What are the symptoms of autism?

If your child has autism, you will probably notice things that are different about them between the ages of 18 months and 2 years. But the signs may become clear even sooner than that. Or you may not notice them until later, when your child starts school.

Things you may notice early on

Even very early on, you may notice that your child:[1]

Doesn't look when you call their name, even if they seem to hear other sounds

Doesn't look you in the eye much or at all

Doesn't notice when you enter or leave a room

Seems to be in their own world

Doesn't look where you do or follow your finger when you point to something

Doesn't point at things.

Usually, children will follow your finger when you point to something at about 9 months of age. And typically, children point to something they want at about 1 year of age.[2]

Some other things you may notice are that your child:[1]

Doesn't smile back at you

Leads you by the hand to tell you what they want

Can't do simple things you ask them to do

Has a lot of tantrums

Wants to always hold a certain object, such as a torch

Prefers to play alone

Doesn't play with toys in the usual way

Doesn't play pretend (children usually do this from 2 years of age).

Signs doctors look for

Doctors look for three main problems if they think your child might have autism.[3] [4] [5] Some children without autism have problems in these areas too. So you doctor will look at your child's overall pattern and how bad the problems are.

Problems with social activities

Even small babies take part in social activities. Within the first few months, babies look at faces and begin to smile, especially when they are smiled at. Babies also like to be cuddled and comforted with words, sounds and singing.

If your child has autism, they may be much less keen than normal about these activities.[6] Some children don't like to be picked up or cuddled.[7] A child with autism may prefer to just lie in their cot or sit in a familiar chair rather than get attention. They usually won't want to play with other children.

Children normally become very close to the main person who cares for them, usually their mother. And they get upset when this person leaves them. But children with autism may not react in this way. In fact, they may not even have much interest in their parents. This can upset you a lot if you are a parent. So can having a child who doesn't seem to give or need affection in the usual way. Children with autism can show affection, but it's in their own way.

Problems with communication
Communication is a big word. It's just a term for telling other people what we mean. We tell others what we mean in lots of different ways.

One way people communicate is by speaking. How much children with autism speak varies a lot. Some children say just a few simple phrases over and over, while others speak almost normally. A few children with autism don't speak at all.

About 1 in 6 children with autism speak only a word or two, once in a while.[8] [9] And unlike children with some other kinds of problems, such as a hearing problems, children with autism don't try to make signs either.

The other 5 in 6 children do learn to speak, but usually at a slower pace than normal. Most children without autism can use simple phrases of two or more words by the age of 2 years.[10] But if your child has autism, this might take much longer. Children with autism who are going to speak usually begin to do so by the age of 5 years. But they may only talk about their interests, or say the same things over and over.[7]

A child with autism may often say back words or phrases they have heard you say. This can be straight after hearing it or later. (But some children without autism do this too.) And your child may also have problems using the words 'I' and 'you' in the right way.

Some children with autism learn to speak a bit in their first year. But then they lose that speech in their second year. In other words, they seem to go backwards. To learn more, see Autism and speaking.

People communicate in other important ways too. For example, we look each other in the eye and show an interest in what others are saying. If your child has autism, they may not be able to do this naturally. And they may speak with a flat voice. Also, your child may cut in when someone is talking or may not know when to give others a turn.

Problems with behaviour
If your child has autism, they may have set ways of behaving that they do over and over. And they may be interested in only a few things. You can see this in the way that your child plays. For example, your child may want to send a toy car up and down the ramp of their toy garage over and over. They won't want to play pretend. So your child won't want to imagine going on a trip with his toy car.

If your child has autism, they may also need to have the same routines every day. The routine can have many steps, and they have to be done in the same order. Changing the routine in any way can upset your child a lot, more than you expect.

Some children with autism are fascinated with things that work in complex ways, such as toys that are like machines. Drawing, playing computer games or building with Lego may be fun for some children with autism. But they often do or make the same thing over and over.

Older children with autism may be unusually interested in very detailed facts. For example, they may get very focused on schedules for trains or on topics such as astronomy. Many children without autism have particular interests too. But in children with autism, the interest is more than you expect.

Other signs
There are other ways your child might be affected by autism too.

Problems with learning
More than 1 in 4 children with autism have intelligence that is below normal.[11] This means they have problems with learning.[12] Some children do well on intelligence tests, but they may not be able to pay attention, to hold on to an idea while doing something else and to make a decision quickly.[12]

Odd reactions to sounds, smell or pain
Some children with autism are very sensitive to sound. Your child may get upset by everyday noises, such as the sound of a vacuum cleaner. Or they may be able to hear sounds, such as planes in the sky, long before others in the same room.

Your child may have a strong sense of smell or taste. And they may be a very picky eater, eating only a few foods or only foods made in a certain way.

Some children with autism don't seem to feel pain. But this may be because they don't know how to tell you when they are hurt or they won't come for comfort.

