The person you have described, Luise, could fit into the Aspergers
category, but this is still on the Autism spectrum (ASD), if you are using
their terminology.

It helps to know what is common here, in my opinion - common to all with
Asperger's or Autism Diagnosis. He definitely fits Aspergers.

What you have described is common to Aspergers. To find a remedy that fits
the symptom of living in a world of his own, etc, would just be finding a
remedy that fits a common symptom - common to all. Kind of like sun-sign
astrology. There is no way Helium would fit all Aspergers or Autism (there
is a homeopath I know who used to think Helium for all - not sure what he
thinks now as that just won't work). Maybe Helium is the simillimum but
probably not. I would look more at the unique symptoms but that requires
knowing the common symptoms.

Here is some more info that I use in my vaccine dangers classes - hope it
helps
Sheri
***********

There are many terms that are used now and this helps explain - basically
all part of Pervasive Developmental Disorder (PDD) - just depends on
severity & characteristics. Included in this are Autism, Asperger
Syndrome, Childhood Disintegrative Disorder (CDD), Rett's Disorder, and
PDD-Not Otherwise Specified (PDD-NOS)

http://www.autismasperger.info/intro.html (go to website for graphics)

Introductory Information on Autism and Asperger Syndrome
(Adapted from Beyond the Wall: Personal Experiences with Autism and
Asperger Syndrome By Stephen M. Shore)

Introduction
A question that I often hear when I give a presentation or work with
children on the autism spectrum is “What is Asperger Syndrome?”. Is it
autism? Where does Pervasive Developmental Disorder-Not Otherwise Specified
fit all into all of this? Are they the same? I believe as well as many
others (Attwood, 1998) that these three diagnoses are all part of the
autism spectrum.

Pervasive Developmental Disorders
PDD-NOS, Autism, Asperger Syndrome (AS) and other disorders are currently
classified under a group of disorders known as Pervasive Developmental
Disorders (PDD) by the diagnostic and statistical manual of mental
disorders of the American Psychiatric Association, 4th edition-revised (DSM
IV-TR). The diagnoses that fall under the PDDs in the DSM IV-TR exhibit
impairments in communication, social deficits, along with restricted and
repetitive interests and activities. However, these attributes differ in
terms of severity for the diagnoses of autism, pervasive, Asperger
Syndrome, and Pervasive Developmental Disorder - Not Otherwise Specified.
The diagram below, as adapted from Bryner Siegel’s The World of the
Autistic Child (Siegel, 1996, p. 10), clearly shows where the autistic
disorder fits into the umbrella of the pervasive developmental diagnoses.

However, this depiction isolates autism from the diagnoses of Asperger
Syndrome and Pervasive Development Disorder - Not Otherwise Specified and
fails to describe what I feel are the true relationships between these
disorders. Asperger Syndrome and Pervasive Developmental Disorder - Not
Otherwise Specified (PDD-NOS) are not classified as part of the autistic
continuum.

Addressing autism, Asperger Syndrome and Pervasive Developmental
Disorder-Not Otherwise Specified by what they have in common makes it
easier to understand their relationship to each others and the Pervasive
Developmental Disorder in general. These three diagnoses share the specific
delays in social interaction, communication and restricted repetitive and
stereotyped patterns of behavior, interests and activities.

PDD-NOS is often used as a catch-all in which to cast children who exhibit
a certain number and severity of autistic traits. Often the examiner
doesn’t quite know where to place the child or wants to protect parents and
child from the stigma of an autism diagnosis. The reality is that an autism
diagnosis will provide more services in many school municipalities. Thus it
should be used when it is appropriate.

Perhaps an even better way would be to place more emphasis on providing
what a child needs as opposed to getting caught up in which “brand” of
autism is involved. To this end, considering autism as a spectrum disorder
with varying degrees of severity and presentation may be of help.

The Autism Spectrum
When examining the criteria of these diagnoses in the DSM IV, it makes more
sense to classify autism, PDD-NOS, and Asperger Syndrome as a separate
category -- the autism spectrum. Looking at these three disorders as part
of the autism spectrum does more to bring them together based on their
similarities rather than dividing them into distinct categories.

This diagram as developed by Daniel Rosenn, M.D. (1997) shows autism as a
spectrum disorder with different levels of severity and presentation.
Considering autism as a continuum of its own may help solve the problems of
defining and classifying people who are within the autism spectrum. The
cluster of circles at the Severe-Kanner’s end of the graphic depict the
relative ease of diagnosing autism in a person when she is at this end of
the spectrum. Towards the moderate area, the presentation of autism becomes
more varied as indicated by the introduction of different shapes such as
the square and the triangle. The high-functioning-Asperger (HFA/AS) portion
of this syndrome has the greatest diversity in shapes because the variation
in presentation along with the number of people with autism in this area is
the greatest. At the extreme right, those with autism blend into the
general population. This autism spectrum severity wedge diagram shows that
it is impossible to state unequivocally that a person with autism must have
a particular trait or cannot have another trait.

There is a point where a person may actually move off the autism spectrum.
The person still has the tendencies but may be considered an “autistic
cousin.” Coined by Autism Network International, the term “autistic cousin”
refers to a person whose autistic tendencies are not strong nor numerous
enough to be considered as being on the autism spectrum. At this point, it
can be difficult to tease out whether certain attributes result from
personality or from the autism spectrum disorder. Perhaps it doesn’t matter
as long as the person with these issues receives the needed accommodations
and understanding.

While one shouldn’t blindly pigeon-hole children into any one of these
categories, it appears to me that most children with autism fall mainly
into one of these categories with possible small overlaps into the others.

