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Some children who have been diagnosed with autism or autistic spectrum disorder (ASD) could dramatically benefit from not being exposed to electronic screens.

New clinical case studies have found that many young children who spend too much screen time-on TV's, video games, tablets and computers-have symptoms labeled as "autism." When parents take away the screens for a few months the child's symptoms disappear. The term for this phenomenon is "Virtual Autism" or autism induced by electronic screens. The term "Virtual Autism" was coined by Romanian clinical psychologist Dr Marius Zamfir.

Romania witnessed an astonishing rise in autism among youngsters in a children's hospital. The cause was unknown, so one psychiatrist dug into the activity logs the hospital collected on all admitted patients. In those records he found a strong trend: children presenting with autism were spending four or more hours a day watching some kind of screen: television, computer, tablet, or phone. Today in Romania, treatment of autism by screen withdrawal is considered routine and has public support.

We are seeing a startling rise in autism diagnoses in the United States, a trend that has parents, teachers, and mental health professionals puzzled and concerned.

These statistics from the Center for Disease Control paint a stark picture of the rising rates of diagnoses:

In 1975, 1 in 5000 children were diagnosed with autism.

In 2005, 1 in 500 children.

In 2014 (the most recent CDC numbers), 1 in 68 children.

The latest government survey of parents suggests that today the number of children living with autism may be as high as 1 in 45. That means that today in the United States a child is 100 times more likely to be diagnosed with autism than children in 1975.

What's going on? What is behind the exponential rise in the diagnosis of autism? Does removing electronic screens from the lives of at least some young children decrease their risk of autism or even reduce their symptoms after they have been diagnosed?

Two French doctors with expertise in child development, Dr. Isabelle Terrasse and Dr. Anne-Lise Ducanda, have created an excellent YouTube video that provides some answers. The video is called: "Screens: Danger for children from 0-4 years old" (in French with English subtitles). They made the video based on case studies at Dr. Ducanda's clinic.. Their intent is to warn parents and health professionals about the rising tide of "Virtual Autism" and to propose solutions. Their research found that some children between the ages of 0 to 4 who were diagnosed with autism benefited from eliminating their exposure to electronic screens.

Dr. Ducanda and Dr. Terrasse looked at children who had been diagnosed with autism at hospitals. (In France, this is where children are typically diagnosed with serious problems.) These children's symptoms entirely disappeared one month after eliminating their screen time. "Virtual autism" is the term they used to describe this phenomenon. The researchers concluded that screen time hindered these children's brain development and prevented them from developing a normal social life.

In the video, Dr. Ducanda points out that children's TV shows teach the child to repeat words without knowing what the words mean. A child can count, but the child doesn't know what the numbers mean. For example, the child can repeat the number three. But if you ask the child: "Give me three pencils," the child cannot do it. When shown a picture and asked a question like "What is the little girl doing?" the child simply echoes the words "What is the little girl doing?" instead of answering the question.

Children learn the meaning of words through social interaction-by playing with real objects and having someone look at him and talk with him. A mother says "Put on your coat and we will go out for a walk" which is associated with the action of putting on a coat and going for a walk, giving the words context and meaning. A child learns about the world by manipulating a toy with his hands, feeling it with his mouth and throwing it on the ground. The child's brain registers the connections.

A small child's brain cannot develop without this sense of touch and interaction. Light and noise from electronic screens capture a child's attention, but they do not lead to healthy brain development.

Indeed, screens are so alluring that it's difficult for the child to turn to something else. In short, he becomes distracted by the screen and addicted. The screen also isolates the child from human interactions which are necessary to communication skills and language development. Even worse, the noise and light from screens-even cartoons-can generate painful emotions that the child can barely cope with. These feelings can lead to violent and aggressive behavior in a young child.

What is striking about the explosion in diagnoses of autistic spectrum disorder is that it correlates with the increased use of television since 1975 and the digital revolution. In 1975, a typical family had one television screen in their home. Today, with the digital revolution, families often have 10-15 screens. Besides ever-larger TV screens we have desktop computers, laptops, tablets, smart phones and video game players. Tablets are advertised in toy catalogues for babies as young as six months old.

Young children are exposed to screens far more than what is recommended by the American Academy of Pediatrics. The Academy recommends that children under the age of two not be exposed to screens at all and that older children be limited to two hours a day.

Interestingly, the exploding rise in autism affects children in all rich countries-and only in rich countries. From the perspective of Virtual Autism, it makes sense that countries that have not experienced the digital revolution have not experienced exponential increases in autism diagnoses because their young children are not spending time in front of screens. Dr. Ducanda noticed that after her "autistic" patients spent a month in Africa, without screens, they came back with no symptoms.

If screens are removed from some children with an autism diagnosis, the child's brain development can return to normal. He begins to play like never before. He returns to normal development. Based on the small studies, we cannot conclude that this is true for every child. But based on mounting numbers of clinical case studies, it is certainly true for some children. Although scientists have not found a genetic link for autism, some children may be predisposed to develop symptoms of autism.

In one French case study, a father who displayed Asperger-like symptoms in his own childhood "treated" his severely autistic 2 1/2 year old by removing screens (which he was watching four to six hours a day). The father also began intensive play sessions with his son. The young boy fully recovered.

Clearly, removing screens from the life of a young child is not an easy task for parents. The child will have tantrums. The rest of the family will be inconvenienced with the television turned off. In my own practice, I've had parents object to keeping the TV set turned off in the evening because they like to watch their favorite programs to relax after they come home from work. I've suggested to these parents that they record the shows they like and watch them after the children are asleep.

Parents may need support for this change of lifestyle. In some cases they might need support from a therapist or social worker knowledgeable in child development. But when parents do make the necessary changes, and spend more time with their child in interactive play, the effects can be amazingly beneficial. This is true for any child. And if a child is at risk for autism or has already been diagnosed, there's even more motivation for parents to try screen removal for a month or so to see if the absence of screen time produces results.

* * * * *

Editor's note: On September 12th, Marilyn Wedge and psychologist Gretchen LeFever Watson will present a MIA Continuing Education webinar on non-drug interventions for youth diagnosed with ADHD. Register here.

Marilyn Wedge, PhD is a family therapist with decades of experience helping children and families. She is the author of three books on child therapy. Her most recent book is A Disease called Childhood: Why ADHD became an American Epidemic (Penguin/Random House Group).

[email protected]

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"Virtual Autism" May Explain Explosive Rise in ASD Diagnoses - Mad In America

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Some children who have been diagnosed with autism or autistic spectrum disorder (ASD) could dramatically benefit from not being exposed to electronic screens. New clinical case studies have found that many young children who spend too much screen time-on TV's, video games, tablets and computers-have symptoms labeled as "autism."

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Starfall Education: Kids Games, Movies, Books & Music for K-5 and above

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At Starfall, children have fun while they learn - specializing in reading, phonics & math - educational games, movies, books, songs, and more for children K-5 and above.

