Category Archives: Autism in children

Securing the conversion of your video file

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If you look around, you’ll find that there is a lot of videos over the Internet. Now, most of them may not be able to provide you with the entertainment that you need, but there are definitely some videos that you could possibly love and laugh at. These are mostly video that has been converted into the SWF format, and if you do not have the swf player, then watching the videos in your computer can prove to be a tough task. Instead, you could go for trying to convert swf to avi. This could actually be a wonderful path for you to take, and you will be able to get the best possible video watching capabilities in your computer.

After all, there is a lot that can actually be told about Internet videos, and the kind of popularity that it does command. So, if you’d like to download a lot of SWF files, and would like to go for the conversion, then seeking out the help of Movavi SWF to video converter should be the best thing for you.

How wonderful and a convenient method is MovaviSwf to Avi converter can be found looking into the various kinds of reviews provided by clients over the Internet. You will find that this wonderful converter will not only add to your video collection, but you will also be able to get the best conversion underway. Not only that, you will actually command a lot of Internet videos, and most of it will be playable in your computer. So, you have got to make sure that each and everything can be done in terms of the conversion. As it is, the software files are extremely easy to procure, upon the payment of the money.

Yes, MovaviSwf to avi software is not free or even shareware. Rather, it is going to cost you the entire amount. However, there are discounts as well as free campaigns going to work all around the timeframe. You’ll definitely be able to get the best possible video conversion underway, without facing any kind of problems. The software campaign can easily setup, and the conversion can be done in batch processing, or individual. So, you need not worry about the processing as well as the loss of compression or any other factor in the conversion of the files from one format to the other.

Your Graying Hair is Not Your Bosses Fault

It is easy to blame your job on your increasing gray hair, but the truth is your work is only partially to blame for the transforming look. Despite the fact that the pressure from your profession can contribute not only to graying hair but also to baldness and other signs and symptoms of getting older, it’s not the only contributing factor.

The most common cause of gray hair starts at the root, as stated on Gaizupath.Com. A pigment known as melanin is injected into the follicles by melanocyte cells giving it your characteristic color. Growing older will slowly cause these tissues to die, leaving a lot of follicles without any pigment.

The strands remain their original gray color as they proceed to grow. Overtime, as the amount of melanin continues to decrease, your hair will eventually become completely gray.

Your own genetic makeup is the primary cause of gray hair. If one or both of your parents was prematurely gray, then there is a good possibility that you’ll be too. Other aspects can propel the method forward such as certain vitamin deficiencies, thyroid imbalance, anemia and viruses. Recent studies also suggest that smokers are four times to develop gray hair prematurely than non-smokers.

Traditional solutions to gray hair involve covering them up with dyes and coloring agents. These are temporary and harmful solutions to a problem whose cause is starting at the hair root. Today, people are more inclined to look for natural solutions to reversing the process that is producing your gray hair as opposed to just trying to hide the issue with hair colorants.

You’re going to discover a couple of products being offered that offer a natural hair color restoration solution in the form of a vitamin. These innovative vitamins are able to work by stimulating dormant melanocyte cells, thus increasing the amount of melanin being transferred into your hair follicles. This will actually beat your genetic makeup by pushing your body to produce more of the elements it needs to add your natural hair color to your strands.

As these vitamins get to work, they are reviving the dormant pigment producing cells and encouraging them to work on your hair. Results will vary depending on your age and amount of melanin which needs to be replaced, but you will start to see a difference after taking this vitamin in 4 to 9 months.

By using these vitamins regularly you are invigorating your hair follicles with a combination of capsicum, amino acids, and other essential minerals proven to work at preventing Nutrient Deficient Follicles (NDF). It is the lack of these vitamins and minerals that can be traced back to discolored hair and baldness.

When you add nutrients to your body and increase blood flow to the scalp you are encouraging those dormant melanocyte cells to begin their job of infusing melanin into your hair strands. This natural remedy will also work by removing any air bubbles that are restricting the passage of melanin inside of the strands of hair.

There is no reason to let gray hair get you down, or to blame its appearance on your hectic workload. Alternatively, make an appointment with a authorized dermatologist who can help you in deciding if this vitamin combination is suitable for you.

