Autism

What is Autism?

Autism is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the functioning of the brain, autism and its associated behaviors have been estimated to occur in as many as 1 in 500 individuals (Centers for Disease Control and Prevention 1997). Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries. Family income, lifestyle, and educational levels do not affect the chance of autism's occurrence.

Autism impacts the normal development of the brain in the areas of social interaction and communication skills. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell, and taste.

Over one half million people in the U.S. today have autism or some form of pervasive developmental disorder. Its prevalence rate makes autism one of the most common developmental disabilities. Yet most of the public, including many professionals in the medical, educational, and vocational fields, are still unaware of how autism affects people and how they can effectively work with individuals with autism.

Is There More Than One Type of Autism?

Several related disorders are grouped under the broad heading 'Pervasive Developmental Disorder' or PDD-a general category of disorders which are characterized by severe and pervasive impairment in several areas of development (American Psychiatric Association 1994). A standard reference is the Diagnostic and Statistical Manual (DSM), a diagnostic handbook now in its fourth edition. The DSM-IV lists criteria to be met for a specific diagnosis under the category of Pervasive Developmental Disorder. Diagnosis is made when a specified number of characteristics listed in the DSM-IV are present. Diagnostic evaluations are based on the presence of specific behaviors indicated by observation and through parent consultation, and should be made by an experienced, highly trained team. Thus, when professionals or parents are referring to different types of autism, often they are distinguishing autism from one of the other pervasive developmental disorders.

Individuals who fall under the Pervasive Developmental Disorder category in the DSM-IV exhibit commonalties in communication and social deficits, but differ in terms of severity. We have outlined some major points that help distinguish the differences between the specific diagnoses used:

Autistic Disorder

impairments in social interaction, communication, and imaginative play prior to age 3 years. Stereotyped behaviors, interests and activities.

Asperger's Disorder

characterized by impairments in social interactions and the presence of restricted interests and activities, with no clinically significant general delay in language, and testing in the range of average to above average intelligence.

Pervasive Developmental Disorder- Not Otherwise Specified

(commonly referred to as atypical autism) a diagnosis of PDD-NOS may be made when a child does not meet the criteria for a specific diagnosis, but there is a severe and pervasive impairment in specified behaviors.

Rett's Disorder

a progressive disorder which, to date, has occurred only in girls. Period of normal development and then loss of previously acquired skills, loss of purposeful use of the hands replaced with repetitive hand movements beginning at the age of 1-4 years.

Childhood Disintegrative Disorder

characterized by normal development for at least the first 2 years, significant loss of previously acquired skills. (American Psychiatric Association 1994)

Autism is a spectrum disorder. In other words, the symptoms and characteristics of autism can present themselves in a wide variety of combinations, from mild to severe. Although autism is defined by a certain set of behaviors, children and adults can exhibit any combination of the behaviors in any degree of severity. Two children, both with the same diagnosis, can act very differently from one another and have varying skills.

Therefore, there is no standard 'type' or 'typical' person with autism. Parents may hear different terms used to describe children within this spectrum, such as: autistic-like, autistic tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or less-abled. More important to understand is, whatever the diagnosis, children can learn and function productively and show gains from appropriate education and treatment. The Autism Society of America provides information to serve the needs of all individuals within the spectrum.

Diagnostic categories have changed over the years as research progresses and as new editions of the DSM have been issued. For that reason, we will use the term 'autism' to refer to the above disorders.

What Causes Autism?

Researchers from all over the world are devoting considerable time and energy into finding the answer to this critical question. Medical researchers are exploring different explanations for the various forms of autism. Although a single specific cause of autism is not known, current research links autism to biological or neurological differences in the brain. In many families there appears to be a pattern of autism or related disabilities- which suggests there is a genetic basis to the disorder-although at this time no gene has been directly linked to autism. The genetic basis is believed by researchers to be highly complex, probably involving several genes in combination.