***********
>From the US (some places in UK the estimate is 1 in 100 or less children)
Unlocking Autism Now
http://www.unlockingautism.org/aboutus.asp#whatis

Excerpts
The incidence of autism is increasing at an alarming rate. Only 10 years
ago, it was estimated that autism affected one out of 10,000 children. Two
years ago, it was estimated that autism affected one out of 500 children.
Current estimates are that autism affects one out of 300 children
nationwide and in some areas of the country the rate is as much as one out
of 150 children.


What Is Autism?
Autism is a developmental disability that generally appears between 15 and
20 months of age. In most cases, the child is progressing normally, and
then begins to regress losing speech, social skills and physical abilities.
While there are varying degrees of severity, most children completely
withdraw into a world of their own.

A frightening aspect of the disorder is that children cannot assess sensory
input properly. Autistic children cannot perceive fear or dangerous
situations, nor can they filter and ignore stimulus. This sensory overload
would be equivalent to your being intensely aware of the feel and color of
this paper, the sensation of each article of clothing you are wearing,
every single sound coming from the street and inside the building around
you, and the fluorescent lights and every object that reflects the light
near you. If a child with autism could read this letter, they would have to
endure all of this and more while trying to concentrate and comprehend this
material. Normal functioning under this kind of sensory bombardment is
nearly impossible.

Autistic children typically have a host of biomedical and neurological
problems as well. Many suffer from chronic diarrhea because their
intestines are so damaged that they cannot absorb vital nutrients, minerals
and vitamins essential for optimal brain function. Liver and kidney
functions are impaired causing their bodies to store up high levels of
toxins found in the environment such as lead, mercury, arsenic and other
heavy metals. Their immune systems are compromised to the extent that they
cannot fight off even the simplest of fungal, parasitic and bacterial
infections.

Children do not outgrow autism. There is no cure. It is a lifelong
disability with a normal life expectancy. It affects boys five times more
than it affects girls, although girls are generally more severely affected.
In the United States over one half million individuals live with autism,
making it more prevalent than Down Syndrome, childhood diabetes, and
childhood cancer combined.
******
http://www.autismautoimmunityproject.org/
Autism: An Immunological Perspective

Autism is an increasingly common developmental disability that typically
appears in childhood, usually during the first three years of life, which
curtails the normal development and functioning of the brain in the areas
of reasoning, social interaction and communication. There may be emotional,
motor and/or sensory disturbances which exacerbate these deficits.
Frequently a developmental pattern is described depicting a period of
normality, followed by either a sudden, or slow-but-steady, regression or
loss of skills. Autism is typically defined by practitioners no further
than a reference to its neurological basis, together with a list of its
outward characteristics or symptoms. Coupled with this is an admission
that the cause of the disability is unknown--for, tragically, the cause or
causes of autism have been sought primarily in the area of genetics from
the 1940s, when the condition was first described by Kanner.

Recent scientific findings have shown, however, multiple immune system
abnormalities in autistic individuals. Scientists have also embraced the
idea of the complex integration of the immune, nervous, endocrine, and
other systems of the body; in particular the notion that early and severe
derailments of the immune system can lead to profound neurological damage.
Such derailments have been known to occur in conjunction with severe
environmental insults, such as pre/post-natal viral infections or through
vaccinations. The principal means by which such derailments can occur,
however, is through genetic predisposition to immune system malfunction;
such a predisposition has been described in autism by Warren, Singh, and
others. The presence of viral or bacterial particles and/or antibodies in
body tissues or fluids from persons with immune and/or neurological disease
has been documented by A. J. Wakefield, in the case of autism, and
repeatedly by many other scientists. A viral "insult" in predisposed
persons can ultimately lead to a state of autoimmunity or continuous immune
reaction against the body's own tissues. Antibodies against brain and other
body elements have been detected in autism by V. K. Singh


******
http://www.autism.com/ari/
Autism Research Institute

http://www.autism.com/ari/ari/autism.html
What is Autism?

Autism is a severely handicapping disorder which begins at birth or within
the first 2 ½ years of life. For many years autism occured in about 5
children per 10,000 live births. However, since the early 1990's, the rate
of autism has increased enormously throughout the world, so that figures as
high as 60 per 10,000 are being reported. The reasons for the increase are
being debated, but the most likely cause appears to be the over
vaccinations of infants.

Most autistic children are perfectly normal in appearance, but spend their
time engaged in puzzling and disturbing behaviors which are markedly
different from those of normal children. They may stare into space for
hours, throw uncontrollable tantrums, show no interest in people (including
their parents) and pursue strange, repetitive activities with no apparent
purpose. They have been described as living in a world of their own. Some
autistic individuals are remarkably gifted in certain areas such as music
or mathematics, as depicted in the film Rain Man. All need help.

What is the Cause? The causes of autism are poorly understood, although it
is clear that autism is a biological brain disorder. The Autism Research
Institute is investigating various possible causal factors.

What is the Outlook? In recent years there has been a marked increase in
the percentage of children who have been able to attend school with normal
children, and to live more or less independently in community settings.
However, the majority of autistic persons remain severely handicapped in
their ability to communicate and socialize with other people.

******
http://www.autism-society.org/site/P...e=whatisautism
Autism Society of America

What is Autism?
Autism is a complex developmental disability that typically appears during
the first three years of life. The result of a neurological disorder that
affects the functioning of the brain, autism impacts the normal development
of the brain in the areas of social interaction and communication skills.
Children and adults with autism typically have difficulties in verbal and
non-verbal communication, social interactions, and leisure or play
activities.