As soon as you start adding them consistently to your diet you will be rewarded with a healthy head of hair in the natural color you were born to have.

Autism and nutrition – Natural Enhancement Products – How Vitamins And Minerals Help You Every Day

oralhealthnutritionThere are voices that say autism spectrum disorders may be alleviated with  careful nutrition. The matter is still being debated, but until the experts have their verdict, why not take action and the nutrition part of treatment in your own hands? After all, it’s never a bad idea to know your vitamins!

Are you interested to learn the vitamins and minerals, aka, natural health products your body needs the most? Do you understand the details when it comes to shopping for supplements and natural enhancement products? Your diet needs these for you to remain as healthy as possible. Continue reading to learn more about what vitamins and minerals your body can benefit from.

Since vitamins must be processed and absorbed by the body, you should always be aware of how some Natural enhancement products like vitamins and supplements will react with each other. Calcium, for instance, makes it more difficult for the body to absorb iron. This means avoiding dairy within a half hour of an iron supplement, and you should avoid calcium and antacids during this time as well.

In order to live a healthy lifestyle, there are a certain amount of Natural enhancement products like minerals and vitamins you should consume in each meal. Fruits and vegetables are the best things to add to your diet. If you find this impossible, it is wise to turn to supplemental vitamins and minerals.

You can get vitamin D from milk and sun exposure. If you don’t like milk or live in a cloudy climate, get yourself a vitamin D supplement. Vitamin D protects your bones and keeps them from becoming brittle.

To get more B2 vitamin into one’s diet, eat foods like diary and bananas. Having a deficiency can cause many issues like decreased hemoglobin and red blood cells, along with scaly skin and cracked lips. Studies show that riboflavin plays an important role in preventing cataracts, cancers, anemia and carpal tunnel syndrome.

Sometimes, eating healthy can get very expensive. Learn all you can about vitamins and minerals, including natural enhancement products from websites like http://naturalenhancementsreviews.com and use the knowledge to boost your immune system and start leading a better life.

Many citrus fruits and also vegetables contain that valuable vitamin C. natural_health_products_reviewSupplements can be taken if your diet is not rich in vitamins. Vitamin C is a great way to ward off colds. It also helps with things like acne, ulcers and even gum disease. Studies also show that vitamin C might help people suffering from Alzheimer’s disease, dementia and ADHD.

If you’re tempted to take your kid’s gummy vitamins, make sure you take several. Adults need more vitamins than children do, so one gummy won’t do you much good. However, don’t take too many. That is not good, either.

You need to eat more fresh produce and less canned. Not only should you get nutrients from what you eat, but taking mineral supplements and vitamins without chemicals is also important.

Before buying any vitamins and minerals, have a checkup to see if you are suffering from any deficiencies. Deficiencies are the first thing you need to target with supplementation, so it’s good to know just which ones you need first.

It’s easy in these hard times to eat cheap food and not worry about getting the proper nutrition. Essential vitamins, minerals and natural enhancement products not only boost your immune system, they can also boost your energy levels.

Use only reputable sources when it comes to vitamins and minerals. Most ads will focus on product selling and not on your health. Question all material you review regarding your health. Your doctor is the best place to start if you are not sure.

Lots of medications, store-bought or prescription, can react negatively when taken in tandem with vitamin supplements. Some potential interactions can put your very life at risk. Make sure you always tell your doctor about any supplements you take on a daily basis. Always consult a pharmacist about possible side effects when you purchase OTC medications.

Eat raw vegetables with your meats at night. Cooking often depletes food of vitamins. Steaming is the best way to retain nutrients in vegetables. Frozen vegetables have lots of vitamins in them as well, just don’t overdo the cooking.

Are you aware that depression can be brought on by low levels of omega-3 fatty acids, magnesium and Vitamin D? Omega-3 is something that is popular, and there are a lot of good reason as to why. It helps with brain and body health. Magnesium is a great supplement that will calm down your body.

Vegetables have the greatest amount of nutrients when consumed steamed or raw. Cooking produce leads to vitamin depletion. Raw is best, but steaming still lets you keep a lot of the nutrition in the vegetables. Vegetables that have been flash frozen contain high levels of vitamins as well as long as you do not cook them too long.

