QUESTION
I have a 30-month-old son. We are worried about high functioning Autism and/or Asperger's. He meets some of the criteria for Asperger's but not all. For example he does have some speech delay (i.e., has language but does not link words consistently). He has a large vocabulary, but does not always use it. He knows his alphabet and will point to letters all the time. He is not clumsy and actually has great motor skills. Big thing that makes worries me is a lack of trying to engage in play.
ANSWER
A Token Economy best suits the needs of children with Aspergers. A Token Economy is a system where the Aspergers child earns tokens as a reward for desired behaviors or actions. A predetermined number of tokens are then exchanged or "cashed in" for an item or activity the Aspergers child desires.
A Token Economy is flexible and can be easily tailored to suit the individual needs of a child with Aspergers, and importantly, their individual desires – what motivates them.
Token Economies that use money tokens seem to be the most successful with Aspergers children in increasing their ability to delay gratification, and lessening the risk of satiation (overuse of a reward can result in the child no longer viewing it as a reward). Using money in a Token Economy negates the need for the Aspergers child to decode an abstract concept, as in the ‘real’ world people are paid money for completing tasks by way of employment.
A token economy works well with Aspergers children at school and at home right through Elementary School, and can continue to be used successfully at home throughout High School.
Aspergers children take a long time establish trust, and for this reason a token economy should focus on rewarding desired behaviors and actions. Once the program has been established for a number of years, you may then be able to introduce "fines" or response costs, where the Aspergers child is fined for inappropriate behavior. This correlates the Token Economy program with real-world experiences for Aspergers children – if I drive too fast, I get a speeding fine; if I park where I shouldn’t, I get a parking fine. However, the focus of the program must be on the positives, because children with Aspergers are prone to quickly losing their motivation and trust.
Be creative with the reinforcers offered as motivation for AS children. Offering a ‘menu’ of rewards to choose from seems most successful. Initially for children with Aspergers "cashed in" rewards need to be fairly instant i.e. at the end of each day. Over time this can be stretched to the end of each week. As the AS child matures this delayed gratification may be able to be stretched to a month or term, however small rewards and motivators should be offered consistently along the way.
As with all strategies used with Aspergers children, patience and perseverance are the keys to success when using a Token Economy – but the rewards for both participants and facilitators are immense!
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
Search MyAspergersChild.com
24.12.08
How to help your child with ASD to do better at school...
Question
My daughter is 10 years old, high functioning and now in middle school. Her teachers are constantly sending me notes saying she isn’t working up to her ability and they can’t get her to stay on task or ask for help. When she’s home (1 on 1), I can get her to do well with homework. I obviously can’t go to school with her everyday….what are some ways the teachers can get her to stay on task without making her stand out to the rest of the class? She is also legally blind and doesn’t want to appear different in any other way.
Answer
If your daughter’s teachers expect her to respond to the predominantly visual learning methods that are used in most schools, obviously, they will not work for her because she’s legally blind! If this situation exists, no wonder your daughter can’t stay on task or ask for help. In addition, her Asperger’s affects her attention span and motivation. It’s unclear from your question whether your daughter is in a special education situation. Whether she is or not, I suggest the following.
First of all, your daughter should be evaluated by an educational child psychologist – either privately or through the school. A full diagnosis and specialized treatment is very important, including a complete assessment of her strengths and weaknesses, including her vision problem. Children with Asperger’s Syndrome often are assumed to be able to function successfully in mainstream education, but cannot through no fault of their own. Asperger’s Syndrome children are very smart, but their problems with social interaction and repetitive behaviours make mainstream education difficult. In addition, your daughter has a serious vision problem, an added cause of difficulties. Once evaluated, she can be appropriately placed in a mainstream educational program with instructional aide support or in special education (probably the best option).
Based on your description, it sounds as though the school’s program (whether it’s mainstream or special education) is not meeting her needs and the teachers do not have the knowledge they need to help her. Special training and classes for them is vital, as they must address issues with Asperger’s as well as her vision problem.
The school has a responsibility to re-evaluate your daughter if she is not progressing well. In many countries, this is a legal, federally mandated responsibility. You should formally request the school to address your daughter’s difficulties and, with your input and that of her doctors, teachers, and psychologist, prepare a specific, educational plan to address all of her disabilities. You may need an advocacy group’s help if the school is reluctant to do this.
Often a child with Asperger’s and other diagnoses is more successful when placed in a special education classroom (or even a special school) with trained teachers and aides, who provide a consistent, individualized educational program in a smaller group of students. Counselling and occupational therapy can be easily scheduled, monitored, and supported by special education teachers. The child may have the same teachers and aides for several years, increasing their understanding of her needs and maximizing her progress.
While your daughter may not want this type of placement at first, because she will appear to be “different,” once she experiences the improvement in her ability to participate in the curriculum, she will understand why a special placement may be the best option for her. Counselling may help her come to terms with the fact that she is different in some ways from other students, but that she is also very gifted, as well. I highly recommend it.
The Parenting Autism Resource Guide:
My daughter is 10 years old, high functioning and now in middle school. Her teachers are constantly sending me notes saying she isn’t working up to her ability and they can’t get her to stay on task or ask for help. When she’s home (1 on 1), I can get her to do well with homework. I obviously can’t go to school with her everyday….what are some ways the teachers can get her to stay on task without making her stand out to the rest of the class? She is also legally blind and doesn’t want to appear different in any other way.
Answer
If your daughter’s teachers expect her to respond to the predominantly visual learning methods that are used in most schools, obviously, they will not work for her because she’s legally blind! If this situation exists, no wonder your daughter can’t stay on task or ask for help. In addition, her Asperger’s affects her attention span and motivation. It’s unclear from your question whether your daughter is in a special education situation. Whether she is or not, I suggest the following.
