The diagnosing autism is made when specified number of characteristics listed in the DSM-IV (Diagnostic And Statistical Manual Of Mental DisordersDSM-IV ) are present, in ranges inappropriate for the child’s age. Autism diagnosis usually occurs between the ages three and five. The autism prognosis is consistent across a broad range of  studies – about 2% will attain normal functioning, with perhaps 40% labeled  high functioning autistic.

Helpful Note

Like any other family faced with this diagnosis, as you explore the options and resources available in your community, you will find on the one hand the unlimited potential your child has, and, on the other, the many limits others try to place on their future.

 

These high functioning autistic generally show some oddities of behavior, and have few or no personal friends. Yet, with appropriate intervention,   many of the autism behaviors can be positively changed, even to the point that the child or adult may appear, to the untrained  person, to no longer have autism. This is where a parent, facing a system with many flaws and pitfalls, must not compromise their vision of their child’s future.

Learn more about Autism diagnosis >

Learn more about DSM-IV

What to look for in Baby Development.

 

 

Baby’s Communication Milestones

Keep in mind that this chart notes average progress. The vast majority of children who do not meet these milestones still end up with normal language skills.

 

COMMUNICATION	AGE
Social smile	0-2 months
Cooing	0-3 months
Turns toward mother’s or father’s voice	4 months
Razzing sound	5 months
Recognizes mama and dada	6-9 months
Says first word	12 months
Has vocabulary of  8-10 words	15 months
Has vocabulary of 15-18 words	18 months
Speaks in two-word phrases; Has vocabulary of 50 words.	20-24 months
Can answer “who”, “why”, and “where”, questions; Has vocabulary of 500 words.	3 years
Can tell a story	4 years

Autism and related disabilities, such as PDD-NOS (Pervasive Developmental Disorder – Not OtherwiseSpecified), and Asperger’s Syndrome are difficult to diagnose, especially in young children where speech and reasoning skills are still developing. Parents who suspect autism in  their child should ask their pediatrician to refer them to a child psychiatrist, who can accurately diagnose  the autism and the degree of severity, and determine the appropriate educational measures. Autism is a serious, lifelong disability. However, with appropriate intervention, many of the autism behaviors can be positively changed, even to the point that the child or adult may appear, to the untrained person, to no longer have autism, and have a full range of life experiences.

  For more information go to  Autism Checklist.

Autism Research
There some exciting autism research underway. Specifically related to brain imaging, MRI’s and gene identification. NIH has sponsored a database of brain imaging data to give researchers a uniqute view of the brain.

Books on Autism
Browse our list of Autism books that may be helpful to you and your family. We have 20 recommended titles and more to come.

What is PDD and Aspergers?
PDD stands for Pervasive Disability Disorder. It is often

We are all fortunate to live in these exciting times where so much information is made on the nature of autism and the kinds of approaches to diagnosis, treatment and care that are likely to be effective in meeting the needs of autistic individuals and their families.

The autism prognosis is startlingly grim  and consistent across a broad range of  studies – about 2% will attain normal functioning, with perhaps 40% labeled  high functioning autistic.

These high functioning autistic generally show some oddities of behavior, and have few or no personal friends. Yet, with appropriate intervention,  many of the autism behaviors can be positively changed, even to the point that the child or adult may appear, to the untrained  person, to no longer have autism. Like any other family faced with this diagnosis, as you explore the options and resources available in your community, you will find on the one hand the unlimited potential your child has, and, on the other, the many limits others try to place on their future. This is where a parent, facing a system with many flaws and pitfalls, must not compromise their vision of their child’s future.

