Autism Symptoms & Early Signs

What to Look for in Babies, Toddlers, and Children

As a parent, you never want to believe that your precious bundle has a problem. But
when it comes to autism, catching it earlyideally by the age of eighteen months
makes a huge difference. The younger your child, the greater the impact of treatment,
so watching for warning signs in babies and toddlers is vital. But no matter your childs
age, dont lose hope. There are things you can do to reduce autisms effects and help
your child learn, grow, and thrive.
What is Autism?click to collapse contents
Autism is a spectrum of closely related disorders with a shared core of symptoms.
Autism spectrum disorders appear in infancy and early childhood, causing delays in
many basic areas of development such as learning to talk, play, and interact with others.
The signs and symptoms of autism vary widely, as do its effects. Some autistic children
have only mild impairments, while others have more obstacles to overcome. However,
every child on the autism spectrum has problems, at least to some degree, in the
following three areas:

Communicating verbally and non-verbally

Relating to others and the world around them
Thinking and behaving flexibly

There are different opinions among doctors, parents, and experts about what causes
autism and how best to treat it, and much that we still dont know. But on one fact,
everyone agrees: early and intensive intervention helps. For children at risk and children
who show early signs, it can make all the difference.
One Babys Story

Melanie is a healthy one-year-old, but her parents are worried because shes not doing
many things that her older brother did at her age, like playing peek-a-boo and mimicking
expressions and gestures. Melanies mom and dad try to engage her with toys, songs,
and games, but nothing they do gets her interest, let alone a laugh or a smile.
In fact, she rarely makes eye contact. And although her hearing has been checked and
is normal, she doesnt babble, make other baby noises, or respond when her parents
call her name. Melanie needs to be checked out by a child development specialist right
away.
Early Detectionclick to collapse contents
As a parent, youre in the best position to spot the earliest warning signs of autism. You
know your child better than anyone and observe behaviors and quirks that a
pediatrician, in a quick fifteen-minute visit, might not have the chance to see. Your
childs pediatrician can be a valuable partner, but dont discount the importance of your
own observations and experience. The key is to educate yourself so you know whats
normal and whats not.

Monitor your childs development. Autism involves a variety of developmental

delays, so keeping a close eye on whenor ifyour child is hitting the key social,
emotional, and cognitive milestones is an effective way to spot the problem early on.
While developmental delays dont automatically point to autism, they may indicate a
heightened risk.
Take action if youre concerned. Every child develops at a different paceso

you dont need to panic if your child is a little late to talk or walk. When it comes to
healthy development, theres a wide range of "normal." But if your child is not
meeting the milestones for his or her age, or you suspect a problem, share your
concerns with your childs doctor immediately. Dont wait.
Dont accept a wait-and-see approach. Many concerned parents are told,

"Dont worry" or "Wait and see." But waiting is the worst thing you can do. You risk
losing valuable time at an age where your child has the best chance for
improvement. Furthermore, whether the delay is caused by autism or some other
factor, developmentally delayed kids are unlikely to simply "grow out" of their
problems. In order to develop skills in an area of delay, your child needs extra help
and targeted treatment.
Trust your instincts. Ideally, your childs doctor will take your concerns
seriously and perform a thorough evaluation for autism or other developmental

delays. But sometimes, even well-meaning doctors miss red flags or underestimate
problems. Listen to your gut if its telling you something is wrong and be persistent.
Schedule a follow-up appointment with the doctor, seek a second opinion, or ask for
a referral to a child development specialist.
Regression of any kind is a serious autism warning sign
Some children with autism spectrum disorders start to develop communication skills and
then regress, usually between 12 and 24 months. For example, a child who was
communicating with words such as "mommy" or "up" may stop using language entirely,
or a child may stop playing social games he or she used to enjoy such as peek-a-boo,
patty cake, or waving "bye-bye."
Any loss of speech, babbling, gestures, or social skills should be taken very
seriously, as regression is a major red flag for autism.
Signs & Symptomsclick to collapse contents
Signs and symptoms of autism in babies and toddlers
If autism is caught in infancy, treatment can take full advantage of the young brains
remarkable plasticity. Although autism is hard to diagnose before 24 months, symptoms
often surface between 12 and 18 months. If signs are detected by 18 months of age,
intensive treatment may help to rewire the brain and reverse the symptoms.
The earliest signs of autism involve the absence of normal behaviorsnot the presence
of abnormal onesso they can be tough to spot. In some cases, the earliest symptoms
of autism are even misinterpreted as signs of a "good baby," since the infant may seem
quiet, independent, and undemanding. However, you can catch warning signs early if
you know what to look for.
Some autistic infants dont respond to cuddling, reach out to be picked up, or look at
their mothers when being fed.
Early signs of autism in babies and toddlers

Doesnt make eye contact (e.g. look at you when being fed)
Doesnt smile when smiled at
Doesnt respond to his or her name or to the sound of a familiar voice
Doesnt follow objects visually
Doesnt point or wave goodbye or use other gestures to communicate
Doesnt follow the gesture when you point things out

Doesnt make noises to get your attention

Doesnt initiate or respond to cuddling
Doesnt imitate your movements and facial expressions
Doesnt reach out to be picked up
Doesnt play with other people or share interest and enjoyment
Doesnt ask for help or make other basic requests

The following delays warrant an immediate evaluation by your childs

pediatrician.

By 6 months: No big smiles or other warm, joyful expressions

By 9 months: No back-and-forth sharing of sounds, smiles, or other facial

expressions
By 12 months: Lack of response to name
By 12 months: No babbling or baby talk
By 12 months: No back-and-forth gestures, such as pointing, showing, reaching,

or waving
By 16 months: No spoken words
By 24 months: No meaningful two-word phrases that dont involve imitating or
repeating

Signs and symptoms of autism in older children

As children get older, the red flags for autism become more diverse. There are many
warning signs and symptoms, but they typically revolve around impaired social skills,
speech and language difficulties, non-verbal communication difficulties, and inflexible
behavior.
Signs and symptoms of social difficulties in autism
Basic social interaction can be difficult for children with autism spectrum disorders.
Many kids on the autism spectrum seem to prefer to live in their own world, aloof and
detached from others.

Appears disinterested or unaware of other people or whats going on around

them
Doesnt know how to connect with others, play, or make friends
Prefers not to be touched, held, or cuddled
Doesnt play "pretend" games, engage in group games, imitate others, or use
toys in creative ways

Has trouble understanding or talking about feelings

Doesnt seem to hear when others talk to him or her
Doesnt share interests or achievements with others (drawings, toys)

Signs and symptoms of speech and language difficulties in autism

Children with autism spectrum disorders have difficulty with speech and language.
Often, they start talking late.

Speaks in an abnormal tone of voice, or with an odd rhythm or pitch (e.g. ends
every sentence as if asking a question)
Repeats the same words or phrases over and over
Responds to a question by repeating it, rather than answering it
Refers to themselves in the third person
Uses language incorrectly (grammatical errors, wrong words)
Has difficulty communicating needs or desires
Doesnt understand simple directions, statements, or questions
Takes what is said too literally (misses undertones of humor, irony, and
sarcasm)

Signs and symptoms of nonverbal communication difficulties in

autism
Children with autism spectrum disorders have trouble picking up on subtle nonverbal
cues and using body language. This makes the "give-and-take" of social interaction very
difficult.

Avoids eye contact

Uses facial expressions that dont match what he or she is saying
Doesnt pick up on other peoples facial expressions, tone of voice, and gestures
Makes very few gestures (such as pointing). May come across as cold or "robot-

like"
Reacts unusually to sights, smells, textures, and sounds. May be especially

sensitive to loud noises.

Abnormal posture, clumsiness, or eccentric ways of moving (e.g. walking
exclusively on tiptoe)

Signs and symptoms of inflexibility in autism

Children with autism spectrum disorders are often restricted, inflexible, and even
obsessive in their behaviors, activities, and interests.

Follows a rigid routine (e.g. insists on taking a specific route to school)

Has difficulty adapting to any changes in schedule or environment (e.g. throws a

tantrum if the furniture is rearranged or bedtime is at a different time than usual)

Unusual attachments to toys or strange objects such as keys, light switches, or

rubber bands
Obsessively lines things up or arranges them in a certain order
Preoccupation with a narrow topic of interest, often involving numbers or

symbols (e.g. memorizing and reciting facts about maps, train schedules, or sports
statistics)
Spends long periods of time arranging toys in specific ways, watching moving

objects such as a ceiling fan, or focusing on one specific part of an object such as
the wheels of a toy car
Repeats the same actions or movements over and over again, such as flapping
hands, rocking, or twirling (known as self-stimulatory behavior, or "stimming"). Some
researchers and clinicians believe that these behaviors may soothe children with
autism more than stimulate them.

Common self-stimulatory behaviors:

Hand flapping
Rocking back and forth
Spinning in a circle
Finger flicking
Head banging
Staring at lights
Moving fingers in front of the eyes
Snapping fingers
Scratching
Lining up toys
Spinning objects
Wheel spinning
Watching moving objects
Flicking light switches on and off
Repeating words or noises
Tapping ears

Causes of Autismclick to collapse contents

Until recently, most scientists believed that autism is caused mostly by genetic factors.
But groundbreaking new research indicates that environmental factors may be just as
important in the development of autismif not more sothan genes.
It appears that certain babies are born with a genetic vulnerability to autism that is then
triggered by something in the external environment, either while he or she is still in the
womb or sometime after birth.
Its important to note that the environment, in this context, means anything outside the
body. Its not limited to things like pollution or toxins in the atmosphere. In fact, one of
the most important environments appears to be the prenatal environment.
Prenatal factors that may contribute to autism

Taking antidepressants during pregnancy, especially in the first 3 months

Nutritional deficiencies early in pregnancy, particularly not getting enough

folic acid
The age of the mother (children born to older fathers also have a higher risk of

autism)
Complications at or shortly after birth, including very low birth weight and

neonatal anemia
Maternal infections during pregnancy
Exposure to chemical pollutants, such as metals and pesticides, while

pregnant
While more research on these prenatal risk factors is needed, if youre pregnant or
trying to conceive, it cant hurt to take steps now to reduce your babys risk of autism.
Reducing the risk of autism: Tips for expectant mothers

Take a multivitamin. Taking 400 micrograms of folic acid daily helps prevent

birth defects such as spina bifida. Its not clear whether this will also help reduce risk
of autism, but taking the vitamins cant hurt.
Ask about SSRIs. Women who are taking an SSRI (or who develop depression

during pregnancy) should talk with a clinician about all the risks and benefits of
these drugs. Untreated depression in a mother can also affect her childs well-being
later on, so this is not a simple decision to make.
Practice prenatal care. Eating nutritious food, trying to avoid infections, and
seeing a clinician for regular check-ups can increase the chances of giving birth to a
healthy child.