Odd movements
If your child gets excited, they may flap their hands and arms. Or they might move their arms with their elbows bent and fingers in front of their face. Your child may be a bit clumsy. And they may rock, spin or bounce over and over.

Other problems with mental health
Many children with autism are very active. You may hear this called hyperactive. This means it's hard for your child to focus or pay attention for very long. Your child may not be able to sit still and may act before thinking. They may have problems sleeping too.

Some children with autism get anxious or depressed. Usually, this happens in older children and young adults. Also, some children with autism hurt themselves. For example, they may bang their heads against a wall or bite their wrists.[5]

All these problems can upset you and tire you out.

Problems with writing
Children with autism may have a hard time writing with a pen or pencil. This can be very frustrating for your child. Using a computer may help them get past this.[11]

Problems with physical healthAbout 1 in 4 people with autism get seizures.[5] But there are good treatments that can usually keep seizures under control.

References
Johnson CP. New tool helps primary care physicians diagnose autism early. AAP News. 2004; 24: 74. Available at http://aapnews.aappublications.org/cgi/content/full/24/2/74 (accessed on 11 March 2008).

Committee on Children with Disabilities. Technical report: the pediatrician's role in the diagnosis and management of autistic spectrum disorder in children. Pediatrics 2001; 107: 85.

Wing L. The autistic spectrum. British Medical Journal. 1996; 312: 327-328.

World Health Organization. The ICD-10 classification of mental and behavioural disorders: diagnostic criteria for research. 1993. Available at http://www.who.int/classifications/icd/en (accessed on 11 March 2008).

American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 4th ed. Washington, APA. 1994.

Volkmar FR, Pauls D. Autism. Lancet. 2003; 362: 1133-1141. [Erratum in: Lancet. 2004 17; 363: 250.]

Folstein SE. Autism. International Review of Psychiatry. 1999; 11: 4.

Lord C, Risi S, Pickles A. Trajectory of language development in autistic spectrum disorders. In: Rice M, Warren S (editors). Developmental language disorders: from phenotypes to etiologies. Lawrence Erlbaum Associates, Mahwah, U.S.A; 2004.

Charman T, Taylor E, Drew A, et al. Outcome at 7 years of children diagnosed with autism at age 2: predictive validity of assessments conducted at 2 and 3 years of age and pattern of symptom change over time. Journal of Child Psychology and Psychiatry. 2005; 46: 500-513.

National Institute of Deafness and other Communication Disorders. Speech and language developmental milestones. Available at http://www.nidcd.nih.gov/health/voice/speechandlanguage.asp (accessed on 11 March 2008).

Chakrabarti S, Fombonne E. Pervasive developmental disorders in preschool children. Journal of the American Medical Association. 2001; 24: 3093-3099.

Baird G, Cass H, Slonims V. Diagnosis of autism. BMJ. 2003; 327: 488-493.

Glossary
seizure

A seizure (or fit) is when there is too much electrical activity in your brain, which results in muscle twitching and other symptoms.

© BMJ Publishing Group Limited ("BMJ Group") 2009

Communication skills can be expanded through play.

For children with language delays, look for toys that offer repetition. Books that have repetitive phrases or toys that continually repeat concepts and directions are great choices. Electronic toys feature lots of lights, sounds, and music and encourage cause and effect. It's always a good idea to take advantage of "Try Me" packaging to test quality and sound levels. Determine the best position for the child to be in to maximize the play and educational value of the toy or game. Toys can be played with in many ways, either seated at a table, wheelchair, or someone's lap, sitting or lying on the floor, or by using a particular piece of specialized equipment.

Before shopping for a toy, be sure to collect the following information: exact age, personality type, a list of interests and skills, any special challenges that can affect a child's physical limitations and play experience, and current interests.

Suggested types of toys by age:
Infants: Birth through 1 year: Toys should expose a baby to a variety of experiences: sight, sound, touch (shape, size, texture), and taste (because many times, toys go into the mouth). Bright colors, lightweight toys such as rattles, and squishy toys encourage early grasping, holding, and exploring. Once a child is able to sit up, introduce blocks, nesting cups, stacking rings, and toys that require reaching. For crawlers and early walkers, choose large balls and push-pull toys.

Toddlers: 1-3 years Physical play should be an important focus. For outdoor play, choose ride-ons, wagons, balls, and sandbox accessories. For indoor play, choose chunky blocks. Large-piece puzzles and toys that allow a child to use excess energy and develop emerging muscle control are also good. At this stage, children like to imitate parents with play food, kitchen sets, housekeeping tools, ride-on cars, sport ssets, baby strollers, and musical instruments.

Preschool: 3-5 years Children in this group are fascinated with how and why things work. Construction sets, washable crayons and markers, paints, modeling clay, books, and simple board games encourage creativity. Introduce toys that inspire pretend play and allow children to imitate mom or dad to practice life skills. Examples include cash registers, toy telephones, make-believe town sets, doll houses, and furniture.