Speak with a doctor to find the right multivitamin for you. Look online for credible facilities to locate vitamins that are risky. Keep in mind that the FDA does not have their eye on supplements, so you have to look into things on your own.

Clearly the benefits of vitamins and some natural enhancement products are worth examining. If your diet does not include certain vital substances, your health could be in danger. Fortunately, taking supplements and some other natural health products can help make up for anything your diet lacks, so keep what you learned here in mind.

Dozens of children with autism lose therapy grants in Spain.

  • The Ministry of education argues that the kids are already being treated in their schools
valencia-autism-center

A therapy session for children with autism in a Valencia center.

The Ministry of education is denying aid that until now was paid to students with autism for special pedagogical retraining and language classes. Dozens of families in Alcalá de Henares (Madrid) who have not received the aid this school year are trying to reverse the situation by sending the therapy bills and certificates from operators of support centers. After the denunciation of these families, the El Pais newspaper has contacted several associations in all Spain and has found the case of 15 of the Spanish Federation of autism-FESPAU groups, which had asked 20,000 euros each for these therapies. For the first time they have denied them also and are waiting to know the reason. The organizations are located in Murcia, Madrid, the Balearic Islands, Cantabria, Cordoba and Santander.

Schools have to sign a paper calling for help after school

Not receiving the necessary therapy can take a person with autism back in their evolution and make them lose quality of life. The Ministry argues they already receiving enough help in the special centres they attend. Families continue to benefit from the NNEE (special needs) grants dedicated to help in material (up to 204 euros), school dining (up to 574) or transport (up to 617). But support for therapy was the most expensive, up to 913 euros a year. In Alcalá de Henares 62 aid packages were requested, and two have been accepted. “Last year we were given 3,300 euros in total, between NNEE and ICT (information technology), grants to projects of support within the Center”, says Alberto Baliñas, social worker of APTACAN Autism Cantabria Association, serving 52 families.

Pilar Vidal, President of Astea Henares, maintains that public centers “have very limited means and too many students, and sometimes professionals, despite their personal interest and efforts, are not sufficiently trained in autism and further training for them is not financed”. But she is not giving up: “It’s frustrating, unfair and immoral. The Administration should spare no money in areas as fundamental as health, culture and education”.

“They feel that they are asking something that does not belong to them,” says a therapist.

“What has happened is that before it was more lax, less rigid, and now with the crisis it’s not as if the requirements have changed, it’s that they comply more strictly than before”, says Javier Arnaiz, Counselor of the school for children with autism of Burgos. “You have to justify very well why you need more support if you have a speech therapist for four classrooms with six to eight students each”, he continues. In Castilla y León, one just needs a signed certificate to apply for therapy in very specific cases. “A student with a cochlear implant – for improved hearing – or a very specific therapy for someone with cerebral palsy”.

In the private Center Kaplan of Torrejón de Ardoz (Madrid) 30 of his patients have requested grants. In other years 27 were granted, but this time 22 have already been denied and the eight others have been asked for their bills, but that doesn’t mean that they go to grant. They are not only children with autism. Some suffer from Down syndrome, attention deficit or are undiagnosed. Noelia Pavón, the Director, describes this dramatic situation. Five kids have left the Center and the parents of others intending to recover the grant money – as in previous years – don’t know now how they will repay the loans to relatives. Two days a week of speech therapy cost 120 euros per month. “We coordinate ourselves with schools to work different things. It is not that their professionals do not know how to handle them, it’s more that they are used to pay a collective attention and our children need individualized attention”, explains Pavón, shocked by the guilt feeling that hurts the parents. “They feel bad, as if they were asking for something that does not belong to them and actually meet the requirements of income and needs.”

