spectrummum

Autism and Aspergers in the Family This group is for parents and carers of children with ASD's. I am a parent of 6 four are on the spectrum. I also have Aspergers Syndrome. http://autismandaspergersinthefamily.freef...s.org/index.php If you are an adult please join our adult forum here http://aspergersadults.freeforums.org/index.php

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Obsessions, repetitive behaviours and routines are key features of autistic spectrum disorders. The way these characteristics present will vary substantially from person to person and will be influenced by the individual's level of development and functioning, and their particular areas of interest. This information sheet discusses some of the reasons why people with autistic spectrum disorders may engage in repetitive behaviours and offers some suggestions on how to respond to these. Understanding obsessions, routines and repetitive behaviours These may include arm or hand flapping, finger flicking, rocking, jumping, spinning or twirling, head banging and complex body movements. They may also include a preoccupation with parts of objects (such as the spinning wheels of toy cars), repetitive use of a particular object, such as the flicking of a rubber band or the twirling of string, or repetitive activities involving the senses (such as repetitive smelling, feeling of particular textures, and listening to different noises). Repetitive behaviours such as these are often observed in people at the lower functioning end of the autistic spectrum and in children rather than adults. However, some adolescents or adults may revert to old repetitive behaviours such as hand flapping or rocking in response to anxiety or stress (Howlin, 1998). The exact nature and function of repetitive behaviours will vary according to the individual; however several reasons for these behaviours have been suggested including: An attempt to gain sensory input (eg rocking may be the individual's attempt to gain necessary stimulation for the vestibular (balance) system, hand flapping or finger flicking may provide visual stimulation). An attempt to reduce sensory input and environmental stimulation (eg focusing on a particular sound may reduce the impact of a loud and distressing environment, particularly if this is in a social situation). A coping strategy for dealing with stress and anxiety and to block out uncertainty. A source of enjoyment and occupation. Obsessions "Jed cannot think about anything but bath plugs and plumbing fixtures because bath plugs and plumbing fixtures make personal sense and feel personally significant. For Jed, bath plugs are like floodgates that he has control over in sending water away in such a consistent, predictable and clearly purposeful and seemingly intentional direction. Because of this, Jed has no interest in anyone or anything else because they don't have the same clear meaning and significance and they can't compete with bath plugs and plumbing fixtures. He cannot control the direction of people and they never act in any clearly defined, consistently predictable, intentional and purposeful direction." (Williams, 1996, p. 29). Obsessions can cover a diverse range of topics dependent on the individual's particular areas of interest and level of ability. Thomas the Tank Engine, dinosaurs or cartoon characters can be common obsessions for younger children with autistic spectrum disorders. Other topics may include computers, trains, historical dates or events, pop or movie stars, the military, sports or science. Sometimes an individual may develop obsessions in unusual subject areas such as car registration numbers, bus or train timetables, postal codes, traffic lights, numbers, shapes or particular body parts such as feet or elbows. Some people will remain interested in one area for their entire lives; others develop interests in new areas after particular time periods. Obsessions generally differ from other interests in their intensity (ie how much an individual will learn about a particular area and how strongly they feel about it) and their frequency and duration (ie how long a person will spend on their area of interest). Obsessions can be very intrusive in an individual's life and limit the person's involvement in other activities. Another common characteristic of autistic spectrum disorders is an attachment to particular objects. These may be particular toys such as figurines or model cars, or more unusual objects such as milk bottle tops, stones, shoes or bath plugs as described in the above example. Other individuals develop an interest in collecting items. These may vary from Star Trek videos and travel brochures to insects, leaves or bus tickets. As with other obsessions it is the intensity, frequency and duration of an individual's interest in a particular object or collection that distinguishes it. Again there may be several reasons why an individual with an autistic spectrum disorder may develop particular obsessions. The following are some possible reasons: Particular subjects or objects may provide structure, order and predictability to a person with an autistic spectrum disorder, which can assist the individual to cope with the changes and uncertainties of daily life. A person who experiences difficulties engaging with other people socially may refer to their area of special interest to facilitate conversation and to regain a sense of assurance in these situations. Obsessions may assist the individual to relax. The individual may gain extreme enjoyment from learning about a particular subject or gathering together items of interest. Routines and resistance to change "Reality to an autistic person is a confusing, interacting mass of events, people, places, sounds and sights. There seem to be no clear boundaries, order or meaning to anything. A large part of my life is spent trying to work out the pattern behind everything. Set routines, times, particular routes and rituals all help to get order into an unbearably chaotic life. Trying to keep everything the same reduces some of the terrible fear." (Jolliffe, 1992 in Howlin, 1998, pp. 201-202) Many people with an autistic spectrum disorder, of all ages and levels of ability, have a strong preference for routines and sameness. The individual may have a need for routine around particular daily activities such as mealtimes or bedtime, and may experience great distress if the routine is disrupted. Routines can become almost ritualistic in nature needing to be followed very precisely, with attention paid to the tiniest details. There may be a need to engage in a series of behaviours in an exact and almost compulsive way and the individual may become