Autism is one of five disorders coming under the umbrella of Pervasive
Developmental Disorders (PDD), a category of neurological disorders
characterized by "severe and pervasive impairment in several areas of
development," including social interaction and communications skills
(DSM-IV-TR). The five disorders under PDD are Autistic Disorder, Asperger's
Disorder, Childhood Disintegrative Disorder (CDD), Rett's Disorder, and
PDD-Not Otherwise Specified (PDD-NOS). Each of these disorders has specific
diagnostic criteria as outlined by the American Psychiatric Association
(APA) in its Diagnostic & Statistical Manual of Mental Disorders (DSM-IV-TR).

Prevalence of Autism

Autism is the most common of the Pervasive Developmental Disorders,
affecting an estimated 2 to 6 per 1,000 individuals (Centers for Disease
Control and Prevention, 2001). This means that as many as 1.5 million
Americans today are believed to have some form of autism.

And that number is on the rise. Based on statistics from the U.S.
Department of Education and other governmental agencies, autism is growing
at a rate of 10-17 percent per year. At these rates, the ASA estimates that
the prevalence of autism could reach 4 million Americans in the next decade.

The overall incidence of autism is consistent around the globe, but is four
times more prevalent in boys than girls. Autism knows no racial, ethnic, or
social boundaries, and family income, lifestyle, and educational levels do
not affect the chance of autism's occurrence.

*******
http://www.safeminds.org/
Safe Minds
Working with the issue of mercury and damage including autism - more on
this we we study Mercury

This is more for Autism (the more extreme end of the spectrum - whereas
Aspergers would be at the more functional end)
And it includes the more recent version of Autism that we are seeing -
those with GI disturbances. People with Autism diagnosis from the 50's,
60's and even 70's don't usually have the GI aspects.

http://www.autism-society.org/site/P...haracteristics

Common Characteristics of Autism
While understanding of autism has grown tremendously since it was first
described by Dr. Leo Kanner in 1943, most of the public, including many
professionals in the medical, educational, and vocational fields, are still
unaware of how autism affects people and how they can effectively work with
individuals with autism. Contrary to popular understanding, many children
and adults with autism may make eye contact, show affection, smile and
laugh, and demonstrate a variety of other emotions, although in varying
degrees. Like other children, they respond to their environment in both
positive and negative ways.

Autism is a spectrum disorder. The symptoms and characteristics of autism
can present themselves in a wide variety of combinations, from mild to
severe. Although autism is defined by a certain set of behaviors, children
and adults can exhibit any combination of the behaviors in any degree of
severity. Two children, both with the same diagnosis, can act very
differently from one another and have varying skills.

Parents may hear different terms used to describe children within this
spectrum, such as autistic-like, autistic tendencies, autism spectrum,
high-functioning or low-functioning autism, more-abled or less-abled. More
important than the term used is to understand that, whatever the diagnosis,
children with autism can learn and function productively and show gains
with appropriate education and treatment.

Every person with autism is an individual, and like all individuals, has a
unique personality and combination of characteristics. Some individuals
mildly affected may exhibit only slight delays in language and greater
challenges with social interactions. The person may have difficulty
initiating and/or maintaining a conversation. Communication is often
described as talking at others (for example, monologue on a favorite
subject that continues despite attempts by others to interject comments).

People with autism process and respond to information in unique ways. In
some cases, aggressive and/or self-injurious behavior may be present.
Persons with autism may also exhibit some of the following traits.

Insistence on sameness; resistance to change
Difficulty in expressing needs; uses gestures or pointing instead of words
Repeating words or phrases in place of normal, responsive language
Laughing, crying, showing distress for reasons not apparent to others
Prefers to be alone; aloof manner
Tantrums
Difficulty in mixing with others
May not want to cuddle or be cuddled
Little or no eye contact
Unresponsive to normal teaching methods
Sustained odd play
Spins objects
Inappropriate attachments to objects
Apparent over-sensitivity or under-sensitivity to pain
No real fears of danger
Noticeable physical over-activity or extreme under-activity
Uneven gross/fine motor skills
Not responsive to verbal cues; acts as if deaf although hearing tests in
normal range.

For most of us, the integration of our senses helps us to understand what
we are experiencing. For example, our senses of touch, smell and taste work
together in the experience of eating a ripe peach: the feel of the peach
fuzz as we pick it up, its sweet smell as we bring it to our mouth, and the
juices running down our face as we take a bite. For children with autism,
sensory integration problems are common. Their senses may be over-or
under-active. The fuzz on the peach may actually be experienced as painful;
the smell may make the child gag. Some children with autism are
particularly sensitive to sound, finding even the most ordinary daily
noises painful. Many professionals feel that some of the typical autism
behaviors are actually a result of sensory integration difficulties.

There are many myths and misconceptions about autism. Contrary to popular
belief, many autistic children do make eye contact; it just may be less or
different from a non-autistic child. Many children with autism can develop
good functional language and others can develop some type of communication
skills, such as sign language or use of pictures. Children do not "outgrow"
autism but symptoms may lessen as the child develops and receives treatment.

One of the most devastating myths about autistic children is that they
cannot show affection. While sensory stimulation is processed differently
in some children with autism, they can and do give affection. But it may
require patience on a parent's part to accept and give love in the child's
terms.