First of all, your daughter should be evaluated by an educational child psychologist – either privately or through the school. A full diagnosis and specialized treatment is very important, including a complete assessment of her strengths and weaknesses, including her vision problem. Children with Asperger’s Syndrome often are assumed to be able to function successfully in mainstream education, but cannot through no fault of their own. Asperger’s Syndrome children are very smart, but their problems with social interaction and repetitive behaviours make mainstream education difficult. In addition, your daughter has a serious vision problem, an added cause of difficulties. Once evaluated, she can be appropriately placed in a mainstream educational program with instructional aide support or in special education (probably the best option).
Based on your description, it sounds as though the school’s program (whether it’s mainstream or special education) is not meeting her needs and the teachers do not have the knowledge they need to help her. Special training and classes for them is vital, as they must address issues with Asperger’s as well as her vision problem.
The school has a responsibility to re-evaluate your daughter if she is not progressing well. In many countries, this is a legal, federally mandated responsibility. You should formally request the school to address your daughter’s difficulties and, with your input and that of her doctors, teachers, and psychologist, prepare a specific, educational plan to address all of her disabilities. You may need an advocacy group’s help if the school is reluctant to do this.
Often a child with Asperger’s and other diagnoses is more successful when placed in a special education classroom (or even a special school) with trained teachers and aides, who provide a consistent, individualized educational program in a smaller group of students. Counselling and occupational therapy can be easily scheduled, monitored, and supported by special education teachers. The child may have the same teachers and aides for several years, increasing their understanding of her needs and maximizing her progress.
While your daughter may not want this type of placement at first, because she will appear to be “different,” once she experiences the improvement in her ability to participate in the curriculum, she will understand why a special placement may be the best option for her. Counselling may help her come to terms with the fact that she is different in some ways from other students, but that she is also very gifted, as well. I highly recommend it.
The Parenting Autism Resource Guide:
A Complete Resource Guide For Parents
Who Have Children Diagnosed With Autism.
18.12.08
Asperger's: Common Questions - Quick Answers
What is Asperger's syndrome?
· A child with AS wants to fit in and make friends. He just does not know how to do it.
· AS usually affects a child's social skills, communication skills, and behavior.
· Asperger's syndrome (AS) is a problem of child development.
· He usually functions well in every day life. But, he has problems interacting with others.
· It causes a wide range of developmental problems in young children.
· It is a brain disorder.
· It is one of the pervasive developmental disorders (PDD). Other PDD's include autism, Rett's syndrome, childhood disintegrative disorder, and PDD-not otherwise specified (PDD-NOS).
· It is sometimes called high-functioning autism.
· Unlike an autistic child, a child with AS has fewer problems with language. He usually has average to above average intelligence.
What causes it?
· It may have something to do with genetics, or how the brain works.
· Parents do not cause AS.
· The cause is unknown.
Who can get it?
· Parents of a child with AS are more likely to have another child with AS.
· It is more common in boys than in girls.
· Anyone can get AS.
What are the signs and symptoms?
The signs and symptoms of AS are similar to those of other behavioral problems. It is very important that a doctor sees your child if you think he has AS.
· Social Skills—
o Has problems making friends.
o Lacks social skills.
o Seems unaware of others' feelings.
o Unable to carry on conversations.
· Communication Skills—
o Cannot start a conversation or keep one going.
o May have problems with nonverbal communication or body language:
§ Avoids eye contact.
§ Does not use or understand hand gestures.
§ Does not change his face when talking with others.
§ Example: Not smiling when telling something funny.
§ Does not understand other people's facial expressions.
§ Example: Not understanding why someone would smile at a joke.
§ May have a short attention span.
§ Repeats a word or phrase over and over again.
§ Words may be very formal and loud.
· Behavior—
o Clumsy.
o Does not like changes in every-day routines.
o Only interested in a few things.
§ Example: Collecting rocks, or listening to music.
o May have obsessive behavior.
§ Collects categories of things such as rocks or paper clips.
§ Knows categories of information like Latin names of flowers or football statistics.
o May have problems with reading, writing or math skills.
o Lacks organization skills.
o Repeats certain behaviors over and over again.
How is it diagnosed?
· The doctor will watch your child and ask you about his symptoms. How have his social and language skills changed over time? His behavior?
· It is usually diagnosed between 3 and 9 years old.
· He may need to be seen by a developmental pediatrician or psychiatrist (special doctors who are trained to diagnose AS).
· He may need tests.
· AS cannot be diagnosed at birth.
· AS can be difficult to diagnose because the child can function well in every-day life.
· A doctor should see the child as soon as any signs or symptoms are noticed.
Is it contagious?
· No. AS is not contagious.
How is it treated?
· There is no cure.
· Treatment depends on the level of functioning of your child. A child with higher intelligence will have a better outcome.
· Types of treatments include:
o Behavioral modification
o Education and training
o Language therapy
o Medicines for specific behavioral problems
o Parent education and training
o Psychotherapy
o Sensory integration training--the child is treated to be less sensitive to things that bother him a lot
o Social skills training
· It is important if all of the child's caregivers are involved in the treatment. This can include family members, close friends, babysitters, teachers, etc.
How long does it last?
· Many children are able finish high school, attend college and get a job.
· There is an increased risk of developing a mental disorder, depression or anxiety.
· There is no cure.
· With treatment, your child can learn to live with the condition.
· Your child will most likely continue to have problems. But, he will be able to make friends and have long-lasting relationships.
Can it be prevented?
· AS cannot be prevented because we do not know what causes it.
When should I call the doctor?
· Your child has a legal right to receive special services at school. Talk to your doctor or teachers for more information. They can help you decide what school setting and education plan will be best for your child.
· Call your doctor, your child's doctor, your child's school, or a support group for help. There are many organizations that can help you cope and teach you how to manage life with a child with AS.
· Call your doctor if your child shows behaviors of AS from the signs and symptoms list above.
· Call your doctor if you have any questions about your child's condition.
Quick Answers—
· Unlike an autistic child, a child with AS has fewer problems with language. He usually has average to above average intelligence.
· There is no known way to prevent it.
· There is no cure. With treatment, your child can learn to live with the condition.
· The cause is unknown.
· It is usually diagnosed between 3 and 9 years old.