School Age: 5-9 years Encourage children to share and introduce toys that teach both team playing and independence. Consider toys that boost self esteem and allow children to use their personality and skills. Choose hobby sets, sports toys, computer software, problem-solving math toys, construction sets with detailed elements, and storybooks with valuable messages. Games and electronic toys are available to help children learn specific skills including counting, matching, and problem solving.

Preteen: School Age 9-12 years Acceptance from friends and self-esteem are very important to this age group. Toys also begin to seem less interesting to children of this age. Complex construction toys, board games, strategic puzzles, science toys, and activity kits are the best choices. Active and physical play should be an area of focus through team and group sports. Social and intellectual skills are refined through board, electronic, and card games.

Always supervise your child's play and play with your child often! Those memories will last a lifetime.

TEN TIPS TO SMART TOYS

Guidelines for Parents, Grandparents or Anyone with Children on Their Shopping Lists :


Adults are encouraged to view toys as learning tools with different types of toys as builders of various life skills including creativity, self-esteem and cooperation. Another bonus: a toy that is fun as well as educational will engage kids for more than one holiday season. The following are general guidelines to keep in mind when choosing toys for the child, or children, on your holiday list:

Allow children to identify their own strengths with self-discovery toys. Toys kids play with by themselves, such as dolls, science activity kits and magic sets, help teach them important lessons about responsibility, values and respect for others.

Increase confidence and build pride while children are young with self-esteem toys like art projects, model-building and construction toys.

Support open-ended play that allows free expression and lets kids use their imaginations. Bring out the creativity in kids with theater/puppet shows, cooking sets and pretend play projects such as tea parties.

Help children learn how to think independently with toys that promote concentration, competition and deductive reasoning. Thinking and logic toys include detective puzzles, ant farms, construction sets and memory games.

Build social skills and family togetherness with family interaction toys. Recommended games include dress up, board games, sports activities and battery-controlled car and boat races.

Encourage cooperation with friends and peers with relationship toys. Team communication skills are improved with sports, contests of skills, and toys such as medical and chemistry kits.

Let kids run, crawl, climb, throw and kick with toys like climbing structures and ride-on toys that use large muscle groups. Gross motor activities help kids develop balance and exercise gross motor skills.

Improve hand-eye coordination with fine motor activities that require hand movements such as grasping and pinching. Smart choices include stacking games, puzzles, writing and coloring books/activities.

Strengthen language skills and stimulate listening, speaking and imitation sounds with speech and hearing toys. Musical toys, play telephones, phonics-based sets and voice-command games are suggested.

Teach kids, especially infants and toddlers, about their environment through textures, tastes, smells and sight with sensory activities. Clay, activity quilts, blocks and shape games are all good choices.

The Educational Play Experience

Whether its playtime, spelling time or math time, toys can be tools for students to have a productive learning day. In an educational environment, toys can be an option to a textbook, chalkboard or smart board.

Developing skills is the whole idea behind an educational play experience. Look for toys that promote one or more of these skills:

Imagination: Forming mental images in your own mind without use of the 5 senses: sight, hearing, touch, taste or smell.

Motor Skills: Gross motor development is the overall muscle movement of large muscle groups in the body. Toys that encourage lifting your head, rolling over, sitting up, balancing, crawling, and walking are all examples of toys the promote gross motor movement. Fine motor development refers to the development of skills involving the smaller musclc group that include the ability to hold small objects and transfer objects from hand to hand. Look for toys that encourage use of the pincer grasp (thumb and forefinger) to pick up small objects, cutting, coloring, writing, zippering, tying or threading beads.

Self-esteem: How you perceive your own self worth. Behavior may reflect self-esteem (assertiveness/shyness, confidence) and toys that help a child with self-discovery can enhance self esteem. Board games that challenge the mind, art projects and anything creative are the best examples of toys that can help develop positive self esteem.

Speech: The vocalization form of communication. Toys that encourage talking, repeating, speaking, annunciation, phonics and singing are all enhancing the development of speech.

The Potty Training Readiness Quiz

By Elizabeth Pantley, Author of The No-Cry Potty Training Solution

Potty training is easier and happens faster if your child is truly ready in all three areas: physical, cognitive and social. But the big question is: how do you know when your child is ready? If you have never traveled this road before, you likely don’t even know what signs to look for. Take this quiz to find out where your child is on the readiness spectrum.Read more: "The Potty Training Readiness Quiz" -

1. I can tell by watching that my child is wetting or filling his diaper:

a. Never.

b. Sometimes.

c. Usually.

2. My toddler's diaper needs to be changed:

a. Frequently, every hour or two.

b. It varies.

c. Every two to three hours--sometimes less frequently.