“We spend 700 EUR per month because each session is worth 40 euros”, says a mother

Kids need therapy to improve their capabilities of social and emotional empathy, to be able to communicate or to enhance their imagination. “My son already gives hugs and is learning how to show his feelings. If he is sad or tired”, says Rosa Belda, mother of a 11 year-old child with autism. They have been denied the aid for therapy, but with effort they continue paying 300 euros a month. “We don’t have money, but I’ll save from shopping, and my other two children do not go to afterschool classes”. She knows of cases of children who have already left the treatment. Such as some twins with parents without means. Or as Inma, an auxiliary nurse, with her husband unemployed and three sons, who is raising a 13 year-old child with autism, complaining that her child does not go to therapy. “Therapy is a priority, but I must feed him first… I have to dress him and buy him shoes”. She maintians that in school “they focus on the curricular attention” and in therapy “they focus on other things, like social or technical skills of problem solving”.

“It is the inspector who makes the assessment of the need for treatments. That’s why there may be differences from one area to another. They agree on the criteria locally, and there occur differences from one community to another,” explains Enrique Blat, of the Valencian Association of persons with autism.

“My son learns there to show his feelings”, explains somebody else

Other communities also tell how since the crisis started aid has been diminishing. “It’s been fou or five years since they stopped granting aids for therapy for children going to special schools”, explains the Association of relatives of people with autism of Asturias. “They are for those who go to special units in regular schools. For better or worse, with the aid plus some 100 euros a month, the therapy is covered”.

“In our case, children who go to integrated schools never have received this type of aid”, explains Amaya Áriz, President of the Association for autism in Navarra. Their organization takes care of 80 children with a speech therapist and a psychologist, in addition to swimming and adapted judo courses. Members subsidize for families who cannot afford it. “We have eight families who depend on our help,” says Ariz. “Of our annual budget, only 1% comes from public funding: a hundredth part of what is needed”. She is directly affected: she pays out-of-pocket for her son’s speech training. “We spend 700 euros a month, because each session is worth 40 euros. If a child has autism, he’ll need daily therapy”.

New Evidence on the Prenatal Origin of Autism

More and more evidence points to a genetic basis for autism. It is unclear what exactly causes genes to generate these alterations in brain formation so they affect some of its areas. It is hypothesized that these genetic alterations have an environmental origin, and every day we find more evidence of how certain chemical compounds, both by themselves and in combinations – affect the body and alter the genetic quality, and therefore inheritance. But what is more and more apparent is that autism has a prenatal origin, i.e. the child is born with a series of changes that will cause the visible signs of autism to appear to a greater or lesser extent.

A team of researchers from the University of California San Diego School of Medicine, and the Allen Institute for Brain Science have conducted a study (1) on brain tissue to try to find structural differences between the brains of people with autism compared to people without any disorder. For this purpose they focused on the study of the prefrontal cortex, located on the outer region of the brain. This brain area was chosen because it is one of the first that develops. This area builds on 6 layers that are shaped during development of the baby in the womb. And during that process, each cortical layer develops its own specific types of brain cells, each cell type is constructed based on a genetically predefined pattern and form the cerebral network that will be responsible for brain connectivity, which among other functions processes information.

Because the cortex is formed before birth, the results suggest that autism starts in the womb, the researchers say. “The results suggest that between the second and third quarter,” said lead researcher Eric Courchesne, a professor of neuroscience at the University of California, San Diego.

Neocortex patch sign of autism

Post-mortem brain tissue analysis revealed areas of disorganized neurons as spots. The arrows show the decrease or lack of expression of genetic markers in a spot through multiple layers of the dorsolateral prefrontal cortex. Photo: Rich Stoner, Ph.D., University of California, San Diego

These genetic patterns are a signature or specific marker for each type of brain cells, and therefore each layer displays a genetic pattern that is visible in the conformation of the structure. And certain key markers were not found in samples of tissue from children with autism.

And this is where the researchers found the greatest differences. In the study, researchers examined post-mortem brain tissue samples from 22 children aged 2 to 15 years old, 11 with autism and 11 without the disorder, and detected small areas of arrested development scattered throughout the outer layers of the brain (neocortex) of children with autism, a direct evidence of prenatal origin. That is to say, during the prenatal development process of the brain, there occurs an alteration observed in focal patches mainly in the frontal and temporal areas.

