How to choose the best educational toy !!

Is the toy age-appropriate? Many of us fall victim to the rationale that our child is smarter than average, and sometimes ignore the age recommendations provided by the toy's manufacturer. Sometimes this is the right decision based on our own experience with our child, but sometimes this is wishful thinking. While the manufacturer's age recommendation is simply a guideline, we have to realize that it is a well-researched guideline and is often fairly accurate. That being said, I would never not recommend or not buy a toy because my child was one or two years outside of the recommended age. I would simply take a closer look at it before making a decision. Does it serve my child's interests? This is a question that needs to be answered on a case-by-case basis and as parents, we are most likely to be the ones who best know our children's interests. If a child is already interested in bugs, an ant farm or insect collecting science kit is probably a valuable toy for your child. It may be natural for us to try to encourage a new interest in our children, but we should be cautious in not trying to project our own interests too strongly. Most children will naturally be attracted to the interests of their parents but this isn't always the case. I love catching bugs in the backyard with my son, but I don't expect my daughter (when she's old enough) will enjoy it as much as my son does. Maybe I'm wrong and I will certainly foster this interest if she decides to go down that path. The best advice may be to go with your child's interests as often as possible, but occasionally introduce toys that introduce new subjects to them and gauge their interest accordingly. A child may never know how interested they are in ecology and plant science until they get a windowsill greenhouse and grow their own plants. A child may not have ever considered chemistry as something fun until they learned how to make their own bubble gum with a chemistry kit. Does it arouse my child's curiosity? Sometimes a toy will not only provide an immediate fun experience, but will start the child down a path of more advanced thinking. The same child who grew bean sprouts in the windowsill may wonder what the plant cells look like under a microscope. She may wonder how a simple seed can take water, nutrients from the soil and sunlight and turn into a much bigger plant with stalks and leaves. Next, she may wonder how a tiny acorn can grow into a huge tree over hundreds of years. Granted, not all toys will naturally foster this type of analytical thinking, but some of the best ones do. So it's worth it to ask yourself this question when considering an educational toy. Will buying my son a simple chemistry set lead him down a path to eventually asking how plastic is made? Or why some plastic is brittle while some bends much more easily? Any toy that arouses this natural curiosity in a child would be valuable to their growth. A video game may or may not cause a child to wonder who created the game and what programming was involved in making it. But a solar powered physics kit will undoubtedly make the child wonder how invisible rays from the sun can make a motor run. This curiosity is the unheralded foundation of a great education. Who makes the toy? I mention this question as simply something to consider as the safety of toys is something we are always concerned with. Be aware that just because a manufacturer is one of the major players in the industry doesn't mean that a particular toy is as safe as it should be. But also be aware that just because you haven't heard of a company doesn't mean that their toy won't be the one that sparks your child's interest in a subject that will serve them well for the rest of their life. There are hundreds of quality educational toy providers that most parents have never heard of. Do a little research. If you find a toy that looks like it may be valuable to your child, search for that company's name and products on the Internet and see how many stores are selling their product. Of course this isn't a sure-fire way to gauge a toy's value to a particular child, but it can give you a quick snapshot of the reputation of the company that makes the toy.

4 Effective Ways To Help An Autistic Family Member

1. If you are living with an autistic family member, it won't take you long to discover that it can be a difficult medical condition as such a person can have special needs, which are challenging and demanding, but they also have the right equal to yours to lead a fulfilled life. In order to do this for your loved one, you can learn about ways to help the affected person bridge the gap between needs and fulfillment so they can enhance the quality of their life. Begin with educating yourself on the causes of the disorder: it is not because of anything the person did and the fault of the people around the person. Do not be judgmental in any way as it is frustrating for autistic people to deal with family members who are intolerant of their limitations, which are real and surmountable.

2. Work closely with the autistic family member to understand his or her feelings; teach them and train them in positive values and habits in a patient manner even as they get distracted as such persons tend to lose their mental grasp on concepts easily and frequently for no fault of theirs or yours. First ensure you have caught their attention then proceed to speak and explain new learning concepts; repetition is a good way to determine how much the autistic person has followed your teaching.

