A problem-solving approach that is combined with applied behavior analysis (ABA) may be helpful for children with autism who have tantrums and aggression.
This article reviews research-based treatments for tantrums, and describes the strengths and problems of each intervention approach. The most common treatment approach for problem behavior is ABA therapy that is skill building in nature. It appears that the use of functional assessment makes it more likely that the ABA therapy will work. Many of the treatment studies also taught the child how to communicate. The author notes that brain (antipsychotic) drugs are being used more and more often for younger and younger children.
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Please comment on this autism topic.
Responding to picture exchange communication system (PECS)
Jul 25, 2011 by AnonymousPECS is amazing! At first i was hesitant to try it, thinking if its really even gonna work. I'm so glad we did! My son started on PECS at the age of 4, and had no words in his vocabuary. Now I'm so thankful to say At the age of 5 he is a pro at his PECS book he says I WANT... what ever item he is asking for, he can now say every word in his book up to 40! he is now starting to ask for thing without the book! The PECS book helped so much with tantrum because he is able to express to us what he wants!!!!!
Responding to neurofeedback
Feb 2, 2011 by Monkey's MomWe have been using neuro feedback for our 9 year old daughter for about 5 months at this point. We also use chiropractic re-adjustments twice weekly to alleviate the pain and pressure on her spine as well as allowing the nerves to communicate properly. She now after almost four years is able to recognize pain and say it is pain instead of acting out. She has a combination of problems, along with ASD, she was severley abused and neglected prior to being placed with us as a foster child. She has probably had some in utero chemical exposure, although that was denied prior to adoption and she was born to teenage parents with a familial history of mental illness. She has been out of that environment for almost four years now and is adjusting very well.
The good news is I was able to take her to an unfamiliar major urban area, we live in the country, for a two day group tour. She was able to manage the subway, museums, city noise, a large hotel, the holidays and a very busy schedule for the entire two days without any tantrums, outbursts or behavioral issues for the entire two days and on the train ride to and from. She has also not been in the "quiet room" this year at school either.
We at this point are attempting to decrease some of her meds. It has been a little hit and miss trying to get the correct frequency and locations when we are trying to correct or address specific behaviors. When the doctor places the electrode on an area that he knows on other children will treat obsessive behaviors, it activate her frontal lobe and she becomes alomst manic prior to and after her meds wear off.
It takes really knowing your child and a good relationship with the provider as well as working very closely with her school contacts and teachers. Communication is key if this is going to work at all. If we don't communicate she doesn't get the treatment she needs and it may take several weeks to get back where she was before something was changed.
So as a parent I feel it is truly worth everything it takes to get this accomplished. Just be prepared for things to happen you didn't expect, either good or bad and find a provider that is willing to re-adjust a treatment when something goes wrong. Be patient as you may initially see results for only a few days at a time. Then understand that not every child is "wired" the same and until their is a good relationship between client and provider and an understanding of what does and doesn't work it will, be experimental for a little while.
Responding to relationship development intervention (RDI)
Jan 16, 2011 by Anonymousi have 2 children with asd; my youngest (boy) was diagnosed 1st. at 3&1/2 while my daughter was over 8. same diagnosis. looks a little different but dealt with alot of predjudice in health care to acknowedge issues. used aba for my son for 1 year... it did help him in groove to follow rules and improve language... plus he started reading which was awsome. we switched to rdi when he was 5 yrs old. talk about family improvement... slowing it down, decreasing verbal language, increasing non verbal and referencing .. goal is building quality of family unit. my son is now in grade 2 and motivated to do things by himself... he knows he can ask without a tantrum if he needs help.. our daughter is very self conscious and trying to rein force different minds. when you practice it you see the result of a calm connection.. and it gives you hope . colette mann
Ayurveda for Autism Spectrum Disorder
Jan 4, 2011 by sunethriayurved...Hi everybody,
I am Dr.Prasad M, MD (Ay.), working with autistic kids from 2002 onwards. I went through the article mentioned. Let me share with you an unbiased information on the scope of Ayurveda, the age-old Indian system of Vedic medicine, in the treatment of ASD. This is based 100% on my personal experiences. Kindly see the following passages. Comments and criticisms are welcomed whole-heatedly.
