HELP FOR PARENTS WITH CHILDREN WHO HAVE ASPERGERS/HIGH-FUNCTIONING AUTISM

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27.8.08

Aspergers and Sexuality

Q: I need help in teaching my daughter appropriate sexual behavior. She will be 16 in June, has Asperger’s, and acts out sexually. She feels this is what she is “supposed” to do when she likes a boy, and I just can’t get her to feel moral values.

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A: A 16-year-old girl with Asperger’s Syndrome will have a fully developed female body, but it is unlikely that she will have a full understanding of adolescent sexuality. Depending on her exposure to popular media, she may have formulated an impression of sexuality from the licentious “celebrities” that have become well-known for their use of drugs and alcohol and their fickle, promiscuous sexual behavior. Your daughter could very well believe that behaviors such as candid flirtation, physical sexual cues, sexual language, and sexual activity are what she, as you say, “Is supposed to do when she likes a boy.” The media sends this message loud and clear!

Your daughter needs the advice of a professional counselor now as she is exhibiting behavior that could lead to very severe consequences.

In addition to the negative effects of the media, teenagers with Asperger’s Syndrome do not acquire “street smarts” when it comes to dating or sex. As a result, they are naïve and misinformed about sex.

Your daughter is an adolescent and she wants to develop an identity separate from yours. One aspect of this development is challenging your thoughts and beliefs. When this happens, many parents feel that they have to be friends with their children in order to keep calm in the home. In doing so, they abdicate their parental responsibility, and children suffer in the process. Your daughter still needs to have clearly defined rules while she is living in your home. You know the possible negative consequences of overtly sexual behavior, she does not. Impose specific rules on her; she shouldn’t be alone with boys or be dating, considering the situation.

She may not understand why you are imposing rules; you need to stress that they are for her benefit, now and in the future, and explain why in very specific terms (i.e.; to protect her from sexual diseases, HIV/AIDS, and pregnancy). She needs to understand not just what the consequences of sexual activity are, but what will happen if she gets a venereal disease, HIV/AIDS, or gets pregnant. This will be far more meaningful to her than vague advice about “morality.”

It is imperative that you teach your daughter about sex. She needs specific details about responsible sexual behavior and the consequences of reckless intimacy. Start with basic sex education and move on from there. Freely expressing her sexual feelings because she thinks it is the only way to be accepted and loved must be countered with facts about sexual consequences and information on more appropriate ways to be accepted by boys.

For further information on this subject, consider reading the book http://Asperger’s and Sexuality: Puberty and Beyond by Jerry and Mary Newport. Two adults who have been diagnosed with Asperger’s Syndrome wrote this book. They are a married couple, and their book provides information about young adults with Asperger’s and the issue of sexuality. The topics in this book include birth control, dating, disease prevention, sexuality, and taking personal responsibility for sexually related behavior.

In addition to the above book, go online and read “Sexuality and Autism.” It is posted at http://autism.about.com/od/transitioncollegejobs/f/sexed.htm

3 comments »

1. Fortunately I was spared this. I read the entire Bible five times before I reached high school. That is what every Aspergian, indeed every Human being needs to do. I am 51 years old and quite proud to say I am still pure. I didn’t want to have kids and was aware of the fact birth control often fails, and so did what God wants people to do, control themselves. Its not like it’s hard and anyone who says it’s hard is fibbing.

Comment by Elizabeth Hensley — August 26, 2008 @ 7:35 pm

2. Sexuality is really important here. As a now 45 yo woman with two boys with profound AS I realize that I am “on the spectrum” too. I look back at my early sexual experiences and all the features are there, tunnel vision, inability to see the context of the behavior, high physical drive, acting up and flirting with any male. Boy I’m glad I got through unscathed. They were heady times in high-risk situations. What I have done with my teens is very up-front risk management. How to explore sex without huge and adverse consequences. My then 16yo girl chose to have a contraceptive implant instead of relying on her non-existent organizational skills. She has a steady boyfriend and we overtly support the use of condoms. We stress fidelity to one partner and loyalty to herself. And nothing bad has happened. Stay strong and be the best parent you can be!

Comment by Jane — August 26, 2008 @ 8:12 pm

3. Oh this is an area all parents have some trouble with not just when we have aspergers kiddos. It is not always an easy talk to have. It is very important to be very specific about what is appropriate and what is not. You cannot pretend that they are going to avoid the opposite sex forever. When things come up in the media or conversations come up about what was said at school (without getting excited) discuss calmly what was inappropriate about what was said or done. Give examples such as “when someone says this, the other person thinks that.” Give examples (specific) of appropriate things they can say and can do (and don’t make them sound like a grandma or they won’t use your advice!). Use lots of examples. Be very specific about sex education and what different terms and slang mean. Be sure to include many “scripts” of what they can say and do so they will have that information to rely on before the time comes.

Comment by Cathy Whittington — August 27, 2008 @ 4:09 am

The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.

25.8.08

Aspergers Info

Home Schooling a Child With Aspergers Syndrome

Steph, parent of a five-year-old, states that her daughter was
already reading, had advanced verbal skills, and loved to learn
about science, but wasn’t following simple directions and
routines, putting away her things, or transitioning from one
activity to another at school. She didn’t follow rules or play
with other kids on the playground. This child was later
identified as “gifted” and diagnosed with Asperger’s Syndrome
and Non-Verbal Learning Disability.

Children with Aspergers are intelligent and have excellent verbal
abilities. They struggle with social, motor, and organizational
skills. “Reading” other people’s emotions, facial expressions,
and body language is extremely hard, as is conversation. They
are often physically uncoordinated. So this child had significant
problems at school.

But, if Aspergers children can focus on their own interests,
they accomplish amazing things. For this reason, the traditional
scope and sequence of public education does not make sense for them.
Since Steph’s daughter’s needs were not being met in a public
school setting, even with an Individualized Education Plan (IEP),
home schooling was a good choice for her. Instead of focusing on
the things teachers wanted her to learn, she could concentrate on
things that make sense in her life. Thus, her mother took on the task
of homeschooling her.

But, what about social skills, you may ask? Social skills can be
developed in the family, community, and among friends. Now, if
she doesn’t feel comfortable with other kids on a playground, she
does not have to stay. She is free to choose friends from among many
people in the community and to build relationships at her own speed.

Now 13, this young lady has a life that focuses on her strengths and
abilities rather than on her weaknesses.

To read the full article please go to:
http://lifewithoutschool.typepad.com/lifewithoutschool/2008/05/home-schooling.html

People mentioned above as having Asperger Syndrome may or may not
have actually have been diagnosed with it.

