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Autism Awareness Month 2010 Information about Autism

Autism Awareness Month 2010 Information about Autism Promoting Life Long Strategies for Success in: School, Home, Community and Work 23880 Commerce Park, Suite 2 Beachwood, Ohio 44122 216-464-7600 3rd most common developmental disability in the U.S.

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Autism Awareness Month 2010 Information about Autism

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  1. Autism Awareness Month 2010Information about Autism Promoting Life Long Strategies for Success in: School, Home, Community and Work 23880 Commerce Park, Suite 2 Beachwood, Ohio 44122 216-464-7600 For resources, visit www.milestones.org

  2. 3rd most common developmental disability in the U.S. Affects communication, social interaction, play and leisure skills, and behavior Affects 1 in 110 nationwide Autism is a spectrum disorder - Individuals have varied issues and require differing levels of assistance Affects the brain's functioning across all developmental areas Affects individuals throughout the lifespan The exact cause is unknown What is Autism? For resources, visit www.milestones.org

  3. If you notice these signs, seek professional assessment. Children may prefer to play alone Children may engage in repetitive patterns during play Lack of spoken language For children who develop language, challenges with conversations Lack of response to name Little or no eye contact Lack of shared interest with adults or peers Resistance to change, especially change in routines Repetitive behaviors such as hand flapping, rocking, spinning Inappropriate attachment to objects For a free assessment: For 0-2 yrs old, contact Help Me Grow 216-736-4300. For 3yrs old and above, contact local school district. For more information visit www.milestones.org Warning Signs for Autism For resources, visit www.milestones.org

  4. Make sure you have the person's attention (body language or fleeting eye contact) Make comments or directions clear and short.  Write out directions for a reader or draw pictures for a non-reader.  Give the person choices in the conversation (ex. "Would you like a sandwich or pizza?") Have the person repeat important information to confirm understanding (ex. Ask them "where are we going?" after you've shared that information) Use pictures or drawings to help them communicate (ex. pictures of food or activity choices) How to Speak to a Person with Autism For resources, visit www.milestones.org

  5. Interventions and Treatments • Early, intensive intervention is recommended for children diagnosed with an autism spectrum disorder. Early intervention is defined as intervention before the age of four, and intensive is defined as 20-30 hours per week • Applied Behavior Analysis (ABA) is recommended by the National Institute of Child Health and Human Development as a treatment method for autism spectrum • Complimentary therapies include Speech Therapy and Occupational Therapy • Parent involvement is critical for success • For more information regarding effective interventions, please visit our website at www.milestones.org or call Milestones at 216.464.7600 For resources, visit www.milestones.org

  6. Break down difficult tasks into teachable steps Provide clear instructions to the child Physically or verbally prompt or show child the way to perform specific behaviors Immediately give praise and rewards for doing those appropriate behaviors Shape a response by rewarding positive behaviors and slowly increasing the standard that you expect  Teach when and when not to perform the learned behaviors Practice positive behaviors in various settings and with a variety of individuals Elements of a Behavioral Treatment Program For resources, visit www.milestones.org

  7. Reduce distractions (less lighting, noise, uncluttered area...) Determine in advance what the child will earn as a reward for good behavior Provide a schedule for each activity with a clear beginning and end Teach how to request breaks and give them when requested Use pictures or written cards such as "quiet", "I need a break", or "I need help"  Use timers to provide limits and closure How to Adapt an Environment for Success  For resources, visit www.milestones.org

  8. Prioritize and deal with behaviors that interfere most with child's learning Find socially acceptable replacements, such as clapping hands instead of flapping, saying "this is fun" instead of squealing Redirect child when they are doing inappropriate behavior - immediately reward positive behavior Be proactive...think before your child reacts, make a plan to catch the behavior before it gets out of hand  Ignore attention seeking behavior- immediately reward positive behavior with attention Go back to something easier when your child becomes frustrated Gives breaks to children trying to escape work . . . but try to have them come back and finish the task (even if it is for one more little bit) If your child is hurting themselves or others, seek a behavioral psychologist to help create a behavior plan. How to Address Inappropriate Behavior  For resources, visit www.milestones.org

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