Historically, it has not been considered a “realistic” goal in the mainstream world for a child with autism to ever lose their diagnosis, let alone lose all the symptoms of Autism Spectrum Disorder and move completely into the non-autistic range of normal social interaction and communication. Although much recent research has documented individuals with ASD losing their diagnosis, there has been much debate as to whether these outcomes were perhaps due to misdiagnosis in the first place. The assumption is that there still must be significant residual autistic impairments in these individuals. However, a study was published in the Journal of Child Psychology and Psychiatry, reporting “the existence of a cohort who had clear autism at a young age and no longer demonstrated any significant autistic impairments.” This is the first research article of its kind, and it reported such a so-called “optimal outcome” for 34 of the individuals participating in the study!

This is definitely a step in the right direction for the research literature on autism; but the researchers still noted that “the possible presence of subtle limitations or differences in social behavior, social cognition, communication, or executive functions; the biology of remediable autism; the course of improvement; and the necessary and sufficient conditions, including treatment, for such improvement,” still remain unknown to the research world of autism.

In contrast, NACD has been documenting hundreds of these so-called “optimal outcomes” over the last 40+ years, during our extensive experience of working closely with children and adults on the spectrum. These “optimal outcomes” are not new to us; and through our clinical perspective we already understand there is not “a” program that will achieve these goals. That is why NACD utilizes over 1,000 methodologies of treatment that may be used to assist any given individual, and why it is so important to work closely with each individual as a whole person.

Please click here to read more about NACD’s perspective on children labeled with autism.

Sources

Fein, D., et al. (2013). Optimal outcome in individuals with a history of autism. The Journal of Child Psychology and Psychiatry, 54(2), 195-205. doi:10.1111/jcpp.12037.

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We are sometimes asked how NACD differs from the ABA – Applied Behavior Analysis therapy approach to individuals with Autism. In simplistic terms, the two approaches have profound philosophical differences that impact on the specific practices as well as the understanding of what needs to be changed.

NACD approaches any individual as a whole person. We seek to understand all of the factors that impact on how that individual functions to understand what works well and what is struggling to work in all areas. Having looked carefully at all areas of function that include things such as speech, depth of receptive language and conceptual thinking, health, and much more, we then look at how to strengthen and stimulate areas of delay or difficulty using neuroplasticity to allow us to improve that function.

Many individuals with whom we work have something that Bob Doman refers to as “negative neuroplasticity” which is the brain changing how it is functioning and developing based on poor input provided by the individual themselves. This occurs when some major channel of processing has been blocked or delayed. The tendency is for the individual to use and misuse other channels and the development that follows has a negative impact on their overall function. In most cases, the key channel that is blocked and or delayed is the auditory channel that allows for conceptual thinking, receptive and expressive language and attention to language.

The delay of the development of auditory processing has a profound negative impact on the development of other basic neurological functions such as working memory and executive function. In turn, all of these issues profoundly impact on the day-to-day function and overall development of the individuals. Not only are the expressive and receptive language abilities delayed but potentially also the ability to think conceptually, to imagine change in the future, to manage time or problem solve when faced with an unexpected situation.

Again to speak simplistically, NACD’s approach is to remove all barriers to the development of auditory processing and to immerse the individual in a rich and varied auditory environment that is designed very specifically to improve and enhance thinking in and understanding language while also addressing any other issues that may be delayed or interfering with positive development such as health and diet, issues with tactility, etc.
NACD is seeking to always work with the whole individual to improve overall function.

Applied Behavior Analysis Therapy (ABA) addresses specific skill building through a strict behavioral approach of repetition and reward. It seeks to produce change by building skills and compliance through sustained one-to-one interventions. NACD, on the other hand, seeks to change global function through developing those neurological functions that have been delayed and promoting their use. NACD does use one-to-one targeted interventions but they are designed to produce broad changes in neurological function as opposed to building individual skills.

NACD acknowledges the individuality of each person and the programs are designed to take theses individual differences into account. The approach is both eclectic and creative as opposed to protocol-driven. As the individual’s preferences, strengths and interests are understood and developed, their program of targeted interventions shifts and changes to meet the goals of better neurological function and also support their individuality. The values of the family are also reflected in the individual programs and how they are designed. NACD programs are not protocols but rather fluid targeted interventions that change as the individual changes.