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2. In the News – Kids With Aspergers Take up Journalism
by Carnez Williams

For a few summer day camp kids with Asperger’s Syndrome, getting
interviews, shooting video, and writing news stories are all in
a day’s work. In Wichita, Kansas, USA, 60 preschool through high
school students with Aspergers Syndrome are attending Camp SSTAR
(Social Skills Technology Asperger Recreation) which focuses on
journalism and is designed to help kids improve socialization and
communication skills. The kids love the computers and doing
research on particular topics. At the end of each week, a newscast
is produced with the children doing the reporting, script writing,
videotaping and anchoring. A DVD of the newscast is mailed to each
camper. Important for many campers is spreading awareness about
Aspergers. Christian, a 17-year-old Camp SSTAR intern with Aspergers,
says he wants people to know having the disorder isn’t necessarily
a bad thing. “We’re really unique, and you won’t find anybody like
us,” Christian states. “I’m kind of glad I have it, and I’m glad I
get to be around kids who do have it.”

To read the article go to: http://www.kansas.com/news/

People mentioned above as having Asperger Syndrome may or may not
have actually have been diagnosed with it.

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3. Parenting Tips - Homework, When is the Best Time for
Homework? by Patricia Robinson, M.A., MFT

When kids should do their homework is a difficult question
for many parents. Finishing homework right after school may
not be realistic because many kids need a break after a long
day at school. Food and exercise helps them prepare to focus.
Have them eat a healthy snack and then go for a short walk or
play outdoors for a few minutes. Set a time to begin with a
warning bell or timer and use the timer to pace your child’s
work. This helps the child learn how fast time passes.
Children in grades K-2 can usually handle 10 to 30 minutes
of homework per night; children in grades 3-6, up to 60
minutes. Remind your child to stay on task. If your child
is taking longer to finish, discuss the issue with his or
her teacher.

To read the full article go to:
http://patriciarobinsonmft.com/download.asp

Please post any tips that you have and I will publish them.

You can post them at:

*http://parentingaspergers.com/blog/parenting-tips-wanted/*

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4. Prominent People Linked with ASD - Dan Aykroyd, Actor

Dan Ackroyd was born in 1952 in Canada. He became a film actor,
comedian, singer, screenwriter, one of the famous Blues
Brothers (along with Jim Belushi), and an original cast member
of the Saturday Night Live TV show. He was made a Member of the
Order of Canada in 2000. In a radio interview on Nov. 22, 2004,
Aykroyd claimed to have been diagnosed as a child with Asperger
and Tourette Syndromes, and he also mentioned schizophrenia. It
is possible that during his childhood, in the early 1960s, his
autism was erroneously thought to be “childhood schizophrenia.”
He was born with syndactyly, webbed toes, and heterochromia, two
differently colored eyes. Of his Tourettes and “special interest,”
Dan has said, “Well, it was mostly physical tics, you know, and
nervousness kind of thing, and that kind of thing, you know,
like grunting and tics and the classic Tourette’s type syndrome,
that type of thing. But by the time I was 14 it was allayed and
I really haven’t had too much occurrence except on the Asperger’s
side, where I have a fascination with police, and I always have
to have a badge with me. … I have a fascination with law
enforcement and the police. My grandfather was a Mountie and that.
If I don’t have a badge on me, I feel naked.”

To see the full text of the article go to:
http://www.dr-bob.org/babble/psycho/20041113/msgs/419044.html

People mentioned above as having Asperger Syndrome may or may not
have actually have been diagnosed with it.

The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.

24.8.08

Providing sensory stimulation for your autistic child...

Sensory stimulation

Children with autism need sensory stimulation.

Providing a sensory room, or area, can be very
effective.

Be as creative as you can when providing sensory
stimulation for your child.

There are many things you can purchase, but you
can also make many things within your home.

What you use, should in part be determined by what
your child enjoys, or is seeking.

Some ideas are:

Fill a tub with sand, navy beans, or other similar
item that they can play in.

Find different scents of potpourri that they can
use for deep breathing.

String blinking Christmas lights around the room.

A mini trampoline can provide physical exercise and
sensory input.

Use a hammock for the child to lay in and receive deep
pressure.

Hang a swing from your ceiling, if it is reinforced.

Use a variety of lotions for both scent and touch.

Create a touch board, and attach a variety of materials,
from sand paper, to carpet.

Have music playing that your child enjoys - this can be
calming music or vigorous music.

Use play dough for touch activities.

Use a vibrating massager for deep touch.

Foot massagers are great for waking up the feet.

The purpose of this room is to waken your child's senses
and also calm them down.

It is most effective to create a schedule of when they
will be provided free time in this room.

It is probably not best to give them free access to
their sensory area, as their will be other things that
they need to participate in.

Use this area at transition times, to provide a smooth transition.

The Parenting Autism Resource Guide:

A Complete Resource Guide For Parents
Who Have Children Diagnosed With Autism.

20.8.08

What is socially unacceptable and why...

“I have a ten-year-old boy with Asperger’s Syndrome who is high functioning. We are consistent with making him aware of what is socially unacceptable and why. It seems to go in one ear and out the other though. For instance, at meal time we always tell him to eat with his mouth closed. He will do as we say for 20 seconds and then he’s right back to chewing with his mouth open. We have sent him to eat in the other room, or we take away dessert if he continues after the fourth prompt. We have had no success for the past 2 years! Do you have any ideas or do you think that it’s something he can’t help?”

Answer

This can be a “Catch-22” situation because, even though you want your son’s behavior to change in a positive manner, it might become more resistant or rigid if he is confronted or forced to behave in a manner that he finds disagreeable. This can become a long-term power struggle that can lead to your frustration and his feelings of failure.

In this case, giving your son rewards might have better results than imposing punishment. One possible solution would be “fun money” for your son. You can make or purchase “fun” (fake) money for your son to use when he behaves in a socially acceptable manner. The money can be spent for privileges, such as time spent with a video game, or other activities he enjoys. This money can be made from ordinary paper, or it can be purchased from the Lakeshore Company at www.lakeshorelearning.com Type in the words “Paper Money” when you are on this website. If your son behaves in an unacceptable manner, you can impose a financial penalty, and your son has to give a portion of the money back to you. However, if he has to give too much back, he might never earn the reward, so reserve the “fines” for very serious transgressions of the rules.

An effective economic-reward system is based on consistency in enforcing it and keeping the list of rewards/penalties attainable and short. Start this system with just one goal to earn reward and increase the goals as he gets a feel for how it works. Try using one standard-size piece of paper and list the rewards on the left-hand side and the penalties on the right-hand side. Your son will be able to comprehend this list without it overwhelming him. This way, when he is rewarded or punished, he will know that there are limits being set and he has a degree of control over how much he will receive or forfeit. Your son will feel a sense of empowerment with this system, and it will allow him to make choices; he will learn from both.

A structured reward system works well with Asperger’s children because they do extremely well with structure, consistency, and clarity. When there is no structure, the Asperger’s child feels that chaos is controlling his life. A reward system maintains structure for your son, and it eliminates chaos from his life.

Structure, consistency, and clarity will give your son a sense of mastery over his environment. Whether you incorporate the solution proposed above or one that you obtain elsewhere, you will be integrating predictability into your son’s life, and this leads to his being able to rely upon you as being supportive and fair in his upbringing. Children without Asperger’s Syndrome and within your son’s age range are coping with the beginning of adolescence. Children like your son are coping with the same thing, except they find that they have to deal with the Asperger’s diagnosis in addition to everything else.