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PreKinders: Ideas & Resources for Pre-K & Preschool Teachers

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PreKinders is a resource site for teachers of Pre-K and Preschool with teacher-created activities, lesson ideas, printables, and themes for your classroom.

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September Parents' Pages

Tips to support your child's reading at home, information on Preparedness Month and more in the September Parents' Pages!
Read More

August Parents' Pages

First day of VPK tips, information on developmental screenings and more in the August Parents' Pages!
Read More

July Parents' Pages

Playful learning activities, brain development tips, and more in the July Parents' Pages!
Read More

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September Parents' Pages Tips to support your child's reading at home, information on Preparedness Month and more in the September Parents' Pages! Read More August Parents' Pages First day of VPK tips, information on developmental screenings and more in the August Parents' Pages!

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The Head Start Center for Inclusion offers a library of visual supports for teachers to use with children in the classroom. Look for illustrations of toys, art materials, daily schedule pictures, problem solving cue cards, and classroom certificates, to name just a few. Each one can be downloaded and printed out for immediate use.

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Anxiety in Children

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As children grow and develop, they experience a number of emotional reactions that they know are different or even negative feelings, but they haven't the experience to understand what they are dealing with. However, they will let us know when something is wrong even when they aren't entirely sure of what it is.

While children may look at things differently than we do, giving them a deeper insight into another outlook on any given situation- they aren't as educated or self-aware as an adult. To them, their feelings that are constantly changing and evolving can be confusing, and putting a definite prognosis on their health isn't likely. Instead, they will tell us their symptoms, awaiting our experience and wisdom for help.

However, up until recently, most adults were completely unaware of the prominence of childhood mental disorders, other than ADHD and the other run of the mill behavioral issues experienced by children. And even in adulthood, it seems that anxiety isn't taken as seriously as it should be, because most people think that anxiety is simply the occurrence of a normal fear taking hold of us.

But anxiety is much more than that and can be quite consuming for the person dealing with it.

What child doesn't have a moment in which they cower behind their parents because it is dark outside, or because they heard a loud noise? In these situations, the child is anxious, but rightfully so, leaving no cause for concern. But, in some cases, children can develop an anxiety disorder which will affect their relationships, their education, and their overall quality of life.

Recent statistics have shown us that at least 1 out of every 8 children develops an anxiety disorder. If left untreated, the initial anxiety disorder can transpire into difficulty maintaining and developing connections with their peers, severe sleep disturbance, and substance dependency.

Sadly, untreated anxiety can leave your child feeling as though they are worthless, and in turn they may not excel academically, leaving them short of reaching their full potential. Depression is often a result of an untreated childhood anxiety disorder as well. So, how can we make a difference in the outcome of this often tragic scenario?

Learn to pay attention to your child's cry for help. Sometimes, their expression of anxiety will be much different than you would expect, so it helps to stay in tune with their triggers.

-Constant stomach aches during stressful situations

- Agitation

- Restless behavior

- Avoiding people/situations that could even slightly stress them out

- Meltdowns over slight issues

- Difficulty transitioning

- Extreme perfectionism

- Strange coping mechanisms that could be considered as self-harm (biting, scratching, pinching or even the pulling of their own hair)

If you notice your child is constantly stressing, to the point of it intervening in their day to day activities, seek the help of a trusted therapist. Catching the symptoms early can mean a better probability for therapeutic intervention, meaning medicine may not even be necessary. Above all- listen to your child, within reason. Use your better judgment and stay tuned into your child's normal behaviors and habits. Doing these simple things can make all the difference in the world.

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Children Won't Say They Have Anxiety, They Say 'My Stomach Hurts!'

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As children grow and develop, they experience a number of emotional reactions that they know are different or even negative feelings, but they haven't the experience to understand what they are dealing with. However, they will let us know when something is wrong even when they aren't entirely sure of what it is.

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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Anxiety in teens and adults

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Anxiety PART 2

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content://media/external/file/41142

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THERE'S a major difference between these two toddlers' brains - can you spot it?

They are scans of children of the same age, but one is the brain of an emotionally abused toddler while the other is one with a happy home life.

The scan on the left has significantly less structures and is much bigger than the one on the right.

That is the image of a "healthy three-year-old with an average head size".

And the scan on the right, which is far smaller and has far more blurry structures is the brain of a three-year-old who has suffered extreme emotional trauma and neglect.

This child is suffering from "severe sensory-deprivation neglect", writes Professor Bruce Perry, the chief of psychiatry at Texas Children's Hospital.

Dr Perry shared the images in a paper on how childhood neglect affects cognitive development later in life.

He wrote: "These images illustrate the negative impact of neglect on the developing brain.

"In the CT scan on the left is an image from a healthy three-year-old with an average head size.

"The image on the right is from a three-year-old child suffering from severe sensory-deprivation neglect.

"This child's brain is significantly smaller than average and has enlarged ventricles and cortical atrophy."

Essentially what this means is the child will suffer developmental delays and problems with memory.

Cortical atrophy is something that is more commonly seen in older people suffering from Alzheimer's disease.

It is well known that physical abuse can damage a child's brain and lead to life-long complications, sometimes even death.

But the effects of emotional abuse are less often thought about, but no less detrimental to a child's health.

Dr Perry explains that children - and adults - who have suffered emotional neglect can find it particularly difficult to form healthy relationships.

They may end up with attachment issues, in which they become overly reliant or dependent on one person, or they may end up socially isolated later in life.

Several studies have found that kids who experience emotional distress from a young age have problems with emotions and memory.

A study from Stanford Children's Hospital in San Francisco found that children with post-traumatic stress disorders and high levels of the stress hormone cortisol were more likely to experience a decrease in the size of their hippocampus - the part of the brain responsible for processing memory and emotion.

Dr Victor Carrion, a child psychiatrist from the hospital, said: "Although everyday levels of stress are necessary to stimulate normal brain development, excess levels can be harmful.

"We're not talking about the stress of doing your homework or fighting with your dad.

"We're talking about traumatic stress. These kids feel like they're stuck in the middle of a street with a truck barrelling down at them."

Other studies have linked high levels of stress in childhood to high blood pressure, heart disease and obesity later in life.

Dr Perry concluded in his paper: "Healthy development of the neural systems which allow optimal social and emotional functioning depends upon attentive, nurturing caregiving in infancy and opportunities to form and maintain a diversity of relationships with other children and adults throughout childhood."
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Scans reveal the shocking impact extreme neglect has on toddler's brains

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THERE'S a major difference between these two toddlers' brains - can you spot it? They are scans of children of the same age, but one is the brain of an emotionally abused toddler while the other is one with a happy home life.

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To borrow a phrase: love works in mysterious ways. We are born to love and, as it turns out, love and affection are necessary for both optimal positive emotional and physical development. And to be honest, nothing feels better than giving your loved one a warm embrace -or being on the receiving end.