extremely distressed if interrupted before the completion of the ritualistic routine. Some individuals may develop compulsive behaviours such as constantly washing their hands or checking locks; others may have obsessional thoughts regarding distressing topics such as death, illness or making mistakes (Howlin, 1998). Rituals may also be verbal in nature, and may involve the individual repeatedly asking the same question and requiring a specific answer. The individual may find changes to their physical environment (such as the layout of furniture in a room) or the presence of new people/absence of familiar ones very difficult to manage. Even those changes to routine that others may enjoy such as holidays or birthdays can cause anxiety for a person with an autistic spectrum disorder. Sometimes minor changes such as transitions between two activities can be distressing, for others unexpected changes are the most difficult to manage. Some individuals can have very specific and rigid preferences when it comes to the food they eat (such as only eating foods of a particular colour), the clothes they wear (eg only wearing clothes made from specific fabrics) or objects used on a day-to-day basis (such as the type of soap or brand of toilet paper they will use). An individual's dependence on particular routines can increase during times of change, stress or illness and may even become more dominant or elaborate at these times (Attwood, 1998). Attwood (1998) also suggests that an individual's dependence on routines may increase or re-emerge during adolescence in particular as a result of the personal, physical and environmental changes that the individual will be exposed to. Routines can be highly intrusive in the lives of the individual, their family and carers. They can also cause extreme distress and limit the individual's experience and opportunities. However, it is important to remember that these behaviours often serve a very important function for the individual - to introduce order, structure and predictability and to assist the person to manage anxiety levels. Responding to obsessions, routines and repetitive behaviours Before looking at how we might respond to obsessions, repetitive behaviours and routines it is important to ask ourselves a number of questions: Does the person appear distressed when engaging in the behaviour or does the person give signs that they are trying to resist the behaviour? (eg someone who flaps their hands may try to sit on their hands to prevent the behaviour). Can the individual stop the behaviour independently? Is the repetitive behaviour, obsession or routine impacting on the individual's learning? Is the behaviour limiting the individual's social opportunities? Is the behaviour causing significant disruption to other people in the individual's life? Clements and Zarkowska (2000) discuss the importance of distinguishing between hobbies and obsessive behaviours, by considering whether the behaviour poses a real issue for the individual or whether others in the individual's life may be uncomfortable with the behaviour. We all have hobbies and special interests and people generally have a strong preference for routine and can experience stress if this is disrupted. It is therefore important to consider whether it is really to the individual's advantage for limits to be set around a particular behaviour. If the answer is yes to any of the above questions, then it may be appropriate to look at ways of assisting the person to reduce obsessive and repetitive behaviours. Research into appropriate responses to these particular behaviours has indicated that a graded approach to change appears to be most effective (Howlin, 1998). This means that a reduction in repetitive behaviours is achieved by making small changes and moving slowly. As discussed earlier, obsessions, repetitive behaviours and routines frequently play a very important and meaningful role in the life of the individual with an autistic spectrum disorder, often assisting the person to manage anxiety levels and to gain control over a confusing and chaotic world. The focus should therefore always be on the development of alternative skills to assist the individual to self-regulate stress levels and to better deal with their environment. Gradual but sustainable reduction in these behaviours is best achieved by understanding the role the behaviour may have for the individual and developing an intervention which addresses this. However, some general strategies for intervention are as follows: Functional analysis Develop a clear understanding of underlying factors or functions of the behaviour for the individual. For some individuals, the behaviour will assist them in self-regulating anxiety levels or in coping with unfamiliar or stressful situations (such as social situations), for others the behaviour may serve a sensory function (ie by increasing or reducing stimulation). The function for the behaviour will vary according to the individual, so it is very important to gather information about possible causes for the behaviour and to develop a hypothesis or theory as to why the behaviour might be occurring. Intervene early Repetitive behaviours, obsessions and routines generally become more resistant to change the longer they continue. For this reason, it is important to set limits around repetitive behaviours from an early age and remain vigilant to any new behaviours that may arise as the individual gets older. Also, a behaviour that may be quite acceptable in a two or three year-old child may not be appropriate as the child gets older and may, by this time, be very difficult to change (eg a child who repeatedly removes his clothes may not present a huge problem, however this is not the case with adolescents or adults who engage in the same behaviour). Environmental structure Increasing structure in the physical and social environments can assist an individual to feel more in control of their world and may reduce anxiety. Reduced anxiety levels may consequently minimize the need to engage in repetitive behaviours and reduce reliance on routines. Increased environmental structure may also reduce boredom thereby further limiting opportunities for participation in repetitive behaviours. Some strategies to increase environmental structure include: Visual cues such as objects, photos, symbols or written lists can help reduce some of the anxiety related to difficulties in predicting what will happen next in a sequence of activities and can support an individual who has a strong preference for routines. Visual supports to assist an individual's understanding of abstract concepts such as time (ie an egg timer or specially designed 'time