Source: Harvard Health Publications

Autism & Vaccinesclick to collapse contents
While you cant control the genes your child inherits or shield him or her from every
environmental danger, there is one very important thing you can do to protect the health
of your child: make sure he or she is vaccinated on schedule.
Despite a lot of controversy on the topic, scientific research does not support the theory
that vaccines or their ingredients cause autism. Five major epidemiologic studies
conducted in the U.S., the UK, Sweden, and Denmark found that children who received
vaccines did not have higher rates of autism.
Additionally, a major safety review by the Institute of Medicine failed to find any evidence
supporting the connection. Other organizations that have concluded that vaccines are
not associated with autism include the Centers for Disease Control and Prevention
(CDC), the U.S. Food and Drug Administration (FDA), the American Academy of
Pediatrics, and the World Health Organization.
Myths and facts about childhood vaccinations
Myth: Vaccines arent necessary.
Fact: Vaccines protect your child from many serious and potentially deadly diseases,
including measles, meningitis, polio, tetanus, diphtheria, and whooping cough. These
diseases are uncommon today because vaccines are doing their job. But the bacteria
and viruses that cause these diseases still exist and can be passed on to children who
arent immunized.
Myth: Vaccines cause autism.
Fact: Despite extensive research and safety studies, scientists and doctors have not
found a link between childhood vaccinations and autism or other developmental
problems. Children who are not vaccinated do not have lower rates of autism spectrum
disorders.
Myth: Vaccines are given too early.
Fact: Early vaccination protects your child from serious diseases that are most likely to
occurand most dangerousin babies. Waiting to immunize your baby puts him or her
at risk. The recommended vaccination schedule is designed to work best with childrens
immune systems at specific ages. A different schedule may not offer the same
protection.
Myth: Too many vaccines are given at once.

Fact: You may have heard theories that the recommended vaccine schedule overloads
young childrens immune systems and may even cause autism. But research shows that
spacing out vaccinations doesnt improve childrens health or lower their risk of autism,
and as noted above, actually puts them at risk for potentially fatal diseases.
If Youre Worriedclick to collapse contents
If your child is developmentally delayed, or if youve observed other red flags for autism,
schedule an appointment with your pediatrician right away. In fact, its a good idea to
have your child screened by a doctor even if he or she is hitting the developmental
milestones on schedule. The American Academy of Pediatrics recommends that all
children receive routine developmental screenings, as well as specific screenings for
autism at 9, 18, and 30 months of age.

Schedule an autism screening. A number of specialized screening tools have

been developed to identify children at risk for autism. Most of these screening tools
are quick and straightforward, consisting of yes-or-no questions or a checklist of
symptoms. Your pediatrician should also get your feedback regarding your childs
behavior.
See a developmental specialist. If your pediatrician detects possible signs of

autism during the screening, your child should be referred to a specialist for a
comprehensive diagnostic evaluation. Screening tools cant be used to make a
diagnosis, which is why further assessment is needed. A specialist can conduct a
number of tests to determine whether or not your child has autism. Although many
clinicians will not diagnose a child with autism before 30 months of age, they will be
able to use screening techniques to determine when a cluster of symptoms
associated with autism is present.
Seek early intervention services. The diagnostic process for autism is tricky,
and can sometimes take a while. But you can take advantage of treatment as soon
as you suspect your child has developmental delays. Ask your doctor to refer you to
early intervention services. Early intervention is a federally funded program for
infants and toddlers with disabilities. Children who demonstrate several early
warning signs may have developmental delays. They will benefit from early
intervention whether or not they meet the full criteria for an autism spectrum
disorder.

You dont have to wait for a diagnosis to start helping your child

While autism isnt normally diagnosed and treated before the second year of life, there
are things parents can do if your childs social and emotional development doesnt seem
to be on course. You dont have to wait for an official diagnosis to start targeting
developmental delays and working to enhance the bond you share. This is something
you can do even when your childs just an infant.
More Help...click to collapse contents
Autism Spectrum Disorders Learning about the different autism spectrum disorders
will help you better understand your own child and find treatment that best addresses
your childs needs.
Helping Children with Autism Find treatment strategies that can make a real difference
in your childs life, and parenting tips to make daily home life with an autistic child easier.
Autism Behavior Problems Understand how environment and circumstances can
trigger outbursts and other behavior problems in your child. (Harvard Health)
Parenting
Secure Attachment & Bonding The attachment bond, so key to your childs
development, is unrelated to the love and quality of care you give your child.
Building a Secure Attachment Bond with Your Baby Tips for new parents on how to
promote a secure attachment bond with your newborn.
When Baby Wont Stop Crying Discover time-tested strategies for comforting and
soothing an upset or colicky baby.
External Resourcesclick to collapse contents
General information about autism
Autism Spectrum Disorders (Pervasive Developmental Disorders) Learn the signs and
symptoms of autism and other pervasive developmental disorders. (National Institute of
Mental Health)
Early warning signs and symptoms of autism
First Signs Non-profit organization dedicated to educating parents and pediatric
professionals about the early warning signs of autism and other developmental
disorders. Helpful articles include Hallmark Developmental Milestones and Early
Intervention. (First Signs)
Learn the Signs. Act Early U. S. Government resource on child development, including
important developmental milestones and warnings signs and symptoms of
developmental delays. (Centers for Disease Control)

Early Features of Autism Fact sheet from the Australian Child to Adult Development
Study covers the early warning signs and symptoms of autism. (ACT-NOW)
Autism: Recognizing the Signs in Young Children Covers early red flags for autism
and the reasons why early diagnosis is so important. (The National Autistic Society)
Autism screening
Sharing Concerns: Parent to Physician Features tips on how to effectively
communicate with the doctor regarding your concerns about your child. (First Signs)
Screening: Making Observations Overview of developmental screening and how they
can identify autism and other problems early. (First Signs)
Making Early Developmental Screenings Routine Article on early developmental
screenings for autism and how you can be an advocate for your child. (Spark Action)

Authors: Melinda Smith, M.A., and Jeanne Segal, Ph.D. Reviewed by Ted
Hutman, Ph.D(UCLA Center for Autism Research & Treatment). Last updated:
January 2014.

http://m.helpguide.org/articles/autism/autism-signs-symptoms

Secure Attachment & Bonding

The Different Ways of Bonding and Communicating With Your Child

The main predictor of how well your child will do in school and in life is the strength of
the relationship he or she has with you, the parent or primary caretaker. This
relationship impacts your childs future mental, physical, social, and emotional health. It
is not founded on quality of care or parental love, but on the nonverbal emotional
communication between child and parent known as the attachment bond. While its
easiest to form this secure attachment bond with an infant, it can be formed at any time
or at any age.
Importance of Attachmentclick to collapse contents
A landmark report, published in 2000 by The Committee on Integrating the Science of
Early Childhood Development, identified how crucial the attachment bond is to a childs
development. This form of communication affects the way your child develops mentally,
physically, intellectually, emotionally, and socially. While attachment occurs naturally as
you, the parent or caretaker, care for your childs needs, the quality of the attachment
bond varies.

A secure attachment bond ensures that your child will feel secure, understood,

and be calm enough to experience optimal development of his or her nervous

system. Your childs developing brain organizes itself to provide your child with the
best foundation for life: a feeling of safety that results in eagerness to learn, healthy
self-awareness, trust, and empathy.
An insecure attachment bond fails to meet your childs need for security,
understanding, and calm, preventing the childs developing brain from organizing

itself in the best ways. This can inhibit emotional, mental, and even physical
development, leading to difficulties in learning and forming relationships in later life.
Developing a secure attachment bond between you and your child, and giving your child
the best start in life, does not require you to be a perfect parent. In fact, the 2000 study
found that the critical aspect of the child-primary caretaker relationship is NOT based on
quality of care, educational input, or even the bond of love that develops between parent
and child. Rather, it is based on the quality of the nonverbal communication process that
takes place between you and your child.
Your child needs more than love
As a parent or primary caretaker for your child, you can follow all the traditional
parenting guidelines, provide doting, around-the-clock care for your child, and yet still
not achieve a secure attachment bond. You can tend to your childs every physical need,
provide the most comfortable home, the highest quality nourishment, the best
education, and all the material goods a child could wish for. You can hold, cuddle, and
adore your child without creating the kind of attachment that fosters the best
development for your child.
How is it possible to do such a good job of meeting a childs physical needs and yet
have a child that does not have a secure attachment and may suffer developmentally?
Love vs. Attachment Bondclick to collapse contents
Since the 1960s, many books, articles, and online sources have encouraged parents to
bond with their babies by investing more time and energy in taking care of their child.
However, children need something more than love and caregiving in order for their
brains and nervous systems to develop in the best way possible.
Children need to be able to engage in a nonverbal emotional exchange with their
primary caretaker in a way that communicates their needs and makes them feel
understood, secure, and balanced. Children who feel emotionally disconnected from
their primary caregiver are likely to feel confused, misunderstood, and insecure.
While its easiest to form a secure attachment bond when your child is still an infant
and reliant upon nonverbal means of communicatingyou can begin to make your child
feel understood and secure at any age. Childrens brains continue maturing well into
adulthood (until their mid-20s). Moreover, because the brain continues to change
throughout life, its never too late to start engaging in a nonverbal emotional exchange

with your child. In fact, developing your nonverbal communication skills can help
improve and deepen your relationships with other people of any age.
The Difference Between Bonding and a Secure Attachment Bond
Bonding
Refers to your feelings for, and sense of connection to, your child that begins before birth and usually
develops very quickly in the first weeks after the baby is born.
Secure Attachment Bond
Refers to your childs emotional connection with you (his or her primary caregiver) that begins at birth,
develops rapidly in the next two years and continues developing throughout life.
Bonding
Is task-oriented. You attend to your childs needs, whether its changing diapers and feeding, or taking to
soccer practice and the movies.
Secure Attachment Bond
Requires you to focus on what is happening in the moment between you and your child. Your childs
nonverbal cues tell you that he or she feels unhappy, for example, and you respond wordlessly by mirroring
your childs expression to show you understand, and then giving your child a hug.
Bonding
You maintain your regular adult pace while attending to your child. For example, you hurry to feed your child
dinner so you have time to watch your favorite TV show, or you cut short playing a game with your child to
answer a text.
Secure Attachment Bond
You follow your childs slower pace and take the time to decipher and respond to your childs nonverbal cues
that communicate, for example, "Im in no hurry, Im having fun just hanging out with you."
Bonding
You as the parent initiate interaction with your child. For example, you want to get a cute photo of your baby
laughing so you initiate playtime, or you make your teen his favorite meal so hell tell you how things are
going at school.
Secure Attachment Bond
Your child initiates and ends the interaction between you. You pick up on your babys nonverbal cues that he
needs to rest, so you postpone taking a cute photo. Or you pick up on your teens cues that now is not a good
time to talk and postpone your questions to another time.