You need to make sure that the consistency that we stress here is maintained for your son’s benefit. Do not let your feelings and emotions take precedence because of the stress that accompanies any child-discipline procedure. Stay calm and let him choose to earn reward or pay fines. Also, be willing and available to discuss discipline with your son; it’s important regardless of any diagnosis that your son has. Above all, be truthful and sincere; your son will know that you love him and care about his well being.

The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.

17.8.08

Management of Autism

The main goals of treatment are to lessen associated deficits and family distress, and to increase quality of life and functional independence. No single treatment is best and treatment is typically tailored to the child's needs. Intensive, sustained special education programs and behavior therapy early in life can help kids acquire self-care, social, and job skills, and often improve functioning and decrease symptom severity and maladaptive behaviors; claims that intervention by age two to three years is crucial are not substantiated.

Available approaches include applied behavior analysis (ABA), developmental models, structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Educational interventions have some effectiveness in kids: intensive ABA treatment has demonstrated effectiveness in enhancing global functioning in preschool kids and is well-established for improving intellectual performance of young kids. The limited research on the effectiveness of adult residential programs shows mixed results.

Many medications are used to treat problems associated with ASD. More than half of U.S. kids diagnosed with ASD are prescribed psychoactive drugs or anticonvulsants, with the most common drug classes being antidepressants, stimulants, and anti- psychotics. Aside from anti-psychotics, there is scant reliable research about the effectiveness or safety of drug treatments for adolescents and adults with ASD. A person with ASD may respond atypically to medications, the medications can have adverse effects, and no known medication relieves autism's core symptoms of social and communication impairments.

Although many alternative therapies and interventions are available, few are supported by scientific studies. Treatment approaches have little empirical support in quality-of-life contexts, and many programs focus on success measures that lack predictive validity and real-world relevance. Scientific evidence appears to matter less to service providers than program marketing, training availability, and parent requests. Though most alternative treatments, such as melatonin, have only mild adverse effects some may place the child at risk. A 2008 study found that compared to their peers, autistic boys have significantly thinner bones if on casein-free diets; in 2005, botched chelation therapy killed a five-year-old child with autism.

Treatment is expensive; indirect costs are more so. A U.S. study estimated an average cost of $3.2 million in 2003 U.S. dollars for someone born in 2000, with about 10% medical care, 30% extra education and other care, and 60% lost economic productivity. Publicly supported programs are often inadequate or inappropriate for a given child, and unreimbursed out-of-pocket medical or therapy expenses are associated with likelihood of family financial problems; one 2008 U.S. study found a 14% average loss of annual income in families of kids with ASD, and a related study found that ASD is associated with higher probability that child care problems will greatly affect parental employment. After childhood, key treatment issues include residential care, job training and placement, sexuality, social skills, and estate planning.

The Parenting Autism Resource Guide:

A Complete Resource Guide For Parents Who Have Children Diagnosed With Autism.

Temper tantrums in public...

Temper tantrums in public

All parents have experienced the tempter tantrum
in the grocery store or the restaurant.

While children with autism may have tantrums
that seem larger than life at times, they are
still tantrums.

Prior to going on community outings, it is
important that your child is prepared for
what is going to take place.

You may want to have your child engage in some
physical activity and play, so that they are
calm for the outing.

You also want to establish what the expectations
are for their behavior during the outing.

You will need to keep in mind their age when giving
expectations.

Don't overload them with rules, but be consistent.

Monitor your child's behavior on the outing.

If you sense that they are becoming overwhelmed,
intervene at that point.

Tantrums are not only embarrassing for you, but
for your child as well.

They don't want to behave this way, so if you
can help them avoid it you should.

Be consistent!!

If you are going to be in the community for an
extended period of time, prepare for it.

Bring with you activities or things that your
child enjoys to keep them occupied.

If they don't function well in the community,
then start with brief periods of time.

Go on an outing for 5-10 minutes, and if all
goes well, reinforce that behavior.

Then gradually increase that time period.

However, if the outing is not for their
benefit, don't ask them to engage in an activity
for extended periods of time.

Don't expect them to sit quietly for hours while
you shop, it's unfair to any child.

When a tantrum occurs, leave.

Try not to create more tension by making a big
deal of it.

Just remove them from the area.

This may mean just leaving for a few minutes
until their behavior becomes calm.

If that is ineffective, then take them home.

Tell them what was inappropriate, and why you
are leaving.

Try not to continue the discussion about their
behavior once you are home.

It is over!

My Aspergers Child

13.8.08

Does my Aspergers child know what’s right and what’s wrong?

Does my Aspergers child know what’s right and what’s wrong?
It seems
he does not really know the difference.

On the surface, the issue of right and wrong appears to be a
complicated one for Asperger’s children, but it is not.
Children with Asperger’s Syndrome have very firm ideas of
right and wrong, and they can become argumentative with
adults and peers over issues of proper or improper behavior.

They are typically unable to consider shades of grey and
will perceive issues in black or white terms; however, they
can discuss those issues with an adult and come to an
agreement when solutions are proposed to them.

The good news is that Asperger’s children are known for
being able to follow clearly explained and set rules that
are consistent, and this trait can be used to help them
learn right from wrong.

As these children mature, they will learn right from wrong
in a rote manner at first; but later they will develop a
greater understanding of why something is right or wrong.

An important factor is that the rules, and the explanation
for the rules, should be explained in a manner that they
understand, and the rules should be consistently enforced.

In fact, their inclination to learn right from wrong can be
so profound, it might seem that Asperger’s children are
pre-programmed to detect right and wrong, and they might
even bluntly announce that a request or activity is right or
wrong.

Also, they will take notice of others’ incorrect behavior,
but not their own; this can be perceived as a double
standard. In addition, they may not be able to show empathy
for others, and this can lead to problems as they may do or
say things that seem wrong because they may not be able to
understand or empathize with another person’s feelings.

Children and adults who do not have a diagnosis of
Asperger’s Syndrome can relate to other people and engage
effectively in social interactions with others because they
are able to perceive things from another individual’s point
of view.

The ability to comprehend someone else’s point of view is
the result of correctly perceiving speech patterns, body
language, tone of voice, facial movements, and the situation
in which communication is taking place.

Children with Asperger's Syndrome and other autistic
disorders
can lack the capacity to relate to and understand
others’ feelings or behavioral nuances, particularly on an
emotional level.

Also, the child’s inability to interpret someone else’s
actions, whether deliberate or unintentional, can result in
the child’s experiencing paranoia. This can result in
inappropriate behavior.

Children with Asperger’s Syndrome may not exhibit
traditionally moral feelings or behaviors because Asperger’s
denies them the ability to experience the capacity for
emotion and introspection on which society’s perceptions of
morality are based.

These children do not experience the feelings associated
with traditional right and wrong; yet, they may possess a
sense of ethics as well as a cognitive understanding of
right and wrong.

Asperger’s Syndrome does not completely remove a child’s
awareness of correct and incorrect behavior; it does allow
them to behave with a sense of socially acceptable morality
if they are helped to do so.

The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.