timer' which visually represents the passage of time) can be particularly helpful, as can visual timetables or daily planners. Visual supports can also be of assistance when an individual asks the same question repeatedly, as described in the following example: "Our 14-year-old son, Willie, liked to ask the same question over and over again. He seemed to come up with a new question every few weeks. Since this was very tiresome for me, I learned to put the answer on a paper and paste it on the refrigerator. When he asked me the question, I told him to go to the refrigerator and find the answer. Since he was able to read, I could write out the answers. For children who can't read, pictures can be used instead of words." (Schopler, Ed., 1995, p. 40) Further information regarding visual cues can be found at the Do 2 Learn website, which also includes a number of picture symbols which can be downloaded for free: www.do2learn.com Preplanning strategies can assist the individual to prepare for stressful activities or events or for any upcoming changes that we might be aware of. Present information to the individual about the event at a time when everyone is relaxed and happy. Presenting information visually can assist the individual's understanding and provides a physical reminder for the individual to refer back to during times of stress or anxiety. Hilde de Clerq as quoted in Peeters, 1997 (p.3) describes the benefits of preplanning for a stressful event (Christmas in this case) with her son: "... I show him all the advertising brochures with the toy that Santa can bring, what he can do with the toy, how he can use it. We cut out all the pictures and stick them on pieces of paper. I make him a calendar with white pages so he can tear them off himself, one every day. He can see exactly how long it will be. We stick the picture with the surprise on a sheet of red paper. We then go to the shop to look at the real present because it doesn't look exactly the same as one in the advertisement ... The night before Christmas I tell him where he can find the 'surprise' and in what kind of paper it will be wrapped. His brothers and sisters think half the fun is lost if they know about things beforehand. But when the big day comes and the red sheet turns up on his calendar, it is a real party for ALL the children. Even for Thomas because now he doesn't fling the paper on the ground, doesn't scream or cry. He has found what he expected. It was predictable. HIS SURPRISE ... And then I just melt because I see he is really happy." Social Stories (Gray, 1993) may be appropriate for some people as they provide information regarding what to expect in a variety of situations and can be adapted to meet the individual's needs. For further information regarding Social Stories, please contact the Autism Helpline or visit the following website: www.thegraycenter.org Preplanning may also involve structuring the environment to minimize anxiety and to reduce boredom. An example of this may be to arrange for a student to use a computer in the library during lunchtimes, which may reduce the stress associated with this time of day. Another example would be to have a range of enjoyable or calming activities prepared which the individual can be redirected to if they appear bored or stressed. Minimizing the impact of sensory input such as noises (eg school bells) or smells (eg perfumes or soaps) can also assist the person to better cope with their environment. Skill development Development of self-regulation skills Self-regulation skills include any activities which assist the person to manage their own behaviours and emotional states. Learning how to identify stress or anxiety from bodily reactions and developing a range of appropriate alternative responses (such as using relaxation strategies, or asking for help) to the repetitive or ritualistic behaviours can reduce the occurrence of these behaviours. Also, research has shown that increasing an individual's insight into the obsession or repetitive behaviour can significantly reduce the behaviour, even for individuals with quite severe learning disabilities (Koegel et al, 1995 in Howlin, 1998). Social skills training Teaching an individual social skills such as how to start and end a conversation, appropriate topics for discussion and how to read the non-verbal cues of others may reduce the person's reliance on a particular subject area in social situations. Coping with changes Changes are an unavoidable and important part of life which can present significant difficulties for many people with an autistic spectrum disorder. While it may not always be possible to prepare for changes to routines or circumstances, it is important to provide the individual with as much warning and preparation as possible. Gradually exposing the new object, place, person or circumstance to the individual in small, manageable chunks can help the individual to cope with the change. Reinforcement (such as praise or other rewards) can be provided to the individual for coping with these minor changes to encourage increased tolerance. Presenting information visually (ie through visual symbols, timetables, or calendars) can assist in reducing the impact of a change in routine or circumstance. Using Social Stories to explain why changes to a particular situation or routine may sometimes occur can also assist the individual's understanding. Redirecting the individual's attention to a calming activity and encouraging them to use simple relaxation strategies such as breathing exercises when unexpected changes occur can also assist the person to cope. Increase opportunities for the person Clements and Zarkowska (2000) comment on the importance of thinking about what the individual will do instead of engaging in the repetitive behaviour or obsession. This means thinking about the alternative activities available to the person if limits are placed around an obsession or repetitive behaviour. Increasing the range of activities available to the individual and facilitating the individual's skill development to enable participation in a broader range of activities are important components of any intervention. For some people this may mean providing social skills training, and increasing social opportunities for the individual by joining a group or club. For others this may be looking at what recreational (ie sport and leisure) or vocational (ie further education, job readiness training or employment) opportunities could be introduced into the person's life. Set clear and consistent boundaries for the behaviour Setting limits around repetitive behaviours, routines and obsessions is an important and often essential strategy to minimize the