tag:blogger.com,1999:blog-42719598473044962832024-03-06T04:11:35.338+05:30Milestones - Early Learning & Autism CentreEarly Learning & Autism Centre in MangaloreRaina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.comBlogger156125tag:blogger.com,1999:blog-4271959847304496283.post-30876429936390381082017-05-04T17:53:00.003+05:302017-05-04T17:53:42.932+05:30Milestones ELC - New Website<div dir="ltr" style="text-align: left;" trbidi="on">
Milestones ELC has a new website now. Please visit us <a href="http://milestonesintervention.com/" target="_blank">here</a> for more updates. Also please note our address below.<br />
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<em>Milestones<br />Next to Infinity Apts<br />Opp IDBI Bank<br />Falnir Road<br />Mangalore</em><br />
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<em>Website: <a href="http://milestonesintervention.com/">http://milestonesintervention.com/</a></em></div>
Unknownnoreply@blogger.comtag:blogger.com,1999:blog-4271959847304496283.post-82607454075912917062014-03-10T12:26:00.000+05:302014-03-10T12:26:01.708+05:30READING & WRITING ENHANCEMENT CLASSES<div class="MsoNormal" style="mso-pagination: none; text-align: center; text-align: center;">
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold;">Batch 1 : April 1st—30th</span><span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold;"> </span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold;"><br /></span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold;">Batch 2 : May 5th—30th</span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;">Timings : 10:00am to 12:30pm</span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;"> Monday to Friday</span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;">Age: 3 years to 10 years</span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 22.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"><br /></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 22.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";">Venue: Milestones</span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 26.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> Limited seats only</span><span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 24.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"><o:p></o:p></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 26.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"><br /></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";">Contact: Milestones ELAC<o:p></o:p></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> Near Prajna Counselling Centre, </span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> Falnir Road<o:p></o:p></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> Ph: 98861-60550 </span><br />
<span style="font-family: 'Comic Sans MS'; font-size: 20pt; font-weight: bold;"> 98861-74033</span></div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com3tag:blogger.com,1999:blog-4271959847304496283.post-52820690369264127852014-03-08T12:24:00.001+05:302014-03-08T12:28:15.961+05:30SUMMER CAMP FOR KIDS WITH SPECIAL NEEDS<div class="MsoNormal" style="mso-pagination: none; text-align: center; text-align: center;">
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold;">Batch 1 : April 1st—30th </span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 22.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> </span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 22.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";">Batch 2 : May 5th—30th</span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;"><br /></span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;">Timings : 10:00am to 3:30pm </span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;"> M</span><span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;">onday to Friday</span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;">Age: 3 years to 10 years</span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 22.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";">Venue: Milestones</span></div>
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<span style="font-family: 'Comic Sans MS'; font-size: 22pt; font-weight: bold; text-align: center;">Transport facility available</span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> <o:p></o:p></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> </span><span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 26.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";">Limited seats only</span><span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 24.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"><o:p></o:p></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 26.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"><br /></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";">Contact: Milestones ELAC<o:p></o:p></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> Near Prajna Counselling Centre, </span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> Falnir Road<o:p></o:p></span></div>
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<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> Ph: 98861-60550 </span><br />
<span lang="en-US" style="font-family: "Comic Sans MS"; font-size: 20.0pt; font-weight: bold; language: en-US; mso-ansi-language: en-US; mso-armenian-font-family: "\@GungsuhChe"; mso-ascii-font-family: "Comic Sans MS"; mso-currency-font-family: "\@GungsuhChe"; mso-cyrillic-font-family: "Comic Sans MS"; mso-default-font-family: "Comic Sans MS"; mso-greek-font-family: "Comic Sans MS"; mso-hangul-font-family: "\@GungsuhChe"; mso-hebrew-font-family: "\@GungsuhChe"; mso-latin-font-family: "Comic Sans MS"; mso-latinext-font-family: "Comic Sans MS";"> 98861-74033<o:p></o:p></span></div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-69847253225415032782013-11-20T14:20:00.000+05:302013-11-20T14:20:00.123+05:30Reading Enrichment ProgramThis program is for children below 8 years, with difficulty in reading.<br />
Time: 5pm to 6pm<br />
Monday to FridayRaina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-62745574496962264712013-11-19T14:17:00.003+05:302013-11-19T14:18:07.485+05:30Fancy Dress Competition at Milestones<img alt="Photo: Fancy dress competition" src="https://fbcdn-sphotos-e-a.akamaihd.net/hphotos-ak-frc3/p480x480/1466038_648375455206926_1055737652_n.jpg" /><br />
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<br />Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-56701128827610578472013-08-31T22:17:00.000+05:302013-08-31T22:17:00.497+05:30Educate, don’t just punish!<div role="article" style="background-color: white; color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 11.111111640930176px; line-height: 15.555556297302246px;">
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When the word discipline comes up, people often think of punishing someone for doing something wrong. This presupposes that the person (1) knows what he did was wrong, (2) knew what to do right, and (3) chose to do the wrong thing. Punishing only effectively works under those conditions.</div>
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However, children when misbehaving, often do not know that the behavior is in<span class="text_exposed_show" style="display: inline;">appropriate, or how to act more appropriately in that situation. Punishing a behavior will teach the child that it is undesirable, but does not teach the child what they should do instead (the appropriate alternative). In addition, even if the child “cognitively” knows what to do (because we tell them), it doesn’t mean that they can “behaviorally” do it (execute the action under the heat of the moment). Knowing “what to do” is different than “being able to do it.” If the desired behavior is not been practiced and adequately demonstrated, good chance it will not happen in the moment. </span></div>
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<span class="text_exposed_show" style="display: inline;">Compounding matters, the child may cognitively know what to do differently, but not have the ability to inhibit his impulses long enough to use the forethought to act differently. He cannot “check” his responses long enough to (1) appraise what is needed, (2) see different options, and (3) evaluate what the effects and consequences of his actions are going to be. This is the child who feels remorseful after doing something, can tell you what he should have done instead, but was unable of doing it in the heat of the moment.<br /><br />So when looking at designing effective discipline strategies we want to not just suppress the undesirable behavior, but also to teach the child what he should do instead; a more desirable way of responding. When doing so ask the following questions:<br /><br />1. What is the child doing wrong?<br /><br />a. Does the child know that it is wrong?<br />b. Does the child have good conscious control over it (impulse control)?<br /><br />2. Why is the child doing it?<br /><br />a. What conditions trigger the behavior (antecedents)?<br />b. Are the demands (sensory, cognitive, social, or emotional) greater than the child’s skills in dealing with them? Can we lower our expectations or build in stronger supports?<br />c. What are the gains or payoffs reinforcing the behavior (gets what he wants, attention, escapes doing something unpleasant, etc.)?<br />d. What purpose (function) does the behavior have for the child?<br />e. Does the child know any other way?<br /><br />3. What do we want the child to do?<br /><br />a. What appropriate response should the child do instead? (Don’t suppress a behavior, replace it with a more appropriate one)<br />b. Does the child know what and how to do it?<br />c. Has the child demonstrated that he can do it? Under the heat of the moment?<br />d. If he doesn’t know it, how are we going to teach it (role play and practice when calm)?<br />e. Does the child have the ability to inhibit his impulse long enough to choose the appropriate response? If not, repeated practice will make it an automatic response (habit).<br /><br />4. Why should the child do it (choose the appropriate response)?<br /><br />a. What is the payoff or reinforcement for choosing the new, appropriate behavior, instead of the original, inappropriate behavior?<br />b. The new behavior should serve the same function (same payoff), equal or greater in value.<br />c. How are you going to reinforce (praise, token, natural consequences, etc.) the new response.<br /><br />Discipline should focus on teaching the children better ways of meeting their needs. Simply punishing an inappropriate response does not teach the child what to do instead. You may be successful in suppressing the undesirable response, but the child is left without knowing how to respond. However, once the child (1) understands that the negative behavior is unacceptable, (2) understands and can perform the appropriate behavior, (3) is reinforced for doing so, and (4) continues to choose the unacceptable behavior, then mild punishment may be used to increase the motivation for choosing the desirable behavior. Discipline should be educational, not simply punishing!</span><br />