10.8.08

7 Tips for Parenting Autistic Children

In this social work report I am going to share with you the 7 most useful tips and techniques that I have picked up when working with families as a social worker over the past 11 years:

1. Coping with the grieving process

For all families who have a child with Autism/Aspergers, or any disability come to that, there are always some feelings of grief or loss. This is not because you are rejecting your child or in any way being negative about them. But it’s just that when you plan for a family, spend 9 months in labor and then begin to raise your child you have a certain dream/ideal life planned out.

This is just human nature and one of the things that divides us from animals. We have the ability to see our future in our heads and we like to plan it. Particularly these days when there are so many shows, in fact whole TV channels, dedicated to having babies, family planning, pregnancy etc. There are shows on “taming toddlers”, home improvement shows teaching you how to make the “perfect nursery”, adverts for all the latest baby kit and gadgets.

So it’s little wonder that you have such dreams and ambitions, and have the perfect little family in your mind. Having a child with aspergers can often destroy that particular dream. You may well spend time slowly realising that perhaps “something is not quite right” with your child. Some time after that you will get a clinical diagnosis and learn that your child has aspergers syndrome.

With this knowledge a grieving process will begin. This is a grieving process for the “perfect” child and “perfect” life that you were dreaming of. This is a perfectly natural and understandable process. It doesn’t mean that you don’t love your child or think anything negatively about them.

It’s just that your child is different to what you expected. Now just look at that word “different” the dictionary definition is “differing from all others”, and is that so bad? So it’s not a good thing or a bad thing, just a different thing.

A really great way of looking at this is in the short story by Emily Perl Kingsley which you can read at http://www.aboutautism.org.uk/holland.htm

But for many parents this can be a hugely difficult thing to get through. Often there is guilt attached to these feelings of grief. This may be guilt that you feel that you don’t truly love your child as you are feeling this sense of loss. Or perhaps guilt as a parent that somehow it is your fault that your child has aspergers syndrome.

So often with feelings of guilt, just like other painful feelings, you can choose to avoid those feelings.

So instead of talking about those feelings and starting to understand them, and eventually come to terms with them, you stuff them away somewhere in your brain.

Just like we can all do with painful thoughts and memories. Often you may choose patterns of behavior that can be destructive such as overeating, drinking more alcohol, spending more money than usual to cope (or retail therapy as it is now called).

You may not do these destructive things though. You may overcompensate by trying to be “super mum” or “super dad” to your children, at the expense of all else.

But the bottom line is that if you do avoid these feelings then they are not going to simply go away forever.

Now again let me be clear on this I am in no way making you a bad person for this.

As we all try to avoid negative feelings and thoughts if we can. In fact our brains are wired up to try to get us out of pain as quickly as they can. But such intense feelings of grief, loss, bereavement call them what you want won’t just go away.

They will show themselves in a variety of damaging other ways. For instance you may adopt a very blaming approach to all kinds of people involved in your child’s care. This could be teachers, paediatricians, psychologists, social workers etc.

In this way all of your anger and grief is being directed at other people. This can cause problems in building relationships with people who are there to help you.

It also will mean that such negativity will stay with you for years, like a big weight on your shoulders. By expressing your emotions in this way it won’t make you feel better or allow you to heal psychologically in the long term. In fact it will set up an endless cycle of negativity towards others that will further deplete and drain you emotionally. Another way that your grief may show itself is, if you are not able to deal with it, maybe in some degree of mental illness. Conditions like depression or anxiety can be quite common ways in which your unresolved grief may appear.

Obviously none of these are conditions that are helpful to you when trying to understand and become a good parent to your aspergers child.

Those are just a few examples of the problems that you could encounter by not openly expressing your feelings. Physical illness can be another side effect. As you may well be aware your physical emotions can be very acidic in your body’s system. Think for a minute of how tight your stomach can feel or how cold your blood can feel when you get really anxious or worried about something.

That is acid being physically built up in your system and clearly excess acid in your system can do all kind of damage to your internal organs. Add to this the impact that it may have on your immune system, which may make you much more susceptible to a whole host of diseases. So failing to tackle your emotions can put you at a disadvantage both mentally and physically.

Now that’s quite a bleak scenario. But what I want to do is give you help and hope, not scare the heck out of you. So the secret of this is simply to talk about it.

Talk about those feelings of loss that you have and you can avoid these undesirable scenarios. If you feel at times that you have been cheated of a “normal” healthy child who will do all of the “normal” healthy things in life you need to talk about it.

I use the word “normal” in speech marks as clearly for the aspergers child what he or she does is normal – and everything that you and I do will seem abnormal and weird. So “nearly” is clearly a very relative term. But I digress………….. and at risk of repeating myself you must talk about it.

Now the next question may be who should I talk to? Well that is going to be dependent on you and your personal circumstances. Clearly a trained counsellor or relevant social/health care professional should hopefully have the skills to really help you to open up and talk about this stuff. Now dependent on which country you live in you may have free access to this service, or you may be required to pay for such a service. But it doesn’t have to be a professional though.

A sympathetic and understanding friend or family member could be of great help.

Providing that they are not a person who will spend the entire time talking about themselves, judging you on what you say, making you feel in anyway bad or offering you endless opinion on what you must do. At first it may be difficult and give you a whole variety of emotions (some good, some bad) but you need to stick with it, in order to move yourself forward. A good way of explaining this that I was told by counsellor once is that it’s like having a gaping wound in your leg after you have just fallen over and damaged it.

So you have a painful wound with blood, filled with dirt and muck. To heal the wound you have to rake all of the muck and clean it up. This is exactly what you must do with your feelings of loss, guilt, anger etc. In order to heal yourself you must get those feelings that can appear unclean, dirty or tainted out in the open and then they can be dealt with. Allowing you to move on more positively in your life. So the one thing for you to take from this is that you have to talk about your feelings to help yourself.

2. Look after yourself

Another important issue is making sure that you do look after yourself.

You need to look after yourself to help you enjoy your every day life and be the best parent you can be.

If you expend every single ounce of time and energy on others, and none on yourself, then you will soon be left with nothing left to give.

You cannot consistently do your best as a parent, or really expect to feel happy and unfulfilled as a person, if you do this.

Using the simple idea of a car – it runs best when it is full of fuel. And obviously the opposite of this is that when it has no fuel it stops completely. This is just like you as a parent – and the way that you ‘refuel’ is by looking after yourself. This is a mental and physical process and I will talk about both of these soon.

I know that the big problem for most parents is finding the spare time or energy to take for your self.

But if you really look hard enough at your life you can always find the time. More about this in a little while also.

First of all I am talking about looking after your self physically. Now don’t worry I am not going to start saying that you should go on 6 mile runs on a daily basis, or punishing yourself physically for hours down the gym. I am talking about firstly being aware of your ‘refuelling habits’ or, in other words, what you eat and drink.

If you drink excessive coffee, alcohol and sugary drinks. And also eat a diet largely based on processed foods, sugary foods, fatty foods and salty foods then the chances are that you may have some problems. Living a lifestyle like this can obviously contribute to weight problems, energy problems and physical ailments.