impact of these behaviours on the individual's life. There are several steps to be followed when setting limits around a particular behaviour: Clearly identify the repetitive behaviour, obsession or routine of concern (eg Jane likes to talk about train engines during most social interactions. Jane currently starts talking about train engines after approximately ten seconds of conversation for up to 15 minutes). Think about reasonable and achievable limits that can be placed around the behaviour. You will need to decide on a starting point which is manageable for the person. If the starting point is not attainable for the person, then it is important to reduce the limit to a more achievable level. Remember behavioural change is most likely to be successful and the individual is less likely to experience distress if you start small and go slowly (eg In addition to social skills training to assist Jane to learn about appropriate, alternative topics of conversation, Jane is allowed to talk about train engines initially after 20 seconds of conversation for five minutes only. Dependent on how Jane copes with this, the time restriction will gradually increase and limits will be introduced around the number of times per day that Jane is allowed to talk about train engines and then around who Jane is allowed to talk about train engines with. The eventual goal may be for Jane to speak about train engines to family members only for one minute two times per day). Limits can be set in a range of ways dependent on the behaviour of concern. Following are some other examples: - Ration object (eg can carry five pebbles only at a time in pocket). - Ration time (eg can watch Thomas the Tank engine video for 20 minutes at a time twice per day). - Ration place (eg spinning only allowed inside own home). It is important that a consistent approach to limit setting be adopted across environments to assist the individual's learning. Limits need to be set using clear and transparent rules which state where, when, with whom or for how long the behaviour is allowed to occur. Present this information visually (with a focus on when the individual is able to engage in the behaviour as well as when the individual is not able to engage in the behaviour) to assist the individual's understanding and to help them to cope with anxiety that restricted access to the obsession or activity may create. Explore alternative more appropriate options Interrupt repetitive behaviours by redirecting the person to another enjoyable and appropriate activity that is incompatible with, but has the same function as the repetitive behaviour. Some examples are provided below: Redirect child who is rocking for sensory input to a swing. Provide the individual who flicks his or her fingers for visual stimulation with a kaleidoscope or bubble gun/blower. Provide the individual who puts rocks and other inedible objects in his or her mouth with a bum bag containing a variety of edible alternatives (that provide similar sensory experiences) such as raw pasta or spaghetti, or seeds and nuts. Use a bum bag containing play dough for individuals who smear their poo. Make use of obsessions "Angela loved to rummage in the dustbins. Rather than stop the behaviour, she was given the regular job of sorting the rubbish for recycling (bottles/paper/plastic) and ensuring rubbish was placed in the appropriate bins. Regular time was scheduled every day for this activity. A condition of this job was that she wears disposable gloves whilst sorting the rubbish and always wash her hands afterwards." (Clements & Zarkowska, 2000, p. 162) Obsessions can be positively channelled to increase skills and areas of interest, promote self-esteem, and expand an individual's social group. Looking creatively at a particular obsession and thinking of ways of developing it into something more functional for the individual can be a very effective way of managing the behaviour. In her book 'Autism: An Inside-Out Approach' (1996), Donna Williams talks about using obsessions as 'bridges' to develop skills and interests in other areas: "One of the benefits of tolerance of so called 'bizarre' behaviour is the expansion of repertoires - sometimes in very constructive ways. My interest in fabrics was expanded into collection and then crafts and sewing and I later became a machinist." (p.227) Some further examples of using obsessions to develop skills, self-esteem and social involvement are listed below: An obsession with computers could be developed into a vocation in IT. A person with a special interest in historical dates could join a history group and meet people with similar interests. A person with knowledge of sport or music would be a valuable member on a pub quiz team. An interest in particular sounds could be channelled into learning a musical instrument. An obsession tearing paper could be used to develop skills in making recycled paper. A strong preference for ordering or lining up objects could be developed into housework skills. Obsessions can also be used to motivate and reward by following a less desired activity (such as homework) by a period of access to an obsession (such as extra time on the computer). In summary Does the obsession, routine or repetitive behaviour restrict the person's opportunities, cause distress or discomfort or impact on the individual's learning? If not, is it really necessary to intervene? What function does the repetitive behaviour, routine or obsession have for the individual? (ie what does the person get out of the behaviour?). Intervene early by setting boundaries around repetitive behaviours and obsessions from a young age and as they emerge. Increase environmental structure by using visual cues (eg timetables, daily planners), social stories, and pre-planning strategies to prepare for stressful events or change. Provide skill development opportunities including social skills training, relaxation and emotions identification training and skills to assist the individual better cope with change. Increase social, recreational and vocational opportunities for the person. Set clear and consistent boundaries around the behaviour by rationing the object, the time or the place - remember to start small and go slowly. Explore alternative, more appropriate activities that have the same function as the repetitive behaviour. Use obsessions to motivate and reward, develop skills, increase social opportunities and improve self-esteem. When and where to get extra help Sometimes an individual's repetitive behaviour, routine or obsession can present significant risks to the person or those around them. In these instances it is important to get specialist help to deal with the behaviour