· It is not contagious.
· He usually functions well in every-day life. But, he has problems interacting with others.
· Call your doctor, your child's doctor, your child's school, or a support group for help.
· Asperger's syndrome (AS) is a problem of child development.
· AS usually affects a child's social skills, communication skills, and behavior.
· Anyone can get AS. It is more common in boys than in girls.
References—
· National Institute of Neurological Disorders and Stroke. NINDS Asperger Syndrome Information Page. 2003, October 6. (cited 2004, July 14). URL: http://www.ninds.nih.gov/health_and_medical/disorders/asperger_doc.htm
· MEDLINEplus. Medical Encyclopedia: Asperger' s syndrome. 2002, May 24. (cited 2004, July 14). URL: http://www.nlm.nih.gov/medlineplus/ency/article/001549.htm
· KidsHealth. Asperger Syndrome. 2001, May. (cited 2004, July 14). URL: http://kidshealth.org/parent/medical/brain/asperger.html
· Autism Society of America. Asperger Syndrome. (cited 2004, July 14). URL: http://www.autism-society.org/site/PageServer?pagename=Aspergers
· American Academy of Child & Adolescent Psychiatry. 1999, August. (cited 2004, July 14. URL: http://www.aacap.org/publications/factsfam/69.htm
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
· A child with AS wants to fit in and make friends. He just does not know how to do it.
· AS usually affects a child's social skills, communication skills, and behavior.
· Asperger's syndrome (AS) is a problem of child development.
· He usually functions well in every day life. But, he has problems interacting with others.
· It causes a wide range of developmental problems in young children.
· It is a brain disorder.
· It is one of the pervasive developmental disorders (PDD). Other PDD's include autism, Rett's syndrome, childhood disintegrative disorder, and PDD-not otherwise specified (PDD-NOS).
· It is sometimes called high-functioning autism.
· Unlike an autistic child, a child with AS has fewer problems with language. He usually has average to above average intelligence.
What causes it?
· It may have something to do with genetics, or how the brain works.
· Parents do not cause AS.
· The cause is unknown.
Who can get it?
· Parents of a child with AS are more likely to have another child with AS.
· It is more common in boys than in girls.
· Anyone can get AS.
What are the signs and symptoms?
The signs and symptoms of AS are similar to those of other behavioral problems. It is very important that a doctor sees your child if you think he has AS.
· Social Skills—
o Has problems making friends.
o Lacks social skills.
o Seems unaware of others' feelings.
o Unable to carry on conversations.
· Communication Skills—
o Cannot start a conversation or keep one going.
o May have problems with nonverbal communication or body language:
§ Avoids eye contact.
§ Does not use or understand hand gestures.
§ Does not change his face when talking with others.
§ Example: Not smiling when telling something funny.
§ Does not understand other people's facial expressions.
§ Example: Not understanding why someone would smile at a joke.
§ May have a short attention span.
§ Repeats a word or phrase over and over again.
§ Words may be very formal and loud.
· Behavior—
o Clumsy.
o Does not like changes in every-day routines.
o Only interested in a few things.
§ Example: Collecting rocks, or listening to music.
o May have obsessive behavior.
§ Collects categories of things such as rocks or paper clips.
§ Knows categories of information like Latin names of flowers or football statistics.
o May have problems with reading, writing or math skills.
o Lacks organization skills.
o Repeats certain behaviors over and over again.
How is it diagnosed?
· The doctor will watch your child and ask you about his symptoms. How have his social and language skills changed over time? His behavior?
· It is usually diagnosed between 3 and 9 years old.
· He may need to be seen by a developmental pediatrician or psychiatrist (special doctors who are trained to diagnose AS).
· He may need tests.
· AS cannot be diagnosed at birth.
· AS can be difficult to diagnose because the child can function well in every-day life.
· A doctor should see the child as soon as any signs or symptoms are noticed.
Is it contagious?
· No. AS is not contagious.
How is it treated?
· There is no cure.
· Treatment depends on the level of functioning of your child. A child with higher intelligence will have a better outcome.
· Types of treatments include:
o Behavioral modification
o Education and training
o Language therapy
o Medicines for specific behavioral problems
o Parent education and training
o Psychotherapy
o Sensory integration training--the child is treated to be less sensitive to things that bother him a lot
o Social skills training
· It is important if all of the child's caregivers are involved in the treatment. This can include family members, close friends, babysitters, teachers, etc.
How long does it last?
· Many children are able finish high school, attend college and get a job.
· There is an increased risk of developing a mental disorder, depression or anxiety.
· There is no cure.
· With treatment, your child can learn to live with the condition.
· Your child will most likely continue to have problems. But, he will be able to make friends and have long-lasting relationships.
Can it be prevented?
· AS cannot be prevented because we do not know what causes it.
When should I call the doctor?
· Your child has a legal right to receive special services at school. Talk to your doctor or teachers for more information. They can help you decide what school setting and education plan will be best for your child.
· Call your doctor, your child's doctor, your child's school, or a support group for help. There are many organizations that can help you cope and teach you how to manage life with a child with AS.
· Call your doctor if your child shows behaviors of AS from the signs and symptoms list above.
· Call your doctor if you have any questions about your child's condition.
Quick Answers—
· Unlike an autistic child, a child with AS has fewer problems with language. He usually has average to above average intelligence.
· There is no known way to prevent it.
· There is no cure. With treatment, your child can learn to live with the condition.
· The cause is unknown.
· It is usually diagnosed between 3 and 9 years old.
· It is not contagious.
· He usually functions well in every-day life. But, he has problems interacting with others.
· Call your doctor, your child's doctor, your child's school, or a support group for help.
· Asperger's syndrome (AS) is a problem of child development.
· AS usually affects a child's social skills, communication skills, and behavior.
· Anyone can get AS. It is more common in boys than in girls.