If we consider that the frontal cortex is associated with higher-order functions of the brain, such as communication and understanding complex social cues, whereas the temporal cortex is associated with language, the discovery suggests these are precisely two of the areas most affected in autism. However, the visual cortex, a brain area associated with perception, showed no abnormalities, even though there exists a body of evidence about visual disturbances in autism. However, to the extent that the connection between these different areas presents alterations, this implies there will be alterations in the way information is processed, conducting thus to altered sensory perception issues, which in turn leads to the the global information processing to present alterations.

One aspect that struck the researchers is that the spots vary in severity and location. This may explain the wide range of symptoms seen in the disorder. The study found that in 10 of the 11 samples of children with autism, markers of several layers of the cortex were absent, compared with only 1 of the 11 control samples. In addition, these symptoms are not spread throughout the brain surface, but are located in focal spots 5-7 mm (0.20 to 0.28 inches) long and spanning multiple cortical layers. Considering the size of the cerebral cortex is the size of a basketball, this finding becomes even more important.

But also, being able to identify genes involved in the processes of creation of the brain, it means that a door opens to trace the origin of the genetic error that generates this alteration, and even use it as a biomarker in the not too distant future to help develop a clinical test for the immediate detection of the presence or absence of autism, long before the onset of the first signs, and therefore to prevent its occurrence.

3D Recreation

In turn, this research gives us a key to understanding why the neuronal pruning that usually occurrs around six months of age in the brain of babies, does not happen in boys with autism, and causes the brain of children with autism to have a larger size.

The researchers say these irregular defects, unlike the uniform cortical pathology may help explain why many children with autism show clinical improvement with early treatment and in time. That is, an early intervention could force the brain to seek alternative routes or even to repair faulty connections by circumventing the damaged areas. This also would explain how some children manage to have so many advances and even go out the spectrum, after an intensive early intervention and aimed at improving the core deficits of autism, increasing the hope that understanding these alterations may open new avenues to explore how such improvement occurs.

Although the study sample is small and it is important that this study be replicated with a larger number of samples, the result has sufficient coherence to open a new path of research with a much more defined method and knowing exactly what one needs to search for.

1. Rich Stoner, Maggie L. Chow, Maureen P. Boyle, Susan M. Sunkin, Peter R. Mouton, Subhojit Roy, Anthony Wynshaw-Boris, Sophia A. Colamarino, Ed S. Lein, Eric Courchesne. Patches of Disorganization in the Neocortex of Children with Autism. New England Journal of Medicine, 2014; 370 (13): 1209 DOI: 10.1056/NEJMoa1307491

Identifying Autism in Children

Autism is usually congenital and is manifested in children between 18 months and 3 years old.

How to identify autism in children

An estimated 1 in 150 children of school age could present an autism spectrum disorder.

The first symptoms are usually the child loses speech, does not look others into the eyes, seems to be deaf, has obsession with certain objects, or shows complete disinterest in social relations with others.

    1 Definition.

The Confederation for Autism in the UK defines autism as part of the Autism Spectrum Disorders (ASD), a complex set of disorders that affect development of the nervous system and brain functioning, particularly in aspects related to the processing of information coming from social stimuli.

    2 Causes.

All the experts agree on the same thing: the cause, or causes, are yet to be discovered. Clearly this is not a single biological cause, but you have to consider several factors that may be involved. In most cases hereditary factors must be considered. However, genes alone can not explain all the variations that occur within the spectrum of autism. We must take into account the interaction between the genetic potential and biological environment before and during birth.

In any case the evidence of biological and organic casual mechanism in autism is overwhelming. It has been shown that there is no causal relationship between attitudes and actions of parents and mothers and the development of autism.

Dr. Eduardo R. Hernández González, a pediatrician and child behavior therapist, mentions some theories about the origin of autism:

  •     Genetic theories. Initially considered a mechanism of recessive autosomal transmission, is currently thought that there are less than 10 genes that act multiplicatively. The theory also notes the so-called fragile X syndrome, ie the lack of substance in the distal end of the long arm of the chromosome as cause of the autistic syndrome.
  •     Neurobiological Theories. There is talk of abnormalities in neurotransmitters, specifically serotonin that is increased in children with autistic syndrome that alters brain functioning. Other research talks about changes in the cerebellum, alterations in brain volume in the cerebral cortex and the limbic system.
  •     Psychological theories. The socio-affective theory is that autistics lack constitutive components, which prevents them to interact with others emotionally; The cognitive theory says that cognitive deficits are due to a condition that is called metarepresentational, which is enables children to develop simulated play and can attribute mental states with content to others; The affective and cognitive theory, which posits that social and communication difficulties are rooted in a primary affective deficit that is closely related to cognitive deficits.

