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buy clomid and nolvadex online uk CCA was formed with the sole purpose of improving the outcome for children with autism spectrum disorder and their families. We are committed to offering a variety of programs which address the communication, educational, social, and behavioral needs of children with ASD, to assure that they are able to achieve happy, fulfilling lives.
Here at CCA we believe that every child has the potential to learn. We work to identify a student’s areas of strength and challenge, and create an individualized program that supports their unique needs. If you’re like most new parents, nothing can prepare you for the day you receive official medical word that your beautiful toddler is not behaving and developing as one would expect.

Even if you suspected something was amiss—why doesn’t she look up at us when we call her name? Why does he insist on lining up little toy trains for hours?—hearing the diagnosis “autism spectrum disorder” halts your breath.

The diagnosis delivers a real blow, one that requires you to readjust your expectations for your child and the lives of your immediate family members. If you are new to the world of autism, a fresh diagnosis can make you feel uncertain about the future. It will be important to acknowledge this change in outlook and these feelings of uncertainty so you can find emotional support for everyone in your family who needs it.

But there’s another side to the diagnosis. Emotions aside, it’s the first step toward getting your child the help he needs to learn the social and communication skills that most children pick up on their own but that children with autism don’t.

While researchers continue to search for causes of autism, much more is known about how to help autistic children than 20, 10, or even five years ago—and the information about what to do is more accessible than ever. An autism diagnosis opens the door to those specialized services that can help your child make gains. And the earlier this happens, the better. In that sense, a diagnosis has the potential to be an empowering moment, a call to action. First Questions to Ask

To get your child’s autism diagnosis is to begin asking questions. It’s likely that you are discussing your son or daughter’s situation with a child development specialist—a child neurologist, a developmental pediatrician, or a clinical psychologist who has the training and background to make the diagnosis. The diagnosis also could come from your child’s pediatrician or primary care doctor.

This meeting is a good place to ask questions about next steps:

What kinds of services does my child need?
How much of those services?
Where do I find these services?

Each child with autism has his own needs. So knowing what specific indicators (behaviors, speech and language delays, and other factors) justified a diagnosis is key to determining next steps. Evaluations that help decide what kinds of services you need should compare a child’s actual age in years and months and how he scores compared to typically developing children in these areas:

Speech and language skills, including receptive language (how well a child understands what is said to him) and expressive language (how well a child can talk, amount of vocabulary he can use). This also covers how well a child can follow directions and carry on a conversation.

Social skills, that is, a demonstrated desire to share observations and feelings with others. The child’s ability to share “joint attention” with others, to point to something and get another’s attention to share an observation about it.

Pretend play skills, the degree to which a child can apply pretend situations to toys and share those experiences with others.

(More background information about screenings and evaluations is available from the Autism Society of America.)

What Kinds of Services Are Necessary?

The American Academy of Pediatrics (AAP) recommends children start receiving services as soon as possible once an autism diagnosis is under consideration. According to the AAP, services to address communication and social skills needs, inappropriate behaviors, and school readiness skills should include:

active engagement of the child at least 25 hours per week, 12 months per year, in systematically planned, developmentally appropriate educational activities designed to address specific objectives
low student-to-teacher ratios to allow sufficient one-on-one time and small-group instruction to meet specific goals
inclusion of parent training (so learning opportunities can continue outside of the teaching setting)
ongoing measurement and documentation of the child’s progress toward educational objectives, with adjustments when needed
a high degree of structure through predictable routines and visual activity schedules (which use pictures and symbols in addition to words)

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