Several outdated theories about the cause of autism have been proven to be false. Autism is not a mental illness. Children with autism are not unruly kids who choose not to behave. Autism is not caused by bad parenting. Furthermore, no known psychological factors in the development of the child have been shown to cause autism.

How is Autism Diagnosed?

There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual's communication, behavior, and developmental levels. However, because many of the behaviors associated with autism are shared by other disorders, various medical tests may be ordered to rule out or identify other possible causes of the symptoms being exhibited.

Since the characteristics of the disorder vary so much, ideally a child should be evaluated by a multidisciplinary team which may include a neurologist, psychologist, developmental pediatrician, speech/language therapist, learning consultant, or another professional knowledgeable about autism. Diagnosis is difficult for a practitioner with limited training or exposure to autism. Sometimes, autism has been misdiagnosed by well-meaning professionals. Difficulties in the recognition and acknowledgment of autism often lead to a lack of services to meet the complex needs of individuals with autism.

A brief observation in a single setting cannot present a true picture of an individual's abilities and behaviors. Parental (and other caregivers') input and developmental history are very important components of making an accurate diagnosis. At first glance, some persons with autism may appear to have mental retardation, a behavior disorder, problems with hearing, or even odd and eccentric behavior. To complicate matters further, these conditions can co-occur with autism. However, it is important to distinguish autism from other conditions, since an accurate diagnosis and early identification can provide the basis for building an appropriate and effective educational and treatment program. Sometimes professionals who are not knowledgeable about the needs and opportunities for early intervention in autism do not offer an autism diagnosis even if it is appropriate. This hesitation may be due to a misguided wish to spare the family. Unfortunately, this too can lead to failure to obtain appropriate services for the child.

What are People with Autism Like?

Children within the pervasive developmental disorder spectrum often appear relatively normal in their development until the age of 24-30 months, when parents may notice delays in language, play or social interaction. Any of the following delays, by themselves, would not result in a diagnosis of a pervasive developmental disorder. Autism is a combination of several developmental challenges.

The following areas are among those that may be affected by autism:

Communication

language develops slowly or not at all; uses words without attaching the usual meaning to them; communicates with gestures instead of words; short attention span;

Social Interaction

spends time alone rather than with others; shows little interest in making friends; less responsive to social cues such as eye contact or smiles;

Sensory Impairment

may have sensitivities in the areas of sight, hearing, touch, smell, and taste to a greater or lesser degree;

Play

lack of spontaneous or imaginative play; does not imitate others' actions; does not initiate pretend games;

Behaviors

may be overactive or very passive; throws tantrums for no apparent reason; perseverates (shows an obsessive interest in a single item, idea, activity or person); apparent lack of common sense; may show aggression to others or self; often has difficulty with changes in routine.

Some individuals with autism may also have other disorders which affect the functioning of the brain such as: Epilepsy, Mental Retardation, Down Syndrome, or genetic disorders such as: Fragile X Syndrome, Landau-Kleffner Syndrome, William's Syndrome or Tourette's Syndrome. Many of those diagnosed with autism will test in the range of mental retardation. Approximately 25-30 percent may develop a seizure pattern at some period during life.

Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics. There are great differences among people with autism. Some individuals mildly affected may exhibit only slight delays in language and greater challenges with social interactions. The person may have difficulty initiating and/or maintaining a conversation, or keeping a conversation going. Communication is often described as talking at others (for example, monologue on a favorite subject that continues despite attempts of others to interject comments). People with autism process and respond to information in unique ways. Educators and other service providers must consider the unique pattern of learning strengths and difficulties in the individual with autism when assessing learning and behavior to ensure effective intervention. Individuals with autism can learn when information about their unique styles of receiving and expressing information is addressed and implemented in their programs. The abilities of an individual with autism may fluctuate from day to day due to difficulties in concentration, processing, or anxiety. The child may show evidence of learning one day, but not the next. Changes in external stimuli and anxiety can affect learning. They may have average or above average verbal, memory or spatial skills but find it difficult to be imaginative or join in activities with others. Individuals with more severe challenges may require intensive support to manage the basic tasks and needs of living day to day.