 

Scholarships specifically designated for students with disabilities are extremely limited. Students are urged to  pursue the scholarships available for qualities other than disability. Listed below are organizations which offer the few disability specific scholarships. For more info go to:                    Financial Aid for Students with Disabilities Alexander Graham Bell Association of the Deaf 3417 Volta Place, N.W. Washington, DC 20007 (202) 337-5220 (voice/TT) American Council of the Blind 1155 15th Street, N.W., Suite 720 Washington, DC 20005 (800) 424-8666 (3:00P5:30) or (202) 467-5081 American Foundation for the Blind 15 West 16th Street New York, NY 10011 (800) 232-5463 or (212) 620-2000 Association for Education and Rehabilitation of the Blind and Visually Impaired 206 North Washington Street, Suite 320 Alexandria, VA 22314 (703) 548-1884 Bridge Endowment Fund Scholarship Office National FFA (Future Farmers of America) Center P.O. Box 15160 Alexandria, VA 22309-0160 (703) 360-3600 Blinded Veterans Association 477 H St., N.W. Washington, DC 20001-2694 (202) 371-8880 (for children and spouses of blinded veterans) Central Intelligence Agency (CIA) Office of Student Programs (Internships) P.O. Box 1925 Department T Room 220 Washington, DC 20013 (703) 281-8365 Christian Record Braille Foundation 4444 South 52nd Street Lincoln, NE 68506 (402) 488-0981 Council of Citizens with Low Vision (CCLV) 5707 Brockton Drive-No. 302 Indianapolis, IN 46220 (317) 254-0185 or (800) 733-2258 Electronic Industries Foundation (EIF) 919 18th Street, N.W. Suite 900 Washington, DC 20006 (202) 955-5814 (TDD 955-5836) Contact Marcie Vorac (technical or scientific field) Foundation for Exceptional Children 1920 Association Drive Reston, VA 22091 (703) 264-3507 Foundation for Science and Disability, Inc. Rebecca F. Smith 115 S. Brainard Avenue La Grange, IL 60525 (for science students with a disability studying for a Masters Degree) The Geoffrey Foundation P.O. Box 1112 Ocean Avenue Kennebunkport, ME 04046 (207) 967-5798 (offered to hearing impaired auditory-verbal children and students) Graduate Fellowship Fund Gallaudet University Alumni Association Alumni Office Gallaudet University 800 Florida Avenue, NE Washington, DC 20002 (202) 651-5060 (Voice/TT) (limited to Ph.D. students who are hearing impaired) Immune Deficiency Foundation 3566 Ellicott Mills Drive Unit B2 Ellicott City, MD 21043 (limited to those with primary genetic immune deficiency) Jewish Braille Institute of America 110 E. 30th Street New York, NY 10016 (offered to students who wish to become rabbis, cantors or Jewish educators) La Sertoma International 1912 E. Meyer Boulevard Kansas City, MO 64312 (816) 333-3116 (limited to graduate students who are preparing to assist people who are blind) Lighthouse, Inc. 800 2nd Avenue New York, NY 10017 (legally blind students) National Association of the Deaf Stokoe Scholarship (supports research related to sign language or deafness) 814 Thayer Avenue Silver Spring, MD 20910 (301) 587-1788 (voice) (301) 587-1789 (TT) National Captioning Institute, Inc. Dr. Malcolm J. Norwood Memorial Award Panel 5203 Leesburg Pike, Suite 1500 Falls Church, VA 22041 (703) 998-2400 (Voice/TT) (limited to students studying for careers in communication and/or media technology) National Federation of the Blind 1800 Johnson Street Baltimore, MD 21230 (410) 659-9314 National Federation of Music Clubs Music for the Blind Department 55 Janssen Place Kansas City, MO 64109 National Hemophilia Foundation 110 Greene Street New York, NY 10012 (800) 42-HANDI National 4-H Council 7100 Connecticut Avenue Chevy Chase, MD 20815 (301) 961-2800 Opportunities for the Blind P.O. Box 510 Leonardtown, MD 20650 The PresidentUs Committee on Employment of People with Disabilities 1331 F Street, NW, Washington, DC 20004 (202) 376-6200 Recording for the Blind 20 Rozelle Road Princeton, NJ 08540 (609) 452-0606 Spina Bifida Association of America 4590 MacArthur Boulevard, NW Suite 250 Washington, DC 20007 (800) 621-3141 or (202) 944-3285 Trapshooting Hall of Fame College Scholarship Fund Chairshooters RDocS and Alicia Keim 161 Fort Washington Avenue New York, NY 10032 (212) 305-5559 Contact: Hugo A. Keim, M.D. Venture Clubs Student Aid Award and Venture Clubs JJJof Americas Handicapped Student Scholarship 1616 Walnut Street, Suite 700 Philadelphia, PA 19103 (215) 732-0512 Very Special Arts Education Office John F. Kennedy Center for  the Performing Arts Washington, DC 20566 (limited to students age 10-21 studying selected musical instruments) .