We at NACD also know that we have more to learn. We are constantly seeking new information, new strategies in all areas of health and development that are effective in helping individuals function better and live happier lives. We are constantly changing, adding, including and learning new ways to enhance what we do. Again, we are not protocol–driven. Our work is collaborative with parents and with many other professionals in a variety of fields. We don’t know all there is to know about Autism yet or brain development for that matter. We will continue to strive to learn more about the complexity of how the brain functions and develops.

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Understanding and remediating the neurodevelopmental issues of those within the autism spectrum is critical if we are going to provide these children and adults with an opportunity to overcome their issues and to function at higher, “normal,” or even “superior” levels. It is important to understand that most neurodevelopmental issues will not simply go away. Merely teaching new skills or applying aggressive medical or nutritional intervention without addressing the underlying neurodevelopmental issues may change some function; but if the neurodevelopmental foundation is not established, abnormal neural patterns and function are only going to perpetuate the underlying problems, and the results are going to be limited at best. The view held by many that children with Autism Spectrum Disorder (ASD) have only limited potential and cannot substantially overcome their issues reflects the overall misunderstanding of the problem. There is a lack of attention to the uniqueness of each individual and a general misperception that we are dealing with a specific disease, waiting for a pharmaceutical cure or single intervention or magic bullet. However autism is not polio or chickenpox; you can’t catch it. It is neurologically based, regardless of the initial cause or causes. I am sure we will ultimately see that there are many causes, and like other developmental problems, that there is neither a single cause, a single solution, nor any two children who have exactly the same issues. The disease model is leading many parents, researchers, and practitioners in the wrong direction. Those with ASD are unique individuals. Yes, there is some commonality; but each individual has their own set of issues and underlying problems and associated hierarchy of needs and should not be perceived as having a disease. Again, I believe there are many causes of ASD; but the perception of autism as a disease is counterproductive.

Those who have issues that place them within the autism spectrum are aptly identified as having a pervasive developmental disorder. “Pervasive” correctly implies a whole or inclusive developmental problem affecting most or all aspects of the child’s function. The implication of this perception is that truly successful intervention and remediation requires not only a gestalt, or global, perspective of the associated developmental issues, but also must serve as the basis for prioritizing and approaching the issues as hierarchical. As an example, some of the hierarchical foundations of language include hearing, auditory tonal processing, auditory figure-ground processing, auditory sequential processing, auditory short-term and working memory, conceptual thought, executive function, general neurological organization, knowledge/experience base and, of course, need. If we are to look at a really complex function, such as social interaction, we need to address a plethora of neurodevelopmental issues in a balanced, targeted hierarchy of neurodevelopmental pieces. Merely wanting to produce a function, or asking for a function without establishing the foundation, is grossly inadequate.

Although each child is unique, there are some neurodevelopmental issues that I believe are expressed in varying degrees in virtually every individual on the autism spectrum. Successful intervention necessitates an understanding of and attention to these fairly universal neurodevelopmental components and needs, including:

Interrelationship of Neurology and Physiology

That which impacts the child’s physical function impacts their neurological function. Most children with ASD are extremely physiologically sensitive. Diets, medications, supplements, and interventions need to be applied with a gentle scientific hand, measuring and evaluating the effects of each specific component with an understanding that generally many interrelated aspects of physiological function are involved. Aggressive intervention often interferes with efforts to trigger positive neuroplasticity, which creates additional problems. Also, as the neurological function improves, so does the physiology. The child becomes healthier and less physiologically sensitive. Intervention needs to be applied gently, with the goal of producing overall health and wellness. 

The Need to Address DSAs (Debilitating Sensory Addictions)

I coined the term “DSA” a number of years ago in appreciation of what I realized was the developmentally negative and addictive nature of what are commonly called “stims” or “stimming.” Back in the early seventies we realized that the behaviors exhibited by many autistic children were very similar to what were called “blindisms” and “deafisms” in the blind and deaf communities. These ritualistic behaviors were simply the child playing with their underdeveloped or broken sensory channels. For the child with ASD, their stims, which can involve any of their sensory channels or combinations of channels, reinforce what is wrong with that channel and trigger what is called “negative neuroplasticity.” I include “debilitating” in the term because triggering negative neuroplasticity is in fact debilitating, and it impairs normal sensory function and development. It is addictive because the brain appears to react to such stimuli as it would any other addiction. The more you do it, the more you want and need it. Some DSAs are obvious, such as rocking or flapping the hands; many more are subtle and often ignored, such as watching the same video repetitively; but all are neurologically and developmentally harmful and debilitating. Remediation and intervention should include strategies to appropriately engage and redirect the child, while working to normalize the sensory channels and eliminate the addictions.