3. My child understands the meaning of wet, dry, clean, wash, sit, and go:

a. No.

b. Some of them.

c. Yes.

4. When my child communicates her needs, she:

a. Says or signs a few basic words and I guess the rest.

b. Gets her essential points across to me.

c. Has a good vocabulary and talks to me in sentences.

5. If I give my child a simple direction, such as, "put this in the toy box," she:

a. Doesn't understand or doesn't follow directions.

b. Will do it if I coach or help her.

c. Understands me and does it.

6. My child can take his pants off and put them on:

a. No.

b. With help he can.

c. Yes.

7. When I read a book to my child, he:

a. He ignores me.

b. Sometimes listens, sometimes wanders off.

c. Sits, listens and enjoys the story.

8. My toddler wants to do things “all by myself”:

a. Never.

b. Sometimes.

c. All the time!

9. I think that it's the right time to begin potty training:

a. No.

b. I'm undecided.

c. Yes.

Total the number of responses for each letter:

a. __________

b. __________

c. __________

Most answers are a: Wait.

Your little one doesn't seem to be ready just yet. Test again in a month or two.

Most answers are b: Time for pre-potty training--get ready!

Your child is not quite ready for active training, but you can take many steps to prepare your toddler for the future. Gradual introduction of terms and ideas will make potty training easier when the time comes.

Most answers are c: Your toddler is ready to use the potty!

It's time to start your potty training adventure. Good luck, and have fun!

Are you between two scores?Just like any parenting situation, there are choices to make. If your child is hovering between two categories, it's time to put your intuition to good use. Your knowledge of your own child can direct you toward the right plan of action.

This article is an excerpt from The No-Cry Potty Training Solution: Gentle Ways to Help Your Child Say Good-Bye to Diapers by Elizabeth Pantley. (McGraw-Hill, 2006)

What is erikson's human development theory?

Whether you are a parent, teacher, or interested student, Eric Erikson's Theory of Human Development offers some valuable insights into the way we mature and develop.

Erik Erikson (1902-1994) is best known for his work in Human Development, in particular his Eight Stages of Psychosocial Development, influenced, in part, by Freud, and by Erikson’s observations of the Ogala Sioux. For Erikson, psychosocial development involves certain crises which the individual must face at each stage.

The first stage of development, termed oral-sensory (birth -18 mos.), we, as infants, are totally dependent upon our caregiver. If our infant needs are met with love and reliability, we develop a sense of trust, or security in our caregivers and our environment. If, however, we are treated with indifference, unpredictability, or abuse, we become fearful and anxious, even withdrawn. We develop mistrust and insecurity, and a feeling of nascent hopelessness.

In the second stage, muscular-anal (18 mos.-3 yrs.), we, as toddlers, begin to have some control of our physical self and environment. We learn to walk, to hold and manipulate objects. This is the stage where we gain sphincter control and begin potty training. If our caregivers are overly critical or impatient, or if they demean our efforts, we develop feelings of shame and doubt. If, however, our caregivers are supportive and encouraging, we develop a sense of autonomy and self-esteem.

The third stage is the locomotor period (3 yrs. to 6 yrs.). Here the challenge is for us to learn some independence, to take initiative in play or discovery. During this stage, our caregivers must be encouraging, but also firm in directing us toward appropriate behavior. If, on the other hand, our caregivers are harsh and punishing, we develop guilt.

The latency or fourth stage occurs during pre-adolescence (7-12 yrs.). During these school years, we develop a sense of industry and purpose. We learn responsibility and the importance of completing tasks. If we are made to feel successful and competent, we feel self-worth. If, however, we are overly criticized or ridiculed by parents, teachers, or peers, we develop a sense of inferiority, worthlessness, and incompetence. This sometimes leads to a state of inertia, as we feel too insecure to act.

By stage five, we graduate to adolescence (12-18 yrs.) Provided that we are living in a society with an established functional culture, and that we have adequate role models and peer relationships within that culture, we will acquire ego identity. We will have a clear, strong, constructive perception of who we are, both as an individual and as a member of our society. Role confusion can result if we are unsure of our place within the social fabric and insecure about our self-identity. Adolescents who experience role confusion often align themselves with groups that can provide the traits and values they cannot find in the proper venue. Often these groups are fringe groups, highly dogmatic, and intolerant of individuality. Gangs are an example of such.

In early adulthood (ages 18-35), stage six, we face the conflict of intimacy, as opposed to isolation. Here we must forge close, intimate relationships while maintaining a clear, strong sense of self. The relationships created at this stage need to be the combination of two separate selves desiring completion not through each other, but with each other. Intimacy is the result, through marriage, family, or friends. Caring, trust, and mutual respect form the foundations of love. When intimacy is either not successively accomplished, whether by constant promiscuity or by self-exclusion, we become isolated and lonely.