The Difference Between Bonding and a Secure Attachment Bond

Bonding
You focus on future goals by, for example, trying to do everything you can to have the smartest, healthiest
child.
Secure Attachment Bond
You focus solely on the moment-to-moment experience, just enjoying connecting with your child. You listen,
talk, or play with your child, giving your full, focused attention in ways that feel comfortable to him or her,
without distractions, so you can just be "in the moment."

Attachment Bond Obstaclesclick to collapse contents

Obstacles to creating a secure attachment may first appear when your child is an infant.
You may deeply love your baby, yet be ill-equipped to meet the needs of an infants
immature nervous system. Since infants cannot calm and soothe themselves, they rely
on you to do so for them. However, if youre unable to manage your own stress, to
quickly regain your calm and focus in the face of lifes daily stressors, youll be unable to
calm and soothe your baby.
Even an older child will look to you, the parent, as a source of safety and connection
and, ultimately, secure attachment. If, however, you are frequently depressed, anxious,
angry, grieving, pre-occupied, or otherwise unable to be calm and present for your child,
his or her physical, emotional, and/or intellectual development may suffer.
The new field of infant mental health, with its emphasis on brain research and the
developmental role of parents, provides a clearer understanding of factors that may
compromise the secure attachment bond. If either the primary caretaker or the child has
a health problem, nonverbal communication between the two may be affected, which in
turn can affect the secure attachment bond.
How an infants well-being can affect the secure attachment bond
Experience shapes the brain, and this is especially true for newborns whose nervous
systems are largely undeveloped.

When a baby experiences difficulty in the womb or in the birth processduring

a cesarean birth, for examplehis or her nervous system may be compromised.

Adopted babies or those who spend time in hospital neonatal units away from a
parent may have early life experiences that leave him or her feeling stressed,
confused, and unsafe.

Infants who never seem to stop cryingwhose eyes are always tightly closed,

fists clenched, and bodies rigidmay have difficulty experiencing the soothing cues
of even a highly attuned caretaker.
Fortunately, because the infant brain is so undeveloped and influenced by experience, a
child can overcome any difficulties at birth. It may take a few months, but if the primary
caretaker remains calm, focused, understanding, and persistent, a baby will eventually
relax enough for the secure attachment process to occur.
How an older child's well-being can affect the secure attachment
bond
A child's experience and environment can affect his or her ability to form a secure
attachment bond. Sometimes the circumstances that affect the secure attachment bond
are unavoidable, but the child is too young to understand what has happened and why.
To a child, it just feels like no one cares and they lose trust in others and the world
becomes an unsafe place.

A child gets attention only by acting out or displaying other extreme behaviors.
Sometimes the child's needs are met and sometimes they aren't. The child

never knows what to expect.

A child is hospitalized or separated from his or her parents.
A child is moved from one caregiver to another (can be the result of adoption,

foster care, or the loss of a parent).

A child is mistreated or abused.

How a caretakers well-being can affect the secure attachment bond

The feelings you experience as a primary caretaker can shape the developmental
process rapidly occurring in your infants brain.
If you are overly stressed, depressed, traumatized, or unavailable for whatever reason,
you may not have the awareness or sensitivity to provide the positive emotional
mirroring your child needs for secure attachment.
Sometimes even a healthy, caring, and responsible caretaker may have trouble
understanding and initiating a secure attachment bond with their child. If, as a child, you
didnt experience a secure attachment bond with your own primary caregiver, you may
be unaware of what secure attachment looks or feels like. But adults can change for the
better, too. Just as you can strengthen yourself with exercise and a healthy diet, you can

also learn to manage overwhelming stress and deal with emotions that may interfere
with your ability to create a secure attachment bond.
Repair of the secure attachment bond is always possible
You dont have to be a perfect parent to build a secure attachment bond with your infant
no one is able to be fully present and attentive to a child 24 hours a day. Because the
brain is capable of changing, repair is always possible and may even strengthen the
secure attachment bond.
If you notice theres a disconnect between you, when youve missed or misinterpreted
your childs cues, and attempt to repair it by continuing to figure out what your child
needs, the secure attachment process will stay on track. The effort involved in repair
can even deepen trust, increase resiliency, and build a stronger relationship.
Distractions of daily life
Cell phones, computers, TV, and countless other distractions of daily life can prevent
you from paying full attention to your child. Responding to an urgent email during meal
time, texting a friend during play time, or just zoning out in front of the TV with your child
are all ways parents miss out on opportunities to make eye contact with their child and
engage in the secure attachment process. Without eye contact and your full attention,
youll miss your childs nonverbal cues.
Nonverbal Communicationclick to collapse contents
Nonverbal cues are sensory signals communicated by a certain tone of voice, a
particular touch, or a particular facial expression. A childs primary caretaker brings all of
these unique qualities together creating a sense of recognition, safety, and comfort for a
child. Even when a child is old enough to talk, nonverbal communication remains key to
building and maintaining a secure attachment.
Nonverbal Cues and How They Can be Used to Create a Secure Attachment Bond
Eye contact You look at child affectionately and he or she picks up on the positive emotion conveyed by
this nonverbal signal and feels safe, relaxed, and happy. If youre depressed, stressed, or distracted, you may
not look directly into your childs eyes at all. Maintaining eye contact also plays an important role in
sustaining the flow of conversation between you and your child.
Facial expression Your face is able to express countless emotions without you saying a word. If your
expression is calm and attentive when you communicate with your child, he or she will feel secure. But if

Nonverbal Cues and How They Can be Used to Create a Secure Attachment Bond
your face looks distressed, angry, worried, sad, fearful, or distracted, your child will pick up on these negative
emotions and feel stressed, unsafe, and unsure.
Tone of voice Even if your child is too young to understand the words that you use, he or she can
understand the difference between a tone that is harsh, indifferent, or preoccupied, and a tone that conveys
tenderness, interest, concern, and understanding. When talking to older children, make sure that the tone you
use matches what youre saying.
Movements The way you lift, wash, carry, and set down your baby conveys your emotional state to the
childwhether youre attentive, calm, tender, relaxed, or disinterested, upset, and unavailable. Some babies
enjoy more vigorous movement while others prefer to be moved more gently and less often. Follow your
babys cues.
Touch The way you touch your child conveys your emotional statewhether youre attentive, calm, tender,
relaxed, or disinterested, upset, and unavailable. The way you wash, lift, or carry your baby or the way you
give your older child a warm hug, a gentle touch on the arm, or a reassuring pat on the back can convey so
much emotion to your child,
Body language Talk to your child with your arms crossed and your head back and your child will see you as
defensive and uninterested. But sit with a relaxed, open posture, leaning towards your child and your child
will feel what he or she is saying matters to you. The way you sit, move, and carry yourself communicates a
wealth of information to your child.
Pacing, timing, and intensity The pacing, timing, and intensity of sounds, movements, and facial
expressions you use with your infant can reflect your state of mind. If you maintain an adult pace, or are
stressed or otherwise inattentive, your nonverbal actions will do little to calm, soothe, or reassure your infant.
You need to be aware of your infants preferences for pacing and intensity, which are often slower and less
forceful than your own.

Secure Attachmentclick to collapse contents

As there are many reasons why a loving, conscientious parent may not be successful at
creating a secure attachment bond, Helpguide has created a video to help you
understand the process.
Understanding what the attachment bond looks like

Informed by leaders in the new field of infant mental health, the Helpguide
video, Creating Secure Attachment, demonstrates what a secure attachment bond looks
like from the perspective of the child as well as the parent.
Additionally, the video explains why a loving parent may not be able to create a secure
attachment bond or why a child may not be able to participate in the two-way emotional
exchange that creates this bond.
More Helpclick to collapse contents
Building a Secure Attachment Bond With Your Baby Tips for new parents on how to
create a secure attachment bond with your newborn.
When Baby Won't Stop Crying Discover time-tested strategies for comforting and
soothing an upset or colicky baby.
Separation Anxiety in Children Learn how to make the separation process easier and
identify and deal with separation anxiety disorder.
Attachment & Reactive Attachment Disorders Learn what you can do to help a child
overcome attachment problems.
Postpartum Depression Learn the signs and symptoms of postpartum and how new
moms can get help and support.
Stress Relief in the Moment Learn how to quickly and effectively reduce stress in the
middle of any challenging situation.

Authors: Jeanne Segal, Ph.D., Marti Glenn, Ph.D., and Lawrence Robinson.
Last reviewed: November 2013.
http://m.helpguide.org/articles/parenting-attachment/attachment-parenting-bonding

Autism Behavior Problems

Whats Triggering Your Childs Outbursts?
Key Points

Autism is not a hardwired impairment programmed into a childs genes and

destined to remain fixed forever.

Paying attention differently to and recording the environment around and prior to

incidents can lead to an understanding of triggers for occurrences.

Sensory breaks can help your child regroup and refocus.