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<span class="text_exposed_show" style="display: inline;">- Autism Discussion Page</span></div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-51779840890616819312013-08-24T22:15:00.000+05:302013-08-24T22:15:00.193+05:30Developmental Problems: Some Exist in the Genes<div id="first" style="background-color: white; font-family: Arial, Helvetica, sans-serif; margin-bottom: -2px; padding: 0px 0px 5px;">
Everyone is special in their own unique way. From a genetic point of view, no two humans are genetically identical. This means that DNA for each individual contains variants that are more or less common in the overall population.</div>
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<span style="line-height: 15px;">Some gene variations are actually genetic deletions, where sections of DNA 'code' are missing entirely. These variants are likely to have important effects on gene function and, therefore, likely to contribute to diseases associated with that gene. But what happens when multiple genes are disrupted in a single family?</span></div>
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A large collaborative study led by scientists based in Oxford, Bologna and Utrecht sheds some light on this complicated situation by describing the genomic characterization of a family with two rare microdeletions, in CNTNAP5 and DOCK4. Multiple members of this family were diagnosed with autism, dyslexia, and/or learning or social difficulties.</div>
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The genetic analysis revealed that the CNTNAP5 deletion segregated with autism. In contrast, the DOCK4 deletion was present in multiple individuals without autism, but this gene microdeletion co-segregated with reading difficulties.</div>
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"This report provides further evidence linking CNTNAP genes with autism, one of the most promising gene families in autism research," commented Dr. John Krystal, Editor of <em>Biological Psychiatry</em>, where this research is published. "But it also highlights how complex the connection between genes and syndromes can be, supporting the importance of DOCK4 for brain development -- particularly in circuits involved in reading- but questioning its role in autism."</div>
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"This is another example of the emerging theme whereby multiple rare genomic variants within a single family might, in combination, lead to the variable phenotypes associated with autism spectrum disorders," said first author Dr. Alistair Pagnamenta.</div>
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Interestingly, CNTNAP5 is closely related to other genes that can influence susceptibility to autism, such as CNTNAP2, which was first identified in 2008. DOCK4 is thought to be involved in the growth and development of nerve cells in the brain. Together, these results may open up new lines of research to help understand mechanisms behind neurological disorders and brain development.</div>
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The authors have noted that additional studies, which are needed to confirm these associations, are already underway.</div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-88838126099946486502013-08-17T22:13:00.000+05:302013-08-17T22:13:00.209+05:30Analysis of 26 Networked Autism Genes Suggests Functional Role in the Cerebellum<div id="first" style="background-color: white; font-family: Arial, Helvetica, sans-serif; margin-bottom: -2px; padding: 0px 0px 5px;">
A team of scientists has obtained intriguing insights into two groups of autism candidate genes in the mammalian brain that new evidence suggests are functionally and spatially related. The newly published analysis identifies two networked groupings from 26 genes associated with autism that are overexpressed in the cerebellar cortex, in areas dominated by neurons called granule cells.</div>
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<span style="line-height: 15px;">The team, composed of neuroscientists and computational biologists, worked from a database providing expression levels of individual genes throughout the mouse brain, as complied in the open-source Allen Mouse Brain Atlas. To promote reproducibility, the scientists surveyed expression data of over 3000 genes, about three-fourths of all the genes listed in the Atlas for which two independent sets of data have been complied.</span></div>
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The work was led by Professor Partha Mitra of Cold Spring Harbor Laboratory (CSHL) and scientists from MindSpec, a nonprofit research organization, founded by Dr. Sharmila Banerjee-Basu.</div>
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Despite obvious genetic and neuroanatomical differences between mouse and human, the team explains, mouse models are extremely effective in dissecting out the role of specific genes, pathways, neuronal subtypes and brain regions in specific abnormal behaviors manifested in both mice and people.</div>
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Based on years of studies in both species, scientists now know of mutations affecting more than 300 genes whose occurrence correlates with autism susceptibility; more are certain to be identified. Some of these candidate genes are more strongly correlated with the illness than others, although correlation is not the same thing as direct evidence of causation.</div>
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Nevertheless, "the key question as yet unanswered," notes Dr. Mitra, "concerns the way or ways in which particular mutations, singly or in combination, cause pathologies that result in the complex combination of symptoms that characterizes autism in children." It is assumed that autism pathologies are the result of insults -- genetic, environmental, or most likely both -- sustained at the time of conception and early in development.</div>
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Dr. Idan Menashe, now of Ben-Gurion University of the Negev in Israel, and Dr. Pascal Grange, a postdoctoral researcher in the Mitra lab, demonstrated that co-expression of 26 autism genes was "significantly higher" than would occur by chance. "This suggests that these 26 genes have common neuro-functional properties," says Dr. Menashe.</div>
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The team found two co-expressed networks or "cliques" of genes that are significantly enriched with autism genes. They then asked where in the mouse brain these cliques are expressed. Notably, genes in both groups showed significant overexpression in the cerebellar cortex, and particularly in regions in which granule cells predominate. "This result supports prior studies pointing to involvement of the cerebellum in autism," says Dr. Grange. Specifically, a recent neuroimaging study highlighted functional subregions in the cerebellum as playing a role in both motor and cognitive tasks. Other genes associated with autism have been shown in other studies to play a role in the development of this brain region.</div>
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"Our study provides insights into co-expression properties of genes associated with autism and suggests specific brain regions implicated in pathology. Complementing these findings with additional genomic and neuroimaging analyses from both mouse and human brains will help in obtaining a broader picture of the autistic brain," the team concludes.</div>
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The research described in this release was made possible by grants from: NIH-NIDA (R21DA027644-01).</div>
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"Co-expression profiling of autism genes in the mouse brain" appears online head of print in <em>PLOS Computational Biology</em><em>. </em>The authors are: Idan Menashe, Pascal Grange, Eric C. Larsen, Sharmila Banerjee-Basu and Partha P. Mitra.</div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-26339106020761219112013-08-10T22:08:00.004+05:302013-08-10T22:09:32.110+05:30Change the conditions before changing the child!<span style="background-color: white; color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13.333333969116211px; line-height: 17.98611068725586px;">Don’t blame the child? Change the conditions first, and our interactions second!</span><br />