Contrary to popular understanding, many children and adults with autism may make eye contact, show affection, smile and laugh, and demonstrate a variety of other emotions, although in varying degrees. Like other children, they respond to their environment in both positive and negative ways. Autism may affect their range of responses and make it more difficult to control how their bodies and minds react. Sometimes visual, motor, and/or processing problems make it difficult to maintain eye contact with others. Some individuals with autism use peripheral vision rather than looking directly at others. Sometimes the touch or closeness of others may be painful to a person with autism, resulting in withdrawal even from family members. Anxiety, fear and confusion may result from being unable to 'make sense' of the world in a routine way. With appropriate treatment, some behaviors associated with autism may change or diminish over time. The communication and social deficits continue in some form throughout life, but difficulties in other areas may fade or change with age, education, or level of stress. Often, the person begins to use skills in natural situations and to participate in a broader range of interests and activities. Many individuals with autism enjoy their lives and contribute to their community in a meaningful way. People with autism can learn to compensate for and cope with their disability, often quite well.

While no one can predict the future, it is known that some adults with autism live and work independently in the community (drive a car, earn a college degree, get married); some may be fairly independent in the community and only need some support for daily pressures; while others depend on much support from family and professionals. Adults with autism can benefit from vocational training to provide them with the skills needed for obtaining jobs, in addition to social and recreational programs. Adults with autism may live in a variety of residential settings, ranging from an independent home or apartment to group homes, supervised apartment settings, living with other family members or more structured residential care. An increasing number of support groups for adults with autism are emerging around the country. Many self-advocates are forming networks to share information, support each other, and speak for themselves in the public arena. More frequently, people with autism are attending and/or speaking at conferences and workshops on autism. Individuals with autism are providing valuable insight into the challenges of this disability by publishing articles and books and appearing in television specials about themselves and their disabilities.

What are the Most Effective Approaches?

Evidence shows that early intervention results in dramatically positive outcomes for young children with autism. While various pre-school models emphasize different program components, all share an emphasis on early, appropriate, and intensive educational interventions for young children. Other common factors may be: some degree of inclusion, mostly behaviorally-based interventions, programs which build on the interests of the child, extensive use of visuals to accompany instruction, highly structured schedule of activities, parent and staff training, transition planning and follow-up. Because of the spectrum nature of autism and the many behavior combinations which can occur, no one approach is effective in alleviating symptoms of autism in all cases. Various types of therapies are available, including (but not limited to) applied behavior analysis, auditory integration training, dietary interventions, discrete trial teaching, medications, music therapy, occupational therapy, PECS, physical therapy, sensory integration, speech/language therapy, TEACCH, and vision therapy.

Studies show that individuals with autism respond well to a highly structured, specialized education program, tailored to their individual needs. A well designed intervention approach may include some elements of communication therapy, social skill development, sensory integration therapy and applied behavior analysis, delivered by trained professionals in a consistent, comprehensive and coordinated manner. The more severe challenges of some children with autism may be best addressed by a structured education and behavior program which contains a one-on-one teacher to student ratio or small group environment. However, many other children with autism may be successful in a fully inclusive general education environment with appropriate support.

In addition to appropriate educational supports in the area of academics, students with autism should have training in functional living skills at the earliest possible age. Learning to cross a street safely, to make a simple purchase or to ask assistance when needed are critical skills, and may be difficult, even for those with average intelligence levels. Tasks that enhance the person's independence and give more opportunity for personal choice and freedom in the community are important.

To be effective, any approach should be flexible in nature, rely on positive reinforcement, be re-evaluated on a regular basis and provide a smooth transition from home to school to community environments. A good program will also incorporate training and support systems for parents and caregivers, with generalization of skills to all settings. Rarely can a family, classroom teacher or other caregiver provide effective habilitation for a person with autism unless offered consultation or in-service training by an experienced specialist who is knowledgeable about the disability.