3. Going over the same thing a few times helps autistic persons grasp new concepts better as does providing a sense of routiness, especially if the affected person is a young child. Small children diagnosed with autism find it easier to adapt to new learning and surroundings when they are familiarized with a daily routine as this gives them a sense of comfort knowing they are about to re-learn something at a specific time or date.

4. Helping an autistic family member come to terms with his or her condition, especially when it is a young child, is most important to get them on the way to happy and healthy lifestyle: get as much information on the subject as possible frommedical health experts, books and reading material besides websites for tools regarding dealing with autism and the true nature of the disorder so you can understand the affected person's needs better.

Combining these tips and incorporating them in your daily contact with autistic family members as well as others in the community will help you connect better with such persons and help them lead normal, healthy lives. Therefore, it is important to have an open attitude towards learning about autism in order to build better relationships with affected people.

6 Key Social Skills

6 Key Social Skills

Social skills are arguably the most important set of abilities a person can have. Human beings are social animals and a lack of good social skills can lead to a lonely life, contributing to anxiety and depression. Great social skills help you meet interesting people, get that job you want, progress further in your career and relationships.

Happily, like any skill, social strategies and techniques can be learned…

The main social skills are as follows:

1) The ability to remain relaxed, or at a tolerable level of anxiety while in social situations

Regardless of how skillful you are in social situations, if you are too anxious, your brain is functioning in way unsuited to speaking and listening. In addition, if your body and face give the unconscious message that you are nervous, it will be more difficult to build rapport with others.

2) Listening skills, including letting others know you are listening

When you had dinner with Gladstone, you were left feeling that he was the most charming person you had ever met. But after dinner with Disraeli, you felt that you were the wittiest, the most intelligent, the most charming person.
Dr Warren Bennis PhD, University of California

There is little more attractive and seductive than being truly listened to. Good listening skills include:

* Making 'I'm listening' noises - 'Uh-huh', 'really?', 'oh yes?' etc.
* Feeding back what you've heard - "So he went to the dentist? What happened?"
* Referring back to others' comments later on - "You know how you were saying earlier…"
* Physical stillness, eye contact and attentiveness while the other person is talking.

3) Empathy with and interest in others' situations

A major part of social anxiety is self consciousness, which is greatly alleviated by focusing strongly on someone else. A fascination (even if forced at first) with another's conversation not only increases your comfort levels, it makes them feel interesting.

4) The ability to build rapport, whether natural or learned

Rapport is a state of understanding or connection that occurs in a good social interaction. It says basically "I am like you, we understand each other". Rapport occurs on an unconscious level, and when it happens, the language, speech patterns, body movement and posture and other aspects of communication can synchronise down to incredibly fine levels.

Rapport is an unconscious process, but it can be encouraged by conscious efforts.

* Body posture 'mirroring', or movement 'matching'
* Reflecting back language and speech, including rate, volume, tone, and words
* Feeding back what you have heard, as in 2) above

5) Knowing how, when and how much to talk about yourself - 'self disclosure'

Talking about yourself too much and too early can be a major turn-off for the other party in conversation. Good initial small-talk is often characterised by discussion of subjects not personal to either party, or by an exchanging of personal views in a balanced way.

However, as conversations and relationships progress, disclosing personal facts (small, non-emotional ones first!) leads to a feeling of getting to know each other.

6) Appropriate eye contact

If you don't look at someone when you are talking or listening to them, they will get the idea that:

* You are ignoring them
* You are untrustworthy
* You don't like the look of them (!)

This doesn't mean you have to stare at them. In fact, staring at someone while talking to them can give them the feeling you are angry with them. Keeping your eyes on them while you are listening, of course, is only polite.


from: http://www.self-confidence.co.uk/social_skills.html

Top 6 Tips to Teach Social Skills and Help Kids Make Friends

Top 6 Tips to Teach Social Skills and Help Kids Make Friends

Teaching social skills and making friends may not be the first thing we think about when planning our children's individual education programs. In the middle of school IEP committee meetings, academics issues are at the forefront and not teaching social skills. Whether or not teaching social skills is ultimately included in an Individual Education Program, there are some things that can be done to help children with learning disabilities build the valuable social skills and relationships that are so important to their self-esteem and sense of belonging.