As well as this it can seriously affect your moods; perhaps making you feel tired, depressed and utterly lethargic.

Now this isn’t a healthy lifestyle resource so I am not going in depth into this here. But I have written a book on that subject, so email me if you want to know more.

But common sense tells you that if you look and feel overweight, lack energy and are prone to feelings of depression; then your quality of life and ability to parent will suffer.

The key to improving this area is to re-fuel much more on non-processed natural foods such as water, fruit, vegetables, fish, nuts, brown rice, pulses etc. Again I am not suggesting a whole lifestyle change – but this is something that you could start adjusting in your life and track your own results in how it improves your life. In addition to this aerobic exercise is another quick and easy way of making you feel better.

Like I said earlier this isn’t intended to cause you physical damage; so you need to do it to whatever level you are at. And always consult your physician before embarking on any course of fitness – as the adverts always tell you! The only thing I would say is that you need to do 20-30 minutes minimum at least 4 days per week to really feel the results.

If you are at the level of slow walking then great do that and build up. If you are able to jog, swim, cycle, rollerblade etc. that’s great too. Exercise will help you lose weight, secrete endorphins (little chemicals in your brain that make you feel good) and generally improve your ability to cope with things.

At first it may be very tiring and seem unnatural but in order to have more energy in your life; you need to exercise. One of the problems for many of us is that we are so stationary in life and we were not built to be like that. One of my all time favourite quotes from Tony Robbins (the famous US Life Coach guy) is that “emotion comes from motion”. By engaging your body more you do feel better.

I can honestly swear by this through personal experience. I now exercise 7 days a week and feel phenomenal afterwards. He also advises first thing in the morning as the best time to exercise as it turns on your metabolism to burn fat for the whole day. And it gets your day off to a great start with a “victory”.

But it’s not essential; you can do this any time of the day and still benefit. So for those of you pressed for time try setting the alarm 5 minutes earlier each morning for a week. Voila – you have 35 extra minutes each morning after 7 days; with which to look after yourself.

On the mental side it’s important to look after yourself by having people to turn to and talk to. This can be on serious issues as well as the enjoyment of just a good old chat! This can be friends, close family, relatives, support groups etc. I think another thing that really helps is to have something that is “just for you”. Not part of your role as a parent, wife/husband, friend, worker but YOU. Whether this means spending time reading a favorite book, playing an instrument, tending your garden, attending a college class.

It doesn’t matter what it is – if you want to do it and it’s important to you; find a way to do it! You may have to very creative to find the time but generally if you look hard enough, there is a way around every challenge in life. It will help you to have this specialist interest of your own in the world, and provide you with emotional strength/respite.

3. Adapt your lifestyle/routines

As you are probably well aware children with aspergers tend to thrive on routines and consistency. And they really struggle when things are unpredictable and liable to change without warning. In addition you will soon learn, by trial and error, which type of environments suit your child and which ones don’t. So the key to a happier family life in many cases lies with both understanding and accepting this.

Many families run into trouble when they try to simply slot their aspergers child into the normal routine. For example they go out for the day when the parents feel like it (rather than at a set agreed time). They have to go to the crowded soccer field with their mom to watch their brother play, or go the busy store to help with the weekly food shopping.

At this point many parents wonder why their child is shouting, screaming, aggressive or generally upset. This in turn is seen as some kind of “bad” behaviour, or as some unavoidable consequence of aspergers.

In actual fact if the schedule for the day had been run differently to suit the aspergers child it could all very well have been avoidable. Now I know many parents like to be laid back and not have to make definite plans (it’s one of the privileges of being an adult right?) and also practically struggle to juggle domestic/child care duties. So I am not saying that this stuff is easy. But equally doing things without proper regard to the impact on you and your child helps no-one.

So for potentially difficult events like the busy soccer crowd or the supermarket – is it really necessary for your child to go? At times there are probably other options.

But if not then some pre-planning can also help in the form of explaining what may happen at the event, how to react to certain possible situations and possible “escape” strategies if it gets too much to cope with for the child.

Similarly try to plan/schedule events so that your child has a clear idea as to what will happen in the day ahead and so be expecting it. This will greatly cut down on the difficulties that you can at times experience with your aspergers child.

Unfortunately the world is an unpredictable place so you cannot plan for every eventuality. But just putting a little thought into the need for consistency and structure in the aspergers child can bring some surprisingly good results all around.

4. Arm yourself with knowledge

The very fact that you are reading this short book of tips shows that you are aware of the importance of this point. So I won’t labor it too much! But the world is a fast-changing place these days and new ideas, research, viewpoints etc. are frequently coming out on a daily basis. And the world of aspergers is no exception! The internet is by far the easiest, most up-to-date and cheapest place to get this information.

Every day people are posting ideas on forums, adding content to their websites or writing stories about new developments.

One really helpful tip to keep on top of all the new content on the web is a little free feature called Google Alerts. I am sure that most of you are familiar with Google.

For those of you who are not they are THE biggest search engine on the internet. Estimates say that at about 70-80% of people who search online use Google.

So to get to Google’s home page you need to type in www.google.com into your internet browser (or just click the blue link I just gave you!). Then click on “More” and then “Alerts” then enter the word “Aspergers” in the “Search Terms” box and your email address and then you are away!

5. Get Support

Now all of us need support from time to time to encourage us and help us get through testing times in life. Many parents are fortunate that they can get support from each other, other family members or friends. But there are situations when this is not necessarily the best choice. Sometimes being able to talk to other people in the same situation (i.e. parents of other aspergers children) can really make the difference. This can be really helpful for letting off steam in an environment where you don’t feel judged or that you cannot say what you really think for fear of upsetting your husband/best friend/mom.

It is also a great way of picking up little tips or bits of advice that only other parents might now about. This could be particular approaches to helping your child, the name of a good therapist or a local event that’s going on.

Now support groups are traditionally held in public places such as church halls, recreational centers or school buildings after hours.

People come together to talk about different issues and there are often social spin-offs like trips out, coffee mornings and other such gatherings. But nowadays there are many different “virtual” support groups available on the internet.

You can access these without leaving the house and there are often people around 24 hours per day to interact with, due to the different time zones around the world.

I would recommend using both local and internet based support groups to get the best of both worlds. But ultimately the decision is down to you and what best suits your personal circumstances.

Support is also available from different professionals who may well be involved with you, your child and your family. This will often be just as helpful but in different ways. Teachers, social workers, health workers, psychologists can all offer a great deal of advice, techniques and insights into various aspects of aspergers. Most professionals in these fields are also trained, and develop through experience, the ability to be supportive, non-judgemental and empathic to your situation. So be sure to maximise these sources of support too. And never be afraid to pick up the phone to ask them for support.

6. What’s the reason?

One of the most important things that I can suggest for parents when confronted with any behaviour by your child is to always think “what’s the reason?” I know that this is easier said than done when your child is suddenly shouting, screaming or having a fully blown tantrum in a very public place. But whenever possible the most effective method is to quickly look at what the reason for the behaviour is – rather than an automatic reaction. Without wanting to baffle you with psycho-babble; an excellent technique that I use as a social worker is the “pain/pleasure” principle.

