i just want to say thank you to those friends and family who have reached out and showed support and love. i know my post about recker's diagnosis wasnt really informative, i just wanted to record that day, my thoughts, my feelings and what happened. looking back, i do NOT feel the same as i did that day. i know a lot of people have heard of ASD (autism spectrum disorder) but probably arent really sure what it is. i dont want anyone to feel uncomfortable around us, if you have questions PLEASE PLEASE just ask me, i wont be offended or get upset and cry or anything. I would just rather you ask than feel awkward and unsure. i thought i'd share some information that recker's developmental pediatrician recommended that i read after first and foremost (after reading "WELCOME TO HOLLAND") and it is is called the "FIRST 100 DAYS KIT" ill be posting a LOT of information from this frequently, mostly for myself and family so they can have access to this packet (first 100 days)....

How is Autism Diagnosed?
Presently, there is not a medical test for autism; a diagnosis is based on observed behavior and educational and psychological testing.

As the symptoms of autism vary, so do the routes to obtaining a diagnosis. You may have raised questions with your pediatrician yourself. Some children are identified as having developmental delays before obtaining a diagnosis of autism and may already receive some Early Intervention or Special Education services.

Unfortunately, parents’ concerns are sometimes not taken seriously by their doctor and a diagnosis is delayed. If concerns about a child’s development are raised, their doctor should refer the child to Early Intervention and a specialist for a developmental evaluation. Hearing and lead exposure screenings should be performed and an autism-specific screening tool, such as the Modified Checklist of Autism in Toddlers (MCHAT) should be used.

The MCHAT, is a list of simple questions about your child. The answers determine whether he or she should be referred to a specialist, usually a Developmental Pediatrician, a Neurologist, a Psychiatrist or a Psychologist, for further evaluation. There are other screening tools available, some geared towards older children or specific Autism Spectrum Disorders.

Your child may have been diagnosed by one of the professionals mentioned above. In some cases, a team of specialists may have evaluated your child and provided recommendations for treatment. The team may have included an Audiologist, to rule out hearing loss, a Speech & Language Therapist, to determine language skills and needs, and an Occupational Therapist to evaluate physical and motor skills.

What is Autism?
Autism is a general term used to describe a group of complex developmental brain disorders known as Pervasive Developmental Disorders (PDD).

The other pervasive developmental disorders are PDD-NOS (Pervasive Developmental Disorder – Not Otherwise Specified), Asperger’s Syndrome, Rett Syn- drome and Childhood Disintegrative Disorder. Many parents and professionals refer to this group as Autism Spectrum Disorders.

Autism affects the way your child perceives the world and makes communication and social interaction difficult. He may also have repetitive behaviors or intense interests. Symptoms, and their severity, are different for each of the affected areas (Communication, Social Interaction, and Repetitive Behaviors). Your child may not have the same symptoms and may seem very different from another child with the same diagnosis.

The symptoms of autism typically last throughout a person’s lifetime. A mildly affected person might seem merely quirky and lead a typical life. A severely affected person might be unable to speak or care for himself. Early intervention can make extraordinary differences in your child’s development. How your child is functioning now may be very different from how he or she will function later on in life. The information following – about the social symptoms, communication disorders and repetitive behaviors associated with autism – is taken from the National Institute of Mental Health Website.

Social Symptoms
From the start, developing infants are social beings. Early in life, they gaze at people, turn toward voices, grasp a finger, and even smile.

By contrast, most children with autism seem to have tremendous difficulty learning to engage in the give-and-take of everyday human interactions. Even in the first year of life, many do not interact and avoid eye contact in a normal way. They may seem indifferent to other people, and prefer being alone. They may resist attention or passively accept hugs and cuddling. Later, they may fail to seek comfort or respond to parents’ displays of anger or affection in a typical way. Research has suggested that although children with autism are attached to their parents, their expression of this attachment is unusual and difficult to “read”. To parents, it may seem as if their child is not connected at all. Parents who looked forward to the joys of cuddling, teaching and playing with their child may feel crushed by this lack of the expected and typical attachment behavior.