Normalization of Sensory Function

The brain develops based on the perception of the input it receives through the sensory channels. How we hear, see, feel, taste, and smell defines our world. All neurodevelopment is based upon brain plasticity. Simply stated, this means that all perceived input and brain activity affects, develops, and reinforces the wiring of the brain. Brain function is based on patterns and associations; specific sensory input, as it is perceived, stimulates the brain and triggers neural growth/connections/networks that physically change the brain and its function, whether for the good or bad. This process is called neuroplasticity. In ASD the foundational issue in the hierarchical list of concerns and treatment is normalizing sensory dysfunction. If the brain does not correctly process sensory input (thus interfering with the typical neurodevelopment and triggering what is now being referred to as negative plasticity), typical development goes awry. In the computer world they refer to “garbage in, garbage out.” Function determines structure; how you use your brain determines how it develops. Normalization of all these sensory channels establishes the foundation upon which neurodevelopment can occur. Most children with ASD have a variety of sensory issues affecting most, if not all, sensory channels. Normalization of sensory issues involves providing the child with very specific targeted interventions, creation of a controlled sensory environment, elimination of DSAs, and creation of activities that foster sensory normalization. An hour of appropriate sensory normalization therapy can be undone with five minutes of negative sensory immersion, whether self-initiated or environmentally based.

Development of the Foundation of Language, Thought, and Global Maturity

The components of the cognitive hierarchy, including sequential processing, short-term memory, working memory, complexity of thought, receptive and expressive language, conceptual thought, long-term memory, and global neurological and developmental maturity, are critically linked. For those with ASD, the issues produced from sensory dysfunction have a negative impact on this cognitive hierarchy that is in direct proportion to the degree of sensory dysfunction. Addressing and developing this cognitive hierarchy must be a focus of successful intervention.

Correcting Imbalances Between Visualization and Conceptualization

One of the more pervasive problems with those in the autism spectrum is the difficulty in being cognitively “present,” which is a reflection of the more significant underlying problem–poor conceptual thought and typically exceptional visualization. I use the term “conceptualization” to refer to thinking in words as opposed to pictures. The vast majority of autistic children are very strong visualizers and poor conceptualizers. This imbalance exists because the typical cognitive hierarchy gets obstructed. All children begin life without the ability to process language, and thus start off as visual learners and visual thinkers, or visualizers. In typical development, language processing starts kicking in within months, and the child generally develops a good balance between visualization (thinking in pictures) and conceptualization (thinking in words). Following this normal cognitive hierarchy produces an individual who can use both skills when and as needed. Disruption of this normal progression creates individuals who are too good at visualization, who do not process words well, who do not think in words well, and who therefore cannot use words well. They tend to go off into their own worlds, reliving videos or situations over and over, creating another form of perseverative DSA. One cannot develop typical language or social skills if one cannot adequately process language, understand concepts, and communicate. Remediating this imbalance necessitates the implementation of many targeted activities. It also requires that the parents understand those things that feed the visualization and perseverative DSAs, and that they apply the necessary environmental controls and restrictions.

Education and Behavior Management

Effective and efficient education and behavioral management require a thorough understanding of the child. To educate or simply manage a child with ASD, it is imperative that you first understand the uniqueness of the child, where they are on the cognitive hierarchy, how they process information, how they think, and what they know. Then based upon this collective perspective, a totally individualized educational and behavioral management program needs to be created.

A comprehensive and coordinated treatment approach for children with autism involves educating the parents and creating specific neurodevelopmental programs for each child. These programs and treatment protocols must address health and wellness, sensory issues (visual, tactile, auditory, olfactory, and taste), processing problems (auditory and visual), lack of development of and imbalance in visualization and conceptualization, fine and gross motor function, cognitive and academic function, and speech and language, as well as behavioral and social issues.

Children with ASD, like any children, are capable of attaining their innate potential, and they deserve the opportunity to do so. Successful intervention must address the uniqueness of each individual, each of their developmental areas and issues, and must include a large amount of parent education. Working together as a team, we can significantly change the lives of individuals with autism and their families.