 

Visit these sites for more information

Early Origins of AutismAsk an Expert on AutismHealth FinderTalk to Autism ExpertNational Institutes of Mental HealthCombined Health Information DatabaseAbstracts on Autism

  We want your stuff!

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We are busy making  Autism/PDD Resources Network  your community site, so send us your stuff! Kids’ artwork or stories, comments, complaints…whatever!! You can email artwork or photos as attachments.

Click to enlarge

1) Danny’s story – age 162) Ben’s writing – age 8 3)  age 11                        Danny – made recently at age 16.Amanda – age 13

Danny – made at age 7                                          Daniel – age 9             Stephanie – age 10                 Danny- age 6                   Jonathan – age 12

Amazon.com Children Books

Kids Corner EncyclopediaThinking Skills FunYahooligansThe Electronic ZooLibrary for SchoolkidsThe Nine PlanetsSmithsonian MuseumLife in the White HouseNASA-Space ScienceOld Sturbridge VillageSpace Image Library Research-ItMartian Sun-TimesSupport: Sibshops and Other Sibling Programs

Public Agencies

One of the best resources for finding help for your child with a disability is your local school district  (sometimes called Local Education Agency). 

If your child has already begun school and you think your child needs special services, we suggest that you begin by discussing your concerns with your child’s teacher or school principal. If your child is an infant, we suggest that you refer to your  State Resource Guide and contact the office listed for Programs for Children with Disabilities: Ages birth through 2 years, or programs for ages 3 through 5 years. Ask for the Child Find Coordinator in your community. 

State Education Department

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The State Department staff can answer questions about special education and related services in your state. Many states have special manuals explaining the steps to take.  Check to see if one is available. 
State Department officials are responsible for special education and related services programs in their state for preschool, elementary, and secondary-age children. Each state sets eligibility ages for services 
to children and youth with disabilities.  For current information concerning this, please contact the office listed under STATE  DEPARTMENT OF EDUCATION: SPECIAL EDUCATION. 

State Developmental Disabilities Council

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Assisted by the U.S. Department of Health and Human Services Administration on Developmental Disabilities, state councils plan and advocate for improvement in services for people with developmental disabilities. 

University Affiliated Programs (UAPs) 

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A national network of programs affiliated with universities and teaching hospitals, UAPs provide interdisciplinary training for professionals and paraprofessionals and offer programs and services for children with disabilities and their families. 

Individual UAPs have staff with expertise in a variety of areas and can provide information, technical assistance, and in-service training to agencies, service providers, parent groups, and others. 

You can obtain information about University Affiliated Programs, as well as a listing of all UAPs, by contacting:

American Association of University Affiliated Programs for Persons with Developmental Disabilities

(AAUAP) 
8630 Fenton Street 
Suite 410 
Silver Spring, MD 20910 
(301) 588-8252 27.73 

Protection and Advocacy Agency and Client Assistance Program

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Protection and Advocacy systems are responsible for pursuing legal, administrative, and other remedies to protect the rights of people who have developmental disabilities or mental illness, regardless of their
age. Protection and Advocacy agencies may provide information about health, residential, and social services in your area. Legal assistance is also available. 