Children with autism also are slower in learning to interpret what others are thinking and feeling. Subtle social cures such as a smile, a wave, or a grimace-may have little meaning to a child with autism. To a child who misses these cues, “Come here” may always mean the same thing, whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips. Without the ability to interpret gestures and facial expressions, the social world may seem bewildering. To compound the problem, people with autism have difficulty seeing things from another person’s perspective. Most five year olds understand that other people have different thoughts, feelings, and goals than they have. A child with autism may lack such understanding. This inability leaves them unable to predict or understand other people’s actions. Although not universal, it is common for people with autism to have difficulty regulating their emotions. This can take the form of “immature”behavior such as crying in class or verbal outbursts that seem inappropriate to those around them. Sometimes they may be disruptive and physically aggressive, making social relationships even more difficult. They have a tendency to “lose control”, particularly when they’re in a strange or overwhelming environment, or when angry or frustrated. At times, they may break things, attack others or hurt themselves. In their frustration, some bang their heads, pull their hair or bite or pinch their arms.

Communication Difficulties
By the first birthday, a typical toddler says a word or two, turns and looks when he hears his name, points when he wants a toy, and when offered something distasteful, makes it clear that the
answer is “no”. Some people with autism remain mute throughout their lives; although the majority develops spoken language and all eventually learn to communicate in some way. Some infants who later show signs of autism “coo” and babble during the first few months of life, but they stop. Others may be delayed, developing language as late as age five to nine.
Some children may learn to use communication systems such as pictures of sign language. Children with autism who do speak often use language in unusual ways. They seem unable to combine words into meaningful sentences. Some speak only single words, while others repeat the same phrase over and over. They may repeat or “parrot” what they hear, a condition called echolalia. Although many children with autism go through a stage where they repeat what they hear, it normally passes by the time they are three.
Some children with autism who are only mildly affected may exhibit slight delays in language, or even seem to have precocious language and unusually large vocabularies, but have great difficulty in sustaining a conversation.
The “give and take” of normal conversations may be hard, although they may often carry on a monologue on a favorite subject, giving others little opportunity to comment. Another common difficulty is the inability to understand body language, tone of voice, or “phrases of speech.” For example, someone with autism might interpret a sarcastic expression such as “Oh, that’s just great” as meaning it really IS great.While it can be challenging for others to understand what children with autism are less able to say, their body language may also be difficult to understand. Facial expressions, movements, and gestures may not match what they are saying. Also their tone of voice may fail to reflect their feelings. They may use a high-pitched, sing-song, or flat, robot-like voice. Some children with relatively good language skills speak like little adults, failing to pick up on the “kid-speak” that is common in their peers.
Without meaningful gestures or the language to ask for things, people with autism are less able to let others know what they need. As a result, they may simply scream or grab what they want. Until they are taught better ways to express their needs, children with autism do whatever they can to get through to others. As they grow up, they can become increasingly aware of their difficulties in understanding others and in being understood. As a result, they are at greater risk of becoming anxious or depressed.

Repetitive Behaviors
Although autism usually appear physically normal, odd repetitive motions may set them apart from other children. These behaviors might be extreme and highly apparent or more subtle. Some children and older individuals repeatedly flap their arms or walk on their toes. Some suddenly freeze in a position. As children, individuals with autism might spend hours lining up their cars and trains in a certain way, rather than using them for pretend play. If someone moves one of the toys, the children may be tremendously upset. Many children with autism need, and demand, absolute consistency in their environment. A slight change in routines, such as mealtimes, dressing, taking a bath, and going to school at a certain time or by the same route, can be extremely stressful.

Repetitive behavior sometimes takes the form of a persistent, intense preoccupation. These strong interests may be unusual because of their content (e.g. Being interested in fans or toilets) or because of the intensity of the interest (e.g. knowing much more detailed information about Thomas the Tank Engine than peers). For example, a child with autism might be obsessed with learning all about vacuum cleaners, train schedules, or lighthouses. Often older children with autism have a great interest in numbers/ letters, symbols, dates or science topics.

{I know this is a lot of information, but its mostly for myself and family that want to know more and want to have access to the "FIRST 100 DAYS KIT"}

(this is Recker curled in aunt Kaitlyn's dress...ill have to put a video of him being rolled in the blankets like he LOVES!)


  1. Thank you again for sharing - this is great information for us to have. We love you all!

  2. i LOVE this. i really feel like i am learning. i check your blog everyday for new posts packed with info.