Reprinted by permission of The NACD Foundation, Volume 29 No. 3, 2016 ©NACD

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I would like to introduce myself to you. My name is Gregge and I’m 13 years old (1999) with Autism. When I was around 2 years old I became weird acting. Something began to change in me according to my parents. I became a stranger to my family and had a lot of symptoms such as I quit talking, cried a lot of the time and threw tantrums if I was disturbed or made to leave the house. I was non-social and I didn’t understand what people said to me. Words didn’t sound then like they do now. At times I would repeat an activity over and over again. Sometimes I would hold something and examine it for the longest time. I was echolaic. If my parents asked if I was hungry I would either ignore them or repeat, “Are you hungry?” back at them if I was hungry. The hungrier I was the louder I yelled it at them. During that time I couldn’t respond to questions. I was in my own world. There were other things I did, like I walked awkward and on my toes, constantly flapped my hands, rocked back and forth, made a constant groaning noise and banged my head on things to relax. Loud noises really upset me and I would become scared and scream or plug my ears. Some odors bothered me so much that I would pull my shirt up over my face so I wouldn’t have to smell them. My parents said it was difficult to find something I would eat. That was because tastes and textures were offensive to me, but they didn’t know that. They saw I had geographic tongue, but the doctors couldn’t help. Another thing that was different about me was that I was very sensitive to temperatures. Something that was lukewarm to anyone else was scalding hot to me no matter if it was a bowl of soup or the bath water. I liked to be cuddled, but I didn’t really cuddle back. Sometimes I lined my toys up, but didn’t play with them as they were meant to be played with. I didn’t understand how to play make-believe games. Instead I wanted things to be in order. Also, I washed my hands a lot because I was afraid of germs, and in preschool I would run around the room waving my arms screaming. I was told I always played alone and did my own thing. If any kids bothered me I would bite them. It’s obvious I had “NO FRIENDS”! I didn’t realize friends were something good. I didn’t understand a lot of things. I knew my colors, alphabet, shapes, and numbers 1-100, but if anyone other than my family asked me anything about them I would not answer correctly because I didn’t want them to intrude into my world. I was in preschool for 2 years before the teachers knew I had learned those things at home. There are many more things that I didn’t list that describe my symptoms. I needed a whole new life.

My parents said they were devastated in the beginning because they didn’t know where to find answers and were unable to help me. I was first misdiagnosed as severely mentally retarded with an I.Q. in the low 70’s. Then later I was misdiagnosed with Attention Deficit Hyperactivity Disorder, and Central Auditory Processing Disorder. The school district wanted me bused to a school far away from home for the severely challenged. It was suggested by a panel of “experts” that I be institutionalized for the rest of my life. My parents were furious when they heard that! Sometimes moms and dads know more about their children then the experts do and tests don’t always show the truth. So they decided to search for answers somewhere else. That’s when they found NACD and got me on the program right away. In a matter of three weeks they were already noticing a difference in me! Our lives became better as we dared to hope again! Of course I wasn’t aware of most of this, but I do have memories from my “autistic days”.

Ever since those first days with NACD, I have become a successful person. I can do anything I try because I am not disabled anymore. Because I have come so far in my life, when I tell people I am autistic they do not believe me. That’s a good thing! I’m not ashamed to be autistic, but I like the fact that I can turn something bad into something good. What this means to me is that now I can help other people.

I was lucky to have my parents who stood by me the whole way through and I bet you want your kids to feel the same way about you. Some of these kids can’t speak for themselves, but I can speak up and I want them to have the same opportunity that I have had. All of us kids with disabilities don’t need your money, what we need is your time. Sometimes that is harder to come by. We need you to spend whatever time you can on giving us a chance to have a normal life with friends, laughter and happiness. I think of us as beautiful little birds stuck in our eggs. We can’t get out. We are stuck. That’s where you come into our lives! All you need to do is gently help us open the shell so we can emerge out into the world. Once out we can spread our wings and show everyone our true beautiful colors! With this little bit of help, we will give you ten-fold back for what you have done for us. Never stop believing and don’t ever listen to those who say things aren’t possible. My parents didn’t listen and I have a whole new life because of it.

My life now is filled with so much happiness and completion. There are so many things I do now and I love my life. I play very well at goalkeeper and defender in soccer. The kids like me and I am very popular with many friends. My favorite interests are computer and electronic games that require complex strategies and codes. It is easy for me to memorize codes, maps, floor plans, hints and other things from these games. There are many other things I like to do that are normal for boys my age, too.

Currently I am at least one year above grade level in all school subjects and over that in some. I like learning. Someday I want to go to college so I can become an electronic game maker and programmer. I would also like to help others by giving public speeches about Autism to give hope to families like mine.

My parents worked on emotions with me and now I feel all emotions, which wasn’t always the case. I had to be taught how to feel emotions and then what other people feel in different situations. My dog Joey also helped me with this. There has been a lot I have learned from him. I’ve come a long way in a few years. Someday I want to get married and love my children like my parents love me.