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<span style="background-color: white; color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13.333333969116211px; line-height: 17.98611068725586px;">When the child is acting out, acting inappropriately, or progressing as expected, it is very tempting to blame the child. The first tendency is to expect the child to change to meet our expectations, instead of changing our expectations to match the child. We some</span><span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13.333333969116211px; line-height: 17.98611068725586px;">how assume it is the child’s fault if they don’t match our expectations, therefore it is the child’s responsibility to change. This can be very damaging to children, especially since they often do not have the skills, or abilities to make those changes.<br /><br />To avoid this trap, we must start with the premise, “Assume the child is doing the best they can, given the situation they are in, and their current skill level in dealing with it.” Most often if the child is behaving inappropriately, or not meeting expectations, then the demands of the situations are greater than their current abilities to deal with them. Given that assumption, then it naturally leads us to (1) re-evaluate our expectations and demands we are placing on the children, in light of their current skill deficits, and (2) either lower the demands (expectations), or provide greater supports in helping the child meet the demands (or a combination of the both). When the demands match the current abilities of the child, the child will learn and grow.<br /><br />So, when faced with either behavior challenges, or learning challenges, we need to evaluate three primary conditions to support the child:<br /><br />1. Change the demands and expectations:<br /><br />First look at gaining success by changing the demands. In light of the child’s physical, sensory, cognitive, social, and emotional vulnerabilities, could the expectations and demands be changed to better match the child’s current skills. The sensory demands of the environment could be overwhelming for the child, the social demands may be way to confusing for the child, or the task demands may be way above what the child can handle. Break it down, make it simpler, and build in extra support to help the child out. This is where modifications and accommodations are important to match the environmental and task related demands to the child.<br /><br />2. Change our interactions with the child<br /><br />Once the demands/expectations are modified to match the child, than look at how we interact and teach the child. Does the child need assistance or guided support? Am I presenting the information favorably? Does the child feel supported and validated by me, or am I being too demanding? Does the child welcome my support? If the child is to be successful, we need to find the right approach that helps support their learning. We need to ask “does the child feel safe, accepted, and competent” with me? If the child is anxious, fearful, or insecure in our approach, they will naturally try to escape and avoid our guidance. Many behavior challenges are directly related to how the adult is interacting with the child.<br /><br />3. What skills do we need to teach the child to be successful<br /><br />Once we have lower the demand, provided needed support, and changed our interaction style, then we need to concentrate on teaching the child better skills in dealing with the demands. If the child is struggling socially in school, then we need to teach better social skills. If he is having trouble with controlling his emotions, then we need to teach coping skills. If he is having trouble reading then work more on teaching reading skills, etc. This way we are giving the child the tools necessary for meeting the environmental demands. Start simple, build gradually, provide support as needed, and develop the skills necessary for success.<br /><br />Once we meet these three conditions, rarely do we need to blame, force, or punish the child. When the child is struggling we are the ones who need to make the changes, not the child. We are the ones who are placing the child in situations for they cannot handle. So, consequently let’s look first at changing what we are asking of the child, and how we are supporting the child, before looking at blaming or changing the child. Everyone will be successful and feel competent about what they are doing!</span><br />
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<span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13.333333969116211px; line-height: 17.98611068725586px;">- Autism Discussion Page</span>Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-40828193457673334762013-03-07T13:07:00.005+05:302013-03-07T13:10:04.787+05:30Milestones will be conducting Summer Classes 2013 as follows<span style="background-color: white; color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 17px;"><b>1) Summer Camp for children with delay:</b></span><br />
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<span style="background-color: white; color: #333333; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 17px;">April 1st to 30th:- Monday to Friday</span><br />
<span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 17px;">1st batch: 10:00am to 12:30pm<br />2nd batch: 10:00am to 3:30pm<br /><br />May 1st to 30th:- Monday to Friday<br />1st batch: 10:00am to 12:30pm<br />2nd batch: 10:00am to 3:30pm<br /><br /><b>2) Group Therapy for children with Autism/Learning difficulty/ other childhood problems:</b><br />1st batch: April 1st to 30th<br />Monday to Friday<br />Time: 09:30am to 4:00pm<br /><br />2nd batch: May 2nd to 31st<br />Monday to Friday<br />Time: 09:30am to 4:00pm</span><br />
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<span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; font-family: 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 13px; line-height: 17px;">Contact: 9886160550</span>Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-30363878524005418292013-02-08T11:34:00.001+05:302013-02-08T11:34:29.891+05:30International Day of Prayer for Autism and Asperger's Syndrome Sunday 10th February 2013 <br /><br />There are 60 million people with Autism around the world.<br />
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Please organize a program in your school, centre, church or support groups and say a special prayer for persons with autism and their parents. . <br />
<br />PRAYER POINTS<br />
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We Pray for all people with Autism and Asperger's Syndrome.<br />
We Pray for greater awareness of the condition.<br />
We Pray for tolerance and understanding towards people with Autism and Asperger's Syndrome.<br />
We Pray for the improvement of communication and social skills for children and adults with Autism and Asperger's Syndrome. <br />
We Pray for better services in health, education, specialist speech therapy, respite care, and residential services. <br />
We Pray for access to training and jobs for people with Autism and Asperger's Syndrome.<br />
We Pray for those persons with autism whose parents are no more that they will find comfort and security in a residential setting. <br />
We Pray for the Government of India that they will recognize Autism as a severe disability by itself, provide public services to those affected by it and listen to the voices of disability communities.<br />
We Pray for teachers in mainstream schools and special educators in special schools that they will work out good educational strategies to help children with Autism and Asperger's Syndrome.<br />
We Pray for medical professionals as they reach out to all people with Autism and Asperger's syndrome with kindness, and understanding. <br />
We pray for parents and caregivers that they may have strength to cope with difficulties and courage to overcome them. <br />
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- Autism Society of IndiaRaina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com1tag:blogger.com,1999:blog-4271959847304496283.post-32911406872246503462012-11-08T20:16:00.000+05:302012-11-08T20:16:00.535+05:30Sensory Addiction <br />
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<span class="userContent"><br />Many children have fragile nervous systems that can get excited, anxious, and overwhelmed easily. Sensory (self) stimulation is a very functional tool for regulating the nervous system, keeping it from getting overwhelmed, and used to rebound once the nervous system becomes overwhelmed. However, for many children, sensory stimulation can feel very good to the nervous system an<div class="text_exposed_show" style="display: inline;">
d can become addicting, simply because it feels good! Such stimulation, if it occurs ongoing for long periods of time, creates “feel good brain chemicals” (endorphins). Over time the brain develops neuro-pathways that seek out the continuation of that stimulation. At these times the brain will seek out this repetitive, sensory stimulation, simply because it feels good, not because the brain is overwhelmed or under-aroused. Usually at these times the child engages in the behavior a lot, for long periods of time, and seems to become totally engulfed in the stimulation, for no reason then because it feels good. Usually for these children the self stimulation occurs so often that it interferes with engaging in functional daily activities and learning opportunities. It is no longer just a mechanism to protect from overload, but takes on a compulsion of it’s own, because it simply feels good.<br /><br />For these types of sensory stimulation, we need to regulate under what conditions, and for how long, the child can engage in the stimulation. To decrease the compulsive sensory seeking, we usually try to define where and when the child is allowed to engage in the stimulation, then build in sensory breaks where the child is allowed to seek the stimulation. In some cases, we even use engaging in “feel good” sensory stimulation as reinforcement for engaging in other daily activities. For example, once a child finishes several school tasks, he gets to have a sensory break to engage in his sensory stimulation. This way we don’t take the “feel good” stimulation away from him, just structure when, where, and for how long he can self stem for. However, some parents simply remove the object of self stimulation and for some children it is no big deal. However, if the child goes into withdrawal, the gradually fade it out. Since it stimming is not a “safety tool” for regulating arousal or minimizing overload, then you can usually reduce or eliminate it without a problem.</div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-64779688654804225632012-11-02T20:11:00.000+05:302012-11-02T20:11:00.447+05:30When self stimulation does not work! <br />
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<span class="userContent"><br />Our nervous system needs an “optimum level” of stimulation to stay alert and organized. When it is not getting enough stimulation we become under-aroused, have difficulty focusing, and will feel sluggish or anxious. When over-aroused the nervous system will become overloaded, disorganized, and anxious. So, the nervous system is always seeking that “optimum <div class="text_exposed_show" style="display: inline;">