1. Teaching Social Skills in Extra-Curricular Activities
Surprisingly, many children in special education programs do not participate in extracurricular activities, and they miss this important social skills teaching opportunity. Help your child discover his strengths and interests to help him choose the right place for him to learn social skills. Whatever your child enjoys, it is likely there are opportunities to teach social skills in your community and for him to join with others. For social skills teaching ideas, contact community resources such as the local library, YMCA, church youth group, 4-H clubs, or other clubs scouting organizers, or community parks and recreation staff.

2. Organized Activities Help Teach Social Skills and How to Make Friends
Teaching Social Skills with Activities Beyond School
Your child will benefit from social skills teaching inherent in social interaction outside the school setting. With your encouragement, even reluctant or shy children can be taught social skills through interaction with others through activities. Many relationships he builds will flow naturally back into the school environment. Just as importantly, non-disabled students will have the opportunity to see your child in successful roles outside of school and get to know him as a friend, rather than an acquaintance.

3. Teaching Social Skills and Building Friendships in Easy-to-Manage Steps
Teaching Social Skills with Easy Step-by-Step Tasks
Teach your child social skills needed to develop friendships in small, easy steps. Social skills may not come easily for her. Children with disabilities may feel intimidated by other kids, and they may find it too uncomfortable to try to reach out to them. Help your child work on these social skills by setting small goals. Ask your child to smile and greet one new child each day. Just say, "Hi." This is often enough to reduce the pressure and begin some conversations that build toward relationships. Each night, have a friendly chat about his day, and talk about how many people he spoke to. Try these tips as well.

4. Teaching Social Skills and Making Friends Takes Practice
Role Play Social Situations to Teach Social Skills
Teach social skills by rehearsing social situations ahead of time. Role play meeting a new person with each other. Take turns being the greeter and "greetee." Teach your child the art of getting others to talk about themselves. Help him see that by doing this, he can learn about his peers and find common interests. Kids can use friendly, polite questions to encourage kids to talk and break the ice. Focusing on others will also help your child feel less self-conscious. Help your child learn how to choose good friends to develop healthy relationships.

5. Game and Sportsmanship can Teach Social Skills in Advance
Teach Social Skills at Home Before They are Needed
Teach your child social skills by helping him learn and practice games and activities at home that are popular at school. Aside from being a good way to practice skills such as reading, counting, and fitness, learning these games will help your child participate in them with other children, while reducing the impact of his learning disability on his ability to play. He will feel more confident and enjoy his interaction with others if he knows the games and can play them with some skill. Consider making your house the hangout for outdoor fun.

6. Schedule Fun Time to Make Social Skills and Making Friends a Priority
Create a circle of friends by encouraging playtime with a few neighborhood children. Invest in some quality time and snacks, and you'll cultivate friendships that may stay with your child throughout high school, maybe even for life. Friends from the same class at school can provide important social and emotional support, and not to mention, occasional homework help when a worksheet or assignment fails to make it from school to your house.


from: http://learningdisabilities.about.com/od/instructionalmaterials/tp/tchkdssocskills.htm

Stages of Social-Emotional Development In Children and Teenagers

This page presents an overview of the developmental tasks involved in the social and emotional development of children and teenagers which continues into adulthood. The presentation is based on the Eight Stages of Development developed by psychiatrist, Erik Erikson in 1956.

According to Erikson, the socialization process consists of eight phases - the "eight stages of man." His eight stages of man were formulated, not through experimental work, but through wide - ranging experience in psychotherapy, including extensive experience with children and adolescents from low - as well as upper - and middle - social classes. Each stage is regarded by Erikson as a "psychosocial crisis," which arises and demands resolution before the next stage can be satisfactorily negotiated. These stages are conceived in an almost architectural sense: satisfactory learning and resolution of each crisis is necessary if the child is to manage the next and subsequent ones satisfactorily, just as the foundation of a house is essential to the first floor, which in turn must be structurally sound to support and the second story, and so on.