The Client Assistance Program provides assistance to individuals seeking and receiving vocational rehabilitation services. These services, provided under the Rehabilitation Act of 1973, including assisting in the pursuit of legal, administrative, and other appropriate remedies to insure the protection of the rights of individuals with developmental disabilities. 

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RESOURCES FOR FINDING EMPLOYMENT

Some agencies/ organizations in your state which may be helpful in your search are: 

Your state’s Department of Vocational Rehabilitation or “VR Department” is a public agency that assists individuals with disabilities in obtaining employment. You can find your state Vocational Rehabilitation agency in our state search, or in the government pages of your local phone book. 

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If your child is still in school and you want to investigate vocational education, you may contact your state’s Office of Vocational Education for Students with Disabilities. This office is within the Department of Education and can give you information on current vocational programs. 

Many universities operate federally funded programs called UAPs or University Affiliated Programs that provide information and services to persons with disabilities and their families. Each program is different. 

If you can’t find your area UAP in our search, contact:

American Association of University Affiliated Programs, 
8630 Fenton Street, Suite 410 Silver Spring, MD 20910-3803
(301) 588-8252 (Voice) 

Developmental Disability Planning Councils can provide you with detailson existing disability-related organizations in your state. Available information offered by the DD Council will vary state-to-state.

Autism, which affects thought, perception and attention, is a broad spectrum of disorders that ranges from mild to severe. If an infant does not cuddle, make eye contact or respond  to affection  and touching, or have abnormal responses to a combination of senses; such as hearing, balance, smell, taste and reaction to pain, parents should be seriously concerned. This lack of responsiveness may be accompanied by an inability to communicate appropriately, and by a persistent failure to develop two-way social relationships. The language skills may be poor, even nonexistent, sometimes repeating words or phrases in place of normal language or useing gestures and pointing instead of words. In addition, the child may show unusual or extreme responses to objects, either avoidance or preoccupation. Another feature of autism is a tendency toward repetitive activities of a restrictive range, like spinning and rhythmic body movements. Baby’s Communication Milestones                 Keep in mind that  this chart notes average progress. The vast majority of children who do not meet these milestones still end up with normal language skills. COMMUNICATION AGE Social smile 0-2 months Cooing 0-3 months Turns toward mother’s or father’s voice 4 months Razzing sound 5 months Recognizes mama and dada 6-9 months Says first word 12 months Has vocabulary of  8-10 words 15 months Has vocabulary of 15-18 words 18 months Speaks in two-word phrases; Has vocabulary of 50 words. 20-24 months Can answer “who”, “why”, and “where”, questions; Has vocabulary of 500 words. 3 years Can tell a story 4 years Autism and related disabilities, such as PDD-NOS (Pervasive Developmental Disorder – Not OtherwiseSpecified), and Asperger’s Syndrome are difficult to diagnose, especially in young children where speech and reasoning skills are still developing. Parents who suspect autism in their child should ask their pediatrician to refer them to a child psychiatrist, who can accurately diagnose  the autism and the degree of severity, and determine the appropriate educational measures. Autism is a serious, lifelong disability. However, with appropriate intervention, many of the autism behaviors can be positively changed, even to the point that the child or adult may appear, to the untrained person, to no longer have autism, and have a full range of life experiences.   For more information go to  Autism Checklist.

 

Description

Autism is a chronic, nonprogressive developmental disorder. Individuals with autism have a unique set of symptoms in three areas: socialization (interaction with others), communication, and behavior. Autism is a common disorder when other diagnoses such as pervasive developmental disorder (PDD), pervasive developmental disorder (not otherwise specified – PDD-NOS), and Asperger’s disorder are included in the spectrum.