level” of stimulation that helps it stay calm but alert, and organized.<br /><br />Many children on the spectrum have fragile, disorganized nervous systems that have difficulty reaching and maintaining the “optimum arousal level.” They are frequently seeking, or avoiding, a variety of sensory stimulation to pacify their nervous system. Their nervous systems do not know how to “regulate” the type and amount of stimulation that it needs. Their “internal regulator” is not working well. Usually they stumble upon the type of stimulation they need (movement, smells, proprioception, tactile, etc.) but may have difficulty regulating the amount and intensity it needs. For these children they may seek out more than they need, give it too intensively, or have difficulty stopping once they start. For them, having a structured sensory diet where they have controlled doses of sensory stimulation can be beneficial. It can provide the “just right” doses of stimulation to keep the children in their “optimum range” of stimulation. They need to have the amount and intensity regulated for them, until their nervous system becomes “reset” and can regulate themselves.<br /><br />However, for some children, the nervous system is further taxed by biomedical imbalances that irritate and aggravate the nervous system so it is rarely in a state of equilibrium. Their nervous system may be over-aroused, on high alert, and leaving the child feeling anxious and insecure. When the nervous system is out of balance, the child is seeking out ongoing stimulation, often in intense forms, to the point that they cannot learn or are injuring themselves. For them, even steady doses of sensory input, provided by a structured sensory diet, will not stabilize their nervous system. The nervous system is in constant flux and rarely balanced. When this occurs we need to do look closely at what may be aggravating the nervous system (digestive problems, allergies, biochemical imbalances, etc.) and treat the underlying cause of the irritation/imbalance. This may consist of regulating their diet, providing necessary supplements, or seeking medication to balance neurotransmitters. A sensory diet alone will not work. Usually for these children they are seeking out intense proprioception (banging, hitting, biting, etc.), or frequent movement. They cannot still and focus, driven to seek out stimulation. Often these behaviors are hard to redirect and difficult for the child to control. They feel driven to act, although the actions do not seem to satisfy them. They seek out very high doses of stimulation, to the point that it drives all actions, and inhibits engagement functional activity. It dictates what they do and when they do it. For them medical attention will often be needed. There is a chemical imbalance or medical/biomedical issue that needs to be resolved. For these children the families will need to seek out a DAN doctor, neurologist, or psychiatrist for added assistance. However, this process can be a long, trial and error, period of assessments and treatments before the vulnerabilities are identified and effectively treated.</div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-66228915705092310752012-10-28T20:08:00.000+05:302012-10-28T20:08:55.147+05:30Lost without boundaries! <br />
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<span class="userContent">In our discussions with the respecting the child's comfort zones, supporting their vulnerabilities, validating their safety and security needs, and giving them a voice, please don't take this as not setting boundaries, expectations, and consequences. In listening to, understanding, and respecting their vulnerabilities, we also need to provide clear expectations, strong gu<div class="text_exposed_show" style="display: inline;">
idance, and if need consequences for not respecting those around them. The first step is to make sure that we listen to and respect them, if we wish them to in turn respect us and follow our lead. We must first be a "working partner" with the child, before they will "trust following our lead."<br /><br />All children, on the spectrum or not, need to learn how to balance their needs with those are them. They have to learn that they live in a social world, and have social expectations that people live by. In our discussions about self stimulatory behavior, we must allow them to regulate and protect themselves, but not withdraw into a world of isolation and sensory stimulation. The fact is, we live in a social world, one for which we have to regulate with others. We have to learn how behave around others, how to respect the needs of others, and the social rules needed to co-exist safely in our social world. Given that, it is important they we balance the needs for respecting the unique individual needs of the child, and also teach them social expectations and behavior regulation for successfully living in our social world.<br /><br />This discussion page is about a set of tools for helping the child feel “safe, accepted, and competent.” We need to respect the child’s comfort zones and support their vulnerabilities but also guide them to feel competent in our social world. To do so, children on the spectrum need very strong boundaries, clear expectations, and consistent consequences just like all children. The primary difference is for children on the spectrum, since the world is often very chaotic for them, they need very clear, “black and white” expectations, with strong boundaries that are easy for them to see. They need to know what to expect in situations, but also what is clearly expected of them. They need to know “how to act”, and why they should act that way. Temple Grandin gave credit to her mother for having very strict rules, especially when it came to social expectations and manners. Her mother was very respectful of her unique qualities, but also very consistent with expecting her to be respectful of others, and to follow social rules. So, we need to build that “working partnership” role with the child by understanding and respecting their safety and security needs, but also become a trusted coach in providing very clear and consistent rules, regulations, and expectations.</div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-44385269055203964052012-10-20T12:20:00.000+05:302012-10-20T12:20:15.042+05:30Temple Grandin Reveals Her Advice for Educating Autistic Kids<div class="block block-takepart-custom block-boxes-delta-page_title_h1 block-boxes-bid-takepart_custom-page_title_h1" id="block-takepart-custom-page-title-h1">
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Dr. Temple Grandin has unique insight into the minds of autistic children. Her approach—stay positive.</div>
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By <a href="http://www.takepart.com/author/dr-temple-grandin">Dr. Temple Grandin</a></div>
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August 15, 2012</div>
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<br />
<em>The following essay was written by Dr. Temple Grandin exclusively for TakePart.</em><br />
<br />
Special educators need to look at what a child can do instead of what he/she cannot do.<br />
There needs to be more emphasis on building up and expanding the
skills a child is good at. Too often people get locked into a label such
as dyslexia, ADHD, or autism, and they cannot see beyond the label.<br />
<br />
Kids that get a label often have uneven skills. They may be talented in
one area and have a real deficiency in another.<br />
<br />
In my case, I was really good at art, but doing algebra made no sense.
It is important to work on areas where a child is weak, but an emphasis
on deficits should not get to the point where building the area of
strength gets neglected.<br />
<br />
<q class="pull-quote">Kids with autism often get fixated on one thing, and it is important to expand their fixations.</q><br />
<br />
I heard about sad cases where a teacher forbids an elementary school
child to draw pictures. If a teacher had stifled my art ability, I would
have never become a designer of livestock equipment. Half the cattle in
North America are handled in equipment I have designed for the meat
plants. I think that this is a real accomplishment for a child that some
people thought was mentally retarded.<br />
<br />
<div align="center">
<strong>Methods to Expand Abilities</strong></div>
<br />
When I was in elementary school my teachers and my mother always
worked to broaden my art skills. Kids with autism often become fixated
with drawing the same thing over and over. I was fixated on drawing
horse heads. Drawing the head was easy, but drawing the legs accurately
was more difficult. My teacher encouraged me to work on creating the
entire horse. I then proceeded to make a horse sculpture from clay that
included the entire horse.<br />
<br />
In the summer we went to the beach, so I was encouraged to paint
pictures of the beach. It is important to expand a skill and encourage a
child to use their skill to do a variety of different work. When I
painted a nice watercolor of the beach, mother rewarded me by having it
framed in a professional frame with glass. Only artwork that was really
high, adult quality went in glass frames.<br />
<br />
<q class="pull-quote">I was appalled to learn that some schools are
very rigid about forcing a child to only study materials that are
designed for his/her grade level.</q><br />
<br />
Kids with autism often get fixated on one thing, and it is important
to expand their fixations. If the child loves race cars, then race cars
can be used as subject matter for reading and math. If the child only
draws pictures of NASCAR race cars, a teacher could start expanding the
fixation by having him draw an Indianapolis-type car or draw sports cars
that regular people can buy at car dealerships. The next step of
expansion is to draw pictures of places where race tracks are located.<br />
<br />
<div align="center">
<strong>Never Hold a Gifted Child Back</strong></div>
<br />
I was appalled to learn that some schools are very rigid about
forcing a child to only study materials that are designed for his/her
grade level. For example, in the library, a second grader was not
allowed to read books above his/her grade level. This is ridiculous.
When I was in elementary school, I had difficulty learning to read in
third grade, but after I learned, I was reading fifth- and sixth-grade
books.<br />
<br />
If a third grader can do more advanced math, he/she should be allowed
to bring the higher level book into the classroom and work on it.