Role of Oxytocin

Oxytocin is a hormone and neurotransmitter the hypothalamus produces and the pituitary gland secretes. Scientists first identified and observed it in 1906. ( 1) Oxytocin is essential in the process of childbirth in mammals, stimulating uterine contractions and lactation. Later studies found its role a much deeper and far-reaching one that affects social interaction and bonding between people. Scientists call it "the love hormone".

As Psychology Today explains "...As a facilitator of bonding among those who share similar characteristics, the hormone fosters distinctions between in-group and out-group members, and sets in motion favoritism toward in-group members and prejudice against those in out-groups. Ongoing research on the hormone is a potent reminder of the complexity of biological and psychological systems." ( 2)

This special hormone is present in both sexes, stimulating all aspects of the reproductive process, beginning with trust and sexual arousal. ( 3, 4) Oxytocin stimulates pleasure and reward centers and is the neurological basis for social bonding, especially with the people closest to you.

The brain rewards us for living with others. ( 5) Oxytocin increases feelings of trust, which are intrinsic to all close personal relationships. ( 6)

Humans are Social Animals

Some animals are solitary but humans are not. Social inclusion and interaction are necessary for our survival. This becomes evident when we become socially isolated, starting with depression and often culminating in disease.

The neurobiological mechanisms of love and attachment are a wonderful circle: we fall in love, have a baby, raise the child with love and affection, and the child continues the process.

The attraction and bonding between us are the physiological and emotional manifestations of our need to reproduce to perpetuate the species.

What's more, oxytocin is essential for embryonic brain development ( 7). More specifically, it plays a role in blood vessel formation in the pituitary gland, which controls several physiological processes such as stress, growth, and reproduction ( 8).

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New Study: The More you Hug your Kids, the More Their Brains Develop

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To borrow a phrase: love works in mysterious ways. We are born to love and, as it turns out, love and affection are necessary for both optimal positive emotional and physical development. And to be honest, nothing feels better than giving your loved one a warm embrace -or being on the receiving end.

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Autism Mom, ABA Help for Professionals and Parents

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Is your child or client with autism addicted to a pacifier? Today I'm covering 6 easy steps for pacifier weaning.

Many children, especially those with behavioral issues frequently use pacifiers well past infancy. Their parents struggle with what to do about it so to keep them quiet and happy, they usually give in and "plug the child up" with a pacifier.

Older children can also be addicted in the same way to a bottle. Both bottles and pacifiers are both really bad for toddlers and older children because they hamper talking, increase problem behaviors for items, and can be detrimental to normal teeth development (both baby and adult teeth).

These steps should help with weaning your child from a pacifier or bottle if you are not willing or able to go the "cold turkey" route.

Assess (rate of use, times of day when your child most needs it and when you most need it-ie nighttime, car rides, church, etc.)

Make a plan with boundaries to wean based on your assessment (I will only feed via a bottle 4 times/day, she will only have a pacifier at nap/night time in the car and at church, I will only give one bottle at night when I'm at home sitting in a certain rocking chair).

If your child likes/has more than one bottle/pacifier, hide or dispose of all others (so they can't stash them or accidentally find one during non-pacifier times). If you want to keep one pacifier in the bedroom and one in the glove compartment of the car, that is fine....you just need to have one or two and maintain control of them.

If you are going to wean to just using the pacifier at nap/night time, for instance, create a "Binky Box" to be stored on the high shelf in the closet that the child puts it in the morning or naptime after waking. Don't take the pacifier and hide it or make it disappear. Instead, have the child put it in the "Binky Box" or "Paci Box."

Give a strongly preferred edible or toy for giving up the pacifier and putting it into the box.

For bottles give the least preferred drink in the bottle and the most preferred drink in a cup. Also, pair cup with highly reinforcing videos during non-bottle times.

While your child or client probably will not understand your complex plan, even infants will respond to reinforcement and other behavioral procedures.

If your child is ever crying while trying to access these items, do not give it to them.

Also if they are crying or having problem behaviors while accessing any reinforcement (including blankets, pacifier or bottles) take the item away for at least a few seconds to show her/him that crying will not work!

At the very minimum, children should not have access to pacifiers, blankets, or bottles on demand at any time of the day or night. They need you to help them with boundaries!

Assessing, planning and taking action may be emotionally taxing to you and your child so it's OK to pick a less stressful time to implement all of this such as after the holidays, when the other siblings go back to school, after a vacation is over, etc.The important thing to remember is that with these 6 steps you can tackle the pacifier problem and help your child.

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Pacifier Weaning for Children with Autism in 6 Easy Steps - Autism Mom, ABA Help for Professionals and Parents

# data[].attributes.attachment_link.description
Is your child or client with autism addicted to a pacifier? Today I'm covering 6 easy steps for pacifier weaning. Many children, especially those with behavioral issues frequently use pacifiers well past infancy. Their parents struggle with what to do about it so to keep them quiet and happy, they usually give in and "plug the child up" with a pacifier.

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Shutterstock

One of the most important responsibilities we have as parents is let our children know they're loved. It's not necessarily a difficult challenge, as we generally have the necessary skills, but there are different ways children learned they're loved that us parents might not be completely aware of. As a result, sometimes we might forgo certain actions because we don't recognize their importance.

Romper spoke with Dr. Dyan Hes, M.D., a practicing pediatrician at Gramercy Pediatrics and Fellow of the American Academy of Pediatrics, and Dr. Kathryn Smerling, Ph.D., a psychotherapist practicing in Manhattan and specializing in creating meaningful relationships, to better understand how children learn they're loved, and what parents can do to facilitate more moments that remind our children, even if that reminder is subtle, that our love is unconditional.

Every child is different, so just like adults have different love languages - words of affirmation, acts of service, gifts, quality time, and touch, according to Dr. Gary Chapman, Ph.D., author of The 5 Love Languages - children might appreciate different forms and displays of affection as they grow older. By taking the time to get to know your child, you can find ways, activities, and moments to facilitate bonding and remind them that you love them. Again, it might seem intuitive, because loving your child is so effortless, but taking a moment to learn the following can ensure that our child or children never forget how much they're valued.

Consistent Touch

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Newborns and infants don't exactly know what it means when you tell them you love them. That's why physical touch (like skin-to-skin) is so important, especially if your infant spent time in the neonatal intensive care unit (NICU). Dr. Hesemphasizes that parents can show babies right away that they are loved by way of touch.

"Numerous studies have shown the benefit of this type of parental bonding and love. Studies show that babies who had skin-to-skin at birth are more calm and confident," Dr. Hes tells me.

As children get older, you can offer affection in other ways: a hug, a kiss, snuggling on the couch, or even just a high-five can show your child you care for them. Just don't forget to respect their boundaries by way of consent.