Autism is a complex genetic disorder thought to be caused by one or more genes, either acting alone or together with other factors. Through the Medical Genetics collaborative research study into the hereditary basis of autism, we hope to find the gene(s) that leads to autism. Finding these gene(s) will provide valuable insight into how the disorder is caused and will hopefully lead to improved diagnostic and treatment modalities.

Can Autism Be Inherited?

We are often asked the question, Am I at risk for having a child with autism or having another child with autism? The answer is not simple since autism has many causes. Some individuals may have a genetic form of autism. If possible, the underlying cause for the autistic-like behavior must be identified. Several inherited disorders are associated with autistic-like behavior. Some of these disorders include Fragile X Syndrome, Tuberous Sclerosis Complex (TSC), and Phenylketonuria (PKU). When a diagnosis of autistic disorder is made by a health care provider, it is important to determine whether the behavior is the result of one of these well known genetic disorders. If specific testing indicates one of these disorders is responsible for the behavior, the recurrence risk and perhaps the medical treatment will be altered.

In most cases, there is no specific cause for autism in an individual. In these instances, the autism is said to be idiopathic, meaning that the behavior is secondary to an unknown cause. These non-specific answers can be frustrating for parents or family members who would like some explanation.

In this research study, we include individuals and families with idiopathic autism because these are the individuals most likely to carry the gene or genes that cause autism. By finding the genetic factors that play a role in the development of autism, we will someday be able to provide accurate recurrence risks to individuals and families as well as develop better treatments.

For families that have one child with idiopathic autism, there is an increased risk of having another child with autism. This recurrence risk is estimated to be about four percent which is greater than that found in families that do not have a child with autism.

Spiker D., Lotspeich L., Kraemer H.C., Hallmayer J., McMahon W., Petersen P.B., Nicholas P., Pingree C., Wiese-Slater S., Chiotti C. et al. Genetics of autism from 37 multiplex families: American Journal of Medical Genetics 54:1, 27-35, 1994.

Evidence Against X-linkage as a Major Cause of Autism

Since it is a known fact that more males have autism than females, researchers believed that autism might be associated with a non-working gene on the X chromosome. Recent data for our group and others have shown that it is unlikely that a gene on the X chromosome causes the majority of cases of autism.

How do we know this? By studying many different families in which more than one member has autism, or a variant of autism such as Asperger’s syndrome or PDD, we have seen that in a number of families the “gene” is passed through the father to a male child with autism. Since a father transmits an X chromosome only to his daughters and not his sons, the “gene” cannot be on the X chromosome in these families.

Cuccaro M.L., Wolpert C.M., McClintock D.E., Abramson R., Beaty L.M., Storoschuk S., Zimmerman A., Frye V., Porter N., Cook E., Stevenson R., DeLong G.R., Wright H.H., Pericak-Vance, M.A. Familial aggregation in autism: Evidence against X-linkage as a major genetic etiology. American Society of Human Genetics 1996.

Hallmayer J., Spiker D., Lotspeich L., McMahon W.M., Petersen P.B., Nicholas P., Pingree C., Ciaranello R.D. Male-to male transmission in extended pedigrees with multiple cases of autism. American Journal of Medical Genetics. 67:13-18, 1996.

Serotonin and Autism: What We Know So Far

Serotonin is a chemical that functions as a neurotransmitter (chemical communicator) in our brains. (Specifically, serotonin is concentrated in a part of the brain stem called the raphe nucleus). Serotonin is also present in certain blood cells called platelets. It is thought to be involved in inducing sleep, sensory perception, temperature regulation, and control of mood. Serotonin is of interest to autism researchers because some individuals with autism have consistently been found to have high levels of serotonin in their blood stream platelets. However, it is unclear what a high serotonin level signifies.

