Diagnosis and interventions of Dyslexia and Autism

The prevalence of Autism is on the rise worldwide with studies presenting the worldwide prevalence rates as 1 in 68 children. This is rising alarmingly every year and the combined presentation of Autism with ADHD in the same child is also increasing. In this scenario it is shocking to note that many medical professionals in general and paediatricians in particular are unaware of the availability of an Autism Cure that is already being accessed by parents with children with autism from all over the world and these children are thriving completely free from their limiting symptoms. This article seeks to enlighten medical professionals about this Autism Cure and emphasizes the urgent necessity for them to update themselves about the same so that more children with Autism and ADHD (and their parents) need not suffer unnecessarily due to this " autism cure awareness gap " that is currently prevailing among medical professionals and paediatricians worldwide. Read More ... #Autism #AutismCure #AutismTreatment

The  purpose  of  this  study  is  to  investigate  the  effects  of  three  methods  in  the teaching of English as a second language to dyslexic schoolchildren. The  theoretical  part  of  the  thesis  deals  with  defining  the  phenomenon  of developmental  dyslexia  by  describing  the  terminology,  history  of  dyslexia  research, etiology of dyslexia, exemplifying dyslexic errors  and presenting different theories and
definitions of dyslexia. Afterwards, methods of teaching English to dyslexic students are introduced. This part of  the paper is focused on  describing three methods that can be used when teaching English to children with specific learning difficulties (SLD): Total Physical  Response  (TPR),  Educational  Kinesiology  and  the  Method  of  Good Start (MGS).  The  last  method  was  adjusted  to  English  teaching  by  transforming  and translating  MGS  lesson  plans  used  in  Polish  compensatory  lessons  for  dyslexic schoolchildren. This part of the thesis also studies methods of testing and evaluation of dyslexic  students,  approaches  to  foreign  language  teaching  and  the  attitude  of  the teacher when teaching children with dyslexia.
The empirical part of the study tested the effectiveness of the methods described in the  theoretical  part.  Two  dyslexic  schoolchildren  were  taught  English  as  a  second language by means described in the theoretical part of the dissertation. The project was designed  to  establish  which  activities  and  exercises  are  most  effective  for  each individual child. On the basis of the results of the research, it can be concluded that when  teaching  a  dyslexic  child  the  best  teaching  results  occur  when  the  method  and materials are adjusted to the learner’s individual  needs. The project also revealed how learning difficulties differ in two dyslexic children of the same age, attending the same school,  learning  from  the  same  textbook  and  sharing socio-cultural  determinants.

A 17 year old boy diagnosed as a case of Autism became completely independent and free from all the limiting symptoms of autism that he had been suffering from since the age of 2 years and started earning on his own for the first time in his life after undergoing 20 Remote Healing sessions using the cutting-edge science of Applied Intentional Epigenetics with Intent Healing (TM). INTRODUCTION The biggest worry for all parents with children diagnosed with Autism or ASD is about the " future " of their child. This concern specifically includes the nagging doubt whether their child would be able to survive independently or they would need to plan for institutional care for their child. With 1 in 68 children being diagnosed with autism, the prevalence of children on the spectrum who grow into adulthood without being able to manage even their basic needs independently is on the increase. Added to this is the prevailing erroneous notion that there is no known effective " scientific " cure for the debilitating symptoms in autism. I present here a case of a 17 year old adolescent with autism who had been completely dependent on his parents even for completing the basic tasks of survival on a daily basis, for 17 years of his life and was healed by me operating in the newly emerging scientific discipline of Applied Intentional Epigenetics, using the cutting edge Intent Healing (TM) Remote Healing method, following which all his limiting

Background: Alexithymia, a difficulty identifying and communicating one’s own emotions, affects socio-emotional processes, such as emotion recognition and empathy. Co-occurring alexithymia is prevalent in Autism Spectrum Disorder (ASD) and underlies some socio- emotional difficulties usually attributed to autism. Socio-emotional abilities are examined during behavioural diagnostic assessments of autism, yet the effect of alexithymia on these assessments is not known. This study aimed to examine the associations between alexithymia and Autism Diagnostic Observation Schedule (ADOS) assessment scores.
Method: Two previously collected samples of ADOS assessments were used to examine the relationship between alexithymia and ADOS scores. Participants included 96 women with anorexia, and 147 adolescents who were either high in autistic symptoms, or whose twin had high autistic symptoms. We examined 1) the impact of alexithymia on meeting the criteria for autism/ASD, 2) correlations between alexithymia and ADOS subscales, and 3) whether alexithymia predicted scores on specific ADOS items, selected a priori based on existing literature.
Results: In the adolescent group, parent-reported (but not self-reported) alexithymia correlated with both ADOS sub-scales, predicted scores on ADOS items, and predicted meeting clinical cut-offs for an ASD/autism diagnosis. Few associations were observed in the anorexic sample between self-reported alexithymia and ADOS subscale and item scores, but the presence of alexithymia predicted the likelihood of meeting diagnostic criteria for autism/ASD in this sample.
Conclusions: Alexithymia does show relationships with ADOS assessment scores. We discuss potential clinical and research implications, particularly in studies of autism where the ADOS is often the only diagnostic measure used.