References—
· National Institute of Neurological Disorders and Stroke. NINDS Asperger Syndrome Information Page. 2003, October 6. (cited 2004, July 14). URL: http://www.ninds.nih.gov/health_and_medical/disorders/asperger_doc.htm
· MEDLINEplus. Medical Encyclopedia: Asperger' s syndrome. 2002, May 24. (cited 2004, July 14). URL: http://www.nlm.nih.gov/medlineplus/ency/article/001549.htm
· KidsHealth. Asperger Syndrome. 2001, May. (cited 2004, July 14). URL: http://kidshealth.org/parent/medical/brain/asperger.html
· Autism Society of America. Asperger Syndrome. (cited 2004, July 14). URL: http://www.autism-society.org/site/PageServer?pagename=Aspergers
· American Academy of Child & Adolescent Psychiatry. 1999, August. (cited 2004, July 14. URL: http://www.aacap.org/publications/factsfam/69.htm
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
Top 100 Asperger's Websites - 2009
1. * Aspie.com : Celebrating Individuality!
2. A Directory for Asperger Syndrome
3. A support group that is aimed at the families of those affected with Asperger's Asperger Syndrome and the Elementary School Experience: Practical ... - Google Books Result
4. AAMFT - Aspergers Syndrome Consumer Update
5. ABC News: Asperger's Syndrome: Separating Myth From Reality
6. ABC News: More Students With Asperger Syndrome Going to College
7. About Autism, Asperger's Syndrome, and Related Disorders by Maap ...
8. AHA/Asperger Syndrome and High Functioning Autism Association
9. Amazon.com: Asperger Syndrome: Ami Klin, Fred R. Volkmar, Sara S ...
10. Amazon.com: Autism and Asperger Syndrome: Uta Frith: Books
11. Asperger and Autism Information by MAAP Services, Inc. - The ...
12. Asperger Syndrome
13. Asperger Syndrome - Google Books Result
14. Asperger syndrome - Overview
15. Asperger Syndrome - Symptoms, Diagnosis, Treatment of Asperger ...
16. Asperger syndrome - Wikipedia, the free encyclopedia
17. Asperger Syndrome / Family Village
18. Asperger Syndrome and Adolescence: Practical Solutions for School ... - Google Books Result
19. Asperger Syndrome and Anxiety | AboutOurKids.org
20. Asperger Syndrome and Sensory Issues: Practical Solutions for ... - Google Books Result
21. Asperger Syndrome Coalition of the United States
22. Asperger Syndrome Education Network (ASPEN)
23. Asperger Syndrome in Children - Keep Kids Healthy
24. Asperger Syndrome Information Page: National Institute of ...
25. Asperger Syndrome OASIS
26. Asperger Syndrome Support & Awareness of Central Illinois
27. Asperger Syndrome: The OASIS Guide To Asperger Syndrome
28. Asperger Syndrome: What Is It?
29. Asperger’s Syndrome: A Developmental Puzzle
30. AspergerDVDSeries
31. Aspergers and Behavior
32. Asperger's Association of New England - AANE
33. Asperger's Disorder
34. ASPERGER'S DISORDER HOMEPAGE
35. Asperger's Forum
36. Asperger's Syndrome
37. Asperger's Syndrome - America's Next Top Model - Autism - New York ...
38. Asperger's syndrome - MayoClinic.com
39. Asperger's Syndrome - neurologychannel
40. Asperger's Syndrome - Revolution Health
41. Asperger's Syndrome - Symptoms - Yahoo! Health
42. Asperger's syndrome (www.whonamedit.com)
43. Asperger's Syndrome and Your Child - FamilyEducation.com
44. Asperger's Syndrome Fact Sheet
45. Asperger's Syndrome in the Yahoo! Directory
46. Asperger's Syndrome Info
47. Aspergers Syndrome Information, Characteristics, Definitions ...
48. Asperger's Syndrome Support
49. Asperger's Syndrome, Autism/PDD: Yale Child Study Center
50. Asperger's Syndrome: Description, Criteria, Causes, Symptoms ...
51. Asperger's syndrome: Symptoms - MayoClinic.com
52. Asperger's Syndrome-Symptoms
53. Asperger's/Autism
54. Asperger's: My life as an Earthbound alien - CNN.com
55. Autism / Asperger's Syndrome / PDD Publications and conferences ...
56. Autism and Asperger Syndrome - Google Books Result
57. Autism and Juice Plus
58. Autism Resources - Asperger's Syndrome
59. Autism Society of America: What's Unique about Asperger's Disorder?
60. Autism Speaks, What is Autism, What is Asperger's Syndrome
61. Autism, ASD, PDD, Asperger's Syndrome - Articles, Cases, Resources ...
62. Autism, Asperger's Syndrome, and the Autism Spectrum
63. Autism, Asperger's syndrome, PDD-NOS and related disorders: fact ...
64. Autistic Spectrum Disorders: Sorting Out Autism, Asperger's ...
65. CEC | Autism/Asperger's Syndrome
66. Children, Youth and Adults with Asperger Syndrome: Integrating ... - Google Books Result
67. Coulter Video - Autism & Asperger Syndrome Videos
68. eMedicine - Pervasive Developmental Disorder: Asperger Syndrome ...
69. FAAAS - Families of Adults Afflicted with Asperger's Syndrome
70. Find Asperger's Stories
71. Franklin Academy
72. Google Directory - Health > Mental Health > Disorders ...
73. GRASP - The Global and Regional Asperger Syndrome Partnership
74. Hardin MD : Aspergers Syndrome
75. Help for Aspergers
76. Hoagies' Gifted: Asperger's Syndrome and High-Functioning Autism
77. Intentional action and Asperger Syndrome - Boing Boing
78. Intentional Action and Asperger Syndrome | Psychology Today Blogs
79. Is Asperger’s syndrome/High-Functioning Autism necessarily a ...
80. Jack Knight
81. KJP's Asperger's Syndrome Site
82. Living with Asperger's Syndrome || kuro5hin.org
83. MedlinePlus: Asperger's Syndrome
84. Need Aspergers Answers?
85. Neuroscience for Kids - Asperger's Syndrome
86. OkCupid.com: Take The Asperger's Syndrome Test
87. Pervasive Developmental Disorder: Asperger Syndrome: Overview ...
88. Sacramento Asperger Syndrome Information & Support
89. Selected List of Videos, Videos on Asperger’s Syndrome, IRCA
90. Signs of Asperger's Syndrome - Natural Remedy for Asperger's Disease
91. Summer Camps and Academic Programs for Kids with Asperger's Syndrome
92. Targeting Autism: What We Know, Don't Know, and Can Do to Help ... - Google Books Result
93. The Complete Guide to Asperger's Syndrome - Google Books Result
94. The DRM WebWatcher: Asperger's Syndrome
95. The Infinite Mind: Asperger's Syndrome: A Special Report (Part One ...
96. treat aspergers syndrome social skills deficits.