Dr. Cuccaro and his colleagues at W.S. Hall Psychiatric Institute/USC School of Medicine in Columbia, South Carolina may have discovered an important clue. They conducted a study that looked at the level of blood (platelet) serotonin and the verbal ability of individuals with autism and their immediate relatives. Using a well accepted IQ test (Wechsler scales), these researchers found that individuals with high serotonin platelet or blood levels, had lower verbal ability scores. However, other measurements of intellectual abilities were not changed, including visual-spatial ability or memory. Intelligence is a combination of many different abilities including verbal, visual-spatial ability, memory and other areas.

What does this mean for individuals with autism and their immediate relatives? First, it provides one more biological clue about autism. While not all individuals with autism have high blood serotonin levels, many individuals do. Perhaps individuals with autism and high serotonin levels have one type of autism or perhaps high blood serotonin levels influence the signs and symptoms associated with autism. More research is needed before the relationship between serotonin levels and autism is understood.

Currently, a high or low blood serotonin level does not alter in any way how individuals with autism are managed medically. Occasionally, medications called serotonin reuptake inhibitors (e.g. Fluoxetine, Sertraline and Paroxetine) are prescribed for some individuals with autism. (This type of medication is also widely used to treat depression). Serotonin reuptake inhibitors keep serotonin in the brain longer so that its function as a chemical communicator is further enhanced. Studies in different populations of autistic individuals will help establish which individuals with autism will benefit from serotonin reuptake inhibitors or other drugs that influence blood and brain serotonin levels.

Cuccaro, M.L., Wright, H.H., Abramson, R.K., Marstellar, F.A., Valentine, J. Whole-blood serotonin and cognitive functioning in autistic individuals and their first-degree relatives. The Journal of Neuropsychiatry and Clinical Neurosciences. 1993; 5: 94-101.

Total Brain Volume Can Be Greater In Individuals with Autism

Thirty eight high-quality magnetic resonance image (MRI) scans of individuals with autism who were more than 12 years old were obtained. In addition, 38 MRIs of individuals over 12 years of age who did not have autism were also obtained. These MRIs were used as controls. Through careful measurement of the volume of the brain, Piven et al. reported that in almost half of the individuals with autism, the total brain volume was greater than in individuals without autism.

These results confirm earlier MRI findings reported by the same group. These results suggest a problem in brain development (as opposed to a later injury). Unpublished data suggest that the enlargement may occur in particular regions of the brain and is not a generalized phenomenon. These results should provide important clues about the neurobiology of autism. For example, a new group of genes that are responsible for brain growth have recently been discovered. Abnormalities in these genes may underlie our findings of regional brain enlargement in autism. Also, since brain enlargement occurred in almost half (46%) of the subjects studied, brain size and shape may aid us in eventually identifying subgroups of autistic individuals with different causes for their autism. Dr. Piven and his associates are continuing to study imaging data and will be trying to obtain further funding to follow-up these results over the next year.

Piven J., Arndt S., Bailey J., Havercamp S., Andreasen N.C., Palmer P. An MRI study of brain size in autism. American Journal of Psychiatry: 12: 1145-1149, 1995.

Improvement In Autistic Behavior Seen As Individuals Age

At the April 1995 Society for Research in Child Development Meeting, Dr. Piven and his research group presented the results of their behavioral studies. They reviewed data on the current autistic behaviors in 38 high-functioning adolescent and adult autistic individuals and compared it to their behaviors at age 5 years. These researchers found that there was clear improvement in all three domains of behavior that define autism.

However, the most substantial change occurred in the social and communication behaviors. Eighty percent of the males and one hundred percent of the females improved their social and communication skills. Both males and females had fifty percent improvement in ritualistic-repetitive behaviors. Dr. Piven and his colleagues are continuing their study of the course of behavioral change in autism.

Piven J., Harper J., Palmer P., and Arndt S. Course of behavioral change in autism: a retrospective study of high-IQ adolescents and adults. Journal of the American Academy of Child Adolescent Psychiatry 35:4, 523-29, 1996.