There are many views on dyslexia such as what are the contributing factors of this disability and the effects it has on dyslexic people. Dyslexia is becoming more widely accepted by educators who are perusing different ways to improve the learning ability for dyslexic learning and experience. In the process of accepting dyslexia, there are some hurdles that need to be addressed in order to fully incorporate sufficient support and understanding of dyslexia, and an excellent example is the process which Japan is currently moving through.
In this paper I aim to address these topics by looking at research that has been carried out by different professors and researchers, putting together a picture of what is dyslexia, how it is possible for it to manifest and what difficulties dyslexic people face. I will also be looking at how dyslexia is being approached in Japan and what issues there are in regards to dyslexic students in mainstream schools and more specifically in second language classrooms where dyslexia is more commonly noticed. I will further continue to look at different solutions to this from my own experience as a language teacher in Japan, my personal experience as a dyslexic and what other researchers have found to improve learning ability for second language dyslexic learners.

Considered as an effective learning strategy for dyslexia, multisensory approach demands visual, auditory, and kinesthetic activity. While development of software application implementing multisensory approach has shown promising result, previous applications did not accurately resemble multisensory strategy because there are no kinesthetic implementation. This research proposes a Kinect-based application, termed LexiPal, which incorporates kinesthetic activity in multisensory implementation by using Natural User Interface (NUI). NUI provides more intuitive ways of interacting with the application by using body movement and gesture. LexiPal implements NUI by fusing several technologies including Augmented/Mixed Reality (AR/MR), non-contact human-computer interaction, skeletal tracking, hand tracking, and gesture recognition. For evaluation purpose, LexiPal was tested to 40 dyslexic children and they considered LexiPal user interaction as easy to use and enjoyable, which attract them to play the learning content again in the near future.

As humanity is rapidly moving towards gearing up to “ welcome “ the next stage in Human Evolution as represented by autistic beings, especially children with autism, an Emerging field of science namely Brain Theranostics is being enriched by Paradigm-Shifting Autism Treatment Techniques. This article introduces the Emerging Science of Theranostics in Autism and presents the Overview of this leading-edge application that is Transforming the Autism Diagnosis and Treatment Landscape today.
Before we proceed further in our understanding ..Read More

This presentations considers the impact a dysexia diagnosis has on students in higher education, utilising Armstrong and Humphry's resistance-accommodation model. Further, it considers permeability of self, private and public reactions and positive reframing.

A 17 year old boy diagnosed as a case of Autism became completely independent and free from all the limiting symptoms of autism that he had been suffering from since the age of 2 years and started earning on his own for the first time in his life after undergoing 20 Remote Healing sessions using the cutting-edge science of Applied Intentional Epigenetics with Intent Healing (TM).

How does understanding the brain structure of Autistic and Dyslexic students impact our teaching?  Casanova's research is with individuals labelled as neurodevelopmentally disabled. He has been studying their cognitive profiles, neuroimaging studies and results of their postmortem examination. From this cumulus of work he has postulated that dyslexia and autism stand at the tail-ends of a spectrum describing different cognitive profiles. As a graduate educational researcher, Plosz has done an artistic rendering of these findings in order to make Casanova's work more accessible to those not in the field of neuroscience. This discussion looks at how we might frame this information for educational practises.  Casanova has published this visual interpretation on his blog Cortical Chauvinism (https://corticalchauvinism.com/2016/12/12/dyslexia-and-autism-cognitive-profiles-at-the-tail-ends-of-the-same-spectrum/)

Debido a la necesidad de literatura reciente sobre la enseñanza del Inglés como Lengua Extranjera (EFL) para estudiantes con dislexia en Costa Rica, así como para determinar cuáles son las condiciones didácticas más efectivas para enseñar gramática, vocabulario y pronunciación a una estudiante con dislexia, se desarrolló un estudio de caso con enfoque cualitativo en un contexto de investigación-acción, durante un curso de nivel intermedio en un programa de venta de servicios de enseñanza para personas adultas en una universidad estatal costarricense. Se consideraron las dificultades y necesidades de la estudiante para la lectura y la pronunciación, además de variables afectivas como motivación, ansiedad, y refuerzo positivo. La información se recopiló mediante entrevistas a fondo, bitácoras del profesor, y evaluaciones durante 14 semanas. Se usaron adecuaciones curriculares no significativas como reducir el número de ítemes o extender el tiempo para responderlos. Respecto a hallazgo...

To understand relationships in autism better and to know the answers to the questions such as “Why is my autistic child not talking and how can I make him speak?” and to help your child with autism thrive in life independently and in relationships harmoniously and joyously, it is recommended to peruse "The Energy Basis Of Autism And the Solution” here..read more :