Now I am not going to take credit for this idea – as it is a concept that I have adopted from Tony Robbins (the life coach expert I mentioned earlier).

In fact this is slightly off-topic but if you want to equip yourself with some amazing tools and techniques to change every area of your life (your finances, emotions, physical fitness, health and spirituality) then check out his website at www.TonyRobbins.com

He comes with my highest endorsement; using his stuff his improved every area of my life infinitely over the past 4 years. Anyway I digress – the “pain/pleasure” principle is a basic way of understanding what motivates all human behaviour.

As human beings all of our behaviour can be explained at a most basic level as either helping us to get out of pain or get into pleasure.

For example over-eating gets you out of the pain of boredom/discomfort and also gives you the sensory pleasure of eating the food. Similarly smoking can get you out of the pain of a situation (for that short period when you inhale and exhale) and give you the pleasure of a comforting, soothing habit.

So OK can I really apply this to my child? Absolutely – any behaviour that your child may display can be seen at this basic level. So if your son starts to suddenly freak out in the store and shout noisily what does this mean? Well in all likelihood they will be getting out of the pain of a situation (maybe it’s a sensory problem of too much light, noise or people) by controlling their immediate environment through the noise that they are making. And similarly to the cigarette example there is probably some pleasure that they are getting from being able to instantly manipulate and control their environment.

So what to do next?

Well the key to this now is to help your child find a more appropriate way of gaining pleasure or getting out of pain, than shouting.

So maybe there is a song they like that you could sing to them, a familiar topic/discussion that you can have with them.

Or alternatively if you are sure that it’s a particular part of the environment that they are in, then get them out of the environment. Don’t persist with the situation, shout back or think of your child as bad/naughty. Remember that all behaviour has a reason and once you find out what that is you are half way there.

7. Prepare For Meetings

I know that many parents find meetings with professionals to be intimidating and daunting tasks. They needn’t be in fact in my opinion they certainly shouldn’t be.

One easy way of getting around this is to make sure that you don’t go alone.

Take someone who can help, and if necessary act as an advocate for you and your child. This could be a relative, friend or professional advocate.

But make sure you choose someone who can be calm, objective and who will not let their own issues/agendas affect things. Another great tip is to make sure that you clearly have your own questions/agenda for discussion written up to take with you.

You can bet your bottom dollar that the professionals will have a written agenda, so it’s important for you to do the same.

I even go one step further when attending important meetings. I play them out in my head beforehand. That way I can “see” what will happen – and have chance to think of answers/questions, iron out any problems or difficulties that may arise.

Before they happen! I would advise you to do this and you will see what a difference this makes when it comes to your next meeting. But my most important piece of advice is to remember that 99% of all professionals who are working with your aspergers child are doing it for all the right reasons.

People in social and health care are drawn to this kind of work because they really want to help other people. So bear this is mind – that the people involved are here to help you and your child.

The Parenting Autism Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Autism.

An Interview with a Speech-Language Pathologist

1.) Who are you and why are you qualified to talk about children with Aspergers children?

I am Caroline L. Bias, M.S., CCC-SLP, Speech-Language Pathologist. I am qualified to talk about children with Asperger’s because I work with children with various ASDs and their families on communication, play, and social interaction skills.

2.) How did you get started working in this area?

I became interested in this area during my early work experience in a school comprised completely of children with exceptional needs. During graduate school I worked for the Center for Autism and Related Disorders.

3.) What type of formal education do you have in this area?

Master of Science Speech-Language Pathology, Florida State University, 1998. Bachelor of Science Speech-Language Pathology, Oklahoma State University, 1995

I take continuing education courses about Autistic Spectrum Disorders and read a lot to stay abreast of current research. After earning my Bachelor of Science degree in Speech-Language Pathology from Oklahoma State University, I began my career as a bachelor’s level speech teacher in a public school exclusively for students with exceptional needs.

After getting a fast, hands on, real life education, I attended graduate school at Florida State University where I took courses from Dr. Amy Wetherby. While at Florida State University I worked at the Center for Autism and Related Disorders on grant funded projects related to Autistic Spectrum Disorders. I made learning materials, created effective visual supports, and developed ways to help the child be fully included in society.

After earning my Master of Science degree, I moved to Texas and worked in an Early Intervention (birth to three) program where I initiated the development of an Autism team and was involved in the evaluation and treatment of many newly diagnosed and not yet diagnosed children with Autistic Spectrum Disorders. I subsequently went into private practice and provided evaluation and treatment services to preschool and school age children.

In 2004 I moved to Florida and established a private practice in Orlando. I see many children with Autistic Spectrum Disorders for evaluation and some for ongoing treatment.

4.) What are the 5 biggest mistakes that you see families or parents of Asperger’s children making?

1) Waiting too long to take action.

a) I have worked with children who were diagnosed very early with ASD’s and looked like severe Autism (banging head into the wall, screaming, and flapping arms all day with no initiation of communication) at ages 2 and 3 but with early intervention and treatment looked like mild Asperger’s or even normally developing by the time they were five. When I first see children who are already early elementary school aged and never had services because people thought they were just late talkers, they have missed the optimal time for intervention and the prognosis for improvement is not as good.

b) Early Intervention is the best thing we can do for children.

We absolutely must catch them when they are very young and provide treatment. We need to get the message out that it is better to help kids who would have been fine either way than to overlook kids because we think they will “grow out of it”. Time and again I get kids who are 5 years old and the parents have known something was not coming together right for years. We have to get rid of the stigma/fear and show people that getting help early works and is worth stepping through the fear and advocating for the services their child needs.

2) Overlooking the benefits of routines and consistency.

a) Example: Johnny wakes up one morning and eats breakfast, brushes teeth, gets dressed, then goes to school. The next morning Johnny wakes up and is surprised to find that he has to take a bath before getting dressed. Johnny has a tantrum and becomes aggressive, hitting, putting holes in walls, and the whole family is late to school and work and stressed out.

b) Building predictability into Johnny’s day is critical.

If you don’t build in the predictability where it is possible, he has to find ways to cope and you might not like his preferred coping mechanisms (rocking, flapping, withdrawing, tantrum). Certainly, we cannot predict every situation in life, but having a core routine within the family is usually very helpful for the child with Asperger’s. Preparing a child for changes in the routine is also helpful.

In Johnny’s case, perhaps the water was not working the night before and you had to get the bath before school. If Johnny retains verbal information it is important to tell Johnny the night before what to expect the next morning. Ideally you would make a schedule (written, pictures, photos depending on his abilities) so he can visually see what to expect out of the day.

This is so helpful when changes in routines are necessary. That being said, it is also possible to OVER schedule the routine. I have found that children with Asperger’s are often so dependent on their routines that it can be very disruptive to alter them when life happens. For this reason, many parents have found it helpful to build adaptations and variations into their regular routines. They teach their child to cope with the many changes in routines that happen all the time.

3) Friendship Failure

a) Failing friendships are a challenge some higher functioning children with Asperger’s can face.