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Center for Human Genetics Autism Research

To help us reach the goal of discovering the genetic, or inherited causes of autism, we collaborate with other researchers and medical centers. Our growing team now includes other experts in the fields of autism and genetic research. Our collaborators include Robert DeLong, MD of Duke University Medical Center, Dr.’s Ruth Abrahmson, Mike Curcarro and Harry Wright of the W.S. Hall Psychiatric Institute (Columbia, SC), Joseph Piven, MD at the University of Iowa (Iowa City, IA), Susan Folstein, MD at Tufts University (Boston, MA), Nina Sajaniemi, PhD at Helsinki University Central Hospitial (Helsinki, Finland), and their research groups.

In order to find the genes for autism, we compare the genetic material (DNA) of individuals with autism to their family members without autism. We also compare genetic material between the families that have members with autism. The genetic material is obtained through blood samples. Once a family decides to join our study, we request all participating family members to give a blood sample. We also review family and medical history and conduct the Autism Diagnostic Interview (ADI) in order to confirm the diagnosis of the family member(s) with autism. However, families will not have to travel to Duke University Medical Center in order to participate. Instead, we try to visit the families personally to collect blood samples and diagnostic information. Family physicians may also collect the blood samples and mail the samples to us. The family history interview and ADI may be done as a telephone interview at any time convenient for the family. All information shared with the Center for Human Genetics is considered medical information and thus kept confidential. Since this is an ongoing research study to identify the genes associated with autism, there are no individual test results that we can report to participating families. However, we update the families participating in our study each year through our newsletter which explains our current findings and research progress.

This has been a productive year for the autism genetic research study. Over the past year we have had the privilege of working with more than 125 families. Sixty of these families have more than one family member with autism. We have enjoyed meeting these families and we look forward to working with them over the next few years.

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Support Organizations

Autism Society of America (ASA)7910 Woodmont Avenue, Suite 650Bethesda, MD 20814(800) 3-AUTISMNational Alliance for Autism Research (NAAR)66 Witherspoon StreetSuite 310Princeton, NJ 08542(888) 777-NAAR (6227)naar@naar.org

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Center for Human Genetics Contact

autism_mail@chg.mc.duke.edu

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Autism References

Unavailable at this time.