    3 Characteristics of autism.

All people with autism share different characteristics that define these disorders. In general, their interaction skills with others are very different from the usual. In some cases they may present an important social isolation, or not show much interest in relating to others. However, at other times they can try in a strange way, without really knowing how, without taking into account the reactions of the other person. On the other hand, they often have impaired verbal skills and nonverbal communication, which can range from not using any language to fluent language skills, but do not know how to use them to maintain two-way communication.

    4 symptoms of childhood autism.

There are some typical symptoms that can occur between 18 and 36 months:

  • Apparent deafness, does not respond to calls and indications. Seems to hear some things and not others.
  • Does not pursue members of the family around the house, nor extends its arms from the crib to grab you. Seems to ignore you.
  • When collected from the crib or the park, does not smile or is glad to see the adult.
  • Does not point the finger and look at the adult to check that the latter is also looking where he pointed.
  • Does not point the finger to share experiences or to ask.
  • Has difficulty with eye contact, almost never does it, and when it does, there are times when it seems to look through, as if nothing is standing before him.
  • Does not look at the people and what they are doing.
  • When it falls, it does not cry and does not seek comfort.
  • It’s too independent.
  • Reacts disproportionately to some stimuli (it is very sensitive to certain sounds or textures).
  • Does not respond when called by name.
  • Prefers to play alone.
  • Does not say goodbye.
  • Can not play with toys.

From 36 months on, some behaviors are different from the above:

  • Tends to ignore children of his age, does not play with them or seek interaction.
  • Presents a repetitive gameplay and uses objects inappropriately, eg constantly rotates objects, plays with bits of paper in front of his eyes, aligns objects etc.
  • It can make stereotyped or repetitive movements such as hand-flapping, hopping, rolling… tiptoeing.
  • Lack of language, or it is repetitive and without apparent meaning with inappropriate voice tone. Does not say things that used to say before.
  • Does not imitate.
  • Avoids eye contact and touch.
  • Seems comfortable when he is alone and has trouble accepting changes in his routine.
  • Has unusual attachments to certain objects.
  • Has many tantrums.
  • He’s in his own world.

It is a cause of absolute alarm (total need for specialist assessment) if:

  • There’s no babbling or gestures for interaction within 12 months.
  • Does not say single words within 16 months.
  • Does not say full sentences at 24 months.
  • Any regression or loss of skills acquired at any age.

    5 Treatment.

Currently there is no cure for autism. However, there are factors that will have an important impact on the development of the person and on their quality of life. It is essential that the diagnosis is made early so that the child receive appropriate early intervention. Educational and community resources should be appropriate to their individual needs and should have a support network to facilitate their social participation.

People with autism continue to develop and learn throughout their lifetime. The characteristics that define them do not disappear upon reaching adulthood. Thus, the quality of life of the person and their family will be influenced by the accessibility to appropriate interventions and supports that meet their individual needs, and maximize their learning opportunities, social inclusion and personal development.

On the World Autism Day

logo_waadToday it is the world autism day. The majority of patients with this disease take too many years to be diagnosed, which is a real ordeal for families, with endless screenings by doctors, psychologists and specialists. Paradoxically, early diagnosis is essential to initiate therapy right from an early age, and thus significantly enhance the long-term prognosis.

The truth is that some of our child psychiatry facilities and other resources for our children leave much to be desired. Most centers are formed by professionals of psychoanalytic tendency, when the only therapy that has been shown effective is the intensive cognitive-behavioral one, several hours a day. The only option for getting to it, is the private route. And this choice ends up representing about 1,000 euros a month for a family. It is clear that many families cannot afford this cost.