The seventh stage, middle adulthood (35 to 65), involves work, the community, and family. If we have a sense of contributing meaningful work within the context of the community, and as a sustaining and centralizing force in the family, we discover generativity, a selfless investment in the future through contribution. If we are self-absorbed and not productively involved in meaningful work at home or in the community, we become stagnant; we are not adding to the welfare of future society.

The last and eight stage of development involves late adulthood, old age. As we mature and head into retirement, we face the fact that we are physically aging, that mortality is no longer an abstract thought at the back of our minds, but a prospect we all must accept. We retire from our work, our children leave, and we find ourselves confronting our past, our victories and our mistakes. If we can accept death without fear and look back upon our lives with shared wisdom, we achieve ego integrity. If we cannot, we experience despair, and we face death with bitterness and anger. We have nothing wise to impart to the younger generation, only resentment and fear.

Taken holistically, the manner in which we resolve these inherent conflicts affects how we experience life.

Reading Aloud to Children

Helpful Hints

Listening to literature read aloud is one of the most valuable and pleasurable experiences beginning readers and writers can have. It is so important to a child's developing literacy, that reading aloud to the child(ren) should be a part of every individual or small group lesson. Here is a chance to model good reading and thinking strategies and to expose young learners to the rich variety of literature that exists-- fiction, nonfiction; poetry, biography; humor, fantasy... Immersing young learners in various types of literature helps them understand the critical features of written language, and the varying structures of different genres. When this exposure is accompanied by supportive and relaxed discussions, children are able to extend their world view, and develop important critical thinking skills.

Plan enough time in each session (10 - 15 minutes) to read aloud, to enjoy, and to discuss a story, poem, or information text.

Choose stories or texts that respond to children's expressed interests and experiences. For very young children or Emergent readers/listeners choose books with vivid pictures, a strong story line, engaging characters and evocative language. Humorous and predictable books are particularly successful. (Visit our store)

Preview the book yourself, so you can anticipate questions or reactions. If possible practice reading it through so you can decide where to pause for emphasis or to elicit questions, predictions or reactions.

Introduce the book, pointing out the cover illustration, title and author. Invite some predictions or comments that help the listeners connect the book to their own experience or to other books heard or read. Or give a brief explanation about why you chose to read this book. "This is the story of a boy who goes on an unusual trip. I chose it because you just came back from a trip." Or "This is the story about a special friendship between a mouse and a whale. I have read this many times. I wonder what you will think about it."

Read with expression that reflects the tone of the story or the characters. And not too fast. Vary your pace so you can pause for emphasis, or to allow time for child(ren)to think about what's happening or what might come next.

Allow time for children to study the pictures as you read, and to make comments and ask questions about the story.

Encourage predictions, and then help children confirm or revise these as the story unfolds. Try to honor many ideas and interpretations, not just the "correct" ones. Instead of accepting or rejecting comments or ideas as right or wrong, use comments such as "that's one possibility, let's see what the author has in mind." or "Well that's an interesting idea. How did you think of that?"

Watch the children's expressions and body language and be sensitive to signs of boredom or confusion; you may need to change your reading plan, change the book or do more preparation.

Save time at the end of the story to get reactions. Ask open-ended questions that don't have right or wrong answers, and that can't be answered with a yes or no reply. For instance ask what the child liked (or disliked) about the book, and why? You may ask what s/he thought about the characters or how the problem was solved? Find out if the book made the listener think of any personal experience or other book heard or read.

Point out parts of the story you particularly noticed or liked -- special language patterns or phrases, or parts of texts that made you feel or visualize something. Ask child(ren) if they noticed other parts.

Vary the length of time you spend reading aloud. Don't be constrained by time. Some longer stories or chapter books can be read over several sessions, if the time in between is not too long, and if you plan good stopping places. Don't spoil a story by rushing to finish it. Children need to see that pleasurable reading involves time to savor language, ideas and pictures.

Remember that for some children, listening to stories is a new experience, and they need to develop that interest and ability. Start with short, interesting selections, with strong pictures. In some cases allowing active children to manipulate play dough or to draw while listening may help. Be responsive to facial expressions and body language, and if the book is not working, don't be afraid to stop, without being punitive. Next time you might find a better selection.

Encourage discussion about the story. Ask the child questions about what's going on, and encourage the child to predict what will come next -- but be sure not to turn a discussion into a quiz!

Most important: Have a Good Time!

Why Read to Your Kids?

Here are 12 of the key reasons to start (or continue) reading aloud to your kids today.

1. Build a lifelong interest in reading.

2. Children whose parents read to them tend to become better readers and perform better in school.

3. Reading to kids helps them with language and speech development.

4. It expands kids’ vocabulary and teaches children how to pronounce new words.

5. Reading to toddlers prepares them for school, during which they will need to listen to what is being said to them (similar to what they do while being read to).

6. Reading to older kids helps them understand grammar and correct sentence structure.

7. Kids and parents can use reading time as bonding time. It’s an excellent opportunity for one-on-one communication, and it gives kids the attention they crave.