Scope of Ayurveda in Autism Spectrum Disorder
Trials with Ayurvedic medicines and treatments for their efficacy in ASD are going on at various centres in India and abroad. The main advantage of ayurvedic medicine is that it has got a magazine of safe therapeutic preparations of various forms which are developed by continuous trials and rectifications over thousands of years. There are many preparations like kwatha (decoction), churna (powder), arishta (self-fermented beverage), gudika (pill), ghrtha (medicated ghee), thyla (medicated vegetable fats) etc. In recent times, many of the herbs used in Ayurveda are proven to have excellent detoxifying effect as well as free radical- scavenging potential. The therapeutic preparations like kwatha are combinations of many herbs. These combinations are originally developed on the basis of ayurvedic principles. Till recent times these formulations were not given due consideration by the western scientists. But now the picture has changed. More and more ayurvedic preparations are under their evaluation. In Ayurveda, the compounds as well as single herbs are used for different purposes of health care like pacifying vitiated functional units called doshas, eliminating excessive toxic accumulations, providing targeted nutrients to tissues, tuning the mind-body coordination, sharpening the efficacy of sense-organs, and so on. These prescriptions are based on personalised evaluation of different aspects like body constitution, doshik status, power of digestion and assimilation, status of bowel evacuation, physical strength, mental constitution, and etc which is done by experienced physicians. Mind is an important factor in the healing of any ailment. It is assumed that mind is like ghee which is held inside a pot called body. If the ghee is hot the pot also gets warmed and if the pot is hot definitely the ghee also will be hot. You cannot expect warm ghee in a cool pot and wise versa. Similarly, food is given the supreme role in the healing process as well as in the maintenance of health. It is a basic concept in Ayurveda that there is no use for any medicine if one stick on to pathya (wholesome) food (as it brings about health spontaneously) and there is no use for any medicine if one stick on to apathya (nasty) food (as there is no scope for functioning of the medicine). In the context of autism, these assumptions are extremely important and seen exceptionally beneficial.
The care of autism, as per ayurvedic principles, is based on the protocol of a three-step intervention.
Again, though the stages are generalised the execution will be personalised.
The first stage is based on medicines almost completely. Medicinal preparations like purgatives, specific formulations for de-worming, for enhancing the functions of the liver and pancreas, for enhancing the digestive fire (Agni), and for regulating the intestinal motility are used in this stage. Certain preparations meant for squeezing out heavy metals from the tissues are also used. Turmeric, garlic, curry leaves, etc are having this advantage.
Second phase is mainly comprised of massages. Traditional methods like abhyanga (hot-oil massages), udwarthana (dry powder massages), pindasweda of various types, thalapothichil, pizhichil, etc are used here. These manoeuvres improve the muscle tone, reduce hyperactivity, create better motor coordination, and normalize most of the obsessive repetitive movements. Child sleeps well. The bowels become more regular at this stage. He/she will be more receptive to commands or suggestions. The demand for sensory stimulation slows down considerably and the symptoms like increased sensitivity to certain sounds (hyperacusis) slowly disappear. There will be oral medications parallel to the therapies and a few of these medications will be carried over to the next phase as well.
Third stage is very specific and sold not be started before the proper completion of the first two. This is an important point as there is a general tendency to mark the condition as mental retardation and to prescribe brain tonics and memory boosters to all autistic kids indiscriminately.
The major therapies in this stage are shirodhara (pouring of liquids like oils on the head), shirovasthi (holding of medicated oils on the head inside specially designed leather-rims), shiropichu (wetting the scalp with oil bandages), dhoopanam (fumigation with specific medicines) etc along with specific medications like kallyanakam kashayam, indukantham kashayam, gorochanadi gudika,balakanakapathradi kashayam, sidharthakam gudika etc. Certain specific herbs like sahadevi, sankhapushpi, vacha, vishnukranthietc are also used. Follow up is done with ghee preparations like mahakallyanaka, mahapaisachika, brahmighrtha, saraswathaghrtha, etc.
Conclusion
It is seen that the classical ayurvedic treatment done systematically give promising results in kids diagnosed with ASD. But it should be emphasised that the level of improvements is different from child to child. Another important point is that these interventions are made in a corrective manner. The child gets relieved of a lot of physical problems and tantrums. But this will not make him/her a normal child. Intensive training and special education are needed to put him on track and to catch up the peers. This requires the dedicated involvement of parents, special educators, and skilled professional like occupational therapists.