Regular Bonding Experiences

Start to develop bonding routines early. It can be as simple as reading a book, as involved as going to a Baby and Me class, or something you make up together over time, like a fun morning or bedtime routine.

"Reading to your baby shows love. It is a shared experience where a baby both learns and spends time with a parent," Dr. Hes says. "Feeding a baby can [also] be a fun, shared experience for the parent-child dyad."

Help Achieving Milestones

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By the same token, think about a time when you were working hard towards a goal. Maybe you were trying to get into college, or maybe you were hoping for a promotion at work. Or perhaps you were participating in a marathon or some other kind of competition. Chances are you had at least one or more people at your side, rooting for you, right? Most of us make it past the finish line because we have someone egging us on. Children are the same way.

"Helping your child achieve their milestones together can be a bonding experience," Dr. Hes tells me. "Helping them take their first steps, doing art projects, pushing a child on a swing. These are all signs that the parent is invested in their child's happiness."

Present Parents

Dr. Smerling says that parents should put down their phones so they can be "all in" with their children.

"Spend time with them doing what they want, even if you don't necessarily want to do it," she tells me.

According to Dr. Hes, many kids express feelings of frustration toward parents who are constantly on their phones. It's not hard to imagine, if you really think about it. When you go out for a lunch date with a friend, wouldn't it be annoying if they spent most of that time staring at their device instead of having a conversation? Children notice it way more than most of us realize. Prove to them that you're fully engaged by not only refusing to look at your phone, but also asking them insightful questions and maintaining regular eye contact (though be mindful of children on the spectrum as studies show they have a more difficult time with eye contact).

Consistent Praise

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Children often hear plenty of praise about how "cute" they look or how "adorable" they are. While that may make them feel good in the moment. it's not really sending the greatest message. According to Dr. Smerling, praise should be about what your child does, instead of what they look like. Dr. Hes agrees, adding that positive reinforcement via praise can be an excellent motivator for improve childhood behaviors.

"Children need to hear kind words to know that they are safe and secure," Dr. Hes tells me.

All that said, do be aware of going overboard. Studies show that sincere praise has plenty of positive effects on children, but that inflated praise (e.g. calling their work "perfect" instead of "great") can have detrimental effects. You want them to feel that your praise, and therefore your love for them, is sincere, and based on their efforts versus something intrinsic (like having "beautiful eyes").

Parental Support

Children desire consistency, but life happens and it's not always easy to provide the consistency they crave. While you should be kind to yourself as you balance a variety of responsibilities, it's important to work towards creating an environment a child can depend on, especially as they get older.

"Teenagers can test the limits of any parents, but consistent support from their parents is key," Dr. Hes tells Romper. "Being there for your child through both successes and failures is important."

While adolescents behave better when rules are enforced, Dr. Hes says they don't always realize that the rules are just another way parents are showing that they love them. So it's OK to be the so-called "bad guy." Most teenagers will eventually grow to realize that they were lucky to be loved by someone who was willing to establish rules and barriers.

Shutterstock

All in all, showing your children that you love them isn't an impossible task. Much of it, like telling them that you love them and giving them lots of affection (especially when they're young), helps set them up to feel loved and secure as they grow older and become less dependent. You might find that the way you show them love (and the ways they show you love) change over the years, but what matters is that there's love there to begin with.

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6 Different Ways Children Learn They're Loved, According To Experts

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Shutterstock One of the most important responsibilities we have as parents is let our children know they're loved. It's not necessarily a difficult challenge, as we generally have the necessary skills, but there are different ways children learned they're loved that us parents might not be completely aware of.

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Here is a sound bank for parents to use to help their child or youth and get used to a sound, situation, or unfamiliar or upsetting environment before entering into this environment or situation.

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30 Reasons to Use and Keep using a visual schedule 

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30 Reasons to Use and Keep using a visual schedule 

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Is Virtual Autism real?

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madinamerica.com-Virtual Autism May Explain Explosive Rise in ASD Diagnoses

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Sensory processing disorder is a condition in which the brain has trouble receiving and responding to information that comes in through the senses.

Formerly referred to as sensory integration dysfunction, it is not currently recognized as a distinct medical diagnosis.

Some people with sensory processing disorder are oversensitive to things in their environment. Common sounds may be painful or overwhelming. The light touch of a shirt may chafe the skin.

Others with sensory processing disorder may:

Be uncoordinated

Bump into things

Be unable to tell where their limbs are in space

Be hard to engage in conversation or play

Sensory processing problems are usually identified in children. But they can also affect adults. Sensory processing problems are commonly seen in developmental conditions like autism spectrum disorder.

Sensory processing disorder is not recognized as a stand-alone disorder. But many experts think that should change.

Symptoms of Sensory Processing Disorder

Sensory processing disorder may affect one sense, like hearing, touch, or taste. Or it may affect multiple senses. And people can be over- or under-responsive to the things they have difficulties with.

Like many illnesses, the symptoms of sensory processing disorder exist on a spectrum.

In some children, for example, the sound of a leaf blower outside the window may cause them to vomit or dive under the table. They may scream when touched. They may recoil from the textures of certain foods.

But others seem unresponsive to anything around them. They may fail to respond to extreme heat or cold or even pain.

Many children with sensory processing disorder start out as fussy babies who become anxious as they grow older. These kids often don't handle change well. They may frequently throw tantrums or have meltdowns.

Many children have symptoms like these from time to time. But therapists consider a diagnosis of sensory processing disorder when the symptoms become severe enough to affect normal functioning and disrupt everyday life.

Continued

Causes of Sensory Processing Disorder

The exact cause of sensory processing problems has not been identified. But a 2006 study of twins found that hypersensitivity to light and sound may have a strong genetic component.

Other experiments have shown that children with sensory processing problems have abnormal brain activity when they are simultaneously exposed to light and sound.

Still other experiments have shown that children with sensory processing problems will continue to respond strongly to a stroke on the hand or a loud sound, while other children quickly get used to the sensations.

Treatment for Sensory Processing Disorder

Many families with an affected child find that it is hard to get help. That's because sensory processing disorder isn't a recognized medical diagnosis at this time.

Despite the lack of widely accepted diagnostic criteria, occupational therapists commonly see and treat children and adults with sensory processing problems.

Treatment depends on a child's individual needs. But in general, it involves helping children do better at activities they're normally not good at and helping them get used to things they can't tolerate.

Treatment for sensory processing problems is called sensory integration. The goal of sensory integration is to challenge a child in a fun, playful way so he or she can learn to respond appropriately and function more normally.

One type of therapy is called the Developmental, Individual Difference, Relationship-based (DIR) model. The therapy was developed by Stanley Greenspan, MD, and Serena Wieder, PhD.

A major part of this therapy is the "floor-time" method. The method involves multiple sessions of play with the child and parent. The play sessions last about 20 minutes.

During the sessions, parents are first asked to follow the child's lead, even if the playtime behavior isn't typical. For example, if a child is rubbing the same spot on the floor over and over, the parent does the same. These actions allow the parent to "enter" into the child's world.