From: http://www.childdevelopmentinfo.com/development/erickson.shtml

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What Conditions Are Considered Pervasive Development Disorders?

What Conditions Are Considered Pervasive Development Disorders?

from WebMD

There are five types of pervasive development disorders:

* Autism :
Children with autism have problems with social interaction, pretend play, and communication. They also have a limited range of activities and interests. Many (nearly 75%) of children with autism also have some degree of mental retardation.

* Asperger's syndrome :
Like children with autism, children with Asperger's syndrome have difficulty with social interaction and communication, and have a narrow range of interests. However, children with Asperger's have average or above average intelligence, and develop normally in the areas of language and cognition (the mental processes related to thinking and learning). Children with Asperger's often also have difficulty concentrating and may have poor coordination.

* Childhood disintegrative disorder:
Children with this rare condition begin their development normally in all areas, physical and mental. At some point, usually between 2 and 10 years of age, a child with this illness loses many of the skills he or she has developed. In addition to the loss of social and language skills, a child with disintegrative disorder may lose control of other functions, including bowel and bladder control.

* Rett's syndrome :
Children with this very rare disorder have the symptoms associated with a PDD and also suffer problems with physical development. They generally suffer the loss of many motor or movement, skills -- such as walking and use of their hands -- and develop poor coordination. This condition has been linked to a defect on the X chromosome, so it almost always affects girls.

* Pervasive development disorder not otherwise specified (PDDNOS):
This category is used to refer to children who have significant problems with communication and play, and some difficulty interacting with others, but are too social to be considered autistic.

Pervasive Development Disorders (PDDs)

Pervasive Development Disorders (PDDs)

from WebMD

The term "pervasive development disorders," also called PDDs, refers to a group of conditions that involve delays in the development of many basic skills, most notably the ability to socialize with others, to communicate, and to use imagination. Children with these conditions often are confused in their thinking and generally have problems understanding the world around them.

Because these conditions typically are identified in children around 3 years of age -- a critical period in a child's development -- they are called development disorders. Although the condition begins far earlier than 3 years of age, parents often do not notice a problem until the child is a toddler who is not walking, talking, or developing as well as other children of the same age.

Autism Spectrum Disorders

The forms of autism are thought to overlap considerably. But the fact that there is wide variation in symptoms among children with autism led to the concept of autism spectrum disorder.

Autism seems to be on the rise, and autism spectrum disorders affect between two and six children out of every 1,000 in the U.S. It's unclear, though, whether the growing incidence of autism represents a real increase or just improved detection.

Early diagnosis of an autism spectrum disorder is important. That's because detection leads to treatment, and with early treatment, a child with autism can gain improved language and social skills.

© 2008 WebMD, LLC. All rights reserved.

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Happy April's Fool!


Btw, April is Autism Awareness Month!

WEAR BLUE!

Stand up for Autism on World Autism Awareness Day

Stand up for Autism on World Autism Awareness Day

By Muhammad Javed Pasha

Autism is a complex developmental disability that typically appears during the first three years of one’s life. The result of a neurological disorder that affects the functioning of the brain, autism impacts the normal development of the brain in areas of social interaction and communication skills. Children and adults with autism typically have difficulty in verbal and non-verbal communication, social interactions and leisure activities. Autism was once believed to be a psychiatric disorder, but is now known to be neurological, even though many of its characteristic traits appear psychological.

Autism is a developmental disorder about which very little is known in Pakistan. The people falling within the Autism Spectrum Disorders (ASD) can have severe to mild developmental disorders. The latest statistics from the Autism Society of America show that the incidence of autism can be as high as four in every hundred people. This would mean that in Pakistan, there are more than 600,000 people suffering from ASDs. On December 18, 2007, the UN General Assembly adopted a resolution tabled by Qatar, which declared April 2 as the World Autism Awareness Day (WAAD) in perpetuity. The theme of this year’s WAAD is “Stand up for Autism”.