Your Childs Perspectiveclick to collapse contents

Theres been a lot of research about how people with autism lack a so-called theory of
mindthey dont understand that you are a different person with different needs than
theirs. That may be true, but teachers, parents, and specialists are often just as lacking
their understanding of what might be called the childs theory of sensation and
perception.
You dont get why she experiences a flickering lightbulb as a bolt of lightning, a
doorbell ringing as the sound of a thousand church bells. You dont appreciate why a
child might need to tap his foot and run around the classroom to keep from falling out of
his chair. And you dont grasp how yogurt, because of its smoothness, may be one of
the only foods that doesnt make your daughter feel like she has a mouthful of pebbles.
Your child may have as hard a time figuring out your needs as you have figuring out
hers. She may not notice that today is a bad one for you, and so try to be less needy. He
may talk endlessly because he cant read your cues of boredom.
Hidden Meaningsclick to collapse contents
Many of your childs behaviors may not make obvious sensethey dont seem to serve
any clear purpose. But your child doesnt smear poop all over the walls "on purpose" to
make you cry or get angry. Assume for a minute that "crazy" behaviors like this do make
some sense, that your child is sending you coded messages about things that are
important to himand your job is to break the code so you can "read" the messages.
By paying attention differently to these actions, you may be able to notice clues you
didnt see before, and find a more effective way to help your child. Taking this approach
will also help you respond more carefully to these "bizarre" behaviors, so you dont
inadvertently reinforce them by rewarding your child for activities that drive you up the
wall.

The first thing to do is to start recording these outbursts and stunts the way an
anthropologist might record the actions of a newly discovered native people. Suspend
your judgments, what you think you know. What time do these events most often
happen? Does the same thing often happen first? Perhaps hes more likely to have
outbursts on pizza day in the school cafeteria, or after youve just turned on the lights
because its getting dark outside. Maybe it only happens when you turn on the
fluorescent light in the kitchen.
Many behaviors are set off or triggered by an event. Just as you might suddenly feel
hungry as you walk past a bakery, there are "setting events" in your childs lifethe
things that "set off" difficult behaviors. You can use a diary or log to try to identify these
setting events for some of your childs most difficult behaviors.
Instead of looking at the behavior as "bad," look for how the context, or environment, is
out of synch with your child, and explore what you can do about it.
External Environmentclick to collapse contents
Some things in your childs surroundings are changeable and some are not. Sometimes
the problem is a well-meant gesture thats actually counterproductive, like a teacher
popping a candy in your daughters mouth to keep her quiet, unintentionally rewarding
her for being loud in class.
Sometimes just figuring out what the problem is can help you do something about it.
Your refrigerator will always make humming noises, but if you realize that sound is
distracting your hearing-sensitive son, you can help him set up a quiet spot to do
homework.
Sometimes you will find a mismatch between whats expected of your child and what
she can actually do.
Sensory stimulation
Your child may respond with disruptive behavior if hes being overwhelmed by too much
sensory information. Jimmy is a bright boy with a lot of energy for learning. But he has a
classmate who cries for hours each day. The sound and the emotional weight of that
crying pushes Jimmy over the edge and makes it very difficult for him to concentrate
and learn. His mother has realized this and is trying to switch him into a classroom that
will be less disruptive.
Social triggers

Maybe your daughter realizes she has no friends, so recess time is particularly tough for
her. Talking to the teacher and even her classmates might make a difference. Tell them
what your daughters problems are and enlist their help. Yes, kids can be cruel to one
another but they can also be phenomenally open and accepting. Reach out to their
better natures. Dont assume they should know how to behave around your child, but
teach them how and you may be astounded by how supportive her peers become.
Communication problems
Maybe your son is frustrated because he cant communicateabout either the bad
reflux thats hurting his throat, or the question hed like to answer on the blackboard.
Using pictures, sign language, or a keyboard instead of talking might help. Heres where
experimentation and a great teacher can make all the difference.
Interests
Maybe your child tunes out because the teacher or the material isnt engaging. If your
sons preschool class is spending the year talking about dinosaurs and hes obsessed
with machines, maybe the teacher can steer the topic a bit in his direction, spending
some class time talking about the machines used to study dinosaurs or dig up their
bones.
Internal Environmentclick to collapse contents
Here are some of the places to look for clues when hunting for internal triggers of
behavior problems.
Sources of pain: Look aggressively for all possible sources of pain, such as teeth,
reflux, gut, broken bones, cuts and splinters, infections, abscesses, sprains, and
bruises. Any behaviors that seem to be localized might indicate pain. If he always likes
to sit curled up in a ball, for instance, or drapes his belly over the arm of the couch, that
might be because his stomach is hurting.
Seizures: Some behaviors, especially those that seem particularly odd, unmotivated,
abrupt, or out of nowhere, may be due to seizures. If you are concerned about this, keep
a very careful record of what you observe, see if your childs teachers and therapists
have similar observations, and discuss it with your doctor.
Food allergies and sensitivities: Try to identify any food allergies or sensitivities that
might be bothering your child. Diarrhea within a few hours of eating a particular food
could certainly indicate an allergy; so can red, flushed cheeks or ears. Many people
report that their childs flapping or repetitive behaviors go away when they cut out

certain foods. An elimination diet can show you for certain whether specific foods trigger
pain or unusual behaviors.
Fatigue, hunger, or thirst: As with anyone, being hungry, tired, or thirsty can make
your child cranky. Poor sleep or coming down with a cold could easily explain unusual
behavior. A chronic illness or low-grade infection could make her irritable. If your child
has a pattern of crankiness at a certain time of day, try offering a piece of fruit at that
hour to see if it makes a difference.
Emotions: Sorrow, anger, fear, and anxiety can also have an impact on behavior.
Parents who are going through a divorce, a health crisis, a job change, or a move might
think theyre handling everything and theres no reason for their child to be concerned.
But if youre stressed about something, chances are your child will be, tooparticularly
if hes powerless to do anything about it, or even communicate his concerns.
Coordination problems can contribute to stress and behavior issues. As anyone whos
ever been picked last or near last for a team knows, grade school gym class can be
stressful. If your child has trouble undoing buttons or zippers, the short time allotted for
locker room changes or bathroom breaks can add tremendous stress. When you walk
awkwardly, negotiating a crowded hallway between classes can be stressful.
As I hope you can appreciate by now, there are many things you can do once you look
for ways to fix the context and not just the behaviors.
Sensory Regulationclick to collapse contents
Once you have addressed your childs physical needs, its time to consider sensory and
emotional regulation. Your childs sensory experiences are probably very different from
your own. She is likely easily overwhelmed by information coming in through some
senses, perhaps upset by loud noises, and isnt getting enough input from the senses
responsible for self-awareness and regulation.
In school you learned about five senses: taste, smell, sound, sight, and touch. Two more
senses are important to understand your child: the vestibular sense, which controls
balance, and proprioception, or the sense of ones body in space. In many people with
autism, some of the information from these senses is too much, too little, or distorted,
leading to feelings of terror, pain, or disengagement.
To overcome the confusion, your child needs help stabilizing his senses. Author Judy
Endow, an adult with autism, recommends sensory breaksmoments during the day
when your child can fill sensory needs.
What type of sensory break does your child need?

Observe your child and see what they gravitate to when they do repetitive behaviors.
That might give you some clues to what sensory activities help them regroup.
Depending on your childs needs and strengths, a sensory break might include:

spinning
rocking
doing push-ups against the wall
rubbing something with texture
wearing a weighted vest or blanket
listening to music
sucking through a straw
chewing something crunchy
taking a visual break in a quiet environment
using an assistive technology

Exercise is also a great way to calm the nervous system and to teach physical selfcontrol. Team sports that require advanced skill and social interactions probably arent a
good idea, but depending on your childs age, skills, and fears, going to the gym or the
pool, rolling a ball across the floor, or heading out for a family walk or run can help
reduce stress and feed sensory needs.
According to one study the benefit of proprioceptive information lasts for about two
hours, so your child might need a sensory break like this approximately every two hours.
Some children need to get stabilized much more frequently. Of course every child is
different and their needs are likely to change daily. Judy talks about her need to get
sensory information proactivelybefore theres a problemand reactively, if theres
something in the moment thats causing her stress.
One goal of therapy is for your child to develop enough self-awareness to know when
they need to stabilize, self-regulate, and take a sensory breakand to know how to do
these things. Then, regardless of their issues, they will manage better in the world.

Adapted from The Autism Revolution by Martha Herbert, M.D., Ph.D., with Karen
Weintraub. Copyright 2012 by Harvard University. Reprinted by
arrangement with Ballantine Books, an imprint of The Random House
Publishing Group, a division of Random House, Inc. All rights reserved.
http://m.helpguide.org/harvard/dealing-with-autism-behavior-problems

Helping Children with Autism

Autism Treatment Strategies and Parenting Tips

There are many things parents can do to help children with autism overcome their
challenges. But its also important to make sure you get the support you need. When
youre looking after a child with autism, taking care of yourself is not an act of
selfishnessits a necessity. Being emotionally strong allows you to be the best parent
you can be to your child in need. These tips can help make life with an autistic child
easier.
Parents Guide to Treatmentclick to collapse contents
If youve recently learned that your child has or might have an autism spectrum disorder,
youre probably wondering and worrying about what comes next. No parent is ever
prepared to hear that a child is anything other than happy and healthy, and a diagnosis
of autism can be particularly frightening. You may be unsure about how to best help
your child or confused by conflicting treatment advice. Or you may have been told that
autism is an incurable, lifelong condition, leaving you concerned that nothing you do will
make a difference.
While it is true that autism is not something a person simply grows out of, there are
many treatments that can help children learn new skills and overcome a wide variety of
developmental challenges. From free government services to in-home behavioral
therapy and school-based programs, assistance is available to meet your childs special
needs. With the right treatment plan, and a lot of love and support, your child can learn,
grow, and thrive.
Dont wait for a diagnosis
As the parent of a child with autism or related developmental delays, the best thing you
can do is to start treatment right away. Seek help as soon as you suspect somethings
wrong. Dont wait to see if your child will catch up later or outgrow the problem. Dont
even wait for an official diagnosis. The earlier children with autism spectrum disorders
get help, the greater their chance of treatment success. Early intervention is the most
effective way to speed up your childs development and reduce the symptoms of autism.
When your child has autism:

Learn about autism. The more you know about autism spectrum disorders, the
better equipped youll be to make informed decisions for your child. Educate
yourself about the treatment options, ask questions, and participate in all treatment
decisions.