This is followed by a second phase, where parents use the play sessions to create challenges for the child. The challenges help pull the child into what Greenspan calls a "shared" world with the parent. And the challenges create opportunities for the child to master important skills in areas such as:

Continued

The sessions are tailored to the child's needs. For instance, if the child tends to under-react to touch and sound, the parent needs to be very energetic during the second phase of the play sessions. If the child tends to overreact to touch and sound, the parent will need to be more soothing.

These interactions will help the child move forward and, DIR therapists believe, help with sensory issues as well.

Sources

SOURCES:

Van Hulle, C.A. Journal of Child Psychology and Psychiatry, January 2012.

Schaaf, R.C. Frontal Integration Neuroscience, March 2012.

Gavin, W.J. American Journal of Occupational Therapy, July-August 2011.

SPD Foundation web site: "About SPD."

DIR Floortime web site: "Floortime: What It Really Is, and What It Isn't."

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Sensory Processing Disorder: Causes, Symptoms, and Treatment

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Sensory processing disorder is a condition in which the brain has trouble receiving and responding to information that comes in through the senses. Formerly referred to as sensory integration dysfunction, it is not currently recognized as a distinct medical diagnosis. Some people with sensory processing disorder are oversensitive to things in their environment.

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Jodi and Matt were mystified. At 2, their son, Paul, was behaving in ways no parenting book had described: knocking into walls, hugging them to the point of hurting, and screaming inexplicably in restaurants. He was strangely tentative when climbing or balancing on the playground equipment. Instead, he always rushed for the swings, which he loved pushing as much as he loved being pushed in.

The couple didn't know how different their only child's behaviors were until Paul started preschool and they got to know more children and their parents. While their pediatrician dismissed their concerns, saying that kids outgrew these things, their preschool director did not: She suggested an evaluator, who said that their little boy had sensory processing disorder or, as she called it, SPD.

She explained that SPD includes being too sensitive to some stimuli, which made loud, crowded restaurants so overwhelming they triggered meltdowns, and not sensitive enough to other input and therefore craving it, which would explain the hugging and crashing into walls, as well as his love of both swinging and pushing the swings. And he had trouble with the senses that help him "know where his body is in space," which would account for the clumsiness and fear while climbing. She recommended occupational therapy (OT).

It's difficult when parents receive conflicting messages from professionals involved with their children. Jodi and Matt were confused, but their son was in distress and, at best, OT sounded benign. They decided to give it a try. The occupational therapist invited them to come see what Paul was doing in therapy-"crashing" into beanbags, swinging in a stretchy hammock, and being smooshed into a "Paul sandwich," with pillows subbing in for other fillings and bread, all to give him the input he sought and help calm him.

She urged them to try these ideas at home as part of what's called a "sensory diet" and also suggested that they read The Out-of-Sync Child, Carol Stock Kranowitz's seminal book on sensory processing problems. They recognized Paul's behaviors in the book and it all started to make sense to them. Most important, they felt they were able to do something to help their son-and that he seemed to be improving.

This family's story is a common one, says Lindsey Biel, an occupational therapist and coauthor of Raising a Sensory Smart Child. When a child is identified as having developmental delays, not speaking or walking as well as other children his age, the first thing parents often hear is SPD. "On top of confirmation of these delays, parents are given this unheard-of diagnosis of sensory processing disorder," she says.

One of the reasons it's often "unheard of" is that SPD is not included among the conditions spelled out in the Diagnostic and Statistical Manual (DSM), the guide used by psychiatrists and many other clinicians-including pediatricians, psychologists, and social workers-in diagnosis. It is occupational therapists who first theorized that sensory processing issues are a source of distress for many children, and an explanation for a lot of otherwise puzzling behaviors. And it is often OTs who identify these challenges, typically in preschool children, and who specialize in treating them. Despite an intense campaign-waged in part so that costly private treatments could be covered by insurance -it was not added as a new diagnosis in the latest edition of the diagnostic manual, the DSM-5.

What is accepted in the wider clinical community is that many children do have unusual and sometimes problematic sensory responses, including most of those kids who are eventually diagnosed with autism. Indeed, Paul was later found to be on the autism spectrum. In the latest edition of the diagnostic manual, the DSM-5, sensory problems like the ones Paul experienced are now listed as one of the criteria for an autism diagnosis. But lots of other children who are identified as having sensory issues as preschoolers are later diagnosed with ADHD-Paul's secondary diagnosis-and others with anxiety. And some are never diagnosed with any disorder in the DSM.

So while there is general agreement that some children do have serious sensory challenges, the disagreement is over whether SPD should be considered an independent disorder, how far sensory issues go in explaining behaviors, and whether the treatment occupational therapists offer for sensory issues has any effect on a child's functioning over time.

Michael Rosenthal, PhD, a pediatric neuropsychologist and the son of an occupational therapist, explains the landscape this way: On the one hand, it's clear that identifying sensory issues and working with an OT help many children become calmer and better regulated. By tuning in to a child's particular sensory profile, they can find ways to help kids cope and bring them more balance. "I've known many OTs who are really creative and 'get' kids very well," he says.

On the other hand, it's not clear how much benefit children get from the techniques and whether it's possible to generalize enough from the behavior of individual kids to consider it a coherent disorder. "The thing we don't really understand is how and if this approach works for every kid who has sensory issues," Dr. Rosenthal adds, "and where the science is in creating a specific sensory diet for a specific kid."

Catherine Lord, PhD, a leading autism expert and the director of the Center for Autism and the Developing Brain at New York-Presbyterian Hospital, argues that sensory issues are an important concern, but not a diagnosis in themselves. "I do think there's a value in attending to how a child is perceiving sensations, thinking about whether he could be uncomfortable. Where I get concerned is labeling that as a separate disorder."

From a parent's point of view, it's hard to understand why it matters whether SPD is considered a legitimate diagnosis by clinicians who go by the DSM. But from a clinical point of view, diagnoses are essential. They drive treatment, by helping clinicians understand the symptoms they are seeing and how best to respond to them. The mental health establishment doesn't acknowledge SPD as a distinct disorder because it isn't convinced that SPD is the best possible way to understand, and approach, those symptoms. And it's dissatisfied with evidence that the treatment gets real, measurable results.

"The debate is not about the importance and quality of work that OTs are involved in-we know that OTs help many children," says Matthew Cruger, PhD, a clinical psychologist and the director of the Child Mind Institute's Learning and Development Center. "It is about whether we have acquired sufficient scientific evidence to conclude two things: Are kids who show these behaviors consistently and meaningfully different from typical kids, and are there specific treatments for this problem?"