The quality of life can be improved for everyone by taking the time help us kids out of our shells. What this did for me is real and it can happen for you too. Never give up. I’m not going to. My life is great. I thank NACD and their loving supporters who gave me A Whole New Life.

Reprinted by permission of The NACD Foundation, Volume 13 No. 2, 2000 ©NACD

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It is not how you start but how you finish the race; and by the way, this race you have begun will be a marathon.
Do not feel defeated
Gather your strength
For if you glance to the right
The sun is shining bright.
Glance to your left and see that you are not alone.
Other families run beside you
Tattered yet determined
To run with their children and cross that finish line.

We are giving our children every opportunity to succeed.

As our children work hard on their NACD programs
Take their hand and hold on tight
If we all stand strong together
It is less of a fight.

For it is not how you start but how we finish the race.

When my son was diagnosed with ASD (Autism Spectrum Disorder) at the age of four years, eleven months; I recall after a time of grief, my husband holding my hand and saying, “It is not how you start the race, but how you finish it.”  We knew that our son was developmentally delayed by approximately two years behind his typically developing peers.  Yes, it was, and still is, heart-breaking at times.  No parent wishes this infliction upon their child.  It is crippling for a child and humbling for a parent.  We also vowed, as soon as our son was diagnosed, to fight.

Like many other parents we are searching for answers and in our quest we discovered National Association for Child Development.  Although we are new to the program, we have seen steady improvements and achievements with our son.  His path to the future is much harder than most; however, he will succeed.  He is a fighter too.

Autism – Whatever your belief: genetically faltered, environmental toxins, vaccination induced, allergic reactions, leaky gut syndrome, poor parenting, lack of discipline.  Believe me, I have heard it all.  I cannot fix whatever caused Autism but I am trying to give back to my son what has been taken by Autism.

Since we began the program, his processing skills have increased.  He is starting to read and do math.  He is physically stronger and can complete the monkey bars and wrestle with his Dad.  He has better vision and balance.  He can ride a bike without training wheels.  He is becoming de-sensitized to smell, touch and taste.  We can apply sunscreen without tears.  His diet that consisted of ten food and drink items for four years is slowly increasing and he even had his first chew and swallow of rice just yesterday.  His quality of life is improving each day and our struggles as a family are becoming less and less.

When he was born, I marvelled at the miracle of giving birth to a son.  I wept for I had a million dollar family.  One girl, one boy.  I had no idea at that time that my dreams for my family would spiral out of control in just a few passing years.  It was as if I blinked and that euphoric time was gone.  We entered into the world of Autism.

We have faced many dark days but I know that I am not alone.  There is no greater motivation than other parents sharing their success stories.  Our children will succeed; all they need is the opportunity.

Julie
Proud Mom to Emma (9) and Connor (6)

Special thanks to my devoted husband, Dan and NACD Developmentalist/Coach, Sara Erling and NACD Coach, Glenda Girazian.

Reprinted by permission of The NACD Foundation, Volume 23 No. 3, 2010 ©NACD

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Printed in the Autism
Health and Wellness Magazine
Volume 1 Issue 3 – Autumn 2009

Bob Doman has been working with autism since the late 1960’s and was part of the team that first discovered the connection between sensory dysfunction and autism. Bob has been instrumental in establishing the foundation for today’s understanding of neurodevelopment and those within the autism spectrum.

Understanding and remediating neurodevelopmental issues of those within the autism spectrum is critical if we are going to provide these individuals with an opportunity to overcome their debilitating developmental issues and to function within “typical” or “normal” limits. The underlying neurodevelopmental issues associated with autism are often not addressed. And when they are addressed, it is often only in part or with inadequate or inappropriate interventions. A thorough understanding of all of the related pieces is necessary if a comprehensive and effective strategy is to be created and implemented.