Become an expert on your child. Figure out what triggers your kids "bad" or

disruptive behaviors and what elicits a positive response. What does your autistic
child find stressful? Calming? Uncomfortable? Enjoyable? If you understand what
affects your child, youll be better at troubleshooting problems and preventing
situations that cause difficulties.
Accept your child, quirks and all. Rather than focusing on how your autistic

child is different from other children and what he or she is "missing," practice
acceptance. Enjoy your kids special quirks, celebrate small successes, and stop
comparing your child to others. Feeling unconditionally loved and accepted will help
your child more than anything else.
Dont give up. Its impossible to predict the course of an autism spectrum
disorder. Dont jump to conclusions about what life is going to be like for your child.
Like everyone else, people with autism have an entire lifetime to grow and develop
their abilities.

Structure & Safetyclick to collapse contents

Learning all you can about autism and getting involved in treatment will go a long way
toward helping your child. Additionally, the following tips will make daily home life easier
for both you and your autistic child:

Be consistent. Children with autism have a hard time adapting what theyve

learned in one setting (such as the therapists office or school) to others, including
the home. For example, your child may use sign language at school to
communicate, but never think to do so at home. Creating consistency in your childs
environment is the best way to reinforce learning. Find out what your childs
therapists are doing and continue their techniques at home. Explore the possibility
of having therapy take place in more than one place in order to encourage your child
to transfer what he or she has learned from one environment to another. Its also
important to be consistent in the way you interact with your child and deal with
challenging behaviors.
Stick to a schedule. Children with autism tend to do best when they have a
highly structured schedule or routine. Again, this goes back to the consistency they
both need and crave. Set up a schedule for your child, with regular times for meals,
therapy, school, and bedtime. Try to keep disruptions to this routine to a minimum. If
there is an unavoidable schedule change, prepare your child for it in advance.

Reward good behavior. Positive reinforcement can go a long way with children

with autism, so make an effort to "catch them doing something good." Praise them
when they act appropriately or learn a new skill, being very specific about what
behavior theyre being praised for. Also look for other ways to reward them for good
behavior, such as giving them a sticker or letting them play with a favorite toy.
Create a home safety zone. Carve out a private space in your home where
your child can relax, feel secure, and be safe. This will involve organizing and
setting boundaries in ways your child can understand. Visual cues can be helpful
(colored tape marking areas that are off limits, labeling items in the house with
pictures). You may also need to safety proof the house, particularly if your child is
prone to tantrums or other self-injurious behaviors.

Nonverbal Ways to Connectclick to collapse contents

Connecting with a child with autism can be challenging, but you dont need to talk in
order to communicate and bond. You communicate by the way you look at your child,
the way you touch him or her, and by the tone of your voice and your body language.
Your child is also communicating with you, even if he or she never speaks. You just
need to learn the language.

Look for nonverbal cues. If you are observant and aware, you can learn to

pick up on the nonverbal cues that children with autism use to communicate. Pay
attention to the kinds of sounds they make, their facial expressions, and the
gestures they use when theyre tired, hungry, or want something.
Figure out the need behind the tantrum. Its only natural to feel upset when

you are misunderstood or ignored, and its no different for children with autism.
When children with autism act out, its often because youre not picking up on their
nonverbal cues. Throwing a tantrum is their way communicating their frustration and
getting your attention.
Make time for fun. A child coping with autism is still a kid. For both children with
autism and their parents, there needs to be more to life than therapy. Schedule
playtime when your child is most alert and awake. Figure out ways to have fun
together by thinking about the things that make your child smile, laugh, and come
out of their shell. Your child is likely to enjoy these activities most if they dont seem
therapeutic or educational. There are tremendous benefits that result from your
enjoyment of your childs company and from your childs enjoyment of spending
unpressured time with you. Play is an essential part of learning and shouldnt feel
like work.

Pay attention to your childs sensory sensitivities. Many children with autism
are hypersensitive to light, sound, touch, taste, and smell. Other children with autism
are undersensitive to sensory stimuli. Figure out what sights, sounds, smells,
movements, and tactile sensations trigger your kids bad or disruptive behaviors
and what elicits a positive response. What does your autistic child find stressful?
Calming? Uncomfortable? Enjoyable? If you understand what affects your child,
youll be better at troubleshooting problems, preventing situations that cause
difficulties, and creating successful experiences.

Personalized Treatmentclick to collapse contents

With so many different autism treatments available, and it can be tough to figure out
which approach is right for your child. Making things more complicated, you may hear
different or even conflicting recommendations from parents and doctors. When putting
together an autism treatment plan for your child, keep in mind that there is no single
treatment that will work for everyone. Each person on the autism spectrum is unique,
with different strengths and weaknesses.
Your childs treatment should be tailored according to his or her individual needs. You
know your child best, so its up to you to make sure those needs are being met. You can
do that by asking yourself the following questions:

What are my childs strengths?

What are my childs weaknesses?
What behaviors are causing the most problems?
What important skills is my child lacking?
How does my child learn best (through seeing, listening, or doing)?
What does my child enjoy and how can those activities be used in treatment?

Finally, keep in mind that no matter what autism treatment plan is chosen, your
involvement is vital to success. You can help your child get the most out of treatment by
working hand-in-hand with the autism treatment team and following through with the
therapy at home.
Choosing autism treatments
When it comes to autism treatment, there are a dizzying variety of therapies and
approaches. Some autism therapies focus on reducing problematic behaviors and
building communication and social skills, while others deal with sensory integration
problems, motor skills, emotional issues, and food sensitivities.

With so many choices, it is extremely important to do your research, talk to autism

treatment experts, and ask questions. But keep in mind that you dont have to choose
just one type of therapy. The goal of autism treatment should be to treat all of your
childs symptoms and needs. This often requires a combined treatment approach that
takes advantage of many different types of therapy.
Common autism treatments include behavior therapy, speech-language therapy, playbased therapy, physical therapy, occupational therapy, and nutritional therapy.
A good autism treatment plan will:

Build on your childs interests

Offer a predictable schedule
Teach tasks as a series of simple steps
Actively engage your childs attention in highly structured activities
Provide regular reinforcement of behavior
Involve the parents

Source: National Institute of Mental Health

Find Supportclick to collapse contents
Caring for a child with an autism spectrum disorder can demand a lot of energy and
time. There may be days when you feel overwhelmed, stressed, or discouraged.
Parenting isnt ever easy, and raising a child with special needs is even more
challenging. In order to be the best parent you can be, its essential that you take care of
yourself.
Dont try to do everything on your own. You dont have to! There are many places that
families of autistic kids can turn to for advice, a helping hand, advocacy, and support:

Autism support groups Joining an autism support group is a great way to

meet other families dealing with the same challenges you are. Parents can share
information, get advice, and lean on each other for emotional support. Just being
around others in the same boat and sharing their experience can go a long way
toward reducing the isolation many parents feel after receiving a childs autism
diagnosis.
Respite care Every parent needs a break now and again. And for parents
coping with the added stress of autism, this is especially true. In respite care,
another caregiver takes over temporarily, giving you a break for a few hours, days,

or even weeks. To find respite care options in your area, see Resources section
below.
Individual, marital, or family counseling If stress, anxiety, or depression is
getting to you, you may want to see a therapist of your own. Therapy is a safe place
where you can talk honestly about everything youre feelingthe good, the bad, and
the ugly. Marriage or family therapy can also help you work out problems that the
challenges of life with an autistic child are causing in your spousal relationship or
with other family members.

Free Government Servicesclick to collapse contents

Under the U.S. federal law known as the Individuals with Disabilities Education Act
(IDEA), children with disabilitiesincluding those with autism spectrum disordersare
eligible for a range of free or low-cost services. Under this provision, children in need
and their families may receive medical evaluations, psychological services, speech
therapy, physical therapy, parent counseling and training, assisted technology devices,
and other specialized services.
Children under the age of 10 do not need an autism diagnosis to receive free services
under IDEA. If they are experiencing a developmental delay (including delays in
communication or social development), they are automatically eligible for early
intervention and special education services.
For services in other countries
See links in Resources & References section below.
Early intervention services (birth through age two)
Infants and toddlers through the age of two receive assistance through the Early
Intervention program. In order to qualify, your child must first undergo a free evaluation.
If the assessment reveals a developmental problem, you will work with early intervention
treatment providers to develop an Individualized Family Service Plan (IFSP). An IFSP
describes your childs needs and the specific services he or she will receive.
For autism, an IFSP would include a variety of behavior, physical, speech, and play
therapies. It would focus on preparing autistic kids for the eventual transition to school.
Early intervention services are typically conducted in the home or at a child care center.
To locate local early intervention services for your child, ask your pediatrician for a
referral or use the resources listed in the box to the right.