"In the sensory integration world, I think there are too many assumptions about cause and effect," adds Dominick Auciello, PsyD, also a neuropsychologist. "The explanations seem logical," he says, "but they are not based in careful study about whether that logic is actually true." Dr. Auciello offers an example: Consider the OTs' claim that kids hug other kids excessively because they are seeking deep pressure. It's an interesting theory, he says, but "there are other equally feasible hypotheses, such as if a child is impulsive, has autism, is inattentive to social cues, has trouble internalizing verbal social rules, has seen modeling of inappropriate behavior, or lacks a sense of social boundaries."

Dr. Rosenthal adds that identifying what's causing a particular behavior can be especially difficult in children who have complex issues, as many children with sensory challenges do. Take a child with autism who is averse to the feeling of water on his face. "We don't know where these things came from," he says. "There may be certain kids who come out sensory reactive from the womb and some who develop it from experience. A child could have a very early encounter that's negative-a mini trauma-that sticks in his mind, and he generalizes and avoids those things in the future. If an experience is powerful and reinforced, it can become just as powerful as an organic issue." Is it a sensory issue, then, or is it anxiety?

So while there are anecdotal accounts that kids respond to sensory work, skeptics point to a lack of research that clarifies how and how much they work to improve a child's functioning. "Any studies are poorly constructed, too small of a sample size, or show that the treatment actually did not work," Dr. Auciello says. He also worries that the interventions may actually reinforce the symptoms: "For example," he says, "if a child has a meltdown and is then allowed to go to the sensory gym to help him 'regulate,' you may actually be rewarding the meltdown."

The research outlook may be brightening, however. In 2007, a team led by Lucy Jane Miller, director of the STAR (Sensory Therapies and Research) Center, released a randomized controlled pilot study of the effects of sensory integration treatment. Though the sample was tiny-24 children, just 8 of whom received the treatment-and it showed significant improvement in functioning only in three of six measures, its authors concluded that the study did validate a model for how researchers can identify homogenous groups of subjects. This is an important step for enhancing the reliability of a future study. Indeed, in a paper from the University of California, San Francisco, researchers claim to have done just that-identify a group of kids with pure SPD-and found that their brains are in fact different from controls in key sensory areas.

Of course, researching the brain biology of a disorder without a codified diagnosis-and that so often overlaps with other neurodevelopmental conditions-isn't a risk-free proposition; investigators screened out kids with ADHD diagnoses, but many had high scores on scales for ADHD symptoms, so the study could be interpreted to show more about ADHD than SPD. But investigations like this can shed light on the sensory symptomology that all clinicians and researchers agree, at minimum, is present in many kids on the autism spectrum or with ADHD, as well as others, and help lay groundwork for future efforts.

But studies like UCSF's may do nothing to dull the disagreement, precisely because of the ambiguity in symptoms that can characterize several diagnoses. Some believers in SPD claim that common symptoms that are attributed to other disorders that are in the DSM-5, including autism, ADHD, and anxiety disorders, may actually stem from sensory challenges.

Marcus Jarrow, an OT and clinical director of the SMILE Center, which offers a sensory gym and other therapies, posits that autism is essentially an extreme case of SPD. He quotes the late Stanley Greenspan, MD, a child psychiatrist who did seminal work on developmental disorders. "Dr. Greenspan once said something along the lines of 'every child on the spectrum has sensory processing dysfunction, but not every child with SPD is on the spectrum. When the sensory processing issues become severe enough to impact relatedness, engagement and the child's ability to interact with the world around them, then the child is on the spectrum,' " Jarrow says.

Jarrow argues that sensory-based work is the key to getting children on the spectrum engaged socially. "In my experience, it is often in response to appropriately applied sensory-based strategies that children on the spectrum demonstrate their initial, or most consistent and meaningful, engagement," he says. "If a child cannot appropriately register and interpret the sensory information from their worlds, they will tune it out. Try making sense of an especially long foreign film with no subtitles while bombs are going off outside your window."

But he doesn't just work with kids on the spectrum. "I see sensory processing issues as the root of much of the 'hyperactivity' and 'attention' difficulties we observe these days. If a child has somatosensory issues and can't get comfortable in their seat for more than a few seconds, that child will clearly present with increased activity levels and certainly have a difficult time paying attention," he says, adding, "I firmly believe that a lot of children diagnosed with ADHD and treated with meds could otherwise respond very well to sensory integration treatment."

As an example, he cites a 6-year-old boy who came to his clinic, after his mother said she had been pressured by his school to have him evaluated -and medicated-for ADHD. "After a summer of pretty intensive sensory integration treatment with great home carryover," Jarrow said, "he went back to school in September and meds were never brought up again. I'm not trying to imply in any way that SI can prevent every kid out there from going on medication, but it certainly can help."

"To say any child has a disorder," responds Dr. Cruger, "you have to answer if the condition exists to scientific standards. And if you can meet that threshold of empirical evidence, then you begin to see how effective the treatments are for alleviating that condition. Therefore, it is worth noting that there are not scientific studies that support Jarrow's claim that a child with ADHD could be better treated by OT than medication, but there have been hundreds of studies examining the diagnosis of ADHD and the use of medication to treat the symptoms of ADHD in these children-generally showing medication to be a safe and effective treatment of the symptoms of this disorder, though not a cure for the condition."

"In addition," Dr. Cruger says, "neuroscientific studies, including CT scans and MRI studies, have seen volumetric differences between typically developing youngsters and children diagnosed with ADHD-not in those somatosensory regions, but in frontal lobe regions noted to be essential for the inhibition of impulses."

One of the most hot-button aspects of the SPD debate is this claim, of Jarrow and others, that sensory-based protocols, used correctly, can actually "rewire" the brain, allowing for more optimal regulation. Skeptics agree that kids can change, but argue that what's being called sensory rewiring may really just be behavioral training.

Dr. Rosenthal gives an example: "Take a kid who's behaviorally out of control. Let's say he spends several days a week working with an OT in a sensory gym, and he gets himself under control. And the effect seems to improve his self-regulation over time. Something's happening in the brain, maybe some neuronal patterns or some axons wiring together, creating better regulation in brain. Is it sensory rewiring of some kind or learning a new calming method? "

The challenge, he adds, is to isolate the component of therapy that's actually helping the child.

The SPD Foundation, which campaigned unsuccessfully to have the disorder listed as a separate diagnosis on the DSM-5, is doing its own ongoing research through its SPD Scientific Working Group. Two researchers at Virginia Commonwealth University are now testing the short-term effects of sensory-based therapy in improving attention and functional performance in children ages 6 to 10 with typical development, ADHD, and autism.

As research struggles to catch up with practice, more OTs and clinicians are open to working together to benefit kids. In fact, Biel just completed a book, Sensory Processing Challenges: Effective Clinical Work with Kids & Teens, that's intended for mental health clinicians so that they can become more knowledgeable about how sensory challenges affect their clients. She also teamed up in 2009 with Fernette Eide, MD, a neurologist, and husband Brock Eide, MD, a primary care physician, to present the Sensory Processing Master Class webinar to teach parents and professionals how to help children with "attention, learning, motor skills and social/emotional issues."