97. Understanding Asperger's Syndrome : NPR
98. Virtual Pediatric Hospital: CQQA: Asperger's Syndrome
99. Welcome To: A.S.P.I.E.
100. What Is Asperger Syndrome or Asperger's Disorder?
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
Aspergers & Split Personality
Question
Is it common for a child with Asperger’s to have a split
personality? My son is a really good kid at school, but
then a complete monster at home. Is this normal?
Answer
Asperger’s Syndrome is known to manifest itself differently
with different children. Also, children with Asperger’s
Syndrome may react differently to various situations
depending on their individual personalities. Your child
may feel more comfortable with the familiar surroundings at
home, and feel freer to act out more at home than in public,
where he is surrounded by strangers and in a less familiar
environment. The stress of school may be relieved by a
“meltdown” or other difficult behaviour at home. This is a
common occurrence.
Dr. Tony Attwood, a clinical psychologist, is a world
renowned expert on Asperger’s Syndrome. Here is what he
says about split personality and Asperger’s. “Quite a few
children with Asperger’s Syndrome are Dr. Jeckylls and Mr.
Hydes. They are saints at school, but they soak up the
anguish, then squeeze it out on their brothers and sisters
when they get home. We do not know why this happens…”
Asperger’s is treated in two ways, and both of them help
manage the anxiety that accompanies this illness. The
first is cognitive psychology, and the second is
prescription medication. The first thing you need to do in
order to help your son is to find a psychiatrist or
psychologist who specializes in Asperger’s Syndrome. This
specialist will be able to help your son. He or she will
help you and your son discover the reasons behind his
behavioral changes.
In addition, a specialist will help you do two things:
1. Modify the situation or the environment in which he
lives to reduce difficult behaviour;
2. Create interventions for handling your son’s anxiety.
Please don’t be intimidated. Changes don’t have to be
complex or unmanageable. The changes you need to make might
just involve changing lighting to a lower level, adjusting
sound levels in your home, or creating a new schedule.
If initial interventions do not help, a psychiatrist can
prescribe medications which will provide your son with the
help he needs. It’s important to note that psychotropic
(mood-altering) drugs like Zoloft or Prozac can help
children, but they can also cause serious problems for
children. If the psychiatrist prescribes medication, ask
about dosage levels and, more importantly, side effects.
Just about all drugs have side effects, and it’s important
for you to know about them so you know what to expect. You
know your son better than anyone else; ask yourself if he
can handle side effects like nausea, hypersensitivity, or
prolonged sleepiness. These are all possible, depending on
the medication prescribed.
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
Is it common for a child with Asperger’s to have a split
personality? My son is a really good kid at school, but
then a complete monster at home. Is this normal?
Answer
Asperger’s Syndrome is known to manifest itself differently
with different children. Also, children with Asperger’s
Syndrome may react differently to various situations
depending on their individual personalities. Your child
may feel more comfortable with the familiar surroundings at
home, and feel freer to act out more at home than in public,
where he is surrounded by strangers and in a less familiar
environment. The stress of school may be relieved by a
“meltdown” or other difficult behaviour at home. This is a
common occurrence.
Dr. Tony Attwood, a clinical psychologist, is a world
renowned expert on Asperger’s Syndrome. Here is what he
says about split personality and Asperger’s. “Quite a few
children with Asperger’s Syndrome are Dr. Jeckylls and Mr.
Hydes. They are saints at school, but they soak up the
anguish, then squeeze it out on their brothers and sisters
when they get home. We do not know why this happens…”
Asperger’s is treated in two ways, and both of them help
manage the anxiety that accompanies this illness. The
first is cognitive psychology, and the second is
prescription medication. The first thing you need to do in
order to help your son is to find a psychiatrist or
psychologist who specializes in Asperger’s Syndrome. This
specialist will be able to help your son. He or she will
help you and your son discover the reasons behind his
behavioral changes.
In addition, a specialist will help you do two things:
1. Modify the situation or the environment in which he
lives to reduce difficult behaviour;
2. Create interventions for handling your son’s anxiety.
Please don’t be intimidated. Changes don’t have to be
complex or unmanageable. The changes you need to make might
just involve changing lighting to a lower level, adjusting
sound levels in your home, or creating a new schedule.
If initial interventions do not help, a psychiatrist can
prescribe medications which will provide your son with the
help he needs. It’s important to note that psychotropic
(mood-altering) drugs like Zoloft or Prozac can help
children, but they can also cause serious problems for
children. If the psychiatrist prescribes medication, ask
about dosage levels and, more importantly, side effects.
Just about all drugs have side effects, and it’s important
for you to know about them so you know what to expect. You
know your son better than anyone else; ask yourself if he
can handle side effects like nausea, hypersensitivity, or
prolonged sleepiness. These are all possible, depending on
the medication prescribed.
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
Dear Family and Friends: A Holiday Letter
“Dear Family and Friends:” was written for the purpose of it being sent to relatives and hosts of holiday gatherings who might need a crash course in what to expect from their guest with autism.
Dear Family and Friends,
I understand that we will be visiting each other for the holidays this year! Sometimes these visits can be very hard for me, but here is some information that might help our visit to be more successful. As you probably know, I am challenged by a hidden disability called Autism, or what some people refer to as a Pervasive Developmental Disorder (PDD). Autism/PDD is a neurodevelopmental disorder which makes it hard for me to understand the environment around me. I have barriers in my brain that you can’t see, but which make it difficult for me to adapt to my surroundings.
