Nathan the Machinist
KnifeMaker / Machinist / Evil Genius
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Knifemaker / Craftsman / Service Provider
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April is autism awareness month.
Catching it early and intervening early gives the kids the skills they need to develop more normally while their brains are still primed for that. For example, the human brain is particularly designed to absorb language as small children. The ability to communicate goes on to be a corner stone to developing social skills as they get a little older, which is fundamental to other skills. Self help and coping skills follow similar veins. When the foundation isn't there, the structure on top doesn't get built, and there are windows of opportunity as children are growing when all this "construction" is a lot easier. The more that people recognize it, the better the chances that a developing child can receive effective interventions early when they're most effective.
The most important thing we have done with our son was speech therapy and occupational therapy, starting when he was only a couple years old. The first helped his communication skills which he really needed, the second addressed specific issues such as looking at your face when being spoken to (a foundation to listening to speech and understanding what people are saying), asking for help when he needs something (rather than freaking out) and other things like eliminating hand flapping, toe walking etc. All of this was essential to successfully integrating him with normal kids so he can have a more normal school experience and childhood. He stands a good chance of having a relatively normal happy childhood, which hopefully will lead to a healthy self sufficient adulthood. That's the goal, we're trying.
Edit:
This is a better list than I would have come up with
From www.autismweb.com
According to the National Institute of Child Health and Human Development's Autism Facts, "a doctor should definitely and immediately evaluate a child for autism if he or she:
* Does not babble or coo by 12 months of age
* Does not gesture (point, wave, grasp, etc.) by 12 months of age
* Does not say single words by 16 months of age
* Does not say two-word phrases on his or her own (rather than just repeating what someone says to him or her) by 24 months of age
* Has any loss of any language or social skill at any age.
"red flags" could be signs that a doctor should evaluate a child for autism or a related communication disorder.
* The child does not respond to his/her name.
* The child cannot explain what he/she wants.
* Language skills or speech are delayed.
* The child doesn't follow directions.
* At times, the child seems to be deaf.
* The child seems to hear sometimes, but not others.
* The child doesn't point or wave bye-bye.
* The child used to say a few words or babble, but now he/she doesn't.
* The child throws intense or violent tantrums.
* The child has odd movement patterns.
* The child is hyperactive, uncooperative, or oppositional.
* The child doesn't know how to play with toys.
* The child doesn't smile when smiled at.
* The child has poor eye contact.
* The child gets "stuck" on things over and over and can't move on to other things.
* The child seems to prefer to play alone.
* The child gets things for him/herself only.
* The child is very independent for his/her age.
* The child does things "early" compared to other children.
* The child seems to be in his/her "own world."
* The child seems to tune people out.
* The child is not interested in other children.
* The child walks on his/her toes.
* The child shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants.)
* Child spends a lot of time lining things up or putting things in a certain order.
Catching it early and intervening early gives the kids the skills they need to develop more normally while their brains are still primed for that. For example, the human brain is particularly designed to absorb language as small children. The ability to communicate goes on to be a corner stone to developing social skills as they get a little older, which is fundamental to other skills. Self help and coping skills follow similar veins. When the foundation isn't there, the structure on top doesn't get built, and there are windows of opportunity as children are growing when all this "construction" is a lot easier. The more that people recognize it, the better the chances that a developing child can receive effective interventions early when they're most effective.
The most important thing we have done with our son was speech therapy and occupational therapy, starting when he was only a couple years old. The first helped his communication skills which he really needed, the second addressed specific issues such as looking at your face when being spoken to (a foundation to listening to speech and understanding what people are saying), asking for help when he needs something (rather than freaking out) and other things like eliminating hand flapping, toe walking etc. All of this was essential to successfully integrating him with normal kids so he can have a more normal school experience and childhood. He stands a good chance of having a relatively normal happy childhood, which hopefully will lead to a healthy self sufficient adulthood. That's the goal, we're trying.
Edit:
This is a better list than I would have come up with
From www.autismweb.com
According to the National Institute of Child Health and Human Development's Autism Facts, "a doctor should definitely and immediately evaluate a child for autism if he or she:
* Does not babble or coo by 12 months of age
* Does not gesture (point, wave, grasp, etc.) by 12 months of age
* Does not say single words by 16 months of age
* Does not say two-word phrases on his or her own (rather than just repeating what someone says to him or her) by 24 months of age
* Has any loss of any language or social skill at any age.
"red flags" could be signs that a doctor should evaluate a child for autism or a related communication disorder.
* The child does not respond to his/her name.
* The child cannot explain what he/she wants.
* Language skills or speech are delayed.
* The child doesn't follow directions.
* At times, the child seems to be deaf.
* The child seems to hear sometimes, but not others.
* The child doesn't point or wave bye-bye.
* The child used to say a few words or babble, but now he/she doesn't.
* The child throws intense or violent tantrums.
* The child has odd movement patterns.
* The child is hyperactive, uncooperative, or oppositional.
* The child doesn't know how to play with toys.
* The child doesn't smile when smiled at.
* The child has poor eye contact.
* The child gets "stuck" on things over and over and can't move on to other things.
* The child seems to prefer to play alone.
* The child gets things for him/herself only.
* The child is very independent for his/her age.
* The child does things "early" compared to other children.
* The child seems to be in his/her "own world."
* The child seems to tune people out.
* The child is not interested in other children.
* The child walks on his/her toes.
* The child shows unusual attachments to toys, objects, or schedules (i.e., always holding a string or having to put socks on before pants.)
* Child spends a lot of time lining things up or putting things in a certain order.
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