Autism is the most serious psychiatric pathology in a child. There are no drugs to improve the clinical state or the prognosis. Only the aforementioned psychotherapy. These lines are intended to inform and raise awareness of the situation in which we find ourselves. It would require a well-coordinated public network that addressed the early diagnosis, psychotherapy and support and information for families. Autism treatment has come a long way with this treatment, which is also essential to forget the idea that those kids need to live “locked in their world” or in a psychiatric facility.

Characteristics of Asperger’s Syndrome

SOCIAL EMOTIONAL SKILLS:

  • Relates better with adults than with children of the same age.
  • Does not normally enjoy social contact.
  • Has problems to play with other children.
  • Wants to impose his own rules when playing with peers.
  • Does not understand the implied rules of the game.
  • Wants to always win when they play.
  • Finds it difficult to leave the house.
  • Prefers to play alone.
  • School is a source of conflict with colleagues.
  • Doesn’t like to go to school.
  • Is not interested in team sports.
  • Is easy object of derision or abuses by their companions, who often refuse to include them in their teams.
  • Difficulty participating in competitive sports.
  • When they want something, they want it immediately.
  • Has difficulty understanding the intentions of others.
  • Is not interested in the latest fashion of toys, stickers, TV series or clothing.
  • Has low tolerance to frustration.
  • Finds it hard to identify their feelings and has disproportionate emotional reactions.
  • Cries easily for little reason.
  • When in enjoyment, they’re usually aroused: jump, shout and clap hands.
  • They have more tantrums than normal for their age when they can’t do something.
  • Lacks empathy, to intuitively understand the feelings of another person.
  • Can make offensive comments to others without realizing it, for example: “that fattie”.
  • Does not understand the proper levels of emotional expression according to different people and situations:
  • They can hug a stranger, jump in a church, etc.
  • Has no malice and is sincere.
  • Is socially innocent, doesn’t know how to act in a situation.
  • Sometimes their behavior is inappropriate and may seem challenging.

COMMUNICATION SKILLS:

  • Doesn’t look you in the eye when you speak.
  • Believes what is told even though it is nonsensical.
  • Does not understand ironies, double meanings, or sarcasm.
  • Speaks in a peculiar and high tone: as if foreign, singing or monotonous as a robot.
  • Has a pedantic, hiperformal or hipercorrect language with an extensive vocabulary.
  • Invents words or idiosyncratic expressions.
  • Sometimes seems to be absent, absorbed in his thoughts.
  • Talks much.
  • Cares little about what others say.
  • Struggles to understand a long conversation.
  • Changes the subject when it is unclear.

COMPREHENSION SKILLS:

  • Finds it hard to understand the wording of a problem with several phrases and needs help to have it explained by parts.
  • Has difficulty understanding a complex question and takes the time to answer.
  • Often does not understand the reason why they’re being scolded, criticized or punished.
  • Has an exceptional memory to remember data, for example: dates of birthdays, facts and events.
  • Learned to read by themselves or with little help at an early age.
  • Their symbolic play is scarce (plays little with dolls)
  • In general, shows little imagination and creativity.
  • Is original in the approach to a problem or giving a solution.
  • Has a peculiar sense of humor.
  • Has difficulty understanding how they should behave in a given social situation.
  • Has attention problems.

SPECIFIC INTERESTS:

  • Is fascinated by something in particular and select avidly information or statistics on this interest.
  • For example, numbers, cars, maps, classifications or calendars.
  • Take most of their free time to think, talk or write about their topic.
  • They tend to talk about the issues that interest them not realizing if the other is bored.
  • Compulsively repeats certain actions or thoughts. That gives them security.
  • They like routine. Do not tolerate well unexpected changes (reject an unexpected output).
  • They have elaborate rituals that must be met. For example, to align the toys before going to bed.

MOVEMENT SKILLS:

  • Has problems with fine motion, reflected in their writing.
  • Has a poor motor coordination.
  • Has no ability to catch a ball.
  • The child has a strange rhythm while running.
  • Has trouble dressing.
  • Finds it difficult to fasten the buttons and shoe laces.
  • Difficulties in physical education activities.