Most neurodevelopmental issues will not simply go away. Teaching new skills or utilizing aggressive medical or nutritional intervention without addressing the underlying issues may change some function; but if the neurodevelopmental foundation is not established, results are going to be limited at best. And sadly, some of the more aggressive treatments may actually be harmful and cause regression. The predominant view that most children within the spectrum have only limited potential and cannot overcome their issues reflects the overall misunderstanding of the problem. There is a lack of attention to the uniqueness of each individual and a general misperception that we are dealing with a specific disease that will ultimately be cured or eradicated through pharmaceutical or medical intervention. Autism is not polio or chickenpox; you can’t catch it. It is neurologically based, regardless of the initial cause. I am sure we will ultimately see that there are many causes, and like other developmental problems, that there is neither a single cause nor a single solution. The disease model is leading many parents, researchers, and practitioners in the wrong direction. Those within the spectrum are unique individuals, each with their own set of issues and underlying problems, who should not be perceived as having a disease. Those who are and were within the spectrum cover a broad range of ability and disability. Included within the autism spectrum are those who have been “cured,” who are no longer identifiable as having a problem, to savants such as “The Rainman,” Kim Peek, or Daniel Tammet, to those individuals who are so involved and dysfunctional that they cannot be safely maintained in anything other than a very protected, restrictive, and controlled environment.

Discovering, understanding, and learning how to address the unique underlying neurodevelopmental issues has been an effort of a lifetime and a dynamic process. Each insight opens more doors, assists in the understanding of these unique minds, and leads to better results.

Although each child is unique, we have discovered some neurodevelopmental issues that are expressed in varying degrees in virtually every individual on the spectrum. Successful intervention necessitates an understanding of and attention to these fairly universal neurodevelopmental components, including:

Neurology and physiology are interrelated. That which is impacting the child’s physical function impacts their neurological function. Most children on the spectrum are extremely physiologically sensitive. Diets, medications, supplements, and interventions need to be applied with a gentle scientific hand, measuring and evaluating the effects of each specific component with an understanding that generally many interrelated aspects of physiological function are involved. Aggressive intervention often creates another problem. Also, as the neurological function and efficiency improves, so does the physiology–the child becomes healthier and less physiologically sensitive. Intervention needs to by applied gently, with the goal of producing overall health and wellness.

The brain develops if it receives specific, appropriate input through the sensory channels. Specific auditory, visual, and tactile input stimulates the brain and triggers neuro-growth that physically changes the brain and its function. This process is called neuroplasticity. In autism the primary issue is sensory dysfunction. The brain does not correctly process sensory input, thus interfering with the typical neurodevelopment and triggering what is now being referred to as negative plasticity. Function determines structure; how you use your brain determines how it develops. Normalization of all these sensory channels establishes the foundation upon which typical neurodevelopment can occur.

Abnormal sensory function coupled with low sequential processing generally leads to what I have coined as DSAs—Debilitating Sensory Addictions. Generally DSAs are referred to as “stims,” or self-stimulatory behaviors. The reality of DSAs is that the child is playing with what is improperly developed or “broken” in a sensory channel. For example, under-developed central vision and enhanced peripheral vision trigger DSAs that involve the child fixating on the movement or edges of objects. This behavior becomes additive, with the brain responding exactly as it does to a drug or any other addiction. It thus results in the creation of a more addictive brain, which further delays the development of the central vision, the component of our vision primarily responsible for learning, and focuses the brain on fulfilling the addiction. These DSAs often involve many, if not all, sensory channels; and they often dramatically disrupt and corrupt typical development.

Complexity of thought, conceptual thought, language, and global neurological and developmental maturity are critically linked. For those within the spectrum, the developmental delay produced from the sensory dysfunction creates both neurodevelopmental delay and an imbalance affecting these critical functions. The delay is in the development of sequential processing. Sequential processing is the ability to take in a series or sequence of auditory or visual information and to then hold those pieces together and manipulate them. This ability is that which permits us to learn and think. The primary global neurodevelopmental difference between a typical child of one, two, three, four, or five years of age is the difference between their abilities to process information sequentially. Delaying the development of sequential processing delays critical aspects of the child’s total development. Delays in auditory and language development create an imbalance between the ability to think in pictures (i.e. visualization–typically very strong in those with autism) and the ability to think in words (i.e. conceptualization–generally significantly delayed in this population). This imbalance, if not addressed, can and often does have a devastating effect on the ability to process, understand, and utilize language, as well as the ability to think conceptually, thus impacting global function.

A comprehensive treatment regime for children with autism and those on the spectrum involves creating specific neurodevelopmental programs for each child. These programs and treatment protocols must address health and wellness, sensory issues (visual, tactile, auditory, olfactory and taste), processing problems (auditory and visual), lack of development of and imbalance in visualization and conceptualization, fine and gross motor function, cognitive and academic function, and speech and language, as well as behavioral and social issues. We tackle these issues by designing a very child-specific, holistic, coordinated Targeted Developmental Intervention (TDI)® program. A TDI program is created after we thoroughly review the child’s history and conduct an in-depth developmental and educational assessment.