*******
http://www.autism.org/overview.html
More at the website

excerpts
Major characteristics
Many autistic infants are different from birth. Two common characteristics
they may exhibit include arching their back away from their caregiver to
avoid physical contact and failing to anticipate being picked up (i.e.,
becoming limp). As infants, they are often described as either passive or
overly agitated babies. A passive baby refers to one who is quiet most of
the time making little, if any, demands on his/her parents. An overly
agitated baby refers to an infant who cries a great deal, sometimes
non-stop, during his/her waking hours. During infancy, many begin to rock
and/or bang their head against the crib; but this is not always the case.

In the first few years of life, some autistic toddlers reach developmental
milestones, such as talking, crawling, and walking, much earlier than the
average child; whereas others are considerably delayed. Approximately
one-half of autistic children develop normally until somewhere between 1
1/2 to 3 years of age; then autistic symptoms begin to emerge. These
individuals are often referred to as having 'regressive' autism. Some
people in the field believe that candida albicans, vaccinations, exposure
to a virus, or the onset of seizures may be responsible for this
regression. It is also thought that some children with 'regressive' autism
may have Landau-Kleffner Syndrome (see next section).

During childhood, autistic children may fall behind their same-aged peers
in the areas of communication, social skills, and cognition. In addition,
dysfunctional behaviors may start to appear, such as self-stimulatory
behaviors (i.e., repetitive, non-goal directed behavior, such as rocking,
hand-flapping), self-injury (e.g., hand-biting, headbanging), sleeping and
eating problems, poor eye contact, insensitivity to pain,
hyper-/hypo-activity, and attention deficits.

One characteristic which is quite common in autism is the individual's
‘insistence on sameness’ or 'perseverative' behavior. Many children become
overly insistent on routines; if one is changed, even slightly, the child
may become upset and tantrum. Some common examples are: drinking and/or
eating the same food items at every meal, wearing certain clothing or
insisting that others wear the same clothes, and going to school using the
same route. One possible reason for ‘insistence on sameness’ may be the
person's inability to understand and cope with novel situations.

Autistic individuals sometimes have difficulty with the transition to
puberty. Approximately 25% have seizures for the first time during puberty
which may be due to hormonal changes. In addition, many behavior problems
can become more frequent and more severe during this period. However,
others experience puberty with relative ease.

In contrast to 20 years ago when many autistic individuals were
institutionalized, there are now many flexible living arrangements.
Usually, only the most severe individuals live in institutions. In
adulthood, some people with autism live at home with their parents; some
live in residential facilities; some live semi-independently (such as in a
group home); and others live independently. There are autistic adults who
graduate from college and receive graduate degrees; and some develop adult
relationships and may marry. In the work environment, many autistic adults
can be reliable and conscientious workers. Unfortunately, these individuals
may have difficulty getting a job. Since many of them are socially awkward
and may appear to be 'eccentric' or 'different,' they often have difficulty
with the job interview.

*********
Many diagnosed with autism ALSO have
1. Many allergies & food sensitivities http://www.autism.org/allergy.html

2. Leaky Gut http://www.autism.org/leakygut.html
Leaky gut.: Many autistic individuals have tiny holes in their intestinal
tract, and this is often referred to as ‘leaky gut.’ There appears to be
many reasons for the problem of ‘leaky gut’ in autistic individuals, such
as a viral infection (e.g., measles), yeast infection (i.e., an overgrowth
of candida albicans), and a reduction in phenol sulfur transferase (PST;
which lines the intestinal tract and protects it from leakiness). There is
also some speculation that heavy metals in the intestinal tract can lead to
an infection; and this, in turn, can cause ‘leaky gut.’

AND MORE........see below


*****
http://www.autism.org/mcginnis.html
NUTRITIONAL PERSPECTIVES ON THE BEHAVIORAL CHILD
Woody R. McGinnis M.D.

Physical Health Profile of the Autistic Child strongly tends toward:

1. Gastrointestinal Abnormality
Malabsorption
Maldigestion
Microbial Overgrowth
Abnormal Intestinal Permeability
G.I. Symptoms reported by parents: diarrhea, constipation, gas, belching,
probing, visibly undigested food and need for rubs

2. Compromised Immunity
Recurrent Infections
Abnormal Indices
T-cell Deficiency (J Autism Child Schizo 7:49-55 1977)
Reduced NK Cell Activity (J Ann Acad Chil Psyc 26: 333-35 '87)
Low or absent IgA (Autism Develop Dis 16: 189-197 1986)
Low C4B levels (Clin Exp Immunol 83: 438-440 1991)
Skewed ("elevated") Viral Titers increasing grass-roots reports V Singh
University of Michigan

3. Detoxification Weakness
Phase II Depression
Sulphation Deficit
Peroxisomal Malfunction
Higher blood lead levels in Autism and documented response to EDTA Chelation
Apparent temporal association autism onset and lead exposure