Sometimes I may seem rude and abrupt, but it is only because I have to try so hard to understand people and at the same time, make myself understood. People with autism have different abilities: Some may not speak, some write beautiful poetry. Others are whizzes in math (Albert Einstein was thought to be autistic), or may have difficulty making friends. We are all different and need various degrees of support.
Sometimes when I am touched unexpectedly, it might feel painful and make me want to run away. I get easily frustrated, too. Being with lots of other people is like standing next to a moving freight train and trying to decide how and when to jump aboard. I feel frightened and confused a lot of the time. This is why I need to have things the same as much as possible. Once I learn how things happen, I can get by OK. But if something, anything, changes, then I have to relearn the situation all over again! It is very hard.
When you try to talk to me, I often can’t understand what you say because there is a lot of distraction around. I have to concentrate very hard to hear and understand one thing at a time. You might think I am ignoring you–I am not. Rather, I am hearing everything and not knowing what is most important to respond to.
Holidays are exceptionally hard because there are so many different people, places, and things going on that are out of my ordinary realm. This may be fun and adventurous for most people, but for me, it’s very hard work and can be extremely stressful. I often have to get away from all the commotion to calm down. It would be great if you had a private place set up to where I could retreat.
If I cannot sit at the meal table, do not think I am misbehaved or that my parents have no control over me. Sitting in one place for even five minutes is often impossible for me. I feel so antsy and overwhelmed by all the smells, sounds, and people–I just have to get up and move about. Please don’t hold up your meal for me–go on without me, and my parents will handle the situation the best way they know how.
Eating in general is hard for me. If you understand that autism is a sensory processing disorder, it’s no wonder eating is a problem! Think of all the senses involved with eating. Sight, smell, taste, touch, AND all the complicated mechanics that are involved. Chewing and swallowing is something that a lot of people with autism have trouble with. I am not being picky–I literally cannot eat certain foods, as my sensory system and/or oral motor coordination are impaired.
Don’t be disappointed if Mom hasn’t dressed me in starch and bows. It’s because she knows how much stiff and frilly clothes can drive me buggy! I have to feel comfortable in my clothes or I will just be miserable. When I go to someone else’s house, I may appear bossy and controlling. In a sense, I am being controlling, because that is how I try to fit into the world around me (which is so hard to figure out!) Things have to be done in a way I am familiar with or else I might get confused and frustrated. It doesn’t mean you have to change the way you are doing things–just please be patient with me, and understanding of how I have to cope.
Mom and Dad have no control over how my autism makes me feel inside. People with autism often have little things that they do to help themselves feel more comfortable. The grown ups call it “self regulation,” or “stimming’. I might rock, hum, flick my fingers, or any number of different things. I am not trying to be disruptive or weird. Again, I am doing what I have to do for my brain to adapt to your world. Sometimes I cannot stop myself from talking, singing, or doing an activity I enjoy. The grown-ups call this “perseverating” which is kinda like self-regulation or stimming. I do this only because I have found something to occupy myself that makes me feel comfortable. Perseverative behaviors are good to a certain degree because they help me calm down.
Please be respectful to my Mom and Dad if they let me “stim” for a while, as they know me best and what helps to calm me. Remember that my Mom and Dad have to watch me much more closely than the average child. This is for my own safety, and preservation of your possessions. It hurts my parents’ feelings to be criticized for being over protective, or condemned for not watching me close enough. They are human and have been given an assignment intended for saints. My parents are good people and need your support.
Holidays are filled with sights, sounds, and smells. The average household is turned into a busy, frantic, festive place. Remember that this may be fun for you, but it’s very hard work for me to conform. If I fall apart or act out in a way that you consider socially inappropriate, please remember that I don’t possess the neurological system that is required to follow some social rules. I am a unique person–an interesting person. I will find my place at this Celebration that is comfortable for us all, as long as you’ll try to view the world through my eyes!
The Parenting Autism Resource Guide:
Dear Family and Friends,
I understand that we will be visiting each other for the holidays this year! Sometimes these visits can be very hard for me, but here is some information that might help our visit to be more successful. As you probably know, I am challenged by a hidden disability called Autism, or what some people refer to as a Pervasive Developmental Disorder (PDD). Autism/PDD is a neurodevelopmental disorder which makes it hard for me to understand the environment around me. I have barriers in my brain that you can’t see, but which make it difficult for me to adapt to my surroundings.
Sometimes I may seem rude and abrupt, but it is only because I have to try so hard to understand people and at the same time, make myself understood. People with autism have different abilities: Some may not speak, some write beautiful poetry. Others are whizzes in math (Albert Einstein was thought to be autistic), or may have difficulty making friends. We are all different and need various degrees of support.
Sometimes when I am touched unexpectedly, it might feel painful and make me want to run away. I get easily frustrated, too. Being with lots of other people is like standing next to a moving freight train and trying to decide how and when to jump aboard. I feel frightened and confused a lot of the time. This is why I need to have things the same as much as possible. Once I learn how things happen, I can get by OK. But if something, anything, changes, then I have to relearn the situation all over again! It is very hard.
When you try to talk to me, I often can’t understand what you say because there is a lot of distraction around. I have to concentrate very hard to hear and understand one thing at a time. You might think I am ignoring you–I am not. Rather, I am hearing everything and not knowing what is most important to respond to.
Holidays are exceptionally hard because there are so many different people, places, and things going on that are out of my ordinary realm. This may be fun and adventurous for most people, but for me, it’s very hard work and can be extremely stressful. I often have to get away from all the commotion to calm down. It would be great if you had a private place set up to where I could retreat.
If I cannot sit at the meal table, do not think I am misbehaved or that my parents have no control over me. Sitting in one place for even five minutes is often impossible for me. I feel so antsy and overwhelmed by all the smells, sounds, and people–I just have to get up and move about. Please don’t hold up your meal for me–go on without me, and my parents will handle the situation the best way they know how.