The work we do at NACD with children with autism has changed the previous notions that they are unable to progress and learn, or that the only effective treatments are behavior modification programs and skill-based training programs. NACD does not see children on the autism spectrum as being unreachable. We respect them for who they are and believe that they, like any child, are capable of attaining their innate potential and that they deserve the opportunity to do so.

Reprinted by permission of The NACD Foundation, Volume 22 No. 10, 2009 ©NACD

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Go back with me four to five years ago. My son had many fears and anxieties. Most revolved around loud noises or social expectations. He could not enter a room full of people. He would not flush a toilet or use a sink that he didn’t know because these might make unexpected loud noises. He could not enter a movie theater that had already started the previews. If he was there early, he could watch a movie, but only with his fingers in his ears the whole time. He was extremely uncomfortable in his own skin. At home, he avoided the neighborhood children. If his sister brought them home, he ran screaming to a back room yelling, “Make them go away!” Transitions had to be handled with a lot of talk ahead of time about what to expect. If things did not go as he expected, melt downs would enfold. We endured many meltdowns.

Now imagine this child enduring a full day at public school. I was teaching in the public school back then. He would come to my classroom after school, and he would scream for about an hour. I could not calm him. I just had to wait. I would get concerned and sometimes condescending colleagues approaching me about my screaming child. Getting through homework was painful. Everything was too loud for him, the lights, the refrigerator, the air conditioner, etc. Accomplishing chores was just as painful. He started with good intentions, but he’d get lost in his head, and never finish the task. He was always completely distracted. We tried Occupational Therapy, visiting with a counselor, and many medications to no avail.

My husband and I knew something wasn’t right. We desperately wanted to help this child. Under the completely overwhelmed outer shell, we had seen a sweet child that had great potential. It just felt as if we were the only ones that could get glimpses of this sweet little boy. We prayed so hard to God, who loves him even more than we do.

Our prayers were answered in gradual steps. Connor had been begging to home school, and I was preparing to come home to have our third child. I was not sure how I was going to home school this child when we barely made it through homework, but I felt an overwhelming need to try to get a grip on this little life that felt so out of control. We prayed about whether or not to home school. When Brian and I agreed that we should, I prayed that God would show me how, and I reminded myself that God loves him even more than I do.

Right around this time, God brought an old friend back into our lives. We had not seen Amy in 12 years. Connor was going through all sorts of psychological evaluations at the time. We thought we might try home schooling, but the “authorities” advised against it. Amy moved to Austin with her family at this time. Amy has a little boy, her second of four children, that has an autism diagnosis. Amy had been working with an organization called NACD (National Association for Child Development) to help her as she home schooled her child. She and her family came to dinner one night, and she just went on and on about NACD and the differences it had made for Luke. Brian and I felt that this could be the answer to our prayers, so we researched it. It wasn’t long after this that Connor received a diagnosis of Asperger’s Syndrome, a high functioning form of autism.

We chose to use the guidance of NACD, but I was slow about getting rolling with it. After Connor’s first evaluation, they identified his strengths and many ways in which his brain was not working efficiently. They designed a program for him that included academics, as well as many therapies that could make him more comfortable in his own body. I went through a period of stubbornness. The methods of NACD were very different than those I had been taught in teacher education classes. I chose to do it my way, and Connor did not move forward. One day, after becoming so frustrated that I was in tears; I went to God with a humble heart, admitting that I was trying to be in control and it wasn’t working. I felt as if God was telling me that He led me to NACD, so I should trust what they were guiding me to do with my child. At this point, I dove in full force.

NACD had many activities on Connor’s program. Some worked on strengthening his central vision so that his eyes were not drawn to everything in his peripheral vision. Some worked with textures and tastes in his mouth so that he could handle a wider variety of healthy foods. Some worked on helping his over stimulated body to feel things the way it should rather than to feel everything to an extreme. Another part of his program worked on his extreme sound sensitivities. Of course, we also worked on academics, but it was done in short manageable chunks throughout the day rather than long battles through lessons. The short chunks of academics were very efficient at inputting the learning he needed. He learned faster that way than he did with the long struggles we had previously endured.

NACD provided me with support staff that I could e-mail or call any time I needed. This was a huge relief. They would evaluate him every 4 months, and then redesign his program based on his progress. NACD’s methods allowed Connor to receive his therapies multiple times a day, every day, rather than once or twice a week. This allowed him to move forward so much faster than before. It was so encouraging to see him become more at peace in his own body. It was very motivating to see his academic growth every quarter and to set new goals each visit.