Special education services (age three and older)

Children over the age of three receive assistance through school-based programs. As
with early intervention, special education services are tailored to your childs individual
needs. Children with autism spectrum disorders are often placed with other
developmentally delayed kids in small groups where they can receive more individual
attention and specialized instruction. However, depending on their abilities, they may
also spend at least part of the school day in a regular classroom. The goal is to place
kids in the least restrictive environment possible where they are still able to learn.
If youd like to pursue special education services, your local school system will first need
to evaluate your child. Based on this assessment, an Individualized Education Plan
(IEP) will be created. An IEP outlines the educational goals for your child for the school
year. Additionally, it describes the special services or aids the school will provide your
child in order to meet those goals.
Know your childs rights
As the parent of an autistic child, you have a legal right to:

Be involved in developing your childs IEP from start to finish

Disagree with the school systems recommendations
Seek an outside evaluation for your child
Invite anyone you wantfrom a relative to your childs doctorto be on the IEP

team
Request an IEP meeting at any time if you feel your childs needs are not being
met

Free or low-cost legal representation if you cant come to an agreement with the
school

More Helpclick to collapse contents

Autism Symptoms & Early Signs By catching autism early, you may be able to
interrupt its development. But whatever your childs age, treatment can help your child
thrive.
Autism Spectrum Disorders Learning about the different autism spectrum disorders
will help you better understand your own child and find treatment that best addresses
your childs needs.
Autism Behavior Problems Understand how environment and circumstances can
trigger outbursts and other behavior problems in your child. (Harvard Health)

External Resourcesclick to collapse contents

Parenting tips for helping children with autism
Tips from Parents of Children with ASDs Advice from parents of children with autism,
including home safety tips, school issues to watch for, and how to foster unique abilities.
(Autism Society Canada)
Living with Autism Guide to successfully living with autism, including how to cope with
stress on the family, make the home safe, and deal with sibling issues. (Autism Society
of America)
Life Journey Through Autism: A Parents Guide to Research (PDF) In-depth guide
teaches parents how to evaluate autism research and choose treatments for their
children. (Organization for Autism Research)
Early intervention and special education for children with autism
Finding Help for Young Children with Disabilities Parents guide to finding early
intervention services for a child with autism or another disability. (National Dissemination
Center for Children with Disabilities)
Your Local School District Overview of special services for autistic children and advice
for parents navigating the educational system. (First Signs)
Individualized Education Plans (IEPs) Learn all about IEPs for kids with autism and
other developmental issues. (KidsHealth)
Effective Programming for Young Children with Autism (Ages 3-5) Describes how to
put together a successful early intervention program for autistic children. (Cooperative
Educational Service Agency No. 7)
Your Childs Rights Learn about your childs rights under the federal Individuals with
Disabilities Act (IDEA). (Autism Speaks)
Treatment and therapy for children with autism
Healing Thresholds Organization dedicated to helping parents sift through the
information about autism therapy. (Healing Thresholds)
Treatments for Autism Explore treatment options for autism spectrum disorders.
(Autism Speaks)
Support and advocacy services for children with autism in the U.S.
Autism Source Search a national directory of local autism resources, support groups,
healthcare professionals, and service providers. (AutismSource.org)
Family Services Click on a U.S. state to find autism services in your area. (Autism
Speaks)

Find a Chapter Locate your local chapter of the Autism Society of America. (Autism
Society of America)
Autism Link Provides free autism information and support. (Autism Link)
Services for children with autism in other countries

In the UK: The National Autistic Society: Services

In Australia: Australian Government: Helping Children with Autism
In Canada: Autism Speaks: Accessing Services
In New Zealand: Autism New Zealand Inc.

Authors: Melinda Smith, M.A., and Jeanne Segal, Ph.D. Reviewed by Ted
Hutman, Ph.D. (UCLA Center for Autism Research & Treatment). Last
updated: November 2013.
http://m.helpguide.org/articles/autism/autism-help

setiap seorang daripada 150 orang kanak-kanak yang dilahirkan pada

masa kini di seluruh dunia memiliki autisma dan dianggarkan kira-kira
47,000 orang kanak-kanak di Malaysia menghidap penyakit
autisma.Ada di antara mereka yang memiliki tanda-tanda masalah
autisma yang kronik dan ada juga yang baru sahaja di peringkat awal
masalah autisma. Umur anak-anak tersebut turut berbeza-beza; dari
mereka yang berumur dari enam bulan sehinggalah kepada mereka
yang sudah berumur lewat dua puluhan. Kadang-kala, bukan sahaja
pesakit autisma yang mendapat rawatan daripada kami tetapi ibubapa
& ahli keluarga mereka turut mendapat rawatan oleh sebab tekanan
yang kuat daripada penjagaan pesakit autisma tersebut.
Maka, sifat sabar daripada ibubapa dan ahli keluarga amat dituntut
dalam memberi penjagaan yang terbaik buat pesakit autisma. Ingatlah
bahawasanya Allah swt sentiasa bersama mereka yang bersabar.
Seperti di dalam firman Allah swt :
Wahai orang-orang yang beriman! Mintalah pertolongan dengan sabar
dan solat, sesungguhnya Allah bersama-sama orang yang sabar. Surah Al-Baqarah ayat 153

Pengenalan & Ciri-ciri Umum

Autisma merupakan satu bentuk kecacatan atau masalah kurang upaya
sistem perkembangan saraf otak & minda yang boleh berlaku sejak di
usia seawal enam bulan lagi dan merupakan satu sindrom
ketidakupayaan yang boleh kekal sepanjang hayat jika tidak mendapat
sebarang rawatan. Penyakit autisma mengakibatkan fungsi memproses
maklumat di dalam otak seseorang itu terjejas & menyebabkan pesakit
autisma menunjukkan tiga jenis ketidakupayaan umum, iaitu:
Masalah tidak mampu bersosial. Ini merupakan simptom utama
penyakit autisma. Pesakit-pesakit autisma tidak memiliki keupayaan
untuk bersosial dengan orang sekeliling mereka secara normal dan
mereka selalunya tidak mempunyai mempunyai sifat empati terhadap
orang lain. Mereka akan tidak mengendahkan orang lain dan kelihatan
seperti termenung jauh seorang diri. Malah, ada pesakit autisma yang
menunjukkan sikap-sikap yang tidak sepatutnya ditunjukkan di depan
orang ramai seperti menjerit-jerit sekuat hati atau membaling-baling
barang ke arah orang sekeliling. Malah, pesakit autisma lebih gemar
untuk menyendiri dan bermain seorang diri walaupun dikelilingi oleh
rakan-rakan sebaya yang tengah seronok bermain bersama-sama.
Kesukaran untuk berkomunikasi secara berkesan dengan insan lain.
Mereka selalunya lambat untuk bercakap dan apabila mereka cuba
juga untuk berkomunikasi dengan orang lain, selalunya orang lain
sukar untuk memahami apa yang mereka cuba sampaikan. Mereka
turut kadang-kala bercakap dalam nada yang pelik seperti menyanyi
sebagai contoh. Malah, ada di antara pesakit autisma lebih gemar
untuk menggunakan bahasa isyarat tangan untuk menyampaikan
hasrat di hati kepada ibubapa.
Masalah dalam tingkah laku dan pemikiran. Ada di antara mereka yang
gemar untuk melakukan satu-satu perkara berulang-ulang kali
(compulsive behaviour). Ada juga yang mempunyai minat yang pelik
dan berlaku agresif sekiranya ada sesiapa yang cuba menghalang
minat tersebut. Sebagai contoh, ada pesakit kami yang hobinya adalah
untuk membawa ranting pokok ke mana-mana sahaja yang dia pergi
sehinggakan akan memarahi sesiapa sahaja yang cuba untuk
mengambil ranting tersebut dari tangan pesakit tersebut.
Tanda-tanda penyakit ini selalunya muncul secara beransur-ansur dan
terus bertambah kronik (jikalau tidak mendapatkan sebarang rawatan)
sehingga ke umur dewasa.
Punca-punca
Masalah autisma ini berlaku tanpa mengira kira faktor bangsa, latar
belakang pendidikan, kedudukan status sosial ekonomi dan gaya
hidup. Sehingga ke hari ini, dunia perubatan moden masih lagi belum
dapat mengesan secara pasti akan punca sebenar penyakit autisma.
Namun, mengikut perubatan moden, pengaruh genetik boleh

meningkatkan risiko seseorang itu untuk mendapat anak-anak

autisma. Selain dari itu, sangat penting buat semua ibubapa yang
mempunyai anak autisma untuk memahami bahawa penyakit tersebut
tidak berpunca dari asuhan atau penjagaan yang tidak baik semasa
anak-anak masih bayi.
Dalam pengalaman kami di Pusat Rawatan Islam Al-Hidayah merawat
anak-anak autisma, terdapat kes-kes yang melibatkan elemen
gangguan makhluk halus terutamanya gangguan saka yang
menyebabkan masalah autisma. Gangguan saka ini selalunya diwarisi
melalui keturunan daripada keluarga yang terdahulu di mana makhlukmakhluk halus ini merosakkan saraf dan minda pesakit yang
menyebabkan berlakunya autisma. Adalah sukar untuk perubatan
moden untuk membuktikan wujudnya pengaruh makhluk halus ini
dalam anak-anak autisma ini tetapi sudah ramai pesakit-pesakit
autisma yang menunjukkan perubahan yang positif selepas makhluk
halus ini dikeluarkan daripada tubuh badan mereka.
Tanda-tanda Awal Autisma
Antara tanda-tanda awal masalah autisma yang boleh berlaku adalah
seperti;
Anak-anak yang tidak mengeluarkan sebarang perkataan yang boleh
difahami sehingga umur 16 bulan
Tidak menunjukkan minat untuk bermain atau berinteraksi dengan
kanak-kanak lain
Tidak menggunakan jari telunjuk untuk menunjuk sebarang objek
Gagal untuk memberi respon apabila nama dipanggil
Suka menyendiri
Suka menyusun objek mengikut susunan yang tersendiri
Tanda-tanda di atas hanyalah sebahagian daripada tanda-tanda awal
masalah autisma & sebarang diagnosis akhir untuk autisma haruslah
dirujuk kepada pakar perubatan kanak-kanak.
Rawatan Moden
Rawatan untuk penyakit autisma pada masa kini melibatkan banyak
aspek terutamanya dari segi pendidikan khas dari usia awal. Objektif
utama rawatan adalah untuk mengurangkan tekanan dalam keluarga,
meningkatkan kualiti hidup pesakit dan melatih pesakit untuk mampu
berdikari dalam hampir semua aspek kehidupan. Buat masa ini, tiada
rawatan tunggal yang mampu merawat autisma. Rawatan selalunya
memerlukan beberapa jenis rawatan yang diolah mengikut keperluan
setiap kanak-kanak autisma. Contoh rawatan-rawatan yang selalu
digunapakai adalah seperti senaman fisioterapi, terapi kognitif dan
sikap (cognitive-behavioural therapy), terapi pertuturan dan

kaunseling keluarga.
Ahli keluarga terutamanya ibubapa selalunya diberi kaunseling dan
latihan dalam menghadapi kerenah anak-anak autisma mereka. Selain
itu, guru-guru yang terlatih dalam bidang Pendidikan Khas turut
memainkan peranan penting dalam memastikan kanak-kanak autism
amendapat pendidikan mengikut cara yang sesuai dengan keperluan
masalah autisma kanak-kanak tersebut.
Rawatan Penyakit Autisma Dengan Menggunakan Ayat-ayat Al-Quran
Di Pusat Rawatan Islam Al-Hidayah, keluarga pesakit autisma akan
diberi ayat-ayat berikut untuk mereka amalkan dan seterusnya disertai
dengan doa kepada Allah untuk memohon penyembuhan. Ayat-ayat
tersebut adalah:
Surah
Surah
Surah
Surah
Surah

