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    Re: fish oils

    I haven’t tried the milk but I currently use the milkly drinks from munch bunch as they also contain it. My son loves them!



    Your son condition was very similar with my son of ASD when he was attending in a childcare centre. After advice from our occupation therapist, we began with the brushing technique which actually calm my son. He is more attentive and comprehend better and now attending a mainstream playgroup happily. I guess your son just want more attention. Also, my son is taking Omega3 supplement.



    i have a daughter who is 13 she has severe autism,learning difficulties ,behavioural problems and also has absence fits , she also only has a few words in her vocabulary one of them being NO !! would love to chat to you i have tried your e-mail addy but its not working you can contact me at



    From: KatUK
    Initial thoughts would be to use visual cues to help the child understand what is expected of them – eg sequence to get dressed/undressed, sequence of events leading to bed – undress, bath, toilet, story etc. Depending on the level at which the child is functioning this sequence could be in the form of objects, photos, pictures or a written list – TEACCH strategies are based on individual needs & situations so more informatuion about this child would be helpful to give better suggestions!!



    From: Marie Howley
    Agreed! I have been working with a day service provision for adults with ASDs, learning difficulties and challenging behaviour. Structured teaching approaches have increased independence, vocational skills and vocational behaviours and reduced the number of behaviour incidences.



    Working with adults with autism who display chalenging behaviour implementing a highly structered envoirenment has signifently reduced behaviours. The learner is able to identify segmitised area’s which also can be assoicated with working activities. To break this down into attainable stages a schedule with pictorial pictures breaks it down into stages.From: Simon Clark



    Sorry, this is not possible at present, we are working on it.



    No, this is for TEACCH only, please start a new thred in one of the other forums.



    Hi, hope you’ve found a school. There’s a duty on the new LEA to ‘honour the statement’ – the statement transfers to the new LEA who then have a duty to review the statement not less than 3 months and not more than 12 months from the transfer. The new LEA also should give you the school of your ‘preference’ but it is true to say that autistic units attached to mainstream schools are very much in demand -they may be full – so I recommend you get some advice from IPSEA or perhaps through this forum or the NAS.

    I’m new to this forum but am a Legal Officer with a national charity and also have a son who’s on the autistic spectrum and has successfully gone through the education process, not without a constant battle, I can assure you!

    D Phillips



    The poor diet business is crippling isn’t it! That was our first officially recognised sign that there was anything wrong.
    We haven’t tried the oily milk (makes it sound really good, doesn’t it), but my son Ben is on Fish Oil Supplement Tablets. They do seem to make a difference – keep him less tense.

    But don’t worry too much about the poor diet. My son has eaten very little other than Apples, Sausages and Crisps for ten years or so. He is now six feet tall. And one of my brothers-in-law survived for ten years on sugar-puffs, without the milk.



    Hio everyone, My child has a passion for milk, wants it all the time, in fact it made him really anaemic and we have worked hard to get him off the full fat type and on to red top, just to help with absorbtion of iron. From the research I have been doing it seems alot of children with ASD’s like their milk in a big way. I have been reading about how they possibly digest it in a slightly different way to most people. Am I right in thinking drinking vast quantities of milk seems to be a big trend with these ASD kiddies ?



    hi Trish,

    I work for the Autism Family Support Team in Northamptonshire and we use TEACCH principles and the use of visual information to modify and adapt behaviour for children with ASD.

    The fear of change is very common for these children. the way we would approach it is to teach your son the connection between the slippers he likes to wear and the new shoes.

    you could try:
    – putting his old slippers in an open plastic box (type you can get from Wilkinsons)
    – putting a photo of your son on the front of the box so that it gives the items inside ownership to him.
    – take his slippers from the box every time he puts them on and return them to the box when he takes them off.
    – over a period of time put one new shoe and then 2 in the box with his old ones but with no expectation that he will put them on at this point.

    I know this sounds a long winded way of doing it but often children with ASD need to that these new shoes are meant for him and he can do the same thing with them – put them on his feet.
    If he sees them every time he puts his old slippers on and if they ‘ live’ in the same box gradually he will make that connection.

    then you can try to get them on his feet – again this needs to be done very slowly.

    Initially try getting him to touch the new shoe with his foot and then extend this slowly over time.

    hope i have explained it reasonably well.

    good luck




    I work for the Autism Family Support Service in Northamptonshgire and the type of ‘aggressive’ behaviour you describe is common in many of the children we work with.

    Often this behaviour is due to children with ASD feeling out of control or not understanding what is happening and what our expectations are of them are. Hitting another child, whilst unacceptable to us, will often prevoke a predictable response from an adult and this can make the child with ASD feel calmer and more in control.

    The interventions you have tried probably didn’t work as children with ASD do not see the world the way we do. Sending them off to a naughty stair or time out is generally what they like as it is a quiet and predictable place to be.

    Often they find sequencing difficult so will not connect their ‘punishment’ with their previous behaviour.

    We would use the principles of TEACCH using visual information and structure to give children with ASD information and guidance in a way that is meaningful to them. This helps to reduce anxiety and distress and therefore the associated unwanted behaviours.

    It is difficult not knowing your child but you could try using a photo or object representing an activity or area of the nursery to show your child where he needs to be and what you would like him to do. This would need to be given to them at the beginning of each activity and shown to them again if they go off task. This is especially necessary when he begins to hit. Using a visual image he could be re-directed back to an activity.

    Also you may find that if he is clearer about what he should be doing the need to hit out may lessen.




    there is one piece of research that i am aware of:

    Title – People with Autism: The effectiveness of the TEACH Programme
    Author – Lesley Manning
    Publisher – Social Work Monographs
    ISBN – 1 85784 075 5

    I think it is still available through Amazon.

    Hope it’s helpful




    Hi me again,

    did you spot the deliberate mistake

    there should of course have been 2 C’s in TEACCH.

    My manager will shoot me!!


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