Home schooling allowed me to work on social skills at a pace that he could handle. We would discuss expectations before a social activity even using a picture book or role-playing to walk through the steps. We would talk afterward about what went right, what went wrong and how to handle it better next time.

Today, Connor is very close to a “typical” child. While he still has sensitive ears, he can now focus on work without every sound in the house pounding in his head. He is so much more comfortable in his own skin. He no longer spins and rolls as he had done before NACD. He has so many more positive days than negative ones.

This child that used to not be able to enter a crowded room, went to a three-day camp with his youth group this summer. His youth leaders told me that he was the one kid that tried everything there was to try. They said that occasionally, they would be unable to find him, only to locate him enjoying a meal with new friends he had made. Connor is an active member of his youth group at church, and he volunteers with the preschool kids on Sunday mornings. He is currently attending classes on Wednesday at Pure Energy, a one-day school for middle school home school students. He thoroughly enjoys this activity and looks forward to it each week. Instead of receiving the screaming, overwhelmed child after school, I receive a young man that is bubbling over with excitement wanting to tell me all about his day. This child that used to avoid social activity, will pull together a group of neighborhood kids for a kickball game. He actively helps out around the house, and enjoys contributing to our family. He has gone from hating school to loving learning. Connor is a now a young man with a positive attitude toward his life.

Connor is doing so well now, that I sometimes forget that he had such a rough start. Every now and again, he will have a social anxiety and I will forget that this can be an issue for him. Sometimes I’ll get frustrated when he doesn’t greet someone right away, but needs time to warm up. He can be a bit quirky, but that is part of how God made him. We have had times when he has regressed, but NACD always helps us figure out what is going on and how to move forward again. When we have tough days, I just try to remember that God loves him even more than I do. I look back gratefully on the tremendous growth that God has provided for Connor over the last few years, and I look forward to even more progress to come. After all, God is not finished with either of us yet.

Reprinted by permission of The NACD Foundation, Volume 21 No. 18, 2008 ©NACD

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I really don’t know what to do. My son continues to stim off of traffic lights. What would this problem be related to? How do I fix it? His language has actually improved quite a bit over the last couple of years of home school, and his processing is in normal range. (6 conceptual objects, 7 or 8 auditory digits, 7 or 8 visual digits) We went to an amusement park today, and as we sat at the picnic table, all he wanted to do was look at the traffic (even though he was sitting by friends). When I was able to engage him with conversation, he was appropriate, asking me what my favorite ride was. But once the conversation ended, he was back to looking at traffic. Every time we drive in the car, he obsesses over looking at the traffic lights (even with pinholes on). What can I do?

Thanks,
Natalie
(14-yr-old son with high functioning autism)

Dear Natalie,

At your son’s level of function, the things he perseverates on are not really still DSAB (Debilitating Sensory Addictive Behaviors), or “stims,” per se. These behaviors probably had a sensory origination but now are likely more of an unusual interest. At this point his interest in traffic lights is not a sensory problem, and if he can be distracted and can direct his attention to other things, it probably is no longer really addictive either.

The concern at this stage is more that it is inappropriate and might stigmatize him or make him appear “weird”. I would suggest that you continue to assist him in expanding and varying his interests. This will help him have more appropriate topics to discuss with friends and family.

On a practical level, you can make a list of age-appropriate and edifying subjects/topics for him to research. As the world around him becomes more interesting, traffic lights should become less interesting – particularly if he understands how “odd” it can look to others.

Ideally, you’d like him to develop the awareness and capacity to self-regulate in this area, but you also don’t want to hyper-focus on it so he considers it a defining characteristic instead of merely an annoying habit. At present, continue to calmly redirect his attention away from the traffic lights with meaningful conversations. Also continue to work on improving his auditory and visual processing, which will help him develop higher levels of thinking, speaking, and relating with the world.

Thanks for the question.

Bob

NACD Newsletter, Volume 1 Issue 5, 2008 ©NACD

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With the increasing number of autism diagnoses, concerned parents need to see this DVD. The DVD explains the pieces of the puzzle and how to address the issues relative to those on the Autism Spectrum.  It contains a two-hour DVD seminar presented by Robert J Doman, Jr. NACD Newsletter, Volume 1 Issue 3, 2008 ©NACD To read more or to order, click here.

The post Autism Spectrum – Exploring What Works – DVD appeared first on NACD International | The National Association for Child Development.

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