8. Being read to builds children’s attention spans and helps them hone their listening skills.

9. Curiosity, creativity and imagination are all developed while being read to.

10. Being read to helps kids learn how to express themselves clearly and confidently.

11. Kids learn appropriate behavior when they’re read to, and are exposed to new situations, making them more prepared when they encounter these situations in real life.

12. When read to, children are able to experience the rhythm and melody of language even before they can understand the spoken or printed word.

Article source: Sixwise.com

"By the time a man realizes that maybe his father was right,

he usually has a son who thinks he's wrong."

~~ Charles Wadsworth

Left Brain, Right Brain in the Classroom
by Hannah Boyd

Left-brained or right-brained? No, it’s not a science fiction movie, and no, your child doesn’t actually have two brains. The human brain consists of two hemispheres connected by the corpus callosum, and we all use both spheres. Most of us have a tendency to lean on one more than the other, though, and which side your child relies on the most may influence how he or she learns and performs in school.

Researchers say that left-brained people tend to be logical and analytical, with strong mathematical and verbal skills. Left-brained students are usually able to work well on their own and focus in class, although they may prefer a quiet classroom. Modern schools, with their emphasis on standardized testing, have been accused of catering to left-brained students, since those are the kids who excel at research and memorization.

In contrast, right-brained kids are imaginative and intuitive. Because they see the whole, they tend to recognize patterns and be good at visual-spatial relations. Take a right-brained child and you’ll find an artist, a musician, or a writer – someone extremely creative who may seem disorganized and dreamy to teachers. Although these kids tend to do well in art classes, they may squirm during lectures, spell poorly, and have a hard time working independently. Put them in a group, though, and they’ll shine at working with others.

Having trouble fitting your child into either of these boxes? That’s because both sides of the brain work in tandem, and while we may have tendencies one way or the other, most of us are able to add 2 + 2 and paint a simple picture. We actually need both; while the right hemisphere absorbs whole nuggets of data, only the left hemisphere can break down and organize the information so it makes sense. Nobody is all “left brain” or “right brain.” In fact, some experts consider the whole debate overblown.

“In my opinion, much of the ‘left brain / right brain’ work is not of much value,” says Eric Chudler, Ph.D, a neuroscientist and Director of Education and Outreach at University of Washington Engineered Biomaterials. “For most complex functions, both sides of the brain are important. Also, it is impossible not to teach both sides of the brain.” So, while your child may be fidgeting and squirming in the “left-brained” classroom, she’s probably still learning.

Still, there’s no harm in rounding out your cerebral son’s education with art projects and collaborative experiments, and your dreamy daughter might benefit from help organizing her notes into outlines that she can study visually with you. Left-brained or right-brained, individual attention helps children thrive.

Toys: Tools for Learning

What Toys Do

Through toys, children learn about their world, themselves, and others. Choosing toys that appeal to your children and foster their learning will help you make their early years count. Toys can teach children to:

1. Figure out how things work.
2. Pick up new ideas.
3. Build muscle control and strength.
4. Use their imagination.
5. Solve problems.
6. Learn to cooperate with others.

Choosing Toys

*Remember that good toys are not necessarily expensive, and children do not need very many. The more a child can do with a toy, the more likely it is to be educational. Here are some tips to help you choose toys wisely for your child:

*Hands-on toys build eye-hand coordination, encourage ideas about how things work, and foster cooperation and problem-solving.

*Books and recordings help children appreciate words, literature, and music.

*Art materials foster creativity and build skills that lead to reading, writing, and seeing beauty in life.

*Few toys are as durable as hardwood unit blocks, and they teach children about geometry and gravity, shapes and balance.

*Construction items contribute to muscle strength and help children learn about science and number ideas.

*Musical instruments and experimental materials such as sand, water, and clay offer children control while appealing to their senses.

*Active play equipment builds strong muscles and confidence to meet physical challenges.

*Pretend play objects such as dolls, stuffed animals, and dramatic figures give children a chance to try new behaviors and use their imaginations.

*If your child attends child care or preschool, look at the types of toys available. Is there a variety of safe and interesting toys? For toddlers and young preschoolers, there should be multiple copies of toys -- a great way to avoid conflicts.

Get Involved in Your Child's Play

Match toys to fit your child's thinking, language, physical skills, feelings, and friendships. Each child grows and develops at a different pace, so watching your child's play and playing together will enable you to choose appropriate toys and worthwhile activities for your child.

Parents who take part in pretend play with their one- to three-year-old children help them to develop more varied and complex play patterns. These children, in turn, engage in more pretend play with other children and tend to be more advanced intellectually, better able to understand others' feelings, and considered more socially competent by their teachers.