Az-Zumar ayat 24 hingga 37

Al-Hijr ayat 66 hingga 99
Yaasin ayat 43 hingga 58
Al-Hajj ayat 40 hingga 55
Al-Hajj ayat 73 hingga 78

Cara amalan ayat-ayat Al-Quran tersebut ialah, keluarga pesakit

hendaklah membaca surah pertama iaitu surah Az-Zumar tiga kali pada
waktu malam dan surah kedua iaitu surah Al-Hijr tiga kali pada waktu
siang. Pembacaan ini hendaklah diamalkan setiap hari selama tiga
hingga empat minggu. Selepas membaca tiga kali, keluarga pesakit
perlu memohon doa kepada Allah swt untuk penyembuhan. Selepas
membaca dua surah pertama tadi, keluarga pesakit hendaklah
mengulang amalan-amalan tersebut dengan surah-surah yang
berikutnya.
Adalah lebih baik sekiranya pesakit dan keluarga datang untuk
berjumpa dengan perawat-perawat Al-Hidayah terlebih dahulu supaya
dapat kami memeriksa jikalau ada sebarang gangguan makhluk halus
seperti gangguan saka dan bolehlah dirawat dan diberi ayat-ayat AlQuran yang lain yang boleh merawat gangguan tersebut.
Penutup
Kepada semua ibubapa di luar sana yang mempunyai anak-anak
autisma, janganlah berputus asa dalam mencari cara dan berikhtiar
untuk merawat anak masing-masing. Janganlah menganggap anak
autisma itu tidak dapat lagi ditolong dan hanya berserah kepada takdir.
Yakinlah bahawa pertolongan pasti akan datang bagi mereka yang
mencarinya.
Dalam pengalaman kami merawat anak-anak yang berpenyakit autism,
ada di antara mereka yang menunjukkan banyak perubahan yang
positif dari segi sikap, kecekapan, pertuturan dan keupayaan untuk

berdikari sendiri. Ada daripada pesakit kami yang mula mendapat

rawatan daripada umur seawal enam bulan sehinggalah umur mereka 6
hingga 7 tahun. Baru-baru ini, ada daripada anak-anak autisma yang
menyertai pakej rombongan umrah Al-Hidayah. Anak-anak ini walaupun
berumur 6 hingga 7 tahun, mereka boleh menyesuaikan diri apabila
menaiki kapal terbang, suasana asing di Tanah Suci dan boleh dibawa
untuk melakukan ibadah tawaf dan sai bersama-sama ibubapa
mereka. Ini membuktikan anak-anak ini walaupun mempunyai
kecacatan minda, dengan keizinan Allah, mereka boleh dididik seperti
anak-anak biasa.
Yang penting, kita haruslah yakin bahawa segala sesuatu yang berlaku
itu hanya boleh berlaku dengan izin Allah swt. Kita haruslah redha
akan ketentuan Illahi. Maka, jikalau ada masanya kita merasakan
masalah autisma anak-anak kita itu sudah tidak dapat lagi kita tahan
dan perasaan putus asa mula menguasai perasaan kita, cepat-cepatlah
kita ingat bahawa apa-apa yang berlaku merupakan suatu ujian
daripada Allah swt. Dan ujian atau dugaan daripada Allah merupakan
tanda kasih sayang-Nya untuk menguji keimanan kita. Malah, jika kita
bersabar dengan dugaan tersebut, ganjaran pasti akan menunggu.
Anas bin Malik r.a. meriwayatkan bahawa Rasulullah s.a.w pernah
bersabda:
Sesungguhnya besarnya ganjaran itu dinilai pada besarnya bala yang
menimpa. Dan sesungguhnya Allah itu apabila mencintai sesuatu
kaum, maka akan mereka itu diberi dugaan. Oleh sebab itu
barangsiapa yang redha dengan ujian yang menimpa, dia akan
memperoleh keredhaan Allah dan barangsiapa yang tidak maka
padanya kemurkaan Allah. (Riwayat al-Tirmidzi)
InshaAllah, dengan izin & kuasa Allah Yang Maha Penyayang, kami di
Pusat Rawatan Islam Al-Hidayah boleh membantu anak-anak yang
mempunyai masalah autisma ini.
http://www.alhidayah-medic.com/coretan-hj-lokman/autisma

Peka Isyarat Autisma Anak

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Oleh: Editorial PaMa
Tarikh: 4 Januari 2013
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Suzi bingung dengan sikap anak keduanya, Ismail yang menunjukkan
tingkah laku yang aneh. Dia kerap kali marah-marah dan suka menjerit
dengan suara yang kuat. Malah pada usia tiga tahun setengah dia

masih tidak memahami apa yang dikatakan dan tidak mengendahkan

apabila dipanggil. Padahal dia dilahirkan normal cuma apabila dia mula
membesar, dia tidak suka dibelai dan dimanjakan. Apa masalah
sebenar si kecil ini? Ikuti pandangan Dr.Mastura Badzis, Pensyarah di
Institut Pendidikan, Universiti Islam Antarabangsa.
Apakah Autisme?
Adakah anak anda mempunyai simptom yang sama dengan anak Suzi?
Jika ya, anak anda mungkin berisiko menghadapi masalah autisme.
Mungkin ramai ibu bapa yang kurang arif tentang masalah ini.
Autisme ialah gangguan psikitrik atau gangguan perkembangan yang
mengakibatkan masalah dalam komunikasi sama ada perkembangan
bahasa yang lambat atau tidak berkembang. Keadaan ini berkisar
mengenai masalah mengaitkan perkataan dengan penuh makna,
interaksi sosial dan kesukaran untuk memahami persekitaran.
Pengesanan awal mampu menyelamatkan keadaan dan kanak-kanak ini
boleh dilatih sekurang-kurangnya untuk menguruskan diri sendiri,
kata Dr Mastura Badzis.
Biasanya, petanda kesihatan anak yang menunjukkan simptom
gangguan sama ada secara mental dan fizikal tidak disedari. Misalnya
masalah autisme yang boleh dikesan pada peringkat umur 12 bulan
hingga tiga tahun namun disebabkan kurang peka, masalah ini gagal
dikesan pada peringkat awal dan menyebabkan anak terus
terperangkap dengan dunianya dan sukar untuk menjalani kehidupan
apabila membesar kelak.
Menurut Dr Mastura, terdapat beberapa kategori autisme iaitu autisme
Autistic disorder atau Klasik Autisme, Sindrom Asperger atau
turut dikenali sebagai Atypical Autisme dan Pervasive Developmental
Disorder.
Peka Akan Simptomnya
Kanak-kanak yang mengalami autisme mempunyai rupa bentuk fizikal
yang sama seperti kanak-kanak normal lain. Hal ini menyukarkan
masalah ini sukar dikenal pasti kecuali ibu bapa peka akannya
simptom-simptom yang ditunjukkan secara konsisten oleh mereka.
Antara simptom-simptom autisme ialah:
Tidak menunjukkan eye contact
Tidak bertindak balas terhadap senyuman
Tantrum yang keterlaluan tanpa sebab sehingga mencederakan diri
seperti menghantukkan kepada ke dinding.

Tidak menunjukkan minat untuk berkawan dan bermain dengan kanakkanak lain, malah selesa bermain sendirian.
Sering menyebut sesuatu perkataan secara berulang-ulang atau
mengeluarkan suara robotik atau disebut sebagai echolalia. Mereka
juga sering mengulang-ulang apa yang diperkatakan dan kerap
melentikkan badan apabila dipeluk.
Terlalu sensitif, mempunyai minat yang pelik kepada sesuatu seperti
cahaya, bunyi atau pergerakan.
Gemar mengibarkan tangan dan memusing-musingkan badan
setempat. Malah pada kanak-kanak 18 bulan ke atas, mereka
cenderung untuk menggunakan isyarat berbanding perkataan.
Sukar untuk mengubah rutin yang mana jika diubah akan
mengakibatkan tantrum.
Mereka juga sering kali menunjukkan obsesi kepada sesuatu perkara
seperti permainan tertentu sahaja.
Apabila ditanya apakah penyakit ini boleh diwarisi secara genetik atau
keturunan, Dr Mastura berkata Penyakit ini diwarisi secara keturunan
atau genetik tanpa sebab yang diketahui. Hal ini kerana autisme
disebabkan oleh keganjilan pada faktor biologi dan neurologi pada otak
mereka. Keadaan tidak normal ini juga boleh disebabkan olah
pendedahan kepada persekitaran yang tercemar atau berat semasa
lahir yang rendah atau kelahiran pramatang.
Rawatan terapi untuk kanak-kanak autisme hanya boleh dijalankan
oleh pakar sahaja. Antara rawatan tersebut ialah Applied Behaviour
Analysis yang dilakukan secara bermain atau play theraphy.
Mendekati kanak-kanak Autistik
Kanak-kanak autistik memerlukan penjagaan secara perseorangan
atau one-to-one care. Hal ini perlu dilakukan dengan berterusan dan
memerlukan tahap kesabaran yang tinggi kerana mereka tidak
menghiraukan kewujudan orang lain. Elakkan merenung atau
menyentuh si kecil autistik kerana kelakuan ini akan menyebabkan
mereka stres. bagi mengasuh dan membimbing, banyakkan
menggunakan alat bantuan seperti gambar supaya mereka mudah
menterjemahkan. Anda juga boleh memberikan kemahiran sosial
melalui teknik berkumpulan, bercerita dan sebagainya.
Gejala autisme boleh diredakan dengan menyediakan persekitaran
yang selamat, struktur jadual rutin yang tetap dan suasana yang
tenang. Mereka juga perlu diberi peluang untuk merasa apa juga yang
ada di persekitaran mereka bertujuan untuk merangsang. Penyakit
yang dikenal pasti tidak mempunyai penawar ini akan berkekalan

sehingga dewasa. Oleh sebab itu, kepekaan ibu bapa dan pengesanan
awal amat diperlukan. Anak-anak autisme boleh diberikan latihan
menguruskan diri sendiri adalah langkah yang boleh diambil sebagai
persediaan menempuh kedewasaan.
Ibu bapa yang memiliki anak autisme bolehlah mendaftarkan anak ke
persatuan atau group support untuk mendapatkan sokongan, bertukar
pendapat dan mengatasi ketegangan yang dialami. Menghantar anak
ke kelas yang menawarkan pendidikan khas untuk pesakit autisme
boleh membantu mereka mengatasi masalah komunikasi dan sosial
serta mengurangkan tingkah laku yang tidak sesuai agar mereka
mampu menguasai kemahiran untuk hidup apabila dewasa kelak.

