Category Archives: Asperger’s Syndrome

Signs of Autism Spectrum Disorder in Children with Down Syndrome

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Signs and symptoms of Down syndrome is fairly easy to detect especially since there are specific physical characteristics of the disorder. But what if there is also a diagnosis of autism?

Studies show that 5 to 39% of children with Down syndrome are also on the autism spectrum. There are overlaps in some of the symptoms which delays the signs and symptoms of autism. This observation is slowly growing and informing parents and educators  to observe for specific signs and symptoms.

It is possible that educators and therapist may be the first to notice that children with Down syndrome also display characteristics that are similar to autism.

Why is it important?

According to authors Margaret Froehlke and Robin Zaborek from the book, When Down Syndrome and Autism Intersect, The education approach in both Down syndrome and autism will be different than for children with a single diagnosis of Down syndrome including accommodations and writing the IEP. Teaching strategies will also differ. Teaching a student with Down syndrome who require tactile demonstrations, simple directions, and immediate feedback will now require concrete language, social stories, the use of few choices and the use of concrete language.

The importance of getting the diagnosis
Most often children with Down syndrome are treated for the characteristics of having Down syndrome which overlooks giving children the appropriate treatment for Autism such as social skills and sensory issues. A child or young adult with both diagnoses will likely experience aggressive behaviors, meltdowns, and show signs of regression during their early development. The following are signs and symptoms to look for in your child, or student:
  • Hand flapping
  • Picky eater
  • Echolalia
  • Fascination with lights
  • Staring at ceiling fans
  • History of regression
  • Head banging
  • Strange vocalization
  • Anxiety
  • Seizure Disorder

Signs of overlap include:

  1. Receptive motor behavior
  2. receptive language challenges
  3. picky eater
  4. increase anxiety
  5. self-injurious
  6. sensory sensitivities

 

As the student gets older, there may be ongoing issues with sensory disorders and transitions leading to meltdowns

Reference

When Down Syndrome and Autism Intersect: A Guide to DS-ASD for
Parents and Professionals
By Margaret Froehlke, R. N. & Robin Zaborek, Woodbine House, 218 pp.

Updated on 7/17/24

Autism and Sleep Disorders

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Autism Spectrum Disorders is characterized as a neurodevelopmental disorder that are a group of conditions with onset in the developmental period that produces impairments in the area of social communication, reciprocal social action as well as repetitive and stereotyped behaviors and interest.

It is a spectrum meaning it varies from person to person with varying co-disorders including sleep.

Studies show that children with sleep disorders experience insomnia and sleep issues at a higher rate than children without autism.

Interviewed parents reported showed that 53% of children with ASD have difficulty sleeping including difficulty falling asleep(23),frequent awakening(19) and early morning wakening (11). Sleep disturbance included bedtime resistance, insomnia, breathing issues while sleeping, morning arising issues and daytime sleepiness. There is also evidence that children with autism spectrum disorder are reported to experience high levels of Parasomnias, defined as a group of sleep disorders involving unwanted events displayed by complexed behaviors during sleep. This includes:

  • Bed Wetting
  • Sleep Hallucination
  • Nightmares
  • Night Terrors
  • Sleep Walking

Sleep disturbance fin autism falls into one of the following categories:

  1. difficulty falling asleep
  2. night walking
  3. early walking
  4. night terrors

The Impact of Sleep

Lack of sleep for an autistic child and adult presents additional challenges. Studies show the lack of sleep can increase issues with repetitive behaviors, fatigued parents, increase anxiety and depression and increase cognitive issues. this decreases the quality of life for the person during daytime. In school, the child may have difficulty staying awake, regulating emotions and an increase in hyperactivity, aggression and poor appetite.  As children become adults, it is possible for the issue of sleeping to increase. there is evidence that autistic adults continue to have issues with insomnia and sleepwalking.

Causes

  • Psychiatric comorbidities including anxiety, behavior problems, and hyperactivity
  • Genetic Mutations including serotonin and melatonin which has been described as an important factor in the sleep-wake cycle. Studies have found abnormal melatonin in people with ASD.

Tips for Improving Sleep

  1. Create a regular bedtime routine including using a visual cue which will help the child or adult prepare for bed.
  2. Make sure the bedroom is comfortable including using  a dim light in the bedroom and blackout blinds. Also ensure the temperature in the room is comfortable
  3. Quiet activities. Plan for quiet play before bed which allows the person to relax. This can include reading, puzzles, or a craft activity.

Reference

Updated 4/7/21

 

 

Is ‘high-functioning autism’ a misleading term?

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High-functioning autism is a term used for people with autism spectrum disorder without an intellectual disability, but Australian researchers say it should be abandoned because of the misleading and potentially harmful expectations it creates around the abilities of children on the autism spectrum.

Coined in the ’80s, it is now part of everyday language and has come to imply that people can function adequately, whether at school or at work, without much in the way of challenges.

For many individuals with autism spectrum disorder, this couldn’t be further from the truth, according to lead author Gail Alvares.

Alveres and her team from the Telethon Kids Institute and the University of Western Australia reviewed data for 2225 children and young people (aged 1-18) diagnosed with autism, about half of whom had intellectual disability, and half of whom did not.