Eating in general is hard for me. If you understand that autism is a sensory processing disorder, it’s no wonder eating is a problem! Think of all the senses involved with eating. Sight, smell, taste, touch, AND all the complicated mechanics that are involved. Chewing and swallowing is something that a lot of people with autism have trouble with. I am not being picky–I literally cannot eat certain foods, as my sensory system and/or oral motor coordination are impaired.
Don’t be disappointed if Mom hasn’t dressed me in starch and bows. It’s because she knows how much stiff and frilly clothes can drive me buggy! I have to feel comfortable in my clothes or I will just be miserable. When I go to someone else’s house, I may appear bossy and controlling. In a sense, I am being controlling, because that is how I try to fit into the world around me (which is so hard to figure out!) Things have to be done in a way I am familiar with or else I might get confused and frustrated. It doesn’t mean you have to change the way you are doing things–just please be patient with me, and understanding of how I have to cope.
Mom and Dad have no control over how my autism makes me feel inside. People with autism often have little things that they do to help themselves feel more comfortable. The grown ups call it “self regulation,” or “stimming’. I might rock, hum, flick my fingers, or any number of different things. I am not trying to be disruptive or weird. Again, I am doing what I have to do for my brain to adapt to your world. Sometimes I cannot stop myself from talking, singing, or doing an activity I enjoy. The grown-ups call this “perseverating” which is kinda like self-regulation or stimming. I do this only because I have found something to occupy myself that makes me feel comfortable. Perseverative behaviors are good to a certain degree because they help me calm down.
Please be respectful to my Mom and Dad if they let me “stim” for a while, as they know me best and what helps to calm me. Remember that my Mom and Dad have to watch me much more closely than the average child. This is for my own safety, and preservation of your possessions. It hurts my parents’ feelings to be criticized for being over protective, or condemned for not watching me close enough. They are human and have been given an assignment intended for saints. My parents are good people and need your support.
Holidays are filled with sights, sounds, and smells. The average household is turned into a busy, frantic, festive place. Remember that this may be fun for you, but it’s very hard work for me to conform. If I fall apart or act out in a way that you consider socially inappropriate, please remember that I don’t possess the neurological system that is required to follow some social rules. I am a unique person–an interesting person. I will find my place at this Celebration that is comfortable for us all, as long as you’ll try to view the world through my eyes!
The Parenting Autism Resource Guide:
A Complete Resource Guide For Parents
Who Have Children Diagnosed With Autism.
12.12.08
How do you help a teen with transition services...?
Question
I have a 15 (almost 16) year old with Asperger’s. She was a
late diagnosis (wasn’t diagnosed until she was 14). What I
would like to know is how do you help a teen with transition
services, i.e. getting a job, learning to drive, going to or
even just getting into college, when the teen doesn’t have
any desire to learn or do any of those things?
Answer
Unfortunately, and as of this writing, the diagnoses of
autism and Asperger’s Syndrome do not receive the same
government support as do other more well-known disabilities.
When financial assistance is not available for therapy or
medication, illnesses go untreated, and the person with
Asperger’s experiences mental and social difficulties. If
you can afford medical services, obtain them as soon as
you can. If you cannot afford such services, check with
your child’s school. They can design an individualized
treatment plan for her. The ideal treatment plan involves
your daughter, a counsellor or therapist, her teachers, and
her parents be consistently involved with her treatment and
use effective teaching and disciplinary principles. While
you may not be able to afford therapy for your daughter,
you will learn a lot of coping principles at the treatment
plan meetings.
A quick, easy way for you to start helping your daughter is
to begin reading books about Asperger’s Syndrome. There are
many titles on the subject; start by going on the internet
and typing the words “Asperger’s girls” or “Asperger’s
teenagers.” The books can be purchased on the internet, or
you can make note of the titles and take them to your local
bookstore. They will order them for you. In addition to the
internet, keep up with the information provided on this
website. Make it a habit to read the questions and answers
on this website to get the information you need. Another
source of information is your nearest autism or Asperger’s
Association and support group. They will refer you to free
or low cost services available in your area.
All parents of Asperger’s Syndrome children worry about
their child’s diagnosis as well as their future. There is
an excellent video available titled “Asperger’s Syndrome:
Transition to College and Work” by Dan and Julie Coulter.
At the age of 14, your daughter is coping with adolescence
in addition to her Asperger’s diagnosis. Talk with her
about the future, and discuss the benefits of driving, going
to work, and attending college. Don’t expect her to make
conclusive decisions about these subjects, especially
college. After all, it is several years away. Prioritize
her issues. First, make sure she gets treatment for her
Asperger’s, see if there is a teenage support group in your
area, and take the rest slowly. Her first goal should be
learning about and getting treatment for her Asperger’s
Syndrome.
One educational option for your daughter is a junior college
as opposed to a university. Colleges are now accommodating
their growing populations of disabled students who begin
their studies with a variety of diagnoses. Community
college can be an excellent choice for an Asperger’s student
because students at community colleges get more counselling
support, and, since most community college students are
still living at home, they have fewer new adjustments to
make. Whether she chooses a community or four year college,
it is best to find one which offers special programs for
students with disabilities. Before enrolling, students on
the autism spectrum need help planning a manageable course
load.
One way to help prepare your daughter for adulthood is a
part-time job while in high school. See if you can
determine your daughter’s vocational strengths and interests
that will help her be successful with part-time employment.
To learn more about teenagers and Asperger’s Syndrome, read
the book Adolescents on the Autism Spectrum: A Parent’s
Guide to Cognitive, Social, Physical, and Transition Needs
of Teenagers with Autism Spectrum Disorders by Chantal
Sicile-Kira.
This book considers the issues that teens with Asperger’s
Syndrome cope with during their teenage years. The
information is clearly written and is appropriate for
children outside the autistic spectrum, too. It was written
by a parent, for parents. While the book doesn’t present
the issues in depth, it does serve as a starting point for
planning your daughter’s future.