Otherwise, the student will be bored stiff and become a behavior
problem. To help the child with advanced math skills, to develop as a
person, he/she should be encouraged to help teach other children who are
having trouble with math.<br />
<br />
<div align="center">
<strong>Use Abilities to Do Assignments</strong></div>
<br />
When a child becomes an adult he/she needs to be able to use their
abilities to do tasks that other people would want. Nobody would want
endless identical horse head drawings. I had to learn how to draw other
things that interested me a whole lot less. This is one of the reasons
mother rewarded my beach painting with a real frame with glass. She knew
that my skills had to be expanded.<br />
<br />
If a child likes to write, he/she could start doing writing
assignments that would interest other people. A middle schooler could be
given the job of updating the program on a church website or writing
for a neighborhood blog. He has to learn that racing cars is not an
appropriate topic for this purpose. Learning how to use abilities to do
assigned tasks is essential. I heard a sad story about an art student
who got straight A’s in an elite art school, but he lost a job because
he did not want to waste his time doing his employer’s stupid bird
graphics.<br />
<br />
A job requires work, and if the employer wants stupid birds, then he
should draw really good stupid birds. Then he should put them in a
portfolio and get a better job doing more interesting things.<br />
<br />
Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-57073359048091865152012-09-25T14:28:00.001+05:302012-09-25T14:28:28.092+05:30Workshop on Adult Issues and ASD<!--[if gte mso 9]><xml>
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<b><span lang="EN-US" style="color: #0070c0; font-size: 36.0pt;">Autism Society of India</span></b><span lang="EN-US" style="font-size: 36.0pt;"><br />
</span><span lang="EN-US" style="font-size: 18.0pt;">Announces <b style="mso-bidi-font-weight: normal;">a </b>LEC-DEMO PRESENTATION<a href="http://www.blogger.com/blogger.g?blogID=4271959847304496283" name="_GoBack"></a><br />
</span><span lang="EN-US" style="font-size: 16.0pt;"><span style="mso-spacerun: yes;"> </span>ON<br />
</span><span lang="EN-US" style="font-size: 24.0pt;">DATE: 6<sup>th</sup> October
2012 (Saturday)<br />
TIME :10.30 AM- 4.00 PM<br />
VENUE : Spastics Society Of Karnataka Campus</span><span lang="EN-US">,</span><span lang="EN-US" style="font-size: 14.0pt;">1<sup>st</sup> Fl Hall</span><span lang="EN-US"><br />
<br />
TOPIC : </span><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="color: #c00000; font-family: "Viner Hand ITC";">Adult
Issues in ASD and their <span style="mso-spacerun: yes;"> </span></span></i></b></div>
<div class="MsoTitleCxSpMiddle">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="color: #c00000; font-family: "Viner Hand ITC";"><span style="mso-spacerun: yes;"> </span>Management</span></i></b><span lang="EN-US"> <br />
RESOURCE PERSON: </span><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: #0070c0;">Dr Rubina Lal</span></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: #c00000;"></span></b></div>
<div class="MsoTitleCxSpLast">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: #0070c0;">President, Autism Society of India.</span></b></div>
</div>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; mso-themecolor: text1;">Registration
Fee:</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; mso-themecolor: text1;">KPAMRC
& SSK Trainees…………Rs 150/-</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; mso-themecolor: text1;">ASi
Members / Associates………….</span></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: "Baskerville Old Face","serif"; font-size: 16.0pt;">Rs250/-<span style="color: black; mso-themecolor: text1;"></span></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; mso-themecolor: text1;">Others……………………………………….Rs
400/-</span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; line-height: 115%; mso-themecolor: text1;">(</span></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: #0070c0; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; line-height: 115%;">Lunch
will be provided</span></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; line-height: 115%; mso-themecolor: text1;">)</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; mso-themecolor: text1;">For
Registration Call</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; mso-themecolor: text1;">Ruby
Singh-9741418103</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="color: black; font-family: "Baskerville Old Face","serif"; font-size: 16.0pt; mso-themecolor: text1;">Sudha
Rani-9986470305</span></b></div>
Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-66621874701686950212012-09-17T12:07:00.000+05:302012-09-17T12:07:00.755+05:30Day Care & Residential Home for Children with Special Needs<br />
We at Milestones, introduce a Day Care Centre and Residential Home for children with special needs.<br />
<br />
DAY CARE CENTER<br />
<br />
A break in routine, time to work, the chance to meet new friends, or an opportunity to attend appointments are all reasons why day care may work for you and your child. Day care would be for an hour to maximum of 12 hours each day.<br />
<br />
Day care centre Timings: 8am to 8:00pm<br />
<br />
<br />
RESIDENTIAL CARE<br />
<br />
All parents need a break now and then, to have time for themselves away from the responsibilities of caring for their children. We provide a system of temporary support for families of children which provide the family with relief. ‘Temporary’ may mean anything from 1 day to 10 days. It may also mean ‘periodically or on a regular basis.’<br />
<br />
Book a spot early and make a visit to the centre (ideally with your child) prior to the stay.<br />
<br />
For further details Contact: 98861 60550<br />
Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-66290559331906489172012-08-27T13:02:00.000+05:302012-08-27T13:02:00.301+05:30Interacting is mentally draining!<span class="userContent">I
think what neurotypical people (especially teachers and parents) need to
realize is that part of the main reason why children (and adults) on
the spectrum have difficulty relating is the neurological differences.
Our brains have strong neurological connections between the different
brain centers that allow the different centers to simultaneously
communicate wi</span><br />
<div class="text_exposed_show">
th one another. This is
what allows us to process multiple information simultaneously, most of
which is at a subconscious level, requiring minimal mental energy (not
aware of it). On the other hand, for people on the spectrum, the
neurological pathways between the brain centers are not well developed,
making it harder for the centers to communicate with each other. This
makes it difficult to process multiple information simultaneously.
Whereas we rapidly process multiple this information, at a subconscious
(intuitive) level, people on the spectrum have to process
"sequentially", a little at a time, at a conscious level. They have to
think through what we do intuitively without thinking. Now, they can
eventually arrive at the same understanding, but it is going to take
longer (delayed processing) and require a lot more mental energy (since
they have to consciously process it).<br /> <br /> This drastically effects
interacting with others (relating). When we interact with someone we
have to “rapidly process multiple information simultaneously.” When
listening to the other person we are processing the words they are
saying, the context they are being spoken in, the tone and inflection in
voice, facial expressions, physical gestures, and body language to
understand what the person said, and to understand their thoughts,
feelings, and intentions. At the same time that we are processing what
the other person is saying, we are formulating how we think and feel
about it, plus how we are going to respond back. At the same time that
we are responding back we have to read the nonverbal cues of the other
person to see if they are understanding us and are staying interested.
Now, in order for us to focus on the topic of conversation, we have to
process most of this "nonverbal information (facial expressions, body
gestures, fluctuation in voice, etc)" subconsciously, with minimal
mental energy. This allows us to relate with others without much
effort. However, for people on the spectrum, they have to try and
process bits of this information sequentially, at a conscious level,
thinking it all through. Since they cannot process this information
simultaneously, the processing is delayed, and only a little bit can get
processed, making it difficult to get the "big picture." To try and
keep up with the conversation, they can only process "bits of
information" at a time, often missing much of the meaning. Sometimes by
time the person has processed what was said, and formulated a response
to it, the interaction has moved on to different content. Consequently,
between not getting all the information, plus delayed in processing it,
their responses are often out-of-sync with others. For the person on
the spectrum, this can be very mentally and emotionally draining. This
inability to process multiple information simultaneously is a major
reason for many of the social struggles for people on the spectrum.<br /> <br />
For children on the spectrum, it is even more difficult. They can be
very bright, but still have this processing problem. This is hard for
people to understand. They assume that since the child is very verbal
and bright, that they must "intentionally choose" to misinterpret
instructions, and act differently than others. For the more verbal
individuals disability is more hidden, masking their difficulties.