4. Abnormal Nutritional Profile in Children with Autism
Lower serum Magnesium than controls (Mary Coleman, The Autistic Syndromes
197-205, 1976)
Lower RBC Magnesium than controls (J. Hayek, Brain Dysfunction, 1991)
Low activated B6 (P5P) in 42%. Autistic group also higher in serum copper.
(Nutr. and Beh 2:9-17, 1984)
Low EGOT (functional B6) in 82% and all 12 subjects low in 4 amino acids
(tyrosine, carnosine, lysine, hydroxylysine).
Dietary analysis revealed below-RDA intakes in Zinc (12 of 12 subjects,
Calcium (8 of 12), Vitamin D (9 of 12), Vitamin E (6 of 12) and Vitamin A
(6 of 12) (G. Kotsanis, DAN Conf., Sept, 1996)
B6 and Magnesium therapeutic efficacy--multiple positive studies (start
with Am J Psych 1978; 135: 472-5)
Low Derivative Omega-6 RBC Membrane Levels 50 of 50 autistics assayed
through Kennedy Krieger had GLA and DGLA below mean. Low Omega-3 less
common (may even be elevated) (J Orthomolecular Medicine Vol 12, No. 4, 1997)
Low Methionine levels not uncommon (Observation by J. Pangborn)
Below normal glutamine (14 of 14), high glutamate (8 of 14) (Invest Clin
1996 June; 37(2): 112-28)
Higher Copper/Zinc ratios in autistic children. (J. Applied Nutrition 48:
110-118, 1997)
Reduced sulphate conjugation and lower plasma sulphate in autistics. (Dev.
Brain Dysfunct 1997; 10:40-43)
B12 deficiency suggested by elevated urinary methylmalonic acid (Lancet
1998; 351: 637-41)
Hypocalcinurics Improve with Calcium Supplementation Lower Hair Calcium in
Autistics Reported (Dev Brain Dysfunct 1994; 7: 63-70)

http://groups.msn.com/PDDParentSuppo...rsyndrome.msnw

Asperger Syndrome


Is a developmental disorder falling within the autistic spectrum affecting
two-way social interaction, verbal and non-verbal communication and a
reluctance to accept change, inflexibility of thought and to have all
absorbing narrow areas of interest. Individuals are usually extremely good
on rote memory skills (facts, figures, dates, times etc.) many excel in
maths and science. There is a range of severity of symptoms within the
syndrome, the very mildly affected child often goes undiagnosed and may
just appear odd or eccentric. Whilst Asperger syndrome is much more common
than autism it is still a rare condition and few people, including
professionals,will know about it much less have experience of it.t seems to
affect more boys than girls. In general terms they find making friends
difficult, not understanding the subtle clues needed to do so. They often
use language in a slightly odd way and take literal meanings from what is
read or heard. They are happiest with routines and a structured environm
ent, finding it difficult to decide what to do they fall back on to their
preferred activities. They love praise, winning and being first, but find
loosing, imperfection and criticism very difficult to take. Bad behaviour
often stems from an inability to communicate their frustrations and
anxieties. They need love, tenderness, care, patience and understanding.
Within this framework they seem to flourish. Children with Asperger
syndrome are for the most part bright, happy and loving children. If we can
help break through to their 'own little world' we can help them to cope a
little better in society. They have a need to finish tasks they have
started. Strategies can be developed to reduce the stress they experience
at such times. Warnings that an activi ty is to finish in x minutes can
help with older children. With younger children attempts to 'save' the task
help - videoing a programme, mark in a book etc.,. As the children mature
some problems will get easier, but like all other children new problem s
will emerge. Some teenagers can feel the lack of friendships difficult to
cope with as they try hard to make friends in their own way but find it
hard to keep them. This is not always the case, many have friends who act
as 'buddies' for long periods of time. Social skills will have to be taught
in an effort for them to find a place in the world ... so take all
opportunities to explain situations time and time again ..... and one
day.......it may work! Please bear in mind that booklets such as this do
tend to detail all the problems which can be found within a syndrome but
that does not mean every child will have all of them. Each child will also
have different levels of achievements and difficulties. They are after all
just as the others ... individuals !

IS ASPERGER SYNDROME THE SAME AS AUTISM

The debate on this question still continues, some experts say that Asperger
syndrome should be classified separately, others argue that the core
difficulties are the same, only the degree to which they are seen in the
children actually makes the difference. Autism is often interpreted as a
withdrawal from normal life - to live in the persons own fantasy world.
This is no longer the real meaning of autism The severity of the
impairments is much greater than in Asperger syndrome, and often the child
will have little or no language. Learning problems are more common in
classic autism. In Asperger syndrome speech is usual and intelligence
(cognitive ability) is usually average or even above average. For the
moment it is taken that the similarities are enough for both autism and
Asperger syndrome to be considered within the same 'spectrum' of
developmental disorders. Whilst a clear diagnosis is essential, it can
change through life. The autistic traits seen in young children can often
seem less severe as the child matures and learns strategies to cope with
his/her difficulties.

KEY FEATURES

The main areas affected by Asperger Syndrome are:

Social interaction

Communication

Narrow Interests / Preoccupation's

Repetitive routines /rituals, inflexibility

SOCIAL INTERACTION

Children with Asperger syndrome have poor social skills. They can not read
the social cues and, therefore, they don't give the right social and
emotional responses. They can lack the desire to share information and
experiences with others. These problems are less noticeable with parents
and adults, but it leads to an inability to make age appropriate friends.
This in turn can lead to frustration and subsequent behaviour problems.
They find the world a confusing place. They are often alone, some are happy
like this, others are not. They are more noticeably different among peer
groups in unstructured settings i.e. playgrounds. Their naivet'es can cause
them to be bullied and teased unless care is taken by assistants or buddies
to integrate and help protect them . They can often focus on small details
and fail to see the overall picture of what is happening in any situation.