In a study of differential validity, three diagnostic groups based on ICD-10 criteria were compared, namely children with emotional disorders, children with conduct disorders, and children with mixed disorders of conduct and emotions. The patients were taken from a consecutive series of child and adolescent psychiatric service attenders from 1988 to 1992 and represented the total entire subgroups of patients with the respective diagnoses. Based on standardized item sheets that were filled out by the clinicians who were responsible for the respective cases, the groups were compared with regard to age, sex ratio, family background, premorbid behavioral abnormalities, abnormal psychosocial situations, and treatment. It was found that children with mixed disorders of conduct and emotions share many characteristics with pure conduct disordered children. It is concluded that the former group is a subgroup of the latter, and there is little evidence in this study supporting the validity of a separate category of mixed disorders of conduct and emotions

Multiplex Developmental Disorder Ever since autism was first recognized, its continuity with schizophrenia has been a matter of debate. In fact, until the late 1970s, children with autism were often labeled as having "childhood schizophrenia." In the last thirty years, however, the term "childhood schizophrenia" has been displaced. Diagnostic criteria for autism have been established that rely solely on social, communicative and sensorimotor symptoms, without reference to the thought disorders typical of schizophrenia. Nevertheless, there are some children who display the severe, early-appearing social and communicative deficits characteristic of autism who ALSO display some of the emotional instability and disordered thought processes that resemble schizophrenic symptoms. Cohen, et al. (1986) coined the term Multiplex Developmental Disorder (MDD) to describe these children, although they are often given a diagnosis of PDD-NOS by clinicians who may be unfamiliar with this terminology. Unlike schizophrenia, MDD symptoms emerge in earliest childhood, often in the first years of life, and persist throughout development. Diagnostic criteria for MDD include: Impaired social behavior/sensitivity, similar to that seen in autism, such as: Social disinterest Detachment, avoidance of others, or withdrawl Impaired peer relations Highly ambivalent attachments Limited capacity for empathy or understanding what others are thinking or feeling Affective symptoms, including: Impaired regulation of feelings Intense, inappropriate anxiety Recurrent panic Emotional lability, without obvious cause Thought disorder symptoms, such as: Sudden, irrational intrusions on normal thoughts Magical thinking Confusion between reality and fantasy Delusions such as paranoid thoughts or fantasies of special powers Children who show evidence of symptoms from ALL THREE of these categories may be classified as having MDD. Currently, MDD is a research category, with no specific educational or treatment implications. Because we know so little about this disorder, it is premature to suggest special interventions. Children with MDD symptoms should be treated with individualized special educational programs developed in collaboration with parents, teachers, and a multidisciplinary team to address their unique strengths and needs. Parents should consult with a local child psychiatrist to determine whether medication may be useful in treating the accompanying affective and thought disorder symptoms.