That's why awareness training for significant people in the child's life
can be important.</div>
<div class="text_exposed_show">
</div>
<div class="text_exposed_show">
www.facebook.com/autismdiscussionpage</div>
<div class="text_exposed_show">
</div>
Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-8048632925929294232012-08-23T13:01:00.000+05:302012-08-23T13:01:00.475+05:30Copying others to “fit in!”<span class="userContent">Copying
others seems to be the number one coping skill that many people with
high functioning autism and aspergers use to “fit in.” It can be a very
effective tool, if (1) the person has good referencing skills and can
accurately imitate those around them, and (2) they do not lose their
self identity while doing it. All people use ‘copying” (imitation)
sometimes whe</span><br />
<div class="text_exposed_show">
n entering into situations
for which they do not know what is expected and how to act. We watch
those around us, and reference what others are doing. From there we
copy our actions to be in line with those around us. This is a very
effective learning tool. <br /> <br /> This “copying” strategy can be a
very effective social strategy for those on the spectrum, as long as
they use it as a way to “fit in” and co-regulate with others, and not
feel invalidated by doing it. Many people on the spectrum have low self
esteem and weak self-identities, due to years of trying to “fit in”,
but failing. They also have been teased, ridiculed, and bullied for
being different. This often leads to poor self esteem and a weak sense
of self. For them, constantly copying others is a way of developing an
alternative “self”; one that is accepted by others. This can have
negative effects, typically resulting in ongoing depression.<br /> <br /> So
how do we teach children to successfully use “copying” as an effective
tool, but protect also their self identity. I think if children are
raised to realize that we all have differences, and some of these
differences are socially acceptable, and some should be save for when we
are by ourselves or with family and close friends, they can learn to
feel good about themselves and develop a strong sense of self. We all
have our “social self” and our “private self.” These private
differences are not bad, but just not meant for everyone. When we are
out in public we put on our social mask, and take it off when we are at
home. That we are not defined by our public mask, but use it to “fit
in” with othes. We all have certain self stimulatory behaviors,
rituals, and fixated interests that we leave at home and those that we
feel free with when with family and friends. We can still accept and
validate his unique differences, but there is a time and place for all
tendencies. We can feel comfortable with this, and do not find it
invalidating. Many people on the spectrum think that neurotypical
people do not have to “copy” and act differently to “fit in’, but we all
do to varying degrees. Some of us better at it than others. However,
it is not invalidating to use the “coping” strategy to fit in with the
group. Actually the better you are with it, the better it is. <br /> <br />
Once the child learns how to reference others for information and to
use that information to pattern their behavior (imitate), then I
recommend teaching children how to effectively read social expectations
and “how to act” by referencing others. We can slowly teach the child
“what to look for”, both in reading the situational factors (context)
and the behavior of those around him. When entering into situations
together, coach the child by discussing what you see going on, how
others are behaving, and how to turn that information into deciding how
to act yourself. While doing so, objectively read the body language
and actions of others, as well as the reactions each person gets from
these actions. Have him try and “size up” what he can expect and what
is expected of him. Have him practice imitating so that he can
effectively copy the behavior of others. Have fun with it; make it a
game. Be careful, because this act of appraising and copying can be
exhausting. It is for all of us, but much more so for people on the
spectrum. It comes more naturally for us, but requires a lot of
processing for them. They can only do it for short periods of time. It
effects each person differently. Some can use this technique
relatively easy, and some find it too exhausting. In addition, ensure
to teach the child you are not trying to be something that he isn’t
(invalidating his autism), but simply learning how socially “fit in”
with others.</div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-8170202899359973572012-08-19T12:59:00.004+05:302012-08-19T12:59:46.981+05:30Autism is like being a actor in a play, with no prepared script!<div class="-cx-PRIVATE-fbTimelineStatusUnit__root">
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<span class="userContent">Adults with autism learn how to be effective "actors", often living in
pretense in effort to "fit in", or at least not "stand out." When it is
difficult to grasp the unwritten social rules around you, understand the
thoughts, feelings, and perspectives of those you are with, and rapidly
process the conversation occurring around you,<div class="text_exposed_show">
you often have to "pretend" to understand, fit in, and blend with others. <br /> <br />
For many people on the spectrum to be successful they learn to
"imitate" those around them. When entering into a social event, they
immediately scan those around them to see how they are acting. From this
they learn to copy their behavior after what they see others doing, so
they can blend in. If the conversation is with one person only they may
be able to regulate it pretty good, but if the conversation is between
several people, they get lost very quickly. For people on the spectrum
to be successful in such situations they have to become very clever
social scientists, often copying behavior for which they don't
understand. As years go by, they accumulate a lot of "scripts", which
they can adapt to many situations, once they get a read on them. They
learn "scripts" for introducing themselves, topics for small talk, being
pleasant, etc. The older they get, the more situations they experience,
the better they get at it. <br /> <br /> However, this "social acting"
takes its toll over time. Socially, the person cannot be himself, he has
to "fake it!" Since we develop a sense of self from our relations with
others, it tears at their self identity and self esteem. When you have
to pretend all the time, you get anxious, angry, and depressed. It is
also very draining, trying to pretend all the time. Even for those who
are good at it, trying to "copy" others requires extensive mental energy
and can only be done for short periods of time. <br /> <br /> The worst
situations for children on the spectrum is to be thrown into a social
situation with little preparation. Make sure you prepare the child ahead
of time. Talk about what they can expect, what social graces are
expected of them, and what to do if they get confused and/or
overwhelmed. The more they know ahead of time, the more prepared they
are going in. If the child is responsive, role play and practice common
"scenes." Be very literal with them. Let them know what social games may
be going on at that specific event. Unfortunately, since these children
have difficulty "self monitoring" their own behavior, they cannot read
"how they are doing" as they try to "fit in". This is where a "peer
mentor" (buddy) comes in. Having a mentor there to coach, interrupt
behavior that is "off key", be an interpreter, and "tour guide" to help
navigate the maze of interactions. When you don't have the "executive
functioning" skills to effectively monitor, appraise, and evaluate
social behavior, it is good to have an external guide. It can help put
the child at ease, and enjoy the event. The more accepting peers become,
the more the child can relax and be "themselves."<br /> <br /> When with
people on the spectrum, please try and respect how hard these situations
are. Be respectful of "out of sync" behavior, as well as the emotional
needs of the person. When we can understand what they experience, we can
change our behavior and acceptance to make it more relaxing for all of
us.</div>
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Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-1360440156935348012012-08-15T12:15:00.000+05:302012-08-15T12:15:01.307+05:30Autism May Be Linked to Abnormal Immune System Characteristics and Novel Protein Fragment<div id="title">
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<span class="date">ScienceDaily</span> —
Immune system abnormalities that mimic those seen with autism spectrum
disorders have been linked to the amyloid precursor protein (APP),
reports a research team from the University of South Florida's
Department of Psychiatry and the Silver Child Development Center.</div>
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The study, conducted with mouse models of autism, suggests that
elevated levels of an APP fragment circulating in the blood could
explain the aberrations in immune cell populations and function -- both
observed in some autism patients. The findings were recently published
online in the <i>Journal of the Federation of American Societies for Experimental Biology</i>.<br />
<br />
The USF researchers concluded that the protein fragment might be both
a biomarker for autism and a new research target for understanding the
physiology of the disorder.<br />
<br />
"Autism affects one in 110 children in the United States today," said
research team leader Jun Tan, MD, PhD, professor of psychiatry and the
Robert A. Silver Chair, Rashid Laboratory for Developmental Neurobiology
at USF's Silver Child Development Center. "While there are reports of
abnormal T-cell numbers and function in some persons affected with
autism, no specific cause has been identified. The disorder is diagnosed
by behavioral observation and to date no associated biomarkers have
been identified."<br />
"Not only are there no associated biomarkers, but the prognosis for
autism is poor and the costs associated with care are climbing," said
Francisco Fernandez, MD, department chair and head of the Silver Center.<br />
<br />
"The work of Dr. Tan and his team is a start that may lead to earlier
diagnosis and more effective treatments."<br />
The amyloid precursor protein is typically the focus of research
related to Alzheimer's disease. However, recent scientific reports have
identified elevated levels of the particular protein fragment, called,
sAPP-α, in the blood of autistic children. The fragment is a well-known
growth factor for nerves, and studies imply that it plays a role in
T-cell immune responses as well.<br />
<br />
To study the autism-related effects of this protein fragment on
postnatal neurodevelopment and behavior, Dr. Tan and his team inserted
the human DNA sequence coding for the sAPP-α fragment into the genome of
a mouse model for autism. While the studies are ongoing, the
researchers documented the protein fragment's effects on the immune
system of the test mice.<br />
<br />
"We used molecular biology and immunohistochemistry techniques to
characterize T-cell development in the thymus and also function in the
spleen of the test animals," Dr. Tan said. "Then we compared transgenic
mice to their wild-type littermates."<br />
<br />
The researchers found that increased levels of sAPP-α in the
transgenic mice led to increased cytotoxic T-cell numbers. The
investigators also discovered subsequent impairment in the recall
function of memory T-cells in the test mice, suggesting that the
adaptive immune response is negatively affected in the presence of high
levels of the protein fragment.<br />
<br />
"Our work suggests that the negative effects of elevated sAPP-α on
the adaptive immune system is a novel mechanism underlying certain forms
of autism," concluded Dr. Tan, who holds the Silver Chair in
Developmental Neurobiology. "The findings also add support to the role
of sAPP-α in the T-cell response."<br />
Other researchers involved in this study were Antoinette Bailey, Dr.