COMMUNICATION

Both verbal and non-verbal communications pose problems. Spoken language is
often not entirely understood, so it should be kept simple, to a level they
can understand. Take care to be precise. Metaphor s (non-literal
expressions - 'food for thought') and similes (figures of speech - 'as fit
as a fiddle') have to be explained as children with Asperger syndrome tend
to make literal and concrete interpretations. Language acquisition -
learning to speak - in some cases can be delayed. They make much use of
phrases they have memorised, although they may not be used in the right
context. A certain amount of translation may be needed in order to
understand what they are trying to say. Spoken language can sometimes be
odd, perhaps they don't have the local accent or they are too loud for a
situation or overly formal or speak in a monotonous tone. If the child with
Asperger syndrome has a good level of spoken language you must not assume
their understanding is at the same level . Some talk incessantly
(hyperverbal) often on a topic of interest only to themselves without
knowing the boredom of the listener.Difficulties in using the right words
or forming conversations is part of semantic-pragmatic difficulties. They
appear often to talk 'at' rather than 'to' you, giving information rather
that holding proper conversations. Body language and facial expressions of
a child with Asperger syndrome can appear odd (stiff eye gaze rather than
eye contact) and find 'reading' these things in others gives rise to
further difficulties. early age is known as Hyperlexia. Some children have
remarkable reading abilities although you should check if they also
understand the text. the ability to read fluently without understanding the
meaning is known as Hyperlexia.

NARROW INTERESTS

One of the hallmarks of Asperger syndrome is the child's pre-occupation (or
obsession) with certain topics, often on themes of transport - trains in
particular-or computers, dinosaurs, maps etc. These pre-occupations,
usually in intellectual areas change over time but not in intensity, and
maybe pursued to the exclusion of other activities.

REPETITIVE ROUTINES / INFLEXIBILITY

Children often impose rigid routine on themselve s and those around them,
from how they want things done to what they will eat etc.,. It can be very
frustrating for all concerned. Routines will change from time to time, as
they mature they are perhaps a little easier to reason with. This
inflexibility shows itself in other ways too, giving rise to difficulties
with imaginative and creative thinking. The child tends to like the same
old thing done in the same old way over and over again!. They often can't
see the point of a story or the connection between starting a task and what
will be the result. They usually excel at rote memory - learning
information without understanding, but it can still be an asset. Attempts
should always be made to explain everything in a way they can understand.
Don't assume be cause they parrot information back that they know what they
are talking about.

EDUCATION

If the child with Asperger syndrome is to be educated in a mainstream
school it is important that the correct amount of support is made
available. In order to get t he correct support a Statement of Special
Educational Needs should be drawn up from the various advice's supplied by
you and the specialists. This procedure, when it begins, can take 6 months
and be a very stressful and confusing time - don't be afraid to contact
people who can help, this need not be a professional it may just be someone
who has done it all before. It is beneficial if the school of your choice
is willing to learn about the difficulties that they and the child will
face, some schools are better than other on this score. Looking at several
schools will give a better picture of exactly what is available. The
support currently offered in mainstream school is by Special Support
Assistants (SSA) for a certain number of hours each week based on the
child's needs in order to help the child access the curriculum and develop
in a social setting.A support teacher with specialist knowledge of autism
should support the child, SSA, teacher and school in understanding and
teaching the child. Other professional input may also be required such as
speech and language therapy to help develop skills. The home/school link is
vital, a diary can prove invaluable giving two way communication on
achievements and problems on a regular basis.

HELPFUL STRATEGIES

There are many things you can do to help your child better understand the
world and in doing so make everyone's lives a little easier. The ideas
below are only suggestions which you may or may not find helpful.

Keep all your speech simple - to a level they understand.

Keep instructions simple ... for complicated jobs use lists or pictures

Try to get confirmation that they understand what you are talking about/or
asking - don't rely on a stock yes or no - that they like to answer with.

Explain why they should look at you when you speak to them.... encourage
them, give lots of praise for any achievement - especially when they use a
social skill without prompting.

Use turn taking activities as much as possible, not only in games but at
home too.

Pre-warn them of any changes, and give warning prompts if you want them to
finish a task... 'when you have coloured that in we are going shopping'.

Try to build in some flexibility in their routine, if they learn early that
things do change and often without warning - it can help.

Don't always expect them to 'act their age' they are usually immature and
you should make some allowances for this.

Try to identify stress triggers - avoid them if possible -be ready to
distract with some alternative 'come and see this...' etc.

Find a way o f coping with behaviour problems - perhaps trying to ignore it
if it's not too bad or hugging sometimes can help.

Let them know that you love them -wart's an' all' - and that you are proud
of them. It can be very easy with a child who rarely speaks not to tell
them all the things you feel inside.

*******
http://www.udel.edu/bkirby/asperger/aswhatisit.html
(MORE at webpage)

What Is Asperger Syndrome?
By Barbara L. Kirby
Founder of the OASIS Web site (www.aspergersyndrome.org)
Co-author of THE OASIS GUIDE TO ASPERGER SYNDROME (Crown, 2001)

Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder
named for a Viennese physician, Hans Asperger, who in 1944 published a
paper which described a pattern of behaviors in several young boys who had
normal intelligence and language development, but who also exhibited
autistic-like behaviors and marked deficiencies in social and communication
skills. In spite of the publication of his paper in the 1940's, it wasn't
until 1994 that Asperger Syndrome was added to the DSM IV and only in the
past few years has AS been recognized by professionals and parents.

Individuals with AS can exhibit a variety of characteristics and the
disorder can range from mild to severe. Persons with AS show marked
deficiencies in social skills, have difficulties with transitions or
changes and prefer sameness. They often have obsessive routines and may be
preoccupied with a particular subject of interest. They have a great deal
of difficulty reading nonverbal cues (body language) and very often the
individual with AS has difficulty determining proper body space. Often
overly sensitive to sounds, tastes, smells, and sights, the person with AS
may prefer soft clothing, certain foods, and be bothered by sounds or
lights no one else seems to hear or see. It's important to remember that
the person with AS perceives the world very differently. Therefore, many
behaviors that seem odd or unusual are due to those neurological
differences and not the result of intentional rudeness or bad behavior, and
most certainly not the result of "improper parenting".