A generation ago, the vast majority of the people with autism were eventually placed in institutions. Professionals were much less educated about autism than they are today; autism specific supports and services were largely non-existent. Today the picture is brighter. With appropriate services, training, and information, most families are able to support their son or daughter at home. Group homes, assisted apartment living arrangements, or residential facilities offer more options for out of home support. Autism-specific programs and services provide the opportunity for individuals to be taught skills which allow them to reach their fullest potential.

Families of people with autism can experience high levels of stress. As a result of the challenging behaviors of their children, relationships with service providers, attempting to secure appropriate services, resulting financial hardships, or very busy schedules, families often have difficulty participating in typical community activities. This results in isolation and difficulty in developing needed community supports. The Autism Society of America is here for you.

Members of the ASA represent all walks of life from rural to metropolitan communities. Embracing the diversity of our group, the ASA seeks to provide an open forum for the exchange of ideas. At the very core of the ASA's philosophy is the belief that no single program or treatment will benefit all individuals with autism. Furthermore, the recommendation of what is 'best' or 'most effective' for a person with autism should be determined by those people directly involved-the individual with autism, to the extent possible, and the parents or family members.

The ASA provides information and education (including results of empirically-based scientific research on effective strategies) to assist parents, educators, and others in the decision-making process. Providing information on available intervention options, rather than advocating for any particular theory or philosophy, is the focus at the ASA.

Is There a Cure?

Understanding of autism has grown tremendously since it was first described by Dr. Leo Kanner in 1943. Some of the earlier searches for 'cures' now seem unrealistic in terms of today's understanding of brain-based disorders. To cure means 'to restore to health, soundness, or normality.' In the medical sense, there is no cure for the differences in the brain which result in autism. However, better understanding of the disorder has led to the development of better coping mechanisms and strategies for the various manifestations of the disability. Some of these symptoms may lessen as the child ages; others may disappear altogether. With appropriate intervention, many of the associated behaviors can be positively changed, even to the point in some cases, that the child or adult may appear to the untrained person to no longer have autism. The majority of children and adults will, however, continue to exhibit some manifestations of autism to some degree throughout their entire lives.

What is the Autism Society of America?

Founded in 1965 by a small group of parents, the Autism Society of America (ASA) continues to be the leading source of information and referral on autism and the largest collective voice representing the autism community for more than 33 years. Today, more than 24,000 members are connected through a volunteer network of over 240 chapters in 50 states.

The mission of the Autism Society of America is to promote lifelong access and opportunities for persons within the autism spectrum and their families, to be fully included, participating members of their communities through advocacy, public awareness, education, and research related to autism.

In addition to its volunteer Board of Directors, composed primarily of parents of individuals with autism, the ASA has a Panel of Professional Advisors, comprised of nationally known and respected professionals who provide expertise and guidance to the Society on a volunteer basis.

The ASA is dedicated to increasing public awareness about autism and the day-to-day issues faced by individuals with autism, their families, and the professionals with whom they interact. The Society and its chapters share common goals of providing information and education, supporting research, and advocating for programs and services for the autism community.

The ASA Foundation

The Autism Society of America Foundation (ASAF) was founded with the primary mission to raise and allocate funds for research to address the many unanswered questions about autism. We are still far from fully understanding autism and knowing how to prevent it.

The ASAF has implemented action on several pressing autism research priorities as areas of initial focus: developing and publicizing up-to-date prevalence statistics; quantifying the societal and family economic consequences of autism; developing a national registry of individuals and families with autism who are willing to participate in research studies; and implementing a system to identify potential donors of autism brain tissue for research purposes and facilitating the donation process. In addition, the Foundation is contributing substantial funds for applied and biomedical research in the causes of and treatment approaches to autism.

References: Dr. Christopher Gillberg, Centers for Disease Control and Prevention Conference.

Educating yourself and others about autism is a critical way to assist with the education and development of the individual with autism and to help society understand the nature of this common developmental disorder. Information packages on a variety of autism-related topics are available from the Autism Society of America. To request additional information or to find answers to other questions on autism, please call or write the ASA. We are here to help.

