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Eating foods such as grass-fed chicken, pasture-raised eggs, fish, vegetables, and citrus fruits. Avoid processed foods, added sugar, caffeine, and artificial sweeteners.
Currently there is no cure for Autism Spectrum Disorder, but there are different treatments available that can help with behavior, communication, social skills and other symptoms to help manage symptoms.
Children with ASD may experience difficulities in school. Autism in the classroom is can be hard for instructors, the child and the parents to deal with.
Research has found that fatty fish such as salmon and free-range eggs share healthy omega-3 acids. Foods that contain omega-3s help fight inflammation in the body.
One common treatment for children with autism spectrum disorders is aquatic therapy or hydrotherapy. These therapies use water immersion to achieve therapeutic gains that may be too difficult for a child to attain through land-based physical therapies.
There is no cure for autism spectrum disorder, and there's currently no medication to treat it. But some medicines can help with related symptoms like depression, seizures, insomnia, and trouble focusing. Studies have shown that medication is most effective when it's combined with behavioral therapies
Educational planning for students with Autism often addresses a wide range of skill development, including academics, communication and language, social skills, self-help skills, behavioral issues, self-advocacy, and leisure-related skills.
Individuals with Autism may be assigned to less significant areas of the company because lack of awareness, and management may see them as “slow” and become frustrated. Autism is a personal and confidential matter and must be respected. However, to ensure that our members are successful, we will share information without violating HIPPA. It is not common for Human Resources to be directly involved with employees as they perform their daily job functions.
Time spent with a job coach is not enough to build a trusting professional relationship, and the training received is insufficient for a clear understanding of their job duties. People with ASD will not communicate this gap with anyone without trust.
Our members are hard workers, dependable, loyal and particular about their work. They strive to please and work with integrity.
Deficits in communication and gross motor skills are also a problem. People with ASD may not share the same issues. Their issues may lead others to think they cannot perform their duties. They may be labeled because of their diagnosis, looked upon differently, and not allowed to be successful in an area where they may excel. A young man that graduated high school earned a college degree, and is now employed was asked about some challenges he faced throughout his academic years and employment. He said that he met the following issues.
Some people may look at their challenges and assume they cannot perform their assigned duties.
Intervention: Provide one-on-one assistance with the employee to bridge the gap with others. Having a diagnosis of ASD doesn’t mean that the person is incompetent; they must work harder to get the same results as others.
It may not be easy. Some positions require one to be able to multi-task.
Intervention: Establish a work pattern with a supervisor to allow employees to complete tasks on time. They tend to do things in a particular order. Helping to establish a routine will allow them to achieve their daily goals on time.
Social isolation is not a term that adolescents and adults with ASD do not understand.
Intervention: Do not belittle the employee. If they’re making a mistake or lack understanding, work with them alone to assist in the clarification of their job duties.
Again, social skills or a lack of social skills play a big part in the life of someone with ASD.
Intervention: Provide the employee with a responsible trainer with a heart for helping others. The employees’ schedule should reflect that of the trainer. It’s best to limit the number of employees the employee needs to report to for consistency and clarity. It also helps them bond and develops trust if other issues arise.
It is essential to educate people on the job (without violating HIPPA) to be aware of things they can and cannot do around people with ASD.
Intervention: EDUCATION! EDUCATION! EDUCATION! For example, if the employee doesn’t like physical contact, such as shaking hands or doesn’t make eye contact, others must know, so they will not assume that the individual is rude and create a hostile work environment.
Training may take more time and may require individual training as well.
Intervention: The employee must have all the necessary tools to do their job regardless of anyone’s opinion. It is up to the employee to determine what they can or cannot handle.
Because a person has Autism does not mean they cannot have the career of their dreams. Everyone has gifts and talents and should have an opportunity to use them.
Intervention: Everyone should have the same opportunity for advancement as the next person. If someone can do their job and have a good record, there is no reason they shouldn’t have the chance to be considered for a promotion.
“We aim to assist members with skills to lead every day productive lives and sustain employment. We will seek assistance from financial experts to teach financial management and investing for retirement to those that desire it.”