For example, Jane, a 7 year old, is friends with Leanne. Jane has Asperger’s and does not like to be in large groups of people. Leanne is also 7 and is the daughter of Jane’s mother’s best friend. Jane likes to swim, Leanne likes to talk to her friends. Jane often becomes frustrated and is not sure what to say when Leanne is around. She doesn’t read her social cues and does not know how to get into the conversation, nor does she have a desire to talk about what Leanne and her friends are talking about.

b) Find activities that your child is truly interested in and help them cultivate friendships within those activities. In Jane’s case, she enjoys swimming so finding a swimming team or class that she can attend regularly and then role playing and coaching her to help her with social skills related to those relationships will evolve into people who know Jane and share an interest with her. Ideally, in the future those friendships will turn into a network of advocates and friends who will share Jane’s interests and appreciate who she is as a human being.

4) Expecting the child to know what to expect when they don’t, this is particularly true in social situations.

a) Imagine how a birthday party must seem to a child who has never been to one.

People singing while a large bright colored blob that is on fire is brought out in the dark (the cake with candles). Imagine how it would feel to go to your first day of Kindergarten when you don’t know where to go to use the toilet, are not sure how to ask other people if you can play with them, and don’t particularly care much for being in a room full of people.

b) I find that children with social skills challenges do best when placed first into social situations that interest them AND have lots of structure. For instance, even an uncoordinated child will often enjoy non-competitive group sports when the rules are very clear.

Ideally as they age you expose the child to more social situations and provide them with information about what to expect and how to behave. For instance, if they are meeting their teacher, you let them know that they will be meeting the teacher and what it involves. Meeting the teacher involves going to the school, walking into the classroom, saying “Hello, my name is Joe”, making eye contact, and shaking the teacher’s hand. It also involves listening to the teacher introduce themselves, and answering a question or two if the teacher asks. Joe might also have questions about the class that can be answered then, but his parents must be familiar enough with his needs to help him know what to ask. Carol Gray’s Social Stories are a great resource for children learning to interact socially and role playing is often helpful.

5) Jumping on the latest thing instead of analyzing their child’s needs and finding the right tools to help them as an individual.

a) Sarah’s family is well educated and has the means to provide her with whatever she needs. They see many specialists and try every new thing that comes out to “fix” Sarah.

b) It is critical to really think about what you know about your child before selecting different treatment options. Each child is so different and certainly there will be some trial and error, but there are often clues/indicators of what will work best for a particular child. Parents often disregard their parental instincts because they have heard something worked for someone they know and the child got much better.

The families I see who have the most success seem to be the families who know their child’s strengths and needs and have found a combination of strategies that are a good match for their child.

5.) What advice would you give to a parent who had just found out that their child had Aspergers?

I advise new parents to find support online and in person and refer them to various support groups and books.

6.) If you had to choose your career all over again would you still do the same thing?

YES, I love what I do. My greatest love professionally is getting children who are preverbal/non-verbal and giving them the desire and skill to talk and interact with other people. I have a firework on my business car to represent the “communication burst” that I love to progress “non-verbal” children to and through.

7.) What do you think are the five biggest issues facing people today working professionally in the area of Aspergers?

Keeping current on new research and information. Keeping up to date on new treatment techniques and who they are useful for. Helping people with Aspergers integrate into their community, educational setting, and workplace. Finding the right balance between Early Identification and creating unneeded concern. Networking and sharing information between disciplines.

8.) What educational resources do you look for in keeping abreast of developments in the area of Aspergers (eg journals, websites, authors).

I read books, magazine articles, journal articles, conference notes, and websites. Parents are always finding new things and I am constantly reading. In addition to more scholarly articles and resources, I like to read the more generic magazine articles as well as watching TV programs so that I can then review the research and data on whatever the program or magazine brought up since inevitably parents have seen the show and have questions or want to try it with their child.

9.) What changes do you see in the future that will affect things for parents and their children with Aspergers?

I think the increasing awareness is helping and I hope that as we learn more about Asperger’s and other ASDs we can get better at identifying and differentiating them in very young children so that we can begin teaching them the needed social skills for living in our society earlier. I also think that as we move to a more technologically advanced world you will see some of the milder social skills issues begin to look more normal and easily accepted or worked around.

10.) What 5 tips or techniques could you give us to help parents who are struggling to cope with their children who have Aspergers?

Visual supports, calendars, routines! Role Play Social Skills. Teach them when social skills matter and when they don’t. Seek out friendships with people who share their interests regardless of age differences. Get a comprehensive evaluation so that you know what other things may co-exist with the Asperger’s, such as Oppositional Defiant Disorder, know what you are treating. Learn to help your child cope with their feelings and diffuse aggression.

11.) What advice would you give to siblings or other family members of a child with Asperger’s to help them understand and be better at connecting with the child?

As with anyone, you have to meet the child where they are at. You absolutely are not going to connect to a child who is obsessively interested in trains by taking the trains away. If you are not interested in what he is interested in and can’t get interested in what he is interested in, find something related (perhaps you like to paint and you could paint trains together) to do together.

12.) What are your thoughts on why children with Aspergers have particular obsessions (e.g. collecting toy trains) and the fact that they will often tell people about them in huge detail which can become very boring for the other person?

I love to talk about what interests me and I have met people who bore me to tears even though they don’t have Asperger’s so I’m not convinced the obsession itself is the challenge. Understanding the social cues and knowing what to do about them is the challenge. I believe what kids with Asperger’s don’t understand is a) how to know when someone has lost interest, and b) what to do about it.

I’m not typically out to change who a person is at the core. I believe if they are madly obsessed with trains then we let them be but we find ways to expand that love to include other people and expand that love to include other things related to that obsession. We also need to teach them how to know when someone doesn’t want to hear about what they have to say and to provide them with other ways to interact with those people while seeking out people who share their interests.

13.) If there was one thing out there that would enhance your work with parents of Aspergers children or the children themselves, some magic wand or tool, what would it be?

I would make the whole world more tolerant of people’s more visible social differences. Unfortunately, that is a very gradual shift.

14.) Can you give any examples of success stories when working with parents to help their children with social difficulties, for example saying inappropriate comments out loud or the importance of personal hygiene?

What I like about working with many children with Asperger’s is that they so often do well with rules and routines. I have success with personal hygiene because I work with very young children and it is part of their daily routine, they just do it because it is part of their day and on their schedule. In the instance of saying inappropriate comments I once had a child whose mother was terribly offended by this. She began to anticipate and cringe and even apologize before he had it out of his mouth.

Since she was so good at anticipating these comments, we set up a system where she cued him… at first it was a touch cue, she put her hand on his shoulder, then we removed the touch and had her just put her hand to her lips in a “be quiet” motion. Obviously there is a difference between when a 4 year old says “oh mom, that lady is really fat” and when a 15 year old says “look at that fat lady, she smells nasty”. In those situations teaching empathy is so important. E.g., “How do you feel when people say things about you, even if they are true…. How do you think she feels when you say she smells nasty, even if it is true?