Huayan Hou, Dr. Demian Obregon, Jun Tian, Dr. Yuyan Zhu, Dr. Qiang Zou,
Dr. William Nikolic, Dr. Michael Bengston, Dr. Takashi Mori (Saitama
Medical Center/Saitama Medical University, Japan) and Dr. Tanya Murphy.<br />
<br />
The work was supported by the Silver Endowment and a grant from the
National Institutes of Health/National Institute of Mental Health<br />
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http://www.sciencedaily.com/releases/2012/01/120103150755.htmRaina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-3001158853602275272012-08-12T12:10:00.000+05:302012-08-12T12:10:00.512+05:30New Evidence Links Immune Irregularities to Autism, Mouse Study Suggests<span class="date">ScienceDaily (July 17, 2012)</span>
— Scientists at the California Institute of Technology (Caltech)
pioneered the study of the link between irregularities in the immune
system and neurodevelopmental disorders such as autism a decade ago.
Since then, studies of postmortem brains and of individuals with autism,
as well as epidemiological studies, have supported the correlation
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What has remained unanswered, however, is whether the immune changes
play a causative role in the development of the disease or are merely a
side effect. Now a new Caltech study suggests that specific changes in
an overactive immune system can indeed contribute to autism-like
behaviors in mice, and that in some cases, this activation can be
related to what a developing fetus experiences in the womb.<br />
The results appear in a paper this week in the <em>Proceedings of the National Academy of Sciences (PNAS)</em>.<br />
"We have long suspected that the immune system plays a role in the
development of autism spectrum disorder," says Paul Patterson, the Anne
P. and Benjamin F. Biaggini Professor of Biological Sciences at Caltech,
who led the work. "In our studies of a mouse model based on an
environmental risk factor for autism, we find that the immune system of
the mother is a key factor in the eventual abnormal behaviors in the
offspring."<br />
<br />
The first step in the work was establishing a mouse model that tied
the autism-related behaviors together with immune changes. Several large
epidemiological studies -- including one that involved tracking the
medical history of every person born in Denmark between 1980 and 2005 --
have found a correlation between viral infection during the first
trimester of a mother's pregnancy and a higher risk for autism spectrum
disorder in her child. To model this in mice, the researchers injected
pregnant mothers with a viral mimic that triggered the same type of
immune response a viral infection would.<br />
<br />
"In mice, this single insult to the mother translates into
autism-related behavioral abnormalities and neuropathologies in the
offspring," says Elaine Hsiao, a graduate student in Patterson's lab and
lead author of the <em>PNAS</em> paper.<br />
<br />
The team found that the offspring exhibit the core behavioral
symptoms associated with autism spectrum disorder -- repetitive or
stereotyped behaviors, decreased social interactions, and impaired
communication. In mice, this translates to such behaviors as
compulsively burying marbles placed in their cage, excessively self
grooming, choosing to spend time alone or with a toy rather than
interacting with a new mouse, or vocalizing ultrasonically less often or
in an altered way compared to typical mice.<br />
<br />
Next, the researchers characterized the immune system of the
offspring of mothers that had been infected and found that the offspring
display a number of immune changes. Some of those changes parallel
those seen in people with autism, including decreased levels of
regulatory T cells, which play a key role in suppressing the immune
response. Taken together, the observed immune alterations add up to an
immune system in overdrive -- one that promotes inflammation.<br />
<br />
"Remarkably, we saw these immune abnormalities in both young and
adult offspring of immune-activated mothers," Hsiao says. "This tells us
that a prenatal challenge can result in long-term consequences for
health and development."<br />
<br />
With the mouse model established, the group was then able to test
whether the offspring's immune problems contribute to their
autism-related behaviors. In the most revealing test of this hypothesis,
the researchers were able to correct many of the autism-like behaviors
in the offspring of immune-activated mothers by giving the offspring a
bone-marrow transplant from typical mice. The normal stem cells in the
transplanted bone marrow not only replenished the immune system of the
host animals but altered their autism-like behavioral impairments.<br />
<br />
The researchers emphasize that because the work was conducted in
mice, the results cannot be readily extrapolated to humans, and they
certainly do not suggest that bone-marrow transplants should be
considered as a treatment for autism. They also have yet to establish
whether it was the infusion of stem cells or the bone-marrow transplant
procedure itself -- complete with irradiation -- that corrected the
behaviors.<br />
However, Patterson says, the results do suggest that immune
irregularities in children could be an important target for innovative
immune manipulations in addressing the behaviors associated with autism
spectrum disorder. By correcting these immune problems, he says, it
might be possible to ameliorate some of the classic developmental delays
seen in autism.<br />
<br />
In future studies, the researchers plan to examine the effects of
highly targeted anti-inflammatory treatments on mice that display
autism-related behaviors and immune changes. They are also interested in
considering the gastrointestinal (GI) bacteria, or microbiota, of such
mice. Coauthor Sarkis Mazmanian, a professor of biology at Caltech, has
shown that gut bacteria are intimately tied to the function of the
immune system. He and Patterson are investigating whether changes to the
microbiota of these mice might also influence their autism-related
behaviors.<br />
<br />
Along with Patterson, Hsiao, and Mazmanian, additional Caltech coauthors on the <em>PNAS</em>
paper, "Modeling an autism risk factor in mice leads to permanent
immune dysregulation," are Mazmanian lab manager Sara McBride and former
graduate student Janet Chow. The work was supported by an Autism Speaks
Weatherstone Fellowship, National Institutes of Health Graduate
Training Grants, a Weston Havens Foundation grant, a Gregory O. and
Jennifer W. Johnson Caltech Innovation Fellowship, a Caltech Innovation
grant, and a Congressionally Directed Medical Research Program Idea
Development Award.<br />
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http://www.sciencedaily.com/releases/2012/07/120717141010.htm<br />Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-77712100970867184042012-08-09T12:07:00.000+05:302012-08-09T12:07:00.660+05:30Difficulty sleeping!Difficulty sleeping is a very common problem with children on the
spectrum. As many as 50% of children on the spectrum experience some
difficulty sleeping. This can be a real problem for both the child and
parents getting their needed rest. For the child, who already has a
fragile nervous system, lack of sleep will compound any other difficulties
(sensory, emotional, behavioral, etc.) they are experiencing. Steady
sleep patterns are essential to keep the nervous system calm and
organized. Listed below are several of the common strategies used to
stabilize sleep patterns.<br /> <br /> 1. Consistent bedtime routine: The
body needs to calm down and relax in order to sleep effectively. One of
the best ways to stabilize sleep is establishing a consistent, relaxing
routine before going to bed. The child should go to bed and rise at
the same time every day. This helps establish a consistent sleep cycle
for the body. The bedtime routine should consist of a sequence of
relaxing events that lowers the child’s arousal level. This means
avoiding video games, and high stimulating activity for the last 45-60
minutes of the evening. Common activities in bedtime routines are
taking a bath, brushing teeth, toileting, getting out clothes for
tomorrow, getting a drink of water, reading a story, snuggling in bed,
saying prayers, etc. Keep the same sequence of tasks each evening to
build a consistent routine. This helps prepare the body for sleep.<br /> <br />
2. Lessen any environmental distractions: If the child is a light
sleeper, noise and activity going on in the house can disturb his sleep.