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leo Kanner the man who first encounered autism said that the children he was assessing were were beautiful elf like features all resembling each other in some way of looks. perhaps its the special gift of being autistic shell

she sounds like me many years ago hun i was very violent to myself and others. There may not be a reaso for the outbursts i just used to blow for nothing at all. its an overwhelming urge sometimes it was the reaction of some and other times it was the power i had when i did it. being in control was huge for me and whenever i felt i was not i would snap. there are medications tht can control her moods to a point im sorry you are going through this shellxxx

My issues were very bad when i was small i have AS it is controllable well some issues are lol though i still have sensory issues of all kinnds they are not has bad has when i was small shell

my son was diagnosed at 20 months my aspie not until he was 5

sorry ive been missing good luck my friend may the world roll the right way for you shellxxx

IF ANYONE WAS A MEMBER OF MY SUPPORT GROUP FOR PARENTS AND CARERS OF CHILDREN WITH ASD ,MY APOLOGIES BECAUSE SOMEONE HAS DELETED IT I HAVE REMADE IT AND AM BUILDING BACK UP MY APOLOGIES FOR THE SUDDEN LOSS OF THE GROUP THE NEW GROUP IS HERE http://groups.msn.com/AutismAndAspergersInTheFamily YOUR WELCOME TO REJOIN SHELL

IF ANYONE WAS A MEMBER OF AUTISM AND ASPERGERS IN THE FAMILY PLEASE REJOIN IT WAS DELETED BY A VERY NASTY PERSON. IT HAS BEEN REBUILT AND THOUGH IT IS NOT HOW IT WAS IT IS GETTING THERE AND WE ARE NOW LOOKING FOR THE MEMBERS THAT HAVE NOT FOUND THE BACK UP GROUP THANKS SHELL THIS IS THE LINK http://groups.msn.com/AutismAndAspergersInTheFamily

IF ANYONE WAS A MEMBER OF MY SUPPORT GROUP FOR PARENTS AND CARERS OF CHILDREN WITH ASD ,MY APOLOGIES BECAUSE SOMEONE HAS DELETED IT I HAVE REMADE IT AND AM BUILDING BACK UP MY APOLOGIES FOR THE SUDDEN LOSS OF THE GROUP THE NEW GROUP IS HERE http://groups.msn.com/AutismAndAspergersInTheFamily YOUR WELCOME TO REJOIN SHELL

THIS IS THE EMAIL MSN SENT TO ME Hello Shell, Thank you for writing to MSN Groups Technical Support. I am Shiony and I understand that you can no longer access your "autismaspergersinthefamily" Group. I apologize for the inconvenience. If your group is consistently active and if you think that none of your managers could have deleted it, then someone who knows one of your group manager's Windows Live ID (formerly Microsoft Passport Network account) information may have done it. If that is the case here, then that person had signed in with that manager account, and deleted your group with it. You may want to tell managers in your deleted group to change their Windows Live ID or at least change the password of the current Windows Live ID they are using. Managers should also be careful when signing in to computers that others have access to (public computers), they should never leave their Windows Live ID signed in to a computer, when leaving it. Once a group has been deleted, all its contents can no longer be restored. You can consider re-creating your group and remember to keep it active to prevent it from being deleted. We appreciate your continued support as we strive to provide you with the highest quality service available. Thank you for using MSN Groups. Sincerely, Shiony MSN Groups Technical Support SHELL