By definition, those with AS have a normal IQ and many individuals
(although not all), exhibit exceptional skill or talent in a specific area.
Because of their high degree of functionality and their naiveté, those with
AS are often viewed as eccentric or odd and can easily become victims of
teasing and bullying. While language development seems, on the surface,
normal, individuals with AS often have deficits in pragmatics and prosody.
Vocabularies may be extraordinarily rich and some children sound like
"little professors." However, persons with AS can be extremely literal and
have difficulty using language in a social context.

At this time there is a great deal of debate as to exactly where AS fits.
It is presently described as an autism spectrum disorder and Uta Frith, in
her book AUTISM AND ASPERGER'S SYNDROME, described AS individuals as
"having a dash of Autism". Some professionals feel that AS is the same as
High Functioning Autism, while others feel that it is better described as a
Nonverbal Learning Disability. AS shares many of the characteristics of
PDD-NOS (Pervasive Developmental Disorder; Not otherwise specified), HFA,
and NLD and because it was virtually unknown until a few years ago, many
individuals either received an incorrect diagnosis or remained undiagnosed.
For example, it is not at all uncommon for a child who was initially
diagnosed with ADD or ADHD be re-diagnosed with AS. In addition, some
individuals who were originally diagnosed with HFA or PDD-NOS are now being
given the AS diagnosis and many individuals have a dual diagnosis of
Asperger Syndrome and High Functioning Autism.

For your information, I've included below a copy of the DSM IV Description.
In addition, I've also added a more down-to-earth description that was
originally posted to the autism listserv.
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Diagnostic and Statistical Manual of Mental Disorders (DSM IV) Description
(p77)

A description provided by Lois Freisleben-Cook
----------------------------------------------------------------------------
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Diagnostic Criteria For 299.80 Asperger's Disorder
A. Qualitative impairment in social interaction, as manifested by at least
two of the following:
marked impairments in the use of multiple nonverbal behaviors such as
eye-to-eye gaze, facial expression, body postures, and gestures to regulate
social interaction
failure to develop peer relationships appropriate to developmental level
a lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people (e.g. by a lack of showing, bringing, or
pointing out objects of interest to other people)
lack of social or emotional reciprocity
B. Restricted repetitive and stereotyped patterns of behavior, interests,
and activities, as manifested by at least one of the following:
encompassing preoccupation with one or more stereotyped and restricted
patterns of interest that is abnormal either in intensity or focus
apparently inflexible adherence to specific, nonfunctional routines or
rituals
stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping
or twisting, or complex whole-body movements)
persistent preoccupation with parts of objects
C. The disturbance causes clinically significant impairment in social,
occupational, or other important areas of functioning
D. There is no clinically significant general delay in language (e.g.,
single words used by age 2 years, communicative phrases used by age 3 years)

E. There is no clinically significant delay in cognitive development or in
the development of age-appropriate self-help skills, adaptive behavior
(other than social interaction), and curiosity about the environment in
childhood

F. Criteria are not met for another specific Pervasive Developmental
Disorder or Schizophrenia
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Sheri Nakken, R.N., MA, Classical Homeopath
Well Within & Earth Mysteries & Sacred Site Tours (worldwide)
Vaccination Information & Choice Network
http://www.nccn.net/~wwithin/vaccine.htm
http://www.nccn.net/~wwithin/homeo.htm
homeopathycures@tesco.net
ONLINE Introduction to Homeopathy Classes
ONLINE Introduction to Vaccine Dangers Classes
Voicemail US 530-740-0561 UK phone from US 011-44-1874-624-936

Not necessarily in agreement with their treatment choices here........but
given to provide info on what is the picture of the common symptoms

http://groups.msn.com/PDDParentSuppo...mdisorder.msnw

Autism is a life-long developmental disability that prevents individuals
from properly understanding what they see, hear, and otherwise sense. This
results in severe problems of social relationships, communication, and
behavior. Individuals with autism have to painstakingly learn normal
patterns of speech and communication, and appropriate ways to relate to
people, objects, and events, in a similar manner to those who have had a
stroke.

What are the characteristics of autism

The degree of severity of characteristics differs from person to person,
but usually includes the following:

Severe delays in language development. Language is slow to develop, if it
develops at all. If it does develop, it usually includes peculiar speech
patterns or the use of words without attachment to their normal meaning.
Those who are able to use language effectively may still use unusual
metaphors or speak in a formal and monotone voice. Severe delays in
understanding social relationships. The autistic child often avoids eye
contact, resists being picked up, and seems to "tune out" the world around
him. This results in a lack of cooperative play with peers, an impaired
ability to develop friendships, and an inability to understand other
people's feelings.

Inconsistent Patterns of sensory responses:
The child who has autism at times may appear to be deaf and fail to respond
to words or other sounds. At other times, the same child may be extremely
distressed by an everyday noise such as a vacuum cleaner or a dog's
barking. The child also may show an apparent insensitivity to pain and a
lack of responsiveness to cold or heat, or may over-react to any of these.

Uneven patterns of intellectual functioning:
The individual may have peak skills - scattered things done quite well in
relation to overall functioning - such as drawing, music, computations in
math, or memorization of facts with no regard to importance or lack of it.
On the other hand, the majority of autistic persons have varying degrees of
mental retardation, with only 20 percent having average or above-average
intelligence. This combination of intellectual variations makes autism
especially perplexing.

