Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Educators work hard to accomodate the needs of the child that affect his/her functioning in the classroom. If a MERLD child has many ASD like characteristics but isn't on the spectrum, it doesn't matter. If those autism like symptoms are impairing the child, they will be addressed in the same ways those symptoms are addressed for a child on the spectrum so I don't see the need to differentiate until the child presents with only language issues.

It was mentioned that MERLD kids outgrow these autism like symptoms. Many kids on the spectrum "lose" some promounced autism symptoms as well or they diminish substantially either on their own or through intervention. Most experts agree that one of the most important keys to unlocking a child on the spectrum's potential is speech and language therapy-the more the better. So, yes with intensive ST both those with MERLD and those with ASD can often improve substantially.

I think if you stop focusing on the labels and pay attention to the presentation many kids with MERLD label are getting the same accomodations and intervention as those with ASD labels and yes the prognosis can be quite good for both groups.

I agree with all that you've said. In many school systems, however, it can be extremely difficult to provide some of the assistance, accommodations, and services (especially a paraprofessional) that parents and educators think would be appropriate/beneficial, unless the child has the AU eligibility. In systems that have a procedure in place for the review of all eligibilities and IEPs by administrators, the eligibilty areas are often read very carefully.

Any one of the educational assessments gets you ALL the help you need by FEDERAL law. Many school districts don't follow this (our district tried to tell us my son would only get speech with a language label), but we forced our IEPT to take a look and they came back, and said, you are right, we are wrong.

So my child gets an aide, pullouts, pull-ins, speech, OT and a modified curriculum with his language label.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
People who specialize in language disorders will tell you the treatment is NOT the same for MERLD and Autism. The underlying problems are not identical, the etiology is different. MERLD kids rarely need true ABA, because they are socially motivated. A MERLD child doesn't respond appropriately because he has no idea what you are saying. He gets frustrated, he shuts down. The receptive part slowly gets better over time, and targeting words, first nouns, then verbs, then stringing words together often work best. Speaking at the child's utterance length plus one word helps a child progress more quickly.

A PP makes the point that both MERLD kids and Autistic or Asperger's child improves with time. The difference is, once a MERLD child's language catches up, he'll be almost indistinguishable from a typical child -- his core issue is gone, he understands language and responds appropriately, not because he was taught or is "coping," but because he simply understands what's being said to him. (I say almost because school tends to remain difficult as the verbal load is so heavy and so quick.) The autistic child whose language comes in is still autistic and has the core social issues that are the defining hallmark of autism.

I'm the parent of an Asperger's/ASD child and want to clarify that you can STILL get an ASD diagnosis if the child is socially motivated. Mine did. It confuses parents somewhat if you use lack of "social motivation" and "social intent" as a defining feature of ASD. I know it confused me. The key three features of Asperger's is problems in social communication, repetitive behaviors and obsessive interests.

Going straight to the creator of the term Austism Spectrum Disorder, here is the level of social impairment involved in autism. MERLD children don't have this social communication problem; instead, their social difficulties come from their receptive language issues. A good evaluator can tell the difference.

http://www.awares.org/static_docs/about_autism.asp?docSection=3
3.2 Impairments of social interaction

3.2.1 The aloof group

This is the most common type of social impairment. Behavior may include:

* Behaving as if other people do not exist;
* Little or no eye contact made;
* No response when spoken to;
* Faces empty of expression except with extreme joy, anger or distress;
* No response to cuddling;
* If something is wanted, carers' hands may be pulled towards the object;
* May respond to rough and tumble play well, but when this stops return to aloof pattern;
* Seem to 'be in a world of their own'.

3.2.2 The passive group

Least common group, features include:

* The child accepts social approaches;
* May meet the gaze of others;
* May become involved as a passive part of a game.

3.2.3 The active but odd group

Children of this group make active approaches to others but make that contact in strange ways, including:

* Paying no attention to the other party;
* Poor eye contact although sometimes may stare too long;
* May hug or shake hands too hard.

3.2.4 The over-formal, stilted group

Seen in later life, this behavior is common in the most able person with autism. The following characteristics tend to be displayed:

* Excessively polite and formal;
* Have a good level of language;
* Try very hard to stick to the rules of social interaction without really understanding them.

Anonymous wrote:This doesn't answer the question-are their MRI studies showing that the disorders are indeed different?

Anonymous wrote:This doesn't answer the question-are their MRI studies showing that the disorders are indeed different?

Anonymous wrote:

Anonymous wrote:
People who specialize in language disorders will tell you the treatment is NOT the same for MERLD and Autism. The underlying problems are not identical, the etiology is different. MERLD kids rarely need true ABA, because they are socially motivated. A MERLD child doesn't respond appropriately because he has no idea what you are saying. He gets frustrated, he shuts down. The receptive part slowly gets better over time, and targeting words, first nouns, then verbs, then stringing words together often work best. Speaking at the child's utterance length plus one word helps a child progress more quickly.

A PP makes the point that both MERLD kids and Autistic or Asperger's child improves with time. The difference is, once a MERLD child's language catches up, he'll be almost indistinguishable from a typical child -- his core issue is gone, he understands language and responds appropriately, not because he was taught or is "coping," but because he simply understands what's being said to him. (I say almost because school tends to remain difficult as the verbal load is so heavy and so quick.) The autistic child whose language comes in is still autistic and has the core social issues that are the defining hallmark of autism.

I'm the parent of an Asperger's/ASD child and want to clarify that you can STILL get an ASD diagnosis if the child is socially motivated. Mine did. It confuses parents somewhat if you use lack of "social motivation" and "social intent" as a defining feature of ASD. I know it confused me. The key three features of Asperger's is problems in social communication, repetitive behaviors and obsessive interests.

Anonymous wrote:I think part of the confusion is people are saying kids with MERLD can look autistic before language catches up and have all sorts of symptoms and lose them. plenty of autistic kids lose thosesame symptoms over time.

Have there been MRI studies of MERLD kids with autistic like features and kids on the spectrum. Everyone is saying they are different and I think someone said they involve different areas of the brain which doesn't make sense to me since language centers and language centers. Have there been imaging studies or is this all just speculation?

Plenty of kids with hyperlexia lose autism like features with language therapy, yet many professionals consider hyperlexia to be on the spectrum.

Anonymous wrote:<<The difference is, once a MERLD child's language catches up, he'll be almost indistinguishable from a typical child -- his core issue is gone, he understands language and responds appropriately, not because he was taught or is "coping," but because he simply understands what's being said to him. >>

So can a MERLD kid eventually "catch up" without an intensive language program that you'd get in a private school?

Anonymous wrote:I think part of the confusion is people are saying kids with MERLD can look autistic before language catches up and have all sorts of symptoms and lose them. plenty of autistic kids lose thosesame symptoms over time.

Have there been MRI studies of MERLD kids with autistic like features and kids on the spectrum. Everyone is saying they are different and I think someone said they involve different areas of the brain which doesn't make sense to me since language centers and language centers. Have there been imaging studies or is this all just speculation?

Plenty of kids with hyperlexia lose autism like features with language therapy, yet many professionals consider hyperlexia to be on the spectrum.