Good toys are:

*Appealing and interesting to the child
*Proper for the child's physical capacities
*Appropriate for the child's mental and social development
*Suitable for use in groups of children
*Well-constructed, durable, and safe for the ages of the children in the group


© 1996 National Association for the Education of Young Children

Source: Early Years Are Learning Years, National Parent Information Network

TEMPER TANTRUMS

GUIDELINES FOR PARENTS:

Temper tantrums are usually more a problem at home than at school. The causes can be varied but usually include the following:

1. Inconsistent means of discipline or control by adults.

2. The child may have found that temper tantrum is a very profitable means of getting his or her own way.

3. Conflicting standards between parents or parents and grandparents,etc. If adults disagree, these conflicting standards can not only cause confusion on what is the proper behavior but also increase frustration and tempermental outbursts.

4. Prolonged periods of illness, especially during very early childhood years where the child has received a disproportionate amount of attention and has been very used to getting his or her own way.

5. Overcritical, harsh, or nagging parents. This can build resentment in the child who may take his or her anger out at one or both parents.

6. Overindulgence. Parents who tend to give in to little tantrums to avoid conflict or upsetting the child may be inadvertently discouraging the development of the child's ability to learn to control his or her impulses and behavior. This can lead to even more severe temper tantrums which the child exhibits in an attempt to get his or her own way.

7. Imitation by the child of observed adult outbursts of temper. Children often model their behavior and style of expressing their emotions by modeling parental behavior.

In treatment the child needs to learn to re-learn how to handleand express their emotions in a socially positive way. Usually it isgood to help the child understand that there is no bad feeling or wrong feeling, there is only wrong behavior and they need to explore ways that are okay for them to express their anger. In addition, the child must learn that a temper tantrum never results in a victory. It is also often helpful to work with the child's parents and to determine which of the causes listed above may have contributed to the condition and to remove them. In addition, the parents and adults should never talk to or reason with the child during an emotional outburst. The reasoning should be done sometime after the tantrum is over and the child has had time to cool off. In addition, it is helpful to not make any reference directly to the tantrum. The tantrum itself should not bring attention, rather praise or encouragement should be given for the desirable behavior when it happens.

In addition, the parents themselves much provide an example of calm and considerate behavior. When it becomes necessary to remove the child during a temper tantrum because of danger to himself or others, it should be done without any lectures and in a very calm, firm manner without comment. Giving the child the option of going to their room until they cool off is often an effective technique at helping them regain composure. There should be no time limit placed on the child being in the room. The child should simply be told that when they can calm down and regain control of themselves they will be allowed to discuss the issues with their parents. Tantrums usually quickly subside without an audience.

OPPOSITIONAL DEFIANT DISORDER

Oppositional Defiant Disorder is defined by the DSM-IV as a pattern of negativistic, hostile, and defiant behavior lasting at least six months during which four of the following are present:

1. Often loses temper
2. Often argues with adults
3. Often actively defies and refuses to comply with adult requests or rules
4. Often deliberately annoys people
5. Often blames others for his or her mistakes or misbehaviors
6. Is often touchy or easily annoyed by others
7. Is often angry and resentful
8. Is spiteful and/or vindictive

Additional criteria include the following:

1. The disturbance and behavior causes clinically significant impairment in social, academic, or occupational functioning.
2. The behaviors do not occur exclusively during the onset of a psychotic or a mood disorder.
3. The criteria is not met for a conduct disorder.


These children usually have a pervasive pattern of a negativistic, hostile, defiant behavior which is usually directed toward adults and authority figures. These children usually behave as if parents, teachers, and other authority figures are "the enemy". Temper tantrums, including screaming, crying, throwing objects, thrashing on the ground, refusing to move, and defiance of direction from an adult caregiver are common. These children constantly argue with adults, refuse to comply with requests and rules even when they are in the child's best interest and are obviously very reasonable. These children seem to be constantly angry and resentful. At one time, oppositional and defiant behavior was viewed as an extension of a "conduct disorder". However, recent research has substantiated that this pattern is, indeed, unique and separate from a conduct disorder.

The causes of an Oppositional Defiant Disorder can vary greatly. A good number of these children may have been sexually or physically abused by adult caregivers which causes a good deal of resentment and distrust. Others have simply developed a pattern of controlling and manipulating adults through their defiant behavior. Many of these children have been raised by parents who have been very ineffective at setting and establishing limits.

