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What is Semantic-Pragmatic Language Disorder (SPLD)?

Even though some children are verbal and can communicate with speech, they may have difficulties with the use of language and the “rules” of conversation in social situations. Although this is true of children on the autism spectrum, particularly those with Asperger’s Syndrome, some children do not have that full diagnostic picture and only exhibit the language difficulties seen in semantic-pragmatic language disorder (SPLD). Kids with SPLD are better at socializing but demonstrate problems with speech at an earlier age than kids with Aspergers. However, it may be very difficult to differentiate between the two diagnoses. What are semantics? Semantics … Continue reading →

Ten Ways to Help Your Child with Aspergers Syndrome Succeed in School

Children with high-functioning autism or Aspergers Syndrome have many similarities to their peers. They want to be liked, accepted, and fit in with their classmates. It was once assumed that these children preferred isolation, but this is not usually the case. Instead, many have described that it is their difficulty with social skills and pragmatic language, sensory differences, and restricted interests that make relating to others a challenge. Whenever possible, children with high-functioning autism or Aspergers Syndrome should be mainstreamed into a regular classroom with age-level peers. This is important for their social growth, intellectual stimulation, and the ability to … Continue reading →

“You’re talking about bugs again?” Obsessions and Asperger’s Disorder

One of the hallmarks of Asperger’s disorder (and certain other disorders) is a child’s tendency to be obsessed with particular topics. He might want to constantly talk about video games, race cars, cartoon characters, movies, or even bugs. It can be very frustrating for parents and teachers to deal with an obviously bright, articulate child who is somehow “stuck” in one particular frame of reference. How can we break kids of these obsessive thoughts and ideas? The honest answer is… we may not be able to entirely eliminate them. Some children will gradually leave one special interest behind, only to … Continue reading →

What is Pervasive Developmental Disorder (PDD)?

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Pervasive Developmental Disorder (PDD) is a term that often confuses parents. That’s because some professionals use it interchangeably with “autism,” while others refer to the two as distinct conditions. Sometimes in medical reference books you will see both terms listed side by side, as in “Autism/Pervasive Developmental Disorder,” with the same definition for both. So the question becomes… what exactly is pervasive developmental disorder, and how does it differ from autism? The answer is that, according to the DSM-IV-TR (American Psychiatric Association, 2000) a reference book used to identify disabilities, pervasive developmental disorder is actually a large umbrella term describing … Continue reading →

Asperger’s Disorder: Basic Diagnostic Criteria

Asperger’s disorder is named for a Viennese physician, Hans Asperger, who published a paper describing it in 1944. The disorder is technically a subgroup under the larger diagnostic classification of Autistic Spectrum Disorder (sometimes called Pervasive Development Disorder). Hence, in simple terms, it is a milder form of Autism. Yet, in certain ways it differs from high-functioning Autism, standing out with several specific attributes. Here are six basic symptoms often seen in Asperger’s: 1. Severe impairment in reciprocal social interaction. The child with Asperger’s typically does not have or make friends appropriate for his age. He doesn’t use social “cues” … Continue reading →

Five Minute Screen Can Detect Signs of Autism

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A brand new checklist that takes five minutes to go though can be used by parents to help doctors screen their infants for signs of autism. This five minute screen can be used on children who are as young as one year of age. This new tool gets it right about 75% of the time. In order to test out this new diagnostic tool, 137 pediatricians from San Diego County, California, were asked to participate, and use it. The doctors used the checklist as part of the 12 month well baby checkups that all babies are recommended to have. The … Continue reading →

Animals Bring Out the True Altruists

Yesterday I was reading a copy of Woman’s World. They always have this “What’s Does X Say about Your Personality?” section. If you’ve never seen it, basically they pose a question and give you five or six options to chose from. For instance, sometimes it’s what does your handwriting say about you? Then you pick which style most closely matches yours. Or which color do you prefer? Again, you pick and read what it says. If You Give Holiday Gifts to Animals… This last one was “What does your holiday gift giving style say about you?” One of the selections … Continue reading →

“My Son Has Juvenile Diabetes and Autism.” A Mother’s Interview

The following interview is with Ammey, a mother whose children have multiple medical and cognitive conditions. Of particular interest to me is her situation with her oldest son, Khy, who has both juvenile diabetes and autism. Ammey responded to my blog, Do You Have BOTH Juvenile Diabetes and Autism in Your Family? Here is her story. 1. Tell us a little about your family. My name is Ammey, and I’ve been married for thirteen years to my husband Mikel. We have three children: Our son Khy is 14, Kaine is 11, and Lilli is four. Khy has autism, asthma, type … Continue reading →

Ten Rules of Conversation for Asperger Teens

Children with Asperger’s Disorder sometimes have a difficult time relating to peers due to their social awkwardness and narrow, often obsessive, interests. Especially during adolescence, these kids want to make friends and even date but they misinterpret important social cues. For example, they might speak too loudly or get too close, making other teens uncomfortable. They might talk incessantly about their peculiar hobbies, leaving peers perplexed at how to relate. They might have odd behaviors which tip-off classmates that something about them is unusual, yet it’s subtle enough that it doesn’t appear to be a disability. So peers think, “That … Continue reading →

EEG Neurofeedback: Can a Video Game Teach Your Child to Learn?

Since video games are captivating for most children, why not use them to teach developmentally delayed kids how to learn? Video games are now being used in connection with EEG neurofeedback, which has shown tremendous promise for children with ADHD, Asperger’s Syndrome, and Sensory Integration Dysfunction. Fox News Reported yesterday about the benefits of EEG (electroencephalogram) neurofeedback, where special electrodes are attached to a child’s head (it’s painless) to monitor brainwaves while he plays a stimulating video game. As long as the child remains tranquil and focused, the game will function properly. If the child’s brainwaves become erratic, the game … Continue reading →