Also, common noises occurring outside can be distracting for them. If
needed, try using a consistent background noise (environmental tapes,
soft music, white noise machine, fan, etc.) that will mask any other
noises. Next, lighting can be an issue. If the child is scared of the
dark, then a night light may be needed. Or, are there outside light
sources that are disturbing your child’s sleep (street lights, house
lights, etc.)? If so, make sure they are blocked out. Another factor
that could disrupt sleep is temperature. If the room is too cold or too
hot, the child nervous system will stay on high alert and not be able
to sleep. Lastly, be aware of any tactile sensitivities that may
present problems for your child. Are the pajamas a material that they
feel comfortable in? How about the sheets and blankets? If any of
these are too scratchy for the child, the nervous system will not relax.<br /> <br />
3. Deep pressure, and snuggables: Deep pressure calms the nervous
system and can promote sound sleeping. Provide large pillows, stuff
animals, or body pillow to snuggle with. Lots of heavy blankets, or a
weighted blanket, can assist with sleeping. Also, some child love the
feeling of being wrapped up in a sleeping bag. <br /> <br /> 4. Diet and
exercise! The three basic components to a organized nervous (sleep,
diet, and exercise) all effect each other. A good diet and lots of
physical activity will help stabilized the nervous system so it will
sleep better. However, try to avoid arousing physical activity for the
last hour before bedtime. <br /> <br /> 5. Avoid frequent napping during
the day. If your child is having difficulty sleeping at night, try and
avoid a lot of napping throughout the day. If naps are needed in
mid-day, try and keep it short (30 minutes or less) and occurring at the
same time every day.<br /> <br /> 6. Medical concerns: If the child has
gastrointestinal problems, upper respiratory problems, or any other
acute medical concerns, these can keep the nervous system on “high
alert”, thus keeping it from falling asleep. Sleep apnea could also be a
factor. If your child has any of these difficulties seek medical help
to lessen their impact.<br /> <br /> 7. Sensory integration problems: If
the child has sensory processing issues, they often have problems
modulating their arousal level, making it difficult to fall, or stay,
asleep. Their nervous system may be too “wound up” to fall asleep. A
good sensory diet throughout the day can help calm and organize the
nervous system. <br /> <br /> 8. Sleep aids: Melatonin has been an
effective sleep aid for many children on the spectrum. It is used very
frequently, with minimal, if any, side effects. There are a host of
other sleep inducing supplements and medications that can be prescribed,
but should be used as a last resort. Seek out your doctor’s advice
when using these. <br />
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www.facebook.com/autismdiscussionpage<br /> <br />
<br />Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-60393913323513915362012-08-06T12:04:00.000+05:302012-08-06T12:04:00.632+05:30Validating emotions before punishing behaviorWhen a child is
upset and acting out, we tend to focus on “stopping the behavior” as our
first priority. When doing so we often punish the behavior, without
first understanding “why” it is occurring. Often the child doesn’t have
(1) good abilities to control their emotional impulses, and (2) have
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So, when we punish the behavior, we are punishing their emotions as
well. This tends to invalidate the child, and does not teach them a
better way of handling their emotions. I often recommend that whatever
technique you use to reduce problem behavior, first “acknowledge and
validate” the child’s feelings, then deal with the behavior. Try
starting out the intervention this way:<br /> <br /> 1. Acknowledge that the child is upset "Wow..John, you really look upset to me!"<br /> <br />
2. Next, validate that is ok to be upset, "I understand how that you
are upset because you cannot have ______ right now. That might make me
upset to." This does not mean you have to agree with him, or approve of
his behavior, just acknowledge and validate how he feels.<br /> <br /> 3.
Finally, help the child problem solve or understand when or how he might
get what he wants. Focus on what you want the child to do, not on any
negative behavior.<br /> <br /> 4. If the child is too upset to talk
reasonably with you, simply say "You are too upset to talk right now.
That's ok, you let me know when you are calm enough to talk." Then
minimize any attention given to the upset behavior." Do not try and
reason with a child who is acting out. So little emotion, speak matter
of factly, and only reason and problem solve once the child calms enough
to talk reasonably. <br /> 5. After the child calms down enough to talk, then return to steps 1-3.<br /> <br />
This respects the child, even if we are punishing the behavior. Focus
first on the feelings, not the behavior. “It is ok to be upset, but not
ok to hit.” In order to reduce a negative behavior, you need to focus
on training an better alternative way of responding to take it’s place.
“How do you want the child to respond” when he is upset? Sit down with
the child and work together to identify alternative ways of responding.
Once you identify one or more, then practice and role play the desired
response, until it becomes more automatic. Then, when the child is
upset, validate his feelings, and then coach him to use the response you
two have been practicing. You will find that you are then “teaching”
the child, rather than simply punishing the child. The child see you as
a “working partner” with them, and will try harder to develop more
appropriate ways of acting.</div>Raina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0tag:blogger.com,1999:blog-4271959847304496283.post-40104694835893745922012-08-04T12:00:00.000+05:302012-08-04T12:00:02.752+05:30Don’t blame the child? Change conditions first, then our interactions second!<div class="-cx-PRIVATE-fbTimelineStatusUnit__root">
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When the child is acting out, acting inappropriately, or progressing as
expected, it is very tempting to blame the child. The first tendency
is to expect the child to change to meet our expectations, instead of
changing our expectations to match the child. We somehow assume it is
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h our
expectations, therefore it is the child’s responsibility to change.
This can be very damaging to children, especially since they often do
not have the skills, or abilities to make those changes. <br /> <br /> To
avoid this trap, we must start with the premise, “Assume the child is
doing the best they can, given the situation they are in, and their
current skill level in dealing with it.” Most often if the child is
behaving inappropriately, or not meeting expectations, then the demands
of the situations are greater than their current abilities to deal with
them. Given that assumption, then it naturally leads us to (1)
re-evaluate our expectations and demands we are placing on the children,
in light of their current skill deficits, and (2) either lower the
demands (expectations), or provide greater supports in helping the child
meet the demands (or a combination of the both). When the demands
match the current abilities of the child, the child will learn and grow.
<br /> <br /> So, when faced with either behavior challenges, or learning
challenges, we need to evaluate three primary conditions to support the
child:<br /> <br /> 1. Change the demands and expectations: <br /> <br />
First look at gaining success by changing the demands. In light of the
child’s physical, sensory, cognitive, social, and emotional
vulnerabilities, could the expectations and demands be changed to better
match the child’s current skills. The sensory demands of the
environment could be overwhelming for the child, the social demands may
be way to confusing for the child, or the task demands may be way above
what the child can handle. Break it down, make it simpler, and build in
extra support to help the child out. This is where modifications and
accommodations are important to match the environmental and task related
demands to the child.<br /> <br /> 2. Change our interactions with the child<br /> <br />
Once the demands/expectations are modified to match the child, than
look at how we interact and teach the child. Does the child need
assistance or guided support? Am I presenting the information
favorably? Does the child feel supported and validated by me, or am I
being too demanding? Does the child welcome my support? If the child
is to be successful, we need to find the right approach that helps
support their learning. We need to ask “does the child feel safe,
accepted, and competent” with me? If the child is anxious, fearful, or
insecure in our approach, they will naturally try to escape and avoid
our guidance. Many behavior challenges are directly related to how the
adult is interacting with the child. <br /> <br /> 3. What skills do we need to teach the child to be successful<br /> <br />
Once we have lower the demand, provided needed support, and changed our
interaction style, then we need to concentrate on teaching the child
better skills in dealing with the demands. If the child is struggling
socially in school, then we need to teach better social skills. If he
is having trouble with controlling his emotions, then we need to teach
coping skills. If he is having trouble reading then work more on
teaching reading skills, etc. This way we are giving the child the
tools necessary for meeting the environmental demands. Start simple,
build gradually, provide support as needed, and develop the skills
necessary for success.<br /> <br /> Once we meet these three conditions,
rarely do we need to blame, force, or punish the child. When the child
is struggling we are the ones who need to make the changes, not the
child. We are the ones who are placing the child in situations for they
cannot handle. So, consequently let’s look first at changing what we
are asking of the child, and how we are supporting the child, before
looking at blaming or changing the child. Everyone will be successful
and feel competent about what they are doing!</div>
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http://www.facebook.com/autismdiscussionpageRaina Rodrigueshttp://www.blogger.com/profile/16079324825680198505noreply@blogger.com0