This UN resolution is one of only three official disease-specific UN days and will bring the world’s attention to autism, a pervasive disorder that affects tens of millions. The WAAD resolution encourages all member states to take measures to raise awareness about autism throughout society and to encourage early diagnosis and early interventions. It further expresses deep concern at the prevalence and high rate of autism in children in all regions of the world and the consequent developmental challenges.

Objectives: ...To bring together Autism organisations all around the world, to give a voice to the millions of individuals worldwide who are undiagnosed, misunderstood and looking for help. ...WAAD aims to increase people’s awareness about people, especially children, with autism. The day often features educational events for teachers, health care workers and parents, as well as exhibitions showcasing work created by children with autism.

Autism is a highly variable neuro-development disorder that first appears during infancy or childhood, and generally follows a steady course without remission. Overt symptoms gradually begin after the age of six months, become established by age two or three, and tend to continue through adulthood, although often in a more muted form. It is distinguished not by a single symptom, but by a characteristic triad of symptoms: impairments in social interaction; impairments in communication; and restricted interests and repetitive behaviour. Other aspects, such as atypical eating, are also common but are not essential for diagnosis. Autism’s individual symptoms occur in the general population without a sharp line separating pathologically severe from common traits.

There are many anecdotal reports, but few systematic studies, of aggression and violence in individuals with ASD. The limited data suggest that in children autism is associated with aggression, destruction of property, and tantrums. A 2007 study interviewed parents of 67 children with ASD and reported that about two-thirds of the children had periods of severe tantrums and about one-third had a history of aggression, with tantrums significantly more common than in non-autistic children with language impairments. A 2008 Swedish study found that, of individuals aged 15 or older discharged from hospital with a diagnosis of ASD, those who committed violent crimes were significantly more likely to have other psychopathological conditions such as psychosis.

Communication problems of people with Autism: About a third to a half of individuals with autism do not develop enough natural speech to meet their daily communication needs. Differences in communication may be present from the first year of life, and may include delayed onset of babbling, unusual gestures, diminished responsiveness, and vocal patterns that are not synchronized with the caregiver. In the second and third years, autistic children have less frequent and less diverse babbling, consonants, words, and word combinations; their gestures are less often integrated with words. Autistic children are less likely to make requests or share experiences, and are more likely to simply repeat others’ words (echolalia) or reverse pronouns. Joint attention seems to be necessary for functional speech, and deficits in joint attention seem to distinguish infants with ASD: for example, they may look at a pointing hand instead of the pointed-at object, and they consistently fail to point at objects in order to comment on or share an experience. Autistic children may have difficulty with imaginative play and with developing symbols into language.

The exact cause of Autism is still not known, however, researchers indicate that Autism can be caused by a variety of conditions, which can affect the development of the brain and can occur before, during and after birth. Autism almost always reveals itself before the age of three years. Poor parenting, family income, life style and educational level do not affect the chance of Autism occurrence.

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April is Autism Awareness Month

The Autism Society has been celebrating National Autism Awareness Month since the 1970s. The United States recognizes April as a special opportunity for everyone to educate the public about autism and issues within the autism community.

Here are six ways you can celebrate National Autism Awareness Month this year:

1. Host your own event. The Autism Society‘s 1Power4Autism is the first grassroots fundraising Web site for the autism community. It gives you an opportunity to “turn on your power” by starting an event online and the tools you need to mobilize your friends and family. Learn more at http://www.1power4autism.org/.

2. Get bouncing! After a successful first year, the Autism Society and inflatable playground franchise Pump It Up are bouncing again with “Bounce for Autism” - a nationwide, community-based fundraising event that combines family fun with raising awareness and support for autism in locations that welcome children on the autism spectrum. Find an event near you at http://www.bounceforautism.org/.

3. Show your colors. Wear your autism awareness puzzle bracelet to show your support.

4. Spread awareness. Did you know that The Autism Society has free download materials to help your family, your school, your church or other community organization learn more about people with autism? Visit www.autism-society.org/shop_downloads

5. Take action. Getting involved in advocacy efforts at the local, state and national levels is a crucial way to support legislation benefiting those with autism and their loved ones. Check out current national initiatives at http://www.vote4autism.org.