The insights, the inspiration and the work of Barry Neil Kaufman and Samahria Lyte Kaufman inspire the perspective all of us have here at The Option Institute. A special child is not a curse but a gift . . . a gift which challenges us to respond with enormous energy and dedication. Finding a way to help that child, or young person, and being there in the most loving, supportive and facilitating way possible is, in effect, learning to express the most powerful and humane part of ourselves. Such a process is a daily, moment-to-moment treasure for all of us . . . for the staff, for the volunteers and for the parents who cross our threshold.

The story of The Option Institute begins with the story of Bears (Barry) Neil Kaufman and Samahria Lyte Kaufman. The Kaufmans have spent over 25 years doing what everyone else said was impossible. In the early 1970's the Kaufmans rebirthed their son, Raun, from the supposedly incurable illness of autism. At eighteen months, Raun was mute, totally withdrawn from all human contact and self-stimulating. His I.Q. tested at below 30. The prognosis: irreversible--leading to eventual institutionalization. Defying the experts and developing a program radically different than existing techniques for the treatment of children with Autism, the Kaufmans designed and implemented unique child-centered, home-based program for their son.

Using a most loving and stimulating approach, they worked with their son twelve hours per day, seven days per week for over three years. When they finished, Raun was not only completely cured of autism, but had evolved into a highly verbal, extroverted, loving and brilliant young boy who demonstrated a near genius I.Q. and bore no traces of his original condition. Now a young adult, Raun graduated from high school with high honors (Cum Laude Society) and more recently graduated from a prestigious Ivy League university with a degree in biomedical ethics.

The story of their family's incredible journey was documented in the award-winning book and NBC-TV network movie, Son-Rise. Following their successful work with their own son, they helped other families learn and use The Son-Rise Program® with their special children. Concurrently, they extended their work to adults and began teaching the nonjudgmental and accepting attitude which was the foundation of their work.

Bears' recent book, Son-Rise: The Miracle Continues presents not only the expanded and updated journal of their successful efforts to reach their unreachable child by piercing the veil of Autism, but goes beyond to include a sensitive portrayal of how that singular event has become a worldwide phenomenon.

This book not only tells of Raun's development from birth through age twenty, but also shares deeply moving accounts of five other ordinary families who became extraordinary when they used The Son-Rise Program to reach their own 'unreachable' children.

The Kaufmans' subsequent books have served as an inspiration for a world searching for more humane, loving and self-trusting answers to very personal problems and dilemmas. There are over two million copies of their books in print worldwide, in eighteen languages in over sixty countries.

While they worked to help others, they continued to open their own home to the orphaned and abandoned. In addition to their first three biological children, they adopted three Latin American children from backgrounds of extreme poverty, nutritional deprivation and abuse. All of these children have flourished with the love and caring they've received in the Kaufman home.

Even as 280 universities put their books on required reading lists for courses in psychology, education religion, special education and the like, Bears and Samahria were training professionals and interested individuals to work as mentors with adults, adolescents and children. Responding to the demand for their services, they established The Option Institute and Fellowship in 1983 as a living and learning center dedicated to helping people improve the quality of their lives by becoming happier as well as offering assistance to those challenged by adversity.

Since its founding, The Option Institute has served as a beacon of hope and possibility for tens of thousands of people worldwide. With programs offered year 'round and a full-time staff of over sixty dedicated individuals, The Option Institute has become home to people from all backgrounds, ages and professions, who come to learn that happiness, healing and love are accessible, tangible goals, that can alter a person's life in the most wonderful and meaningful ways. One of the Institute's major focuses is to offer in-depth programs for families with special children, using the methods originated by the Kaufmans and taught under their supervision. The Son-Rise Program® has not only helped families in cities and towns all across the United Stated but has given hope and effective teaching tools to families in England, Ireland, Scotland, Belgium, France, Germany, The Netherlands, Greece, Canada, Australia, New Zealand, Russia, Poland, The Philippines, Malaysia, Sri Lanka, Ecuador, Brazil, Mexico, Israel, Saudi Arabia, Japan, China, South Africa, Kenya, India, etc.