Dr. Eide says the continuing controversy over SPD is unfortunate because kids with sensory processing problems would benefit most from a "team approach with close coordination among psychiatrists, psychologists, and other professionals."

While the American Academy of Pediatrics stated in 2012 that there is not support for SPD as a diagnosable condition, the group did acknowledge the existence of sensory-based challenges and the fact that a lot of children are receiving therapies related to them, although they cautioned that there was limited data on the use of these therapies or their effectiveness. Because of this, the AAP recommends that pediatricians help parents find ways of measuring therapy outcomes by creating pre-and post-behavior rating scales as well as explicit treatment goals, such as the ability to focus, tolerate foods, and be in a loud room.

Four years after Paul began OT, he's still at it, along with physical and speech therapy and a social skills group. Given all that, plus the fact that her son has matured and can express himself more verbally, it's hard for Jodi to say with any certainty that the sensory diet has "rewired his brain." All she knows is that when he gets "the sillies" and can't sit still, she will pull out one of her sensory techniques such as jumping on the bed to provide him with the input he craves. She, and many other parents like her, aren't waiting for a study to try to help their kids.

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The Debate Over Sensory Processing - Child Mind Institute

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Jodi and Matt were mystified. At 2, their son, Paul, was behaving in ways no parenting book had described: knocking into walls, hugging them to the point of hurting, and screaming inexplicably in restaurants. He was strangely tentative when climbing or balancing on the playground equipment.

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Sensory processing disorder (SPD) has long been associated with autism, and its external manifestations are often what lead a parent to getting a diagnosis. For a many years SPD was seen as a "symptom" of autism, but a breakthrough study in 2013 found that this disorder had a biological basis that separated it from many other neurological disorders. More recently it was found that SPD is actually a stand-alone disorder, and that children can have SPD and not autism, and vice versa.

What is Sensory Processing Disorder?

SPD (formerly called Sensory Integration Disorder) is a condition where the brain and nervous system have trouble processing or integrating stimulus. SPD is a neurophysiological condition in which sensory input - either from the environment or from one's body- is poorly detected, or interpreted and (or) to which atypical responses are observed. For a child with SPD, processing the feelings of hot or cold, tired, hungry, lights and sound can be challenging and overwhelming. SPD can even evoke irregular responses that can cause health issues like not registering temperature in a typical way that allows the individual to dress appropriately for health and safety's sake. Like with autism, SPD exists on a spectrum and can affect only one sense like hearing, or taste, or all of them. As a parent, the real challenges of SPD are figuring out if your child is hurt, cold, hungry etc...and then helping them get to the point where they can regulate themselves.

Signs that your child might have Sensory Processing Disorder

1. SPD can show up as over OR under responsive to stimulation from sight, sound, touch etc...Things that should cause discomfort like being too hot or too cold prompt little response, and other things like a dog barking can cause a response akin to physical distress and extreme anxiety.

2. Intolerance to textures and certain clothing: some children with SPD cannot stand the way certain clothing feels on their bodies. They need simple styles with very few seams, and have to have to labels taken out. They may not be able to wear certain fabrics like wool.

3. Intolerance to certain noises or loud noises: some children with SPD hate the sound of vacuums, sirens, or crying babies. These noises can cause what feels like physical pain to those with SPD, and make it difficult to concentrate or function.

4. Food textures and colours causing extreme responses. Many of us with kids on the spectrum have to help our children navigate this issue.

5. Difficulty using fine motor skills like using crayons or pens, putting small clothing on dolls, or using buttons on clothing for themselves.

6. Difficulty with change or transitions. While all young children need transition time, a child with SPD can have real problems with switching from one activity to another, moving rooms or houses, changing classrooms, or even if you change curtains in your home. Change can cause meltdowns or total withdrawal depending on the child.

7. Clumsiness: bumping into things or people. Those with SPD sometimes have difficulty knowing where their own bodies are in space. They can also be overwhelmed by their environment causing them to "not see" furniture or people around them.

There is quite a thorough SPD checklist here that can be helpful if you suspect your child might be struggling with this disorder. A doctor can then refer your child to a specialist for further testing. There is also a great article by occupational therapist Paula Aquilla that describes what SPD can feel like, and different ways it can manifest here.

Is there any way to treat Sensory Processing Disorder?

Yes, there are many ways to treat SPD, and the trick is to find the right one - or combination of different ones - to help your child. Occupational therapists who are skilled at sensory issues can be very helpful. Some things might just need to be left out of the diet, or in the closet until your child is old enough to develop coping mechanisms on their own. The most important thing to remember is that every person with SPD is different and will experience the world in ways that you might not understand. Developing a mutual "language" around what they are feeling and experiencing ( even if that language is non-verbal) will be one of the best tools you can help develop. As Paula Aquilla said:

The key to understanding a person's response to sensation or their need to seek out sensation is to observe with an open mind and without judgement. We can all become detectives to determine possible underlying reasons for a child's response to the sensation we present when we want to interact.

About the author:
Maureen Bennie

Maureen Bennie created the Autism Awareness Centre in 2003 to address what she saw as a gap in support and advocacy for those struggling with autism and autism spectrum disorders. For Maureen, education brings positive change to the lives of those affected by autism and autism spectrum disorders.

Click to Read Maureen's Full Biography

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Does my child have sensory processing disorder? - Autism Awareness

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Sensory processing disorder (SPD) has long been associated with autism, and its external manifestations are often what lead a parent to getting a diagnosis. For a many years SPD was seen as a "symptom" of autism, but a breakthrough study in 2013 found that this disorder had a biological basis that separated it from many other neurological disorders.

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This website offers a multitude of information on cognitive and brain development, and readers can sign up for a free bi-weekly newsletter about the brain.

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This website offers a multitude of information on cognitive and brain development, and readers can sign up for a free bi-weekly newsletter about the brain.

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Brain Games & Brain Education - Brain Connection by BrainHQ

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Brain Connection, powered by BrainHQ, is dedicated to providing accessible, high-quality information about how the brain works and how people learn. Many discoveries are being made in areas that relate to the human brain, including language, memory, behavior, and aging, as well as illness and injury.

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Based on the work of Jean Piaget, information is presented in an easy to read chart and includes a section devoted to how parents can increase their child's cognitive development through play.

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This page presents an overview of the development of intellectual abilities. Children are not little adults. Until they reach the age of 15 or so they are not capable of reasoning as an adult. The following information is based on the work of Jean Piaget. He was not a psychologist. He was a developmental biologist who devoted his life to closely observing and recording the intellectual abilities of infants, children and adolescents.