They don’t get it at first or even for the first few years you teach empathy…it is a process for every human being, but it has to be repeated. In the meantime, I have seen cueing and practice with social skills to be very helpful. I like Carol Gray’s work with Comic Strip Conversations and Social Stories.

The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.

6.8.08

All of a sudden he is acting out...

My son is now 13, he was diagnosed at the age of 8. All of a sudden he is acting out, cussing all the time, lying, etc. Are these years the hardest, or is this just the beginning? When he finally hits puberty, will things get better?

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Yes, the teen years are the hardest, whether your son has Asperger’s Syndrome or not! I think he probably has “hit” puberty, but it’s just beginning. Raging hormones and frustration with social interactions at school can cause a lot of anger and bad behavior during the teen years. Many teens need counseling to negotiate this time in their lives successfully. Consider counseling for your son, starting now.

Your son is exhibiting rebellious behavior; i.e., inappropriate, and this type of behavior fulfills the child’s needs. Your son may have the need to:

  • Avoid responsibility – Attending school, obeying parents
  • Get something – His way in a decision, your attention, control over a situation
  • Manage pain – Physical and/or emotional stress that must be alleviated
  • Fulfill sensory needs – Relief from heat, cold, or to satisfy thirst

Your son is unlikely to identify with your feelings or comprehend others’ objections to his behaviour. The only explanation you should use with him is to specifically state that the objectionable behavior is not permitted. Your son needs to follow rules, and following rules can help to focus and modify his rebellious behavior.

Behavior modification is a therapeutic approach that can change your son’s behaviour. You need to determine the need that his rebellion/aggression fulfils and teach him an acceptable replacement behavior. For example, your son can be taught to ask for, point to, or show an emotion card to indicate the need that he is trying to fulfill. Sometimes, self-stimulating behaviours such as rocking or pacing are taught as replacement behaviours, but it will take time for your son to integrate these behaviours into his daily activities. If your son is severely out of control, he needs to be physically removed from the situation. Granted, this may be easier said than done, and you may need someone to help you; yet, behaviour modification can be helpful, and it must be started as soon as possible.

For children and adolescents with Asperger’s Syndrome, the importance of maintaining a daily routine cannot be stressed enough. A daily routine produces behavioral stability and psychological comfort for Asperger’s children. Also, it lessens their need to make demands. When you establish a daily routine, you eliminate some of the situations in which your son’s behaviour becomes demanding. For example, by building in regular times to give him attention, he may have less need to show aggression to try to get that attention.

Ideally over time, your child will learn to recognize and communicate the causes of his aggression and get his needs met by using communication. Unfortunately, children who get their needs met due to aggression or violence are very likely to continue and escalate this oppositional behavior.

A behavior therapy program may help your son; however an individualized program has to be designed for your son because children and adolescents with Asperger’s Syndrome vary greatly in their handicaps and/or family circumstances. Treatment approaches that work well with other diagnoses may not work with Asperger’s. Consult a psychiatrist who can oversee a treatment plan as well as any medication regimen that your son may be need.


The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.

4.8.08

Aspergers - Sexual behaviors

Aspergers - Sexual behaviors

Individuals with autism are sexual beings, just as
everyone else is.

However, because of their inability to control all
of their impulses, they may display behaviors that
are inappropriate in public.

This can be particularly difficult to deal with
as it can be embarrassing for parents to deal with.

This is something you will need to be direct and
proactive about.

There are social aspects of sexuality that will
need to be dealt with.

You can use social stories to teach about sexuality
as well as many other things. It is important that
your child understand good touch/bad touch.

They can be vulnerable in this area and you want
them to be prepared in order to reduce their risk.


In order to be proactive, you will need to think
ahead, and decide what is appropriate to teach your
child at each stage of development.

When talking about sexuality, use real terms.

Individuals with autism do not pick up on social
cues, so they need concrete terms about what you
are talking about.

Reinforce appropriate behavior, and when
inappropriate behavior occurs (masturbating in public)
redirect.

Plan ahead before going into the community.

Let them know exactly what is expected of them while
they are in the community.

Masturbating in public is inappropriate.

If your child is young and doesn't seem to comprehend,
give them something else to keep their hands busy.

Using behavior modification techniques can be effective.

For older children, adolescents, let them know that
it is okay to do that, but it needs to be done in private.

You need to decide that you will address the issue, and
not avoid it.

Set aside some time with your child to talk about
sexuality.

If you only respond when an incident occurs you may be
sending the wrong message to your child.

Find out what your child knows about sexuality, again
using direct questions.

Find out if your child has concerns or fears about sexuality.

Talk about what is "normal" sexual behavior, but also
et them know what is inappropriate.

Try to let your child know that you are comfortable and
that it is okay to have sexual feelings and it is OK to
talk about them.

If you still have concerns, talk to your child's school.

They may have some programs that can be helpful in teaching
more about sexuality.

Or you can seek the advice of a professional outside of
the school.

This is just one of the many tricks, tips and techniques
that you can use to cope with your Autistic child’s
behaviors that feature in my new book “The Parenting
Autism Resource Guide”.

The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.

Parenting Defiant Aspergers Teens

Although Aspergers is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager with Aspergers are more difficult than they would be with an average teen. Complicated by defiant behavior, the Aspergers teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

The standard disciplinary techniques that are recommended for “typical” teenagers do not take into account the many issues facing a child with a neurological disorder. Violent rages, self-injury, isolation-seeking tendencies and communication problems that arise due to auditory and sensory issues are just some of the behaviors that parents of teens with Aspergers will have to learn to control.

Parents need to come up with a consistent disciplinary plan ahead of time, and then present a united front and continually review their strategies for potential changes and improvements as the Aspergers teen develops and matures.

Click here to read the full article…

How to Prevent Meltdowns in Aspergers Children

Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's child is totally out-of-control. When it ends, both you and the Asperger’s child are totally exhausted. But...

Don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

If your child suffers from Asperger’s Syndrome, expect him to experience both minor and major meltdowns over incidents that are part of daily life. He may have a major meltdown over a very small incident, or may experience a minor meltdown over something that is major. There is no way of telling how he is going to react about certain situations. However, there are many ways to help your child learn to control his emotions.

Click here for the full article...

Aspergers Children “Block-Out” Their Emotions

Parenting children with Aspergers can be a daunting task. In layman’s terms, Aspergers is a developmental disability that affects the way children develop and understand the world around them, and is directly linked to their senses and sensory processing. This means they often use certain behaviors to block out their emotions or response to pain.

Although they may vary slightly from person to person, children with Aspergers tend to have similar symptoms, the main ones being:

=> A need to know when everything is happening in order not to feel completely overwhelmed
=> A rigid insistence on routine (where any change can cause an emotional and physiological meltdown)
=> Difficulties with social functioning, particularly in the rough and tumble of a school environment
=> Obsessive interests, with a focus on one subject to the exclusion of all others
=> Sensory issues, where they are oversensitive to bright light, loud sounds and unpleasant smells
=> Social isolation and struggles to make friends due to a lack of empathy, and an inability to pick up on or understand social graces and cues (such as stopping talking and allowing others to speak)

Click here to read the full article…

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