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March 30th, 2012 
FAKE NEWS for the Zionist agenda ANALYSIS | The Centers for Disease Control has just released startling new numbers: one in every 88 children is now identified with an Autism Spectrum Disorder, or ASD. Considering the rising prevalence of the diagnosis, up from 6.6 for each 1,000 children in 2002 to 11.3 in 2008, it’s not surprising that teachers are increasingly among the first to identify students with autism.
One of my own children has been diagnosed as one of the many with an ASD; early identification has made all the difference in being proactive about his education. New tools from the CDC are making it easier for educators and parents to identify behavioral milestones earlier than ever, through play.
Go Out and Play
As part of their efforts to identify these children as early as possible, and make positive inroads to their education and treatment, the CDC has developed a program called “Learn the Signs. Act Early.” The campaign includes a kit to help educators identify developmental disorders through play, and includes the “Go Out and Play!” kit complete with milestones, materials, lesson plans and tips to help teachers and parents monitor students’ progress.
They’ve also given behavioral milestones by age to make it easier to identify areas that might indicate the presence of an ASD.
Age 3: Children should be interested in imitating other children, taking turns, sorting objects and understanding pre-math concepts like the number “2”. They should be able to follow a 2-step command (for example, “Pick up the ball and put it in the basket”). When shown a picture of a common object, they should recognize it without the object being identified by the teacher, and should be able to locate an example of that object.
Age 4: At this age, children should be able to follow 3-step instructions and show an interest in cooperating with other children. They should be able to negotiate with others and be interested in imaginative play. The game of “Three Little Pigs” (in which children use objects to represent a location in the story, and then “run” to the “house” after the pig’s houses are blown down by the wolf); the wolf “catches” or tags a child, who then becomes another “wolf,” and the game continues.
Age 5: Children this age should exhibit an interest in wanting to make friends, working with other children, and singing and dancing. The game of “Animal Tag” (in which noises of animals help children identify the group being tagged, and pictures identify which animal is next on the list; children can be “untagged” by other animals in the same group)
Identification of ASD Behaviors in Children Age 6 and Older
Older children who may not be diagnosed with an ASD (which include autism, Asperger’s Syndrome and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS) may exhibit one or a combination of the following behaviors:
*Hand shaking, jumping in place, rapid or pronounced blinking and/or jaw stretching (resembling repetitive yawns);
* Verbal or physical tics (repetitive motions or sounds); these are sometimes exacerbated or particularly noticeable when the child is stressed or excited;
* Avoidance of eye contact;
* An inability to relate to other students;
* A tendency to be easily frustrated;
* Delayed speech and/or language skills;
* Obsessive attitudes about certain subjects or possessions;
* Responses or behaviors that seem unrelated to the topic or task at hand.
It’s important to note that the sooner identification can be made, the sooner each child can receive an educational plan that works to meet his or her needs. While there are many different approaches to diagnosing and treating ASDs, there’s no “cure” or test that can be performed that identifies a student with an autism spectrum disorder. In this sense, teachers can often make a huge impact in the lives and education of these students.
Kimberly Morgan has lived, learned, taught and raised a family in Central and South Florida for the past four decades.
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