASD who appear to be developing at a normal rate, but around 18-24 months, they no longer are gaining new skills and they start to lose the skills they already had. Studies have shown that approximately 80%-90% of parents noticed symptoms of ASD by the time their child was 2 years old. Other symptoms of children with ASD include: Avoiding eye contact Becoming upset with small changes Having obsessive interests Failure to point at objects Showing unusual reactions to the sound, smell, look, feel and taste of things  Some children who do not have ASD may also experience these symptoms. ASD does require a medical diagnosis. Some children who have ASD may have other symptoms too. These include: Aggressive behavior Causing self-injury Hyperactive Impulsivity Lack of fear Short attention span Temper tantrums Unusual eating habits LOCATION Hennru bande and Akshaya Nagar CONTACT US 9036541055/9008361473/9738838733
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     YOGA | LIFESTYLE YOGA GENERATES HUGE BENEFITS FOR CHILDREN WITH AUTISM Yoga is growing in popularity , as a complementary therapy for children with special needs and autism, with rising numbers of schools and parents participating in innovative yoga programs which are cropping up around the country. Scott Anderson, teacher and founder of YogAutism, mentions on his site that in addition to benefits typically associated with yoga—improved strength and flexibility, and an increasing sense of peace—autistic children also experience a reduction of pain, anxiety, aggression, obsessive behaviors, and self-stimulatory activities. And there's more good news. The children are also having greater success making new friends and regulating emotions.  Yoga is growing in popularity in the U.S. as a complementary therapy for children with special needs and autism. Louise Goldberg, author of Yoga Therapy for Children with Autism and Special Needs, also has first-hand experience witnessing the enormous benefits children on the autistic spectrum experience from practicing yoga. In 1981, Goldberg and a colleague were invited to teach a demo class for teachers at a residential hospital for children with severe emotional and behavioral disorders. “We were both fairly new yoga teachers and we just made it up as we went along. But seeing the kids—many of whom were extremely anxious, withdrawn, or angry—let go, for even a moment, was a revelation. We were amazed at how effective yoga was with these children and how much they enjoyed it, ” says Goldberg. Anxiety and Yoga Children with autism have very different sensory experiences from other people, and these responses often cause their bodies to get stuck in fight, flight, or freeze modes that divert blood from the digestive organs to the skeletal muscles. This activity results in disrupted digestion, increased heart rate, and shallower breathing—all of which readily provoke anxiety. Practicing his floating on a cloud (shavasana), he was able to self-regulate and calm his emotions, ” explains Goldberg. “I had a student, a little boy who got very, very anxious if the school bus was late. His mother drove him to school everyday and one day she saw him lying down in the back seat of the car, and she asked him, 'Are you sick?' He responded, 'No, I am relaxing.' The mother said she had never seen him so calm. Practicing his floating on a cloud (shavasana), he was able to self-regulate and calm his emotions, ” explains Goldberg. The Importance of Visualization Autism educators often highlight the importance of visualization practices, so Goldberg designed the program Stop and Relax, which uses over 50 cue cards to help children visualize the pose they are supposed to take. Through this visualization, they are able to successfully imitate and model physical actions and postures they would not have been able to previously.  “Some of the kids don’t speak—don’t have language—but they can look at a visual cue card and respond. Some children also have trouble engaging, even if they can achieve fluid sentences and can perform motor planning. However, they don’t have the kind of motor planning skills like going from point A to point B to point C. But on seeing the visual cue, somehow it triggers something in their brain and they can replicate it, ” she explains. Resistance to the Word "Yoga" When Goldberg started teaching her specialized yoga classes for children with autism, she received some resistance from parents and schools, as some people didn’t feel comfortable with the word "yoga." “I think some people around the U.S. were a little bit narrow-minded. Some even thought it was a cult, ” she explained. "One thing that I want to impart here is that yoga, as it’s practiced in public schools, is not a religious practice. The postures and breathing exercises, the relaxation techniques and self-regulation tools, can be culled from yoga’s vast well of resources to be implemented in a public school curriculum." This program is applicable to all children and ages, as it is just another form of movement involving exercise, mindfulness, and breathing. Goldberg now uses the name "Creative Relaxation, " and takes yoga poses and applies them to challenges that children have in either their school or everyday lives. This program is applicable to all children and ages, as it is just another form of movement involving exercise, mindfulness, and breathing. “The idea is that when we are in a school, we don’t use any Sanskrit names. We don’t call it the prayer pose. We call it the tree pose. Viparita shalabhasana is our Superman pose. I don’t want anyone to feel that it is religious. We don’t do any chanting. When we sing, it’s just generic songs.” Goldberg believes that all children would benefit from yoga practice in school classes. “Ten years ago, when I was teaching in a school, I had a chance to go into all the classes which had a child with autism and I taught the whole group. It wasn’t just the one child that benefited from this. Everyone did, ” she explains with a smile.
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