The Option Institute and the Kaufmans have been featured in over 2,000 articles and programs published or broadcast in major media, among them The New York Times, The Washington Post, The Los Angeles Times, The Boston Globe, People Magazine, Readers Digest, Good Morning America, and interviews with Oprah Winfrey, Phil Donohue, etc.

The Parent: The Child's Best Resource

The most powerful, dedicated, useful and loving resources in a child's world are his or her parents. This simple fact is often disregarded, even dismissed, in many professional settings.

The 'experts' do not and cannot know your child as you do. Their contact is often limited to hour-long single (or multiple) visits. Some trained teachers and therapists interact with your child mainly in group or school environments. Although these facilitators have the very best of intentions, often they must divide their attention between your child and other children. In many instances, test scores are used as more important indicators than the information and insights of the parents.

Here at The Option Institute, we not only acknowledge parents as the child's most important resource, but seek to empower them to the child's advantage. Your knowledge, your love, your lifelong interest and caring can never be matched by anyone else. Professionals do the best they can and, certainly, can provide meaningful assistance. But you can do much, much more because of your unique position in your child's world.

We believe in the power of the family, in the incredible potential of the home as a loving, nurturing teaching environment, and in the child's best resource-the parent!
 

The Question Of Hope And 'False Hope'

Although the life-affirming and, oftentimes, 'miraculous' work of the Kaufmans and the Son-Rise Program staff has generated worldwide acclaim and respect, it has not been without controversy.

Some people question the premium the Kaufmans place on the value of the parent as a helpful and powerful participant in their child's life. Some challenge their championing the child as the teacher and guide through their own education. Most significantly, the Kaufmans, in their work with their own son and with others, defied the prognoses of experts and demonstrated over and over again what others termed 'impossible.'

Since many of the families taught by the Kaufmans have achieved astounding breakthroughs (a dying child lives, a mute child speaks, a functionally retarded child flowers into a near-genius), the Kaufmans and their dedicated staff continue to believe in the limitless possibilities for each and every child. 'As long as a child is alive, there is hope,' Samahria Kaufman has stated unflinchingly in public forums throughout the world.

'I know of nothing more wonderful,' Barry Neil Kaufman has written in Son-Rise: The Miracle Continues, 'than trying to help love a child back to life. We are happy to be hopeful; it gives us joy, energy and the will to try to help when others turn away.'

To accuse these people of generating 'false hope' is to ignore the results of their work and to undermine what could help other children flourish. The Son-Rise Program staff are the first to insist that doing a Son-Rise Program is no guarantee of any results. It is merely the beginning for a parent who chooses to say, 'I want to try to help my child in spite of all the evidence, and want to do it with love and acceptance.'

Who would want to extinguish such a noble and inspiring decision made by any parent about any child? Who would want to play God and say, 'Nothing can help; therefore, don't try.'?

The Child as Teacher

The traditional vision of education focuses on 'filling' the student's mind with information and asking them to master a set of predetermined skills. The Son-Rise Program® perspective is quite different. We believe that the most effective way to 'teach' children, young people and adults is to draw information, understanding and insight from them, and to help them develop and build on their talents, skills and interests. We focus on introducing a host of learning situations in which they can freely explore themselves and the various materials offered. We then trust and assist them as they expand their base of curiosity and involvement.

In effect, we reverse the roles. The parent, the instructor, the therapist or facilitator becomes the student of the child's world (or challenged person's world) . . . observing, learning, assisting and supporting the child's flowering in a loving and nonjudgmental environment. The child becomes the teacher . . . guiding the process, discovering and exploring himself or herself and the world. It is clear that by 'going with' children, instead of against them, we help them to become more and more motivated to explore and develop. The child's motivation is the key factor in any child's progress and also determines the potential of any program.