INFO:
Seramai 10 peratus penghidap autisme dikenal pasti memiliki idiot
savant di mana mereka mempunyai kemahiran istimewa di dalam
bidang matematik atau komputer, berupaya mengingati fakta,
kebolehan dalam bidang muzik dan kesenian.
(Sumber: Majalah Pa&Ma Januari 2013)
Lain-lain Artikel
http://pama.karangkraf.com/kanak-kanak/peka-isyarat-autisma-anak1.11760

Surah Az-Zumar verses 24 to 37

Surah Al-Hijr verse 66 to 99
Yassin verses 43 to 58
Surah Al-Hajj, verse 40 to 55
Surah Al-Hajj, verse 73 to 78

Lets describe characters !!!

Setiap penggal, sekolah-sekolah di UK,

mempunyai 'TEMA'pembelajaran. Apa yang menarik
adalah SEMUA curriculum pengajaran di dalam pertengahan
penggal tersebut dikaitkan dengan TEMA tersebut.
Untuk SPRING TERM (yang bermula Januari hingga April) ini,
TEMA yang dipilih adalah 'ANCIENT EGYPT'. Di dalam
ENGLISH hari ini, murid-murid tahun 3 diberi masa untuk
melihat sebuah video clip dari filem animasi Disney
'ALADDIN'. Sebagaimana yang kita
ketahui, ALADDINadalah sebuah cerita dongeng kanakkanak dari Timur Tengah :)
Jadi TASK PERTAMA, year 3 ini , mereka harus 'describe'
tentang 'watak-watak' - PRINCE ALI/ALADDIN, SULTAN,
JAFFAR dan PRINCES JASMINE daripada

'CLUE'yang

mereka perolehi di dalam video ini dan mempericikan watakwatak ini dengan menggunakan

'ADJECTIVE'yang

sesuai.

'WHAT IS
THE CHARACTERS OPINION TOWARD PRINCE
ALI?'
TASK KEDUA - Mereka, harus pula, menyatakan

Waduh! Waduh!...

'CLUE' dan 'OPINION' adalah

antara perkataan yang kurang digemari oleh anak-anak

autisme, kerana kedua-dua perkataan ini melibatkan secara
tidak lansung 'SOCIAL IMAGINATION'.
Maka dua TASK ini akan 'mencabar minda'
mereka..Sebenarnya, bukan mencabar minda mereka,

sahaja tetapi mencabar MINDA SAYA sebagai pendidik

mereka. BAGAIMANA saya harus MEMODIFIKASIKAN lesson
ini, bersesuaian dengan mereka ?
Mula-mula AYUH kita EnJOY Clip ini dahulu :)

Setelah mengulang lihat klips ini tiga kali, saya bertanya

pada dua murid ini.

"Can you show me, where is Prince Ali?"

Seorang menjawab tidak tahu, dan seorang lagi

menunjukkan pada 'SULTAN' !!!

OK..pasti sekarang, walaupun tekun melihat animasi ini,

mereka tidak memahami lansung konteks lagu,dan apa
yang cuba ditonjolkan di dalam animasi tersebut. Mungkin
sebab kedua-dua mereka tidak pernah berpengetahuan
lansung berkenaan animasi DISNEY ini.

** Bagi kanak-kanak autisme, sesuatu yang mereka tidak

mempunyai pengalaman lansung / tidak berpengetahuan
lansung tentang hal itu, maka mereka tidak akan dapat
menjawab soalan berkaitan hal itu, walaupun jelas 'HINT'
atau 'CLUE' digambarkan**

NEXT

saya mengambil dua gambar, dan menunjukkan pada

mereka

ADJECTIVE' untuk DESCRIBE

kedua-dua watak ini. Klip dimainkan berulang PLAY-

Kami cuba 'brainstorm'

PAUSE supaya mereka dapat melihat dengan jelas watakwatak mereka.

Mula-mula,kedua-duanya men- 'decribe' PRINCE ALI as

'STRONG' kerana keadaan ini sangat jelas dilihat di dalam
klip tersebut saat 1.01 :)

Namun bila soalan-soalan berikut dilontarkan, baca jawapan

mereka. :)

" Can you see the prince is giving away his gold. What is he?
He is K....."

Saya cuba memberi "HINT"

"The money is a lot and he can buy some clothes miss"

seorang mencelah.

"He is K....K..K...K...Cold miss"

"Ok,listen to me. Are u kind or not if you give your money to

people?"

"KIND!" kedua-dua menjawab.

"Thats good. Prince Ali is kind."

Saya menyambung soalan untuk 'brainstorming' mereka

lagi.

"Prince Ali has a lot of money. Therefore he is....?"

Seorang diam. dan seorang lagi menjawab ,"then he can buy

lots of toys!!!"

(perhatikan jawapannya, adalah dari pengalamannyabanyak duit maka boleh beli permainan yang banyak.
DiaTIDAK RELATE kan soalan saya dengan klip yanng telaah
ditontoni)

"Not quite right. If you have lots of money are you rich or
poor?"

Kedua-dua menjawab "RICH"

Saya carry on brainstorm sebegini untuk beberapa lagi

adjective. Namun jika diperhatikan, kedua-dua mereka tidak
dapat MENCEDOK apa-apa INFOMASI atau CLUE dari klips
tersebut. Untuk memperolehi infomasi itu, saya harus
memberikan pilihan antara DUA ADJECTIVES kepada mereka.

" How do u know the SULTAN is RICH?"

Kedua-kedua menggeleng kepala. Saya memainkan semula

klip tersebut dan menunjukkan ISTANA tersebut.

" He lives in BIG PALACE. He is the king,so he must be...."

"RICH!!!!" salah seorang excitedly menjawab. Seorang lagi

sudah mula 'FIDGETING'.

"Is the SULTAN kind to ALADDIN ?"

"No, miss. He goes and open the door, and the elephant
comes in, and the elephant will eat the people."

Wah..begitu pula imaginasinya. Saya terasa hendak

tergelak, tetapi terpaksa menahan.

"Listen to me.if i come to your house, knock on the door, you

open the door for me.Is that means you are kind or not?"

"KIND, are you coming to my house miss?" seorang

menjawab, waduh,ada pula sambungan jawapannya,
tersenyum saya dengan keletah mereka ini.

"My mum will open the door miss",seorang lagi menjawab.

(Berdasarkan pengalaman yang dilalui di rumahnya)

Saya bagaikan tidak tertahan juga hendak ketawa. Gelihati

sungguh mendengar jawapan-jawapan 'LURUS' mereka
ini.

SubahanALLAH

lihat lah bagaimana pemikiran mereka.

"Do u think the SULTAN is young or old?"

"YOUNG" seorang menjawab.

(Gagal lagi untuk 'decribe' character melalui CLUE yang

dipaparkan)

Saya mencelah, " Look at his beard. Normally old people has
white beard so the SULTAN is old"

Untuk 10 minit terakhir pengajaran saya cuba untuk

describe physical SULTAN dan ALADDIN. Siapa tinggi, siapa
rendah, siapa kurus dan siapa 'plum'.

Kesimpulan

dari aktiviti dan perbualan yang cuba

saya paparkan di atas ini, jelas didapati, kanak-kanak ini

tidak dapat membuat gambaran daripada klips yang mereka
saksikan, dan senantiasa jawapan-jawapan mereka adalah
berdasarkan pengalaman yang mereka lalui.

Character description menggunakan pelbagai ADJECTIVE

adalah latihan yang baik untuk mereka dapat
menggambarkan apa yang mereka lihat daripada gambargambar atau watak -watak di televisyen.Memperbanyakkan
character description akan membiasakan mereka
menggunakan 'DESCRIPTION WORD' untuk sesuatu objek /
NOUN / PRONOUN.

MARI CUBA DENGAN ANAK ANDA :Daripada entri ini, apabila anda melihat anak anda gemar
melihat sesuatu cerita kartun atau sebagainya,
cuba PAUSEtanya mereka SIMPLE soalan berkenaan
dengan watak cerita tersebut. Cuba PRINT gambar-gambar
yang boleh diperolehi daripada GOOGLE dan sama-sama
'brainstorm' dengan mereka untuk 'DESCRIBE' watak-watak
tersebut dengan menggunakaan
pelbagai 'ADJECTIVE' mudah -seperti saiz, warna dan emosi
watak tersebut.

Perlu Diingatkan

-- anda harus memberikan seberapa

banyakk CLUE dan HINT pada mereka, DAN jangan sesekali
GIVE UP jika mereka tidak dapat memberikan jawapan
terbaik untuk anda. Latihan ini sesuai dilakukan untuk
mana-mana peringkat usia, dengan modifikasi-mdifikasi
soalan mengikut usia mereka berdasarkan kreativiti anda :)

Jadi.jika anak anda tekun melihat sesuatu cerita, TANYA

pada diri ANDA---adakah mereka betul-betul faham JALAN
CERITA tersebut-- atau mereka melihat sekadar melihat
sahaja?. Jadi latihan yang saya syorkan
ini INTERESTINGkerana ianya MENGAJAR mereka tanpa
mereka sedari,dengan mengambil klips cerita-cerita yang
mereka suka ---- SIAPA yang tak nak BELAJAR dengan klips
kegemaran BUKAN?:)

You will definitely find 'A WHOLE NEW

your gifted child :)
Allah bless them all :)

WORLD

with