6. Learn the signs. Research indicates that early identification is associated with dramatically better outcomes for individuals with autism. The earlier a child is diagnosed, the earlier the child can begin benefiting from one of the many specialized intervention approaches to treatment and education. The Centers for Disease Control and Prevention and the National Center for Birth Defects and Developmental Disabilities has developed the "Learn the Signs. Act Early." campaign and provide a number of informational materials on developmental milestones for parents, healthcare providers, early childhood educators and others that are available on their Web site http://www.cdc.gov/ncbddd/actearly/index.html.

Did You Know...

• Autism now affects 1 in 110 children and 1 in 70 boys

• Autism prevalence figures are growing

• More children will be diagnosed with autism this year than with AIDS, diabetes & cancer combined

• Autism is the fastest-growing serious developmental disability in the U.S.

• Autism costs the nation over $35 billion per year, a figure expected to significantly increase in the next decade

• Autism receives less than 5% of the research funding of many less prevalent childhood diseases

• Boys are four times more likely than girls to have autism

• There is no medical detection or cure for autism

Watch for the Red Flags

(The following red flags may indicate a child is at risk for atypical development, and is in need of an immediate evaluation.)

In clinical terms, there are a few “absolute indicators,” often referred to as “red flags,” that indicate that a child should be evaluated. For a parent, these are the “red flags” that your child should be screened to ensure that he/she is on the right developmental path. If your baby shows any of these signs, please ask your pediatrician or family practitioner for an immediate evaluation:

• No big smiles or other warm, joyful expressions by six months or thereafter

• No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter

• No babbling by 12 months

•No back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months

• No words by 16 months

• No two-word meaningful phrases (without imitating or repeating) by 24 months

• Any loss of speech or babbling or social skills at any age

*This information has been provided by First Signs, Inc. ©2001-2005. Reprinted with permission. For more information about recognizing the early signs of developmental and behavioral disorders, please visit http://www.firstsigns.org or the Centers for Disease Control at www.cdc.gov/actearly.

DreamBig Company Logo

We recently sat down and came up with a company name and logo. Our company name is DreamBig Corporation, and our logo is as shown below, but it is still a work in progress. If you have any creative suggestions that you would want us to incorporate in the logo to make it even much more appealing, please feel free to send us your suggestions.

Our Product's Website

We launched a new product website to provide more information about social development disability and autism as well as show you how our product will help your child improve his or her social skills.

Please feel free to visit us at: http://s10b01t02.info/index.html for more information about social development disability and how The Social Me can improve your child's social skills.

Product Survey

After conducting focus groups and making changes to the original product idea, we came up with an we came up with an new and improved prototype: the Interactive Social Development Tool (ISDT).



We have reached a critical point in our project where we need to get input from other parents across the country as to what they think about our product and any suggestions that you may have to make it an even better product for your child. Because of this, we have come up with a short survey in order for you to provide us with your feedback.

Please take a few minutes to fill our survey by going to:

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OUR PRODUCT

Our product is a portable touch-screen tablet loaded with software to help children with autism develop their social and communication skills. This program will improve the children’s skills through an interactive game that features scenarios to help them practice their interactive skills needed in daily life. Our product definitely needs customer input. We want to make sure that this educational toy will appeal to parents who have children with Autism.



1) What do you think of this product? Do you think it would work?
2) Would you buy this product?
3) Do you think this product will benefit your child?
4) What would you do to improve this product? / What other features should be added?
5) What features of a product for kids with autism are most important to you?

Please feel free to answer these questions in the comment section below. We would greatly appreciate any feedback you may have for our group. Thank You!

Introduction

We are a group of students from Boston University involved in a series of four courses that are cross-functional (Marketing, Finance, Operations Managment and Information Systems). We were given the assignment of creating a product that does not currently exist on the market. We have decided to develop an interactive social development toy for children with Autism. In order to develop a successful business plan as well as the most effective toy, we need to receive as much feedback from potential consumers as possible.