Whatever the causes, the central issue for the child is a means of establishing and maintaining control of the environment. Many of these children feel that their environment is inconsistent and difficult to control and are fearful that things may happen or change that could cause them discomfort. One of the crucial elements when working with these children is to actively build a level of trust. This is usually done through the following:

1. Consistent eye contact
2. Active listening
3. Unconditional positive regard
4. Warm acceptance in order to increase his or her ability to identify and express her feelings

It is usually futile to engage in a "battle of wills" with an oppositional child who has dug their heels in and is firmly entrenched and determined to get their way. In situations like this, it is often best to allow a cooling down period until the emotional intensity that the child has experienced has subsided. In addition, it is much more effective to use very subtle and indirect cues rather than to "challenge the child" when he or she is acting defiant. There are exceptions to this, however, including instances where the child may harm himself or harm others. In those cases, it would be advisable to provide passive restraint of the child or at least get the child into an area where he or she cannot hurt himself or others. Aside from this, it would be best to allow the child to cool down and then begin the task of helping the child" reason things out". Often giving the child a set of choices and explaining fully the consequences involved may help the child come to realize that their negative pattern is, indeed, self-destructive. It is very important not to show anger when correcting or disciplining these children since, in many cases, the anger may actually reinforce the negative behavior. Discipline should be handled in a "matter of fact" way in order to minimize anger and resentment that the child feels which tend to increase the oppositionalism. It is also often effective to give the child a feeling of control in giving him choices. For example, you may explain to the child if he does not complete his homework, he will not be permitted to do a certain activity until the homework is done and leave the choice up to the child. If the child refuses, that is his or her choice and this should be accepted by the adult caregiver. The consequences, however, should be very carefully adhered to. Again, this should be done in a very matter-of-fact way with no anger on the part of the adult caregiver displayed toward the child. In fact, the adult caregiver should reaffirm their confidence in their child's ability to complete the task. Sermonizing should also be avoided. Explanations should be very simple, straightforward, and within the child's understanding. Keep in mind that these children carry around a good deal of resentment toward authority figures and your goal in dealing with these children is to establish trust and allow the child a feeling of safety and security in their relationship with you. This involves mutual respect and mutual understanding. The adult caregiver, however, does need to be very firm and consistent and needs to follow through with any stated negative consequences to the non-compliant behavior.

LONG TERM GOALS:

1. Markedly reduce the intensity and frequency of hostile and defiant behavior toward adults.
2.Terminate temper tantrums and replace them with calm, respectful compliance with adult directions.
3. Begin to consistently interact with adults in a mutually respectable manner.
4. Bring hostile, defiant behavior within socially acceptable standards.
5. Replace hostile, defiant behavior toward adults with respect and cooperation.
6. Resolve the conflict underlying the anger, hostility, defiance, and need for control.
7. Help the child reach a level of reduced tension more quickly.
8. Improve the child's ability to communicate with adults, including his or her family.

SHORT TERM OBJECTIVES:

1. The child should develop a working relationship with the TSS worker in which he or she feels safe, and comfortable.
2.The child should decrease the frequency and intensity of hostile, negativistic, and defiant interactions with adults.
3. The child should be encouraged to identify and be able to verbalize sources of negative and hostile feelings in an open, accepting, and understanding manner.
4. The child needs to understand the connection between his or her feelings and the resultant behavior.
5. The child will need to increase the frequency of respectful interactions with adults.
6. The child will be able to verbalize recognition of what is and is not acceptable behavior when he or she is angry.
7. It may also be necessary to help the parents develop very clear and firm boundaries. The parents also need to be very clear and consistent regarding behavioral expectations.


THERAPEUTIC INTERVENTIONS:

1. It is very essential with these children to establish rapport. This may take some time initially, depending on how negativistic and resistant the child actually is.
2. Reflect back to the child in a paradoxical interpretation the negative consequences of their oppositional behavior. For example, it would be appropriate to say to the child, "You seem to want your Mom to put you into time out more often. Is that true?". This will shift the focus of control back onto the child which is very important to oppositional children. At the same time, it will force the child to think about the consequences of their behavior which they often miss.
3. It is important to facilitate consistency within the family which corresponds to your interventions as a TSS worker. In other words, the same issues of respect, cooperation, and conflict resolution should be addressed by family members, if possible, in the same manner as with the TSS worker.
4. Assist the child in his or her ability to recognize feelings and learn to express them in constructive ways. Keep in mind that there is no such thing as a bad feeling. There is only bad behavior. Furthermore, we cannot control our feelings. However, we can control our behavior. Learning to channel our feelings into socially acceptable behavioral patterns is an ongoing lifelong task that children need to begin to recognize and start to deal with.
5. Try to probe with the child feelings that are associated with the defiance and help the child make connections between these feelings and the behavior.
6. When possible, ignore the negative and defiant behavior and reinforce compliance with social and other appropriate reinforcers.
7. Make sure the parents are able to clarify and communicate to the child what is acceptable and unacceptable behavior in the family. This also should be communicated to the child in terms of what is acceptable and unacceptable within a variety of settings. The TSS worker can assist by reinforcing these concepts to the child. There should also be a concomitant withdrawal of interactions and privileges when unacceptable behavior is exhibited. These consequences should be short- term and immediate. The TSS worker should also reaffirm confidence in the child's ability to do better next time.
8. Unproductive over-verbalizations to the child should be avoided.