Autism Spectrum Disorders
The Learning Breakthrough
Program™ addresses brain processing issues that
are central to a thorough, multi-modal treatment approach for
those with ASD. By improving sensory
integration skills directly, users can alleviate certain
ASD symptoms and foster the ability to improve responsiveness
to many environmental
stimuli.
Not until the middle of the twentieth century was
there a name for the disorders that now appear to affect an
estimated 3.4 of every 1,000 children ages 3-10. This series
of disorders are responsible for disruptions in families and
unfulfilled lives for many children.
There are five
major classifications of Pervasive Developmental Disorders
(PDD), more often referred to today as Autism Spectrum
Disorders (ASD). Autism is a “spectrum disorder" which
basically means that someone can be a little autistic or very
autistic. All these disorders are characterized by
varying degrees of impairment in communication skills, social
interactions, and restricted, repetitive and stereotyped
patterns of behavior. Despite the neat image of a
spectrum with clear cut segments for different disorders,
ASD's are difficult to separate and diagnose. In fact, some
would argue that there is no clear line between one diagnosis
and another. Autistic people may have high or low IQ’s. They
may be chatty or silent, outgoing or shy, good or bad at
academics. They may or may not have unusual talents. Some are
easygoing while others have severe behavior
issues.
Autism Spectrum
Disorders range from a severe form, called autistic disorder,
to milder forms such as Aspergers Syndrome. The autism
spectrum disorders are more common in the pediatric population
than are some better known disorders such as Diabetes, Spina
Bifida, or Down Syndrome.
All children with
ASD demonstrate deficits in social interaction, verbal and
nonverbal communication and repetitive behaviors or interests.
In addition, they will often have unusual responses to sensory
experiences, such as certain sounds or the way objects look.
Each child will display communication, social, and behavioral
patterns that are individual but fit into the overall
diagnosis of ASD.
Children with ASD
also are slower in learning to interpret what others are
thinking and feeling. Subtle social cues—whether a smile, a
wink, or a grimace—may have little meaning. Additionally, it
is common for people with ASD to also have difficulty
regulating their emotions. This can take the form of
"immature" behavior such as crying in class or verbal
outbursts that seem inappropriate to those around
them.
Sensory problems
may also be present in children with ASD. When children's
perceptions are accurate, they can learn from what they see,
feel, or hear. On the other hand, if sensory information is
faulty, the child's experiences of the world can be confusing.
Many ASD children are highly attuned or even painfully
sensitive to certain sounds, textures, tastes, and smells.
Some children find the feel of clothes touching their skin
almost unbearable and some sounds will cause these children to
cover their ears and scream.
In ASD, the brain
seems unable to balance the senses appropriately. Many
children with ASD have some degree of mental impairment. When
tested, some areas of ability may be normal, while others may
be especially weak. There is no single best treatment
package for all children with ASD. One point that most
professionals agree on is that early intervention is
important; another is that most individuals with ASD respond
well to highly structured, specialized programs.
The Learning
Breakthrough Program™ of balance and sensory integration
activities can have a positive impact on issues that challenge
those with ASD.
Click
here to read what the Learning Breakthrough Program is all
about.
Click
here to read how others have benefited from using the
Learning Breakthrough Program.
Click
here to see a video presentation of the Learning
Breakthrough Program.
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