They found those with an intellectual disability had functional skills which closely matched their IQ. However, those typically deemed to be high functioning due to having an average or higher IQ, had functional abilities well below what would be expected, given their IQ. Click here to read the rest of the story.

Sensory Eating is not Picky Eating

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Published by: Speaking of Autism

I want you to imagine that you are a kid once again, maybe ten or eleven years old. You are sitting down in the evening with your family for dinner. The table is set, and your parents bring out what will be tonight’s entree: a cut of cold, raw chicken breast. It’s slimy pink mass slides onto the plate in front of you, and soon after your whole family is chowing down on the raw cuts of meat. You can’t stand to even watch anyone else eat the raw chicken, let alone fathom yourself choking it down. Yet, despite the very real disgust and aversion you feel towards the raw chicken breast, somehow it’s you who are strange for not wanting to eat it. Maybe you’re called “picky” or told that you simply need to and just learn to enjoy raw chicken like everyone else. Maybe you go hungry every night at dinner because the only thing being served are items as aversive as the cuts of raw chicken. Click here to read the rest of the story.

How Autism And Visual Perception Affect Train Travel

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Train operator GWR is now working for their second year in providing bespoke autism awareness raising sessions for their front line staff, allowing them to be better prepared to help people living with the condition use public transport.

Looking to provide the best possible experience for all passengers, GWR is working in collaboration for a second year with UK Autism charity Anna Kennedy Online increasing autism awareness to help its staff improve in meeting the needs of those travelling with autism.

For many with an Autism spectrum condition, some of the more commonly experienced issues is increased anxiety and sometimes overwhelming sensory processing information as well as the need for structure and reassurance. Click here to read the rest of the story.

For Many With Autism, Running Is A Sport That Fits

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Published By: Runners World
Written By: Alison Wade

Tommy Des Brisay had an insatiable need to move when he was a child.

He began walking at 8 months old. He would bounce on his backyard trampoline for hours and climb heights fearlessly. He slept only three hours a night until he was 7. As he grew older, he would go on long tandem bike rides, cross-country ski, and lead his father on walks that would leave them stranded miles from their home in Ottawa, Ontario.

And when he was stressed or upset, Des Brisay—who was diagnosed with autism when he was 2 and a half—would run. This posed a danger, because he didn’t understand what could harm him: traffic, exposure to weather, strangers. Click here to read the rest of the story

500,000 teens with autism will become adults in next 10 years. Where will they work?

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Published By: Houston Chronicle
Written By: Suzanne Garofalo

When Olivia Shanks landed in the hospital, it changed her life.

She didn’t arrive as a patient, though — she came to work. The 21-year-old, who has high-functioning autism, has struggled to get places on time. Some basic workplace tasks stressed her out. Dependence on others dinged her self-confidence.

Her work in Memorial Hermann Southwest Hospital’s food-services department came via one of Houston’s nonprofit groups providing job training and support for a population that’s exploding but finds few opportunities to live as fully as possible. Click here to read the rest of the story.

25 Resources on 504 Accommodations and Modifications

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Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (Edefines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.  

5 important classroom accommodations for children with autism

12 accommodations and modifications for dyslexic children in public school

20 modifications for students with autism

21 school accommodations available for children with special needs

504 accommodation checklist

504 plan: ADHD accommodations to manage ADHD symptoms at school

504 plan templates

A 504 plan for those with dyslexia

A parents guide to section 504

504 Education Plans

504 Plan: What is it?

Accommodations and supports for school-age students with autism

Accommodations for ADHD students K-12 in the classroom

Accommodations for students with learning disabilities

Classroom accommodations for ADHD

Classroom accommodations for dyslexic students

Classroom accommodations for students with epilepsy

Developing 504 Classroom accommodation plans

Dyslexia accommodations: How to know what your child needs

Dyslexia and accommodations- ADA guidelines for school and work

Examples of accommodations and modifications

Modification for students with Down syndrome

Section 504 and Discrimination

Section 504: sample accommodations and modifications

What are school accommodations and modifications for students with Asperger’s?

Increased resources, support needed for individuals with autism as they age: report

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Published By: Global News
Written By: Michelle McQuigge

A think tank formed to understand the challenges faced by autistic seniors says there are few resources in place to address their specific needs.

A new report from the Aging and Autism Think Tank says the vast majority of research and programming geared toward autism focuses on children, leaving adults almost entirely out of the conversation. The study – compiled by academics, clinicians and autistic adults from five different countries and released by Autism Canada – says autistic people lose access to key resources once they age out of childhood and contends the problem intensifies the older they get. Click here to read the rest of the story.

 

What are the biggest misconceptions about employing autistic people?

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Published By: Sheffield Hallen University
Written By: Dr. Luke Beardon

Some employers assume that because a person is autistic they will also have some kind of learning disability. This is absolutely not true for the majority. Autistic adults display a range of intellectual abilities – as do the predominant neurotype (PNT) (non-autistic) population – from low IQ to members of Mensa.

Here are five more misconceptions about autistic people in the workplace – and why they’re not true. Click here to read the rest of the story