Subject: Re: Scientists baffled by increase in autism
Date: Mon, 21 Oct 2002 08:09:04 -0700
NNTP-Posting-Date: Mon, 21 Oct 2002 10:07:15 CDT
"People's Commissar" wrote in message
> I think it is a neurological virus or something of that sort.
> However....and this is funny. I once saw a quite big 14 year old kid on
> computer playing some kind of card game. He was the type of kid to sort
> star at things for hours or do some kind of counting thing with his
> tho I never paid it much mind or thought anything of it. And I never
> thought it strange that I never heard his voice since whenever I went
> I talked to his mom. Why would a young teen talk to me when he doesn't
> me. Well... Once, his mom wasn't home and so I got into a convo with
> A nurse was there and kept staring and I asked her what her problem was
> my "in your face" manner due to HOW she was staring. I mean, she was
> STARING so damned strange.
> "Tani, the boy's autistic. How are you doing that?"
> Oh, doing what? TALKING to him - having a coversation.
> LMAO. Later on I found out that well, that wasn't supposed to happen.
From "The Child with Special Needs", by Stanley Greenspan and Serena
"The traditional pessimistic prognosis for PDD (Pervasive Developmental
Disorder, which includes autism as a sub-category) is based on experience
with children whose treatment programs tend to be mechanical and
structured, rather than based on individual differences, relationships,
affect, and emotional cuing. Approaches that do not pull the child into
spontaneous, joyful relationship patterns may intensify rather than
remediate the difficulty. We have observed even with older children with
PDD-type patterns that as more spontaneous affect based on emotionally
robust gestural or verbal interactions get going, perseveration and
idiosyncratic behavior decrease and relatedness increases."
"In a review of over 200 cases, many from leading diagnostic centers, more
than 90 percent did not directly observe parent-child interactions. Yet,
this interaction reveals the child's capacity for relating and interacting
and is the venue in which the child is most likely to perform at his
highest level. Tests tend to emphasize how the child relates to the person
administering the test and to highly structured tasks that may require
motor-planning (attentional) skills that the child does not have. This
relationship and the tasks are foreign, perhaps even frightening, and thus
the child is apt to function at a lower level. As a result, the assessment
often supports a more global picture of the child, rather than a picture
that builds on how the child relates to, and uses his unique abilities
with, his most treasured caregivers. Under these circumstances it is not
surprising that many children are inaccurately diagnosed with autistic