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Autism Newsletter

Available through the mail. Please call (800) 283-4316

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Parents play a vital role in their child’s education. They are equal partners in the team that develops their child’s IEP and they care deeply about how their sons or daughters learn and grow. In the course of their child’s education, parents may interact with a large number of professionals. Being able to work effectively with different professionals, exchanging ideas and concerns and openly communicating about what’s working and what’s not, are all important elements in their child’s educational success.     The Basics  — Remember that, as a parent, you know your child best and have the greatest investment in him or her. You need to diplomatically but strongly advocate for your child.  — Develop relationships with the teachers who work with your child. — Get information, and know your options.  — Remember that the people you are working with also care for your child. — You need to be credible and informed to have people listen to and respect what you say.      Be sure to learn what your rights are.– Be aware that parents have a lot of power. Don’t wait for two months to check in for      results. If something is not resolved quickly, work on it. Teachers don’t always have as      much leverage as you think. You may be able to help your child’s teacher resolve      something much faster. Work as a team. — Remember that working with the school can a very emotional, personal process, because     this is your child. It’s very easy to feel defensive. Try to describe your needs in behavioral     terms, not emotional terms. — Keep things in perspective: Ask yourself, “Is what my child is doing typical for his age     group, or does his behavior have to do with his disability?” Encourage those who work     with your child to do so, too. — Know that everything you do is not written in stone. You can change things. Just because     you decided something at the end of June doesn’t mean you have to do it for the next     year. You can change it at the end of October if it’s not working. You can call the     committee back and ask to reevaluate the situation. . — Remember to think of your child first. The disability is just part of who your child is.      Remind people of your child’s strengths. Encourage teachers to praise him or her. — Ask the teacher to have your child be in the helper position at times, not always the one     being helped. –Encourage a work ethic at home. Put value on those traits that promote success in school:     responsibility, consequences for behavior, organization, and punctuality. Jobs at home     translate into expectations. A sense of cooperation and self-worth follow. — If you are not sure about how to talk with teachers, connect with other parents. It’s like     an adult buddy system. Talk to other parents about what they are doing. You can get a     parent advocate to work with you– someone who’s gone through what you’re going     through.     Communication— The most important thing to do is to establish open communication. Try to be     non-threatening. You can make friends and get what you need. — Look at yourself closely to identify habits or attitudes that interfere with effective     communication or your being taken seriously. — Be sure to communicate any concerns or ideas right away, over the phone or with a note,     while the discussion can be relatively casual. By communicating early, you can avoid     becoming angry and frustrated; by intervening early, you can avoid a situation growing     into a bigger problem or crisis. — One very effective way to keep communication open is to use log books. The teachers     (and others who are working with your child) write in these each day and send them back     home with the child. The parent reads what the teacher writes and responds and sends     the book back with the child. These are especially effective with non-verbal children. It     keeps the communication open between parent and teacher. Plus, sometimes writing to a     teacher makes it easier to communicate an idea in the way that you want to express it. — Inform teachers immediately of any unusual circumstances occurring at home.     A stressed child cannot attend to task, often exhibits disruptive behavior, or may simply     space out. Teachers may misread the signs. Examples range from divorce to a sick     grandmother to a new baby. Each student has a very different response to these life     changes.     Creative Problem Solving— In order to get your point across or convince people to try something they might not be     inclined to do, be positive and enthusiastic. Be very upfront and give them factual     information about your child’s needs to alleviate their fears. Explain the reasons you want     something done, then suggest ways to do it. — Keep experimenting. You never know what will work. — Ask that your child participate in everything, even at a modified level of activity. — Convince people to try new activities or approaches before disqualifying them, even if it’s     for a trial time of one month. — Aim high.     Meetings — If you feel that decisions are being made without you, call and ask to be included in     discussions. You can suggest a “pre” IEP meeting to talk about some of your ideas and     what your goals and the goals of your child are. This is especially helpful for meetings     that involve therapists and/or both special and general education staff. By talking before     the meeting with the specific people who are responsible for your areas of concern, you     can structure the formal meeting so it goes smoothly and so the entire group can sign off     with only one meeting. — Make a list of things you want to say before you go to a meeting and take it with you. — When you meet, give yourself plenty of time to discuss important issues. — Bring someone with you to the meeting for moral support– your spouse, a friend, a      sibling.  Good Parent-Teacher Relations— Write letters or make calls to say thank you when things are     going well. It’s always a good idea to let educators know about     successes, especially those that occur outside of school. For     really successful occurrences, send a copy of your letter to the     principal or supervisor, so he or she, too, will know wha a great     job your child’s teacher is doing.   — Even if you don’t agree with the methods that are being used, if your child is improving,      recognize it. — Maintain a “we” attitude. Ask how “we” can work together to solve a given problem. . — Write articles to the local paper about one of your child’s success stories. It’s good for     the school, the teacher, and your child. — If you’re part of a parent group, consider inviting teachers and/or administrators to a     meeting every now and again. They are probably curious about what parent groups talk     about and would appreciate being included in discussions. Their perspectives are often     very enlightening, and they may have concerns that never occurred to the parents.     Remember, inclusion isn’t only for kids. — Work on creating a good relationship with all the people who work with your child. Be     open to sharing information about your child. — Be willing to take part. Volunteer to help out with things. Be as involved as possible. — Remember people at the end of each year. Little notes or gifts of thanks will be very     appreciated by those who receive them. — Support the people who work with your child even when things aren’t going as well.     Encourage them to keep trying, that tomorrow will be better, and how you appreciate     their efforts on your child’s behalf.