2.  not pick up on social cues and may find it hard to read others' body language, start or maintain a conversation, and take turns talking.  dislike any changes in routines.  appear to lack empathy (understanding what others are going through).  be unable to recognize subtle differences in speech - intonation. Children may not understand a joke or may take a sarcastic comment literally. Their speech may be flat and hard to understand because it lacks tone, pitch, and accent.  have a formal style of speaking that is advanced for his or her age. For example, the child may use the word "beckon" instead of "call" or the word "return" instead of "come back."

3.  avoid eye contact or stare at others.  have unusual facial expressions or postures.  be preoccupied with only one or few interests, which he or she may be very knowledgeable about. They might talk a lot, usually about a favorite subject. One-sided conversations are common.  verbalize (or speak) everything that comes to mind.  have delayed motor development. Children may be late in learning to use a fork or spoon, ride a bike, or catch a ball. They may have an awkward walk. Handwriting is often poor.  have heightened sensitivity and become overstimulated by loud noises, lights, or strong tastes or textures.

4.  Ideal treatment addresses the three core symptoms of the disorder: poor communication skills, obsessive or repetitive routines, and physical clumsiness.  An effective treatment program builds on the child’s interests, offers a predictable schedule, teaches tasks as a series of simple steps, actively engages the child’s attention in highly structured activities, and provides regular reinforcement of behavior. This kind of program generally includes:  social skills training, a form of group therapy that teaches children with AS the skills they need to interact more successfully with other children

5.  cognitive behavioral therapy, a type of “talk” therapy that can help the more explosive or anxious children to manage their emotions better and cut back on obsessive interests and repetitive routines  medication, for co-existing conditions such as depression and anxiety  occupational or physical therapy, for children with sensory integration problems or poor motor coordination  specialized speech/language therapy, to help children who have trouble with the pragmatics of speech – the give and take of normal conversation  parent training and support, to teach parents behavioral techniques to use at home

6.  Record in your notebook:  Any qualities demonstrated from the power point we just discussed  Key or important ideas  Remember, these articles were written by a man with autism to help other people with autism “survive”