The stages of intellectual development formulated by Piaget appear to be related to major developments in brain growth. The human brain is not fully developed until late adolescence or in the case of males sometimes early adulthood. We often expect children to think like adults when they are not yet capable of doing so. It is important that parents know what to expect from their child as they develop and to be sure that the expectations they may have for their child at a given age are realistic.
[CLICK HERE to learn more about intellectual and cognitive development along with suggestions on how to encourage and guide your child's or teen's development]
Piaget's Stages of Cognitive Development

Primary Circular Reactions(2-4 months)
Reflexive behaviors occur in stereotyped repetition such as opening and closing fingers repetitively.

The Preoperational Period (2-7 years)

Period of Concrete Operations (7-12 years)

Characteristic Behavior:

Evidence for organized, logical thought. There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation. thinking becomes less transductive and less egocentric. The child is capable of concrete problem-solving.

Some reversibility now possible (quantities moved can be restored such as in arithmetic:
3+4 = 7 and 7-4 = 3, etc.)

Class logic-finding bases to sort unlike objects into logical groups where previously it was on superficial perceived attribute such as color. Categorical labels such as "number" or animal" now available.

Period of Formal Operations (12 years and onwards)
Characteristic Behavior:
Thought becomes more abstract, incorporating the principles of formal logic. The ability to generate abstract propositions, multiple hypotheses and their possible outcomes is evident. Thinking becomes less tied to concrete reality.

Formal logical systems can be acquired. Can handle proportions, algebraic manipulation, other purely abstract processes. If a + b = x then a = x - b. If ma/ca = IQ = 1.00 then Ma = CA.

Prepositional logic, as-if and if-then steps. Can use aids such as axioms to transcend human

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They Learn Fast! Understand Your Kid's Intellectual Development

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This page presents an overview of the development of intellectual abilities. Children are not little adults. Until they reach the age of 15 or so they are not capable of reasoning as an adult. The following information is based on the work of Jean Piaget. He was not a psychologist.

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This website gives information on the advantages of signing, and provides resources, news, updates, products and videos.

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Baby Sign Language lets babies, as young as six months old, communicate their needs so they don't need to cry. Your baby will learn how to tell you:

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Provides a chart listing language skills from 6 months to 8 years, as well as links to more detailed information about each stage.

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Language and communication skills are critical to a child's development. Good communication makes them better able to engage in socialization and to learn from their environment and from formal classroom instruction. When we talk about communication we are talking about both speech which is the verbal means of communication and language which is using shared rules to put words together to express thoughts and feelings as well has to understand the meaning of language through both spoken and written communication. Since parents are a child's first teacher, knowledge of language development in children improves their ability to interact with their child to stimulate and guide them in their ability to understand and communicate with their environment.

There are four main components of language:

Phonology involves the rules about the structure and sequence of speech sounds.

Semantics consists of vocabulary and how concepts are expressed through words.

Grammar involves two parts. The first, syntax, is the rules in which words are arranged into sentences. The second, morphology, is the use of grammatical markers (indicating tense, active or passive voice etc.).

Pragmatics involves the rules for appropriate and effective communication. Pragmatics involves three skills:

using language for greeting, demanding etc.

changing language for talking differently depending on who it is you are talking to

following rules such as turn taking, staying on topic

From birth on, children are programmed to develop speech and language. The first five years are most critical but language development continues throughout early childhood and on into adolescence. During the first five years stimulation of language development is important as the brain is both developing new nerve cells as well as multiple connections between nerve cells to serve the function of language both expressive and receptive. Lack of stimulation during this time could result in a child making slower progress or end up with poor communication skills. Later, we provide some tips for parents on how to help with language development but the basic suggestions are to spend lots of time talking, singing and reading to your child.

In the early stages of language development, the brain is programmed to attend to speech sounds and begin to mimic them. Early on babies like to make sounds up on their own. Later they attempt to repeat sounds/words that they are exposed to from their environment.

Children usually say their first words between nine and 18 months old. The most common first words are either "mama" or "dada'. What's kind of interesting is no matter what language children are raised in, the first words usually reference either mother or father. By the age of 18 months a child usually has a vocabulary of 50 to 150 words.

By two they can probably use over 300 words and understand about 1,000 words. By about 18 months children begin to put a couple of words together to form a sentence sometimes referred to as "telegraphic speech" such as "Mommy ball" or "Mommy throw ball".

Around 3 years of age, children begin to use language for all kinds of things. They are not only trying to get things by asking they are talking about past experiences and even beginning to use it to pretend. By preschool (4 ½) they are beginning to understand and use the rules of language to express possession of something, connect thoughts and quantify. There language is becoming more like that of adults.

In elementary school children continue to expand their use of oral language but are also learning to read a write. As children progress through middle school and high school they continue to expand their vocabulary and refining their grammatical skills and write in more complexities as well as continue to develop reading comprehension skills.

The tables below describe specific skill development for each stage of development through age 8. Below the developmental time line you will find information on how you can stimulate and encourage language development as well as information on how to recognize lagging development and what to do about it.

Recommended Books for Parents

Videos on Language Development

Language Development Time Lines:

Birth to 6 Months
Six to 12 Months

12 to 18 Months

18 To 24 Months

Two to Three Years

Three to Four Years

Four to Five Years

Five to Six Years

Six to Seven Years

Seven to Eight Years

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Look Who's Talking! All About Child Language Development

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Language and communication skills are critical to a child's development. Good communication makes them better able to engage in socialization and to learn from their environment and from formal classroom instruction.

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This is hard for some parents and easy for others. If it is hard for you, try not to make your child worried or afraid by your behavior - be cheerful, say good-bye at the preschool or child care center, and go out looking happy even if you are sad inside.

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BEES Resources for Parents

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Disruptions to our daily lives can create an unwanted impact on children's development & learning and impose struggles families are not prepared to address. Ignite@Home provides research-based, digital experiences in the home, that help children stay engaged, and ensure they are working toward their Kindergarten Readiness goals.

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An interactive display that helps teachers plan lessons utilizing over 1,100 research-based curricular activities, capture children's progress with language and writing samples, and expand each child's level of understanding.

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Preschool Adaptive Learning Platform | Ignite by Hatch

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Disruptions to our daily lives can create an unwanted impact on children's development & learning and impose struggles families are not prepared to address. Ignite@Home provides research-based, digital experiences in the home, that help children stay engaged, and ensure they are working toward their Kindergarten Readiness goals.

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Best-selling products considered core to the brand will not change. On future product releases, think less suitcases, pots & pans, spatulas and cheese boards. Expect more selection on things like gummies, superfood smoothie blends, pure essential oils, organic lotions and creams, eco-friendly cleaners and sanitizers, etc. The list of 400+ banned ingredients you may find in other products still applies.

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Live Well. Take Care. Do Good | Brandless

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Best-selling products considered core to the brand will not change. On future product releases, think less suitcases, pots & pans, spatulas and cheese boards. Expect more selection on things like gummies, superfood smoothie blends, pure essential oils, organic lotions and creams, eco-friendly cleaners and sanitizers, etc.