OTHER FEATURES:

  • Fear, distress, or discomfort due to ordinary sounds, such as electrical appliances.
  • Light rubbing on the skin or head.
  • Carries certain items of clothing.
  • Unexpected noises (the horn of a car).
  • The vision of certain common objects.
  • Noisy and crowded places.
  • Certain foods because of texture, temperature.
  • A tendency to shake or rock when is excited or distressed.
  • A lack of sensitivity to low levels of pain.
  • Delay in acquiring speech, in some cases.
  • Grimacing, strange facial twists or spasms.

THE MAIN DIFFERENCES BETWEEN ASPERGER’S DISORDER AND THE CLASSIC AUTISTIC DISORDER OF KANNER ARE TWO:

  1. children and adults with Asperger’s syndrome do not have structural deficiencies in their language, they have pragmatic limitations as an instrument of communication, prosody in its melody (or lack thereof)
  2. children and adults with Asperger syndrome have normal capabilities of intelligence and often extraordinary powers in restricted areas.

SOME DIFFERENCES BETWEEN ASPERGER’S SYNDROME AND
THE HIGH FUNCTIONING AUTISM.

  • The diagnosis is late.
  • Prognosis is more positive.
  • Social deficits and communication are less severe.
  • Narrow interests are most acute.
  • Verbal intellectual coefficient is greater than functional IQ. (in autism, the case is opposite)
  • Clumsiness or motor rigidity is observed frequently.

Asperger’s syndrome. The Asperger syndrome disorder in children

asperger_syndromeEarly detection of autism spectrum disorders can determine the progress and evolution of the child. Put another way, the sooner you can detect early symptoms of autism and Asperger syndrome, the faster you can implement a series of mechanisms and treatments adapted to your child.

For this same reason, when the specialist assesses your child, they can determine the type of autism from which they suffer. The syndrome of Asperger is a type of mild autism that presents some peculiar characteristics.

Characteristics of Asperger’s syndrome

Asperger’s syndrome, also known as Asperger’s disorder is characterized by an autistic’s “high performance”. This syndrome does not affect the independence of the patient, therefore the majority of them can lead a completely normal life.

Asperger’s syndrome does not usually reveal any form of mental retardation, but quite the opposite. Indeed, the affected person’s intellectual capacity is well above the average. The detection of this syndrome is usually delayed until the age of adolescence, which is when, as a general rule, more importance should be given to communication and social integration.

An adolescent or older who does not want to surround himself with people and has no friends, having a series of routines and habits that don’t change such as eating in the same plate or taking a shower at the same time may mean that that person has Asperger’s.

In addition, they tend to use a very elaborate vocabulary, while other types of autism typically have diminished ability of verbal expression, due to their cognitive deterioration.

As for their driving ability, it is common for people with Asperger syndrome to have some awkwardness with the movements and the coordination required, although it should not be a major disability.

Finally, the capacity to retain information of a person with Asperger’s Syndrome is very developed, so they can perform jobs that require a large volume of knowledge.

According to the EU Coalition for the syndrome of Asperger, Asperger syndrome appears later than autism or, at least, is detected later. Many children are diagnosed after 3 years and most of those affected are diagnosed when they are between 5 and 9 years.

Asperger’s syndrome is characterized by the presence of poor or inadequate social interactions, obsessions, speech patterns, oddities and other peculiarities or rare characteristics. Children with the syndrome of Asperger often show little facial expressiveness and find it difficult to read the body language of others; they can engage in obsessive routines and have an unusual sensitivity to sensory stimuli (for example, they can be disturbed by a light which does not affect others, they may cover their ears to not hear the loud environment or they may prefer to wear clothes of a single type of fabric).

In general, people suffering from Asperger syndrome are able to function properly in everyday life, but tend to be immature from the social point of view and people usually see them as weird or eccentric people.

Other characteristics of Asperger syndrome include motor retardation and clumsiness as well as having peculiar interests and special preoccupations. Adults with Asperger’s syndrome have problems to show empathy toward others and present difficulties in their social interactions.

Experts say that Asperger’s syndrome follows a continuous course and usually lasts a lifetime. Anyway, the symptoms may come and go over time and early intervention services can be very useful.