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
I have a 15 (almost 16) year old with Asperger’s. She was a
late diagnosis (wasn’t diagnosed until she was 14). What I
would like to know is how do you help a teen with transition
services, i.e. getting a job, learning to drive, going to or
even just getting into college, when the teen doesn’t have
any desire to learn or do any of those things?
Answer
Unfortunately, and as of this writing, the diagnoses of
autism and Asperger’s Syndrome do not receive the same
government support as do other more well-known disabilities.
When financial assistance is not available for therapy or
medication, illnesses go untreated, and the person with
Asperger’s experiences mental and social difficulties. If
you can afford medical services, obtain them as soon as
you can. If you cannot afford such services, check with
your child’s school. They can design an individualized
treatment plan for her. The ideal treatment plan involves
your daughter, a counsellor or therapist, her teachers, and
her parents be consistently involved with her treatment and
use effective teaching and disciplinary principles. While
you may not be able to afford therapy for your daughter,
you will learn a lot of coping principles at the treatment
plan meetings.
A quick, easy way for you to start helping your daughter is
to begin reading books about Asperger’s Syndrome. There are
many titles on the subject; start by going on the internet
and typing the words “Asperger’s girls” or “Asperger’s
teenagers.” The books can be purchased on the internet, or
you can make note of the titles and take them to your local
bookstore. They will order them for you. In addition to the
internet, keep up with the information provided on this
website. Make it a habit to read the questions and answers
on this website to get the information you need. Another
source of information is your nearest autism or Asperger’s
Association and support group. They will refer you to free
or low cost services available in your area.
All parents of Asperger’s Syndrome children worry about
their child’s diagnosis as well as their future. There is
an excellent video available titled “Asperger’s Syndrome:
Transition to College and Work” by Dan and Julie Coulter.
At the age of 14, your daughter is coping with adolescence
in addition to her Asperger’s diagnosis. Talk with her
about the future, and discuss the benefits of driving, going
to work, and attending college. Don’t expect her to make
conclusive decisions about these subjects, especially
college. After all, it is several years away. Prioritize
her issues. First, make sure she gets treatment for her
Asperger’s, see if there is a teenage support group in your
area, and take the rest slowly. Her first goal should be
learning about and getting treatment for her Asperger’s
Syndrome.
One educational option for your daughter is a junior college
as opposed to a university. Colleges are now accommodating
their growing populations of disabled students who begin
their studies with a variety of diagnoses. Community
college can be an excellent choice for an Asperger’s student
because students at community colleges get more counselling
support, and, since most community college students are
still living at home, they have fewer new adjustments to
make. Whether she chooses a community or four year college,
it is best to find one which offers special programs for
students with disabilities. Before enrolling, students on
the autism spectrum need help planning a manageable course
load.
One way to help prepare your daughter for adulthood is a
part-time job while in high school. See if you can
determine your daughter’s vocational strengths and interests
that will help her be successful with part-time employment.
To learn more about teenagers and Asperger’s Syndrome, read
the book Adolescents on the Autism Spectrum: A Parent’s
Guide to Cognitive, Social, Physical, and Transition Needs
of Teenagers with Autism Spectrum Disorders by Chantal
Sicile-Kira.
This book considers the issues that teens with Asperger’s
Syndrome cope with during their teenage years. The
information is clearly written and is appropriate for
children outside the autistic spectrum, too. It was written
by a parent, for parents. While the book doesn’t present
the issues in depth, it does serve as a starting point for
planning your daughter’s future.
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
11.12.08
"Job Interview Tips" for Teens with Aspergers
The economy is pretty shaky right now, and many businesses are making some changes. For some, that might mean a job interview, which can be especially stressful for those teens with Aspergers and autism.
The most important thing to do before going into a job interview is to try to relax. We’re going to set up a relaxing “space” now, before the job interview, so you can use it during the job interview. Take a breath. Seriously, right now, as you read this, take a deep breath. Breathing is a way to calm yourself, move your chattering thoughts into the grounding influence of your body, and exist in the present moment. The more you can get into the habit of taking a deep, conscious breath, the more your body will connect it with slowing down and relaxing. Practicing a deep breath in a safe, calm environment will help you access those same calming feelings when you repeat the breath during your job interview. It can be helpful to think a soothing phrase, like, "It’s OK." …"You’re fine." …"You can do this." (Keep the phrase short, positive and silent!)
As you think about and prepare for your job interview, continue to practice the breathing technique. When you get stressed about what’s might go wrong, take a breath, "It’s OK." When you remember things that went wrong in past job interviews, take a breath, calm yourself, and then figure out the lesson of that situation.
Your future employer expects you to breathe, so this calming technique is something you can use during the job interview. As you walk into the job interview room, take a breath. If you have a break during the job interview -- remember to take a breath. Tell yourself, "You can do this." Of course you can.
Interview Tips—
· All the same rules apply in the workplace as they do anywhere else; but the one difference is that there is something at stake, your job. This means it is extra important to keep a clean slate or you might be a target for scape-goating which is a very nasty threat to your job.
· Be on the lookout for the 'authoritarian personality'. These are people who tend to be very much bound by the rule-book, very respectful of higher authority, bossy to junior staff and quite hard to reason with. What really needs to be remembered is the fact that these people can often be much more cunning than they look.
· First impressions are extremely important.
· If in doubt--keep quiet. This is often seen as a good quality in the office.
· If you are doing your own research you may find yourself in a situation where you wish to patent copyright or create proof of ownership of a piece of work you have produced. The easiest thing to do is to make a copy, seal it in an envelope and post it to your home address. It gets the date stamped on it in the post. Don't open the envelope when it arrives but keep it sealed and stored away in a safe place. Recorded delivery may be more reliable and legally airtight. Also, keep any notes you have written whilst producing your work. You now have legal proof that it is your work and should not have to worry too much about it falling into the wrong hands.
· In an interview body language is extra important and you want to look confident and relaxed. You are also expected to sit