Often, parents and professionals helping children with special needs have specific agendas: Teach my child or student how to walk, talk, use the toilet, eat with utensils, read or perform any number of other practical and useful skills.

Certainly, we want every child to realize those capabilities; yet, in the Son-Rise Program, we give up the demand that we control the agenda. It is much less important that we teach a child specific skills than that we encourage them to become a fully participating and motivated person. This will have by far the greatest impact in the long run.

Our intention is to help each child (through the parent or guardian) to be all he or she can be. We know of no other more powerful way to actualize such an intention than to allow the child to be his or her own teacher as well as ours.

The Importance Of A Loving And Accepting Attitude

In all our work with adults and children alike, the attitude of love and acceptance is the foundation that we build upon.

Certainly we can and do teach a highly effective educational process with a wide range of specific techniques, but the power of the program lies in the attitude of the facilitator. The total acceptance of the child or challenged person, in all his or her uniqueness, is what brings the power to this process.

This approach is vastly different from that of the traditional therapeutic and educational setting, and its implications are profound and far-reaching. We do not judge the children we work with. We do not label behavior as good or bad, right or wrong, appropriate or inappropriate; we endeavor to help. We know that each child is doing the best he or she can . . . if they could do it better (talk, care for themselves, follow instructions), they would. Instead of pushing them to conform to our priorities, we try to enter and understand their world and encourage a bonding so special, so loving, so exciting that perhaps that young person will want to know more, get more and learn more from us. From such a base, anything is possible.

When Raun Kaufman was about one and a half years old he was diagnosed profoundly autistic. While doctors thought he was a lost case his parents declined to accede to that prognosis. By trying to "join" their son in his remote world they erected some kind of bridge to him. This was how the Son-Rise programme to care for autistic children began. The most important thing about the project is that the child, not the grown-up, is the teacher - so to say the youngster sets the pace. One guiding principle is not just to encourage language and learning but also to make the child feel peaceful, happy and secure. That's why a "special room", a safe place for play and learning, is a significant part of the schedule too. It should be kept in neutral, plain colours, the windows should be whited out (so that everything is focused on human interaction), there should be a two-panel-mirror door so that behaviour can be observed. Moreover toys should be kept on high shelves, so that the child has to ask for them. There is no "No!" or "Don't!". Even after Raun's major reversal his parents didn't desist from treating him, and after the breakthrough had happened he never lapsed back. The initiators of the Son-Rise programme never talk of cure because they don't want to give false hope. But there is evidence that change for the better has occured on every autistic child who took part in the scheme.

We used to feel in mourning for a lost child.

Live on a day-to-day basis and make small breakthroughs.

Have not constructed a special room as recommended by Option.

Some people think the Son-Rise programme is a little too messianically

overenthusiastic.

I am the mother of a two and a half year old son called Brian. He had appeared relatively normal in his development until the age of 24 months, when my husband and I noticed delays in his language skills and in social interaction. Brian's speech evolved very slowly and so he started to communicate with gestures instead of words. He was less responsive to social cues such as eye contact or smiles than other youngsters his age. Moreover he was overactive and threw tantrums for no apparent reason. Sometimes he showed aggression towards others and even towards himself. Furthermore my son displayed repeated body movements such as rocking forwards and backwards. Half a year ago Brian was diagnosed as profoundly autistic. My husband and I accept our son as an individual with a unique personality. We consider our child not a curse but a gift, a present which challenges us to respond with enormous energy and dedication. We are aware of the fact that there is no cure for Brian. So it is not so important to us that Brian is taught specific skills but that he is encouraged to become a motivated person, able to lead a meaningful life. Our intention is to help our son to be all he can be. We talked to a friend about our attitude and she has given us your address to get in touch. We do not want to bank on traditional treatment. Because we are convinced that because of the many behaviour combinations which can occur, no one approach is effective in alleviating the symptoms of the disorder in all cases. All in all we are seeking an education programme which is tailored to Brian's specific needs. That's why we would like to join the Son-Rise project.