Marked restriction of activity and interests:
A person who has autism may perform repetitive body movements, such as hand
flicking, twisting, spinning, or rocking. This individual may also display
repetition by following the same route, the same order of dressing, or the
same schedule everyday, etc. If changes occur in these routines, the
preoccupied child or adult usually becomes very distressed.

What causes autism

Autism is a brain disorder, present from birth, which affects the way the
brain uses information. The cause of autism is still unknown. Some research
suggests a physical problem affecting those parts of the brain that process
language and information coming in from the senses. There may be some
imbalance of certain chemicals in the brain. Genetic factors may sometimes
be involved. Autism may indeed result from a combination of several "causes".

No factors in the psychological environment of the child cause autism.

How common is autism

Autism is one of the most severe developmental disorders of childhood,
occurring in at least 1 in 1000 children.

Who is affected with autism

Autism is distributed throughout the world among all races, nationalities,
and social classes. Four of every five people with autism are male.

What is the most common problem in autism

Individuals with autism have extreme difficulty in learning language and
social skills and in relating to people.

How does autism affect behavior

In addition to severe language and socialization problems, people with
autism often experience extreme hyperactivity or unusual passivity in
relating to parents, family members, and other people.

How severe are behavior problems in people with autism

In autism, behavior problems range from very severe to mild. Severe
behavior problems take the form of highly unusual, aggressive, and in some
cases, even self-injurious behavior. These behaviors may persist and be
difficult to change. In its milder form., autism resembles a learning
disability. Usually, however, even people who are only mildly affected are
substantially handicapped due to deficits in the areas of communication and
socialization.

Does autism occur in conjunction with other disabilities

Autism can occur by itself or in association with other developmental
disorders such as mental retardation, learning disabilities, epilepsy, etc.
Autism is best considered as a disability on a continuum from mild to
severe. The number of handicaps and degree of mental retardation will
determine the location on that continuum.

What is the difference between Autism and Mental Retardation

Most people with mental retardation show relatively even skill development,
while individuals with autism typically show uneven skill development with
deficits in certain areas - most frequently in their ability to communicate
and relate to others - and distinct skills in other areas. It is important
to distinguish autism from mental retardation or other disorders since
diagnostic confusion may result in referral to inappropriate and
ineffective treatment techniques.

Can people with autism be helped

Yes, autism is treatable. Studies show that all people who have autism can
improve significantly with proper instruction. Many individuals with autism
eventually become more responsive to others as they learn to understand the
world around them.

How can persons with autism learn best

Through specially trained teachers, using specially structured programs
that emphasize individual instruction, persons with autism can learn to
function at home and in the community. Some can lead nearly normal lives.

What kinds of jobs can individuals with autism do

In general, individuals with autism perform best at jobs which are
structured and involve a degree of repetition. Some people who have autism
are working as artists, piano tuners, painters, farm workers, office
workers, computer operators, dishwashers, assembly line workers, or
competent employees of sheltered workshops or other sheltered work settings.

What leisure activities do persons with autism enjoy
Individuals who have autism often enjoy the same recreational activities as
their non- handicapped peers. They usually like music, swimming, hiking,
camping, working puzzles, playing table games, etc.

What additional services are needed for children with autism


Children with autism need:
- respite care
- before and after-school care
- summer programs
- recreational programs
- group homes
- other residential living options
- prevocational training
- summer school programs

What do people with autism need when they become adults

Adults with autism need:
- vocational training
- job opportunities
- group homes
- supervised apartments
- other residential living options
- recreational opportunities

How can people who have autism learn meaningful job skills

With the help of specially trained job coaches, people with autism can
learn skills that will enable them to successfully work in competitive
employment, supported employment, or in sheltered workshop programs.

In what ways can persons with autism have relative independence in living

They can learn skills to live as independently as possible through
specifically designed programs in group homes and supervised apartments.
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Sheri Nakken, R.N., MA, Classical Homeopath
Well Within & Earth Mysteries & Sacred Site Tours (worldwide)
Vaccination Information & Choice Network
http://www.nccn.net/~wwithin/vaccine.htm
http://www.nccn.net/~wwithin/homeo.htm
homeopathycures@tesco.net
ONLINE Introduction to Homeopathy Classes
ONLINE Introduction to Vaccine Dangers Classes
Voicemail US 530-740-0561 UK phone from US 011-44-1874-624-936

I have little experience of treating autistic children . But those I treated were all vaccinated as babies. Al of them responded to the appropriate Miasmatic Nosode
and some to Bar Crab.

vaccine damage is the main reason not only reason for so much autism,the increse is 600% in the past 4 years.
mainly in the usa due to a mandetory vaccination scedule of shots that start at aprox. 3 months old and go on with multi shots after that.
by the time the baby is one yr old aprox 20 vaccines are bombarded into the baby's immune system.
when they are 'predisposed' for adverse reactions to a vaccine the only method i my oppinion is the removal of toxin via homeopathic remedies carefully choosen as an individual not as an autistic baby. Several children that i have used homeopathy on have had excellent results,each naturally using an constitutional casetaking.
also a strickt diet that consists of no wheat (gluten products) and no dairy of any type.Plus much in the way of amino acids,vitamins,omega 3&6........
on a occasion of variation from this diet may cause the progress to jump backwards and will have to start over.Gluten and dairy acts like "LSD" within these children and causes them a 'withdrawl of the want' for dairy/gluten like the cravings of an addict.
www.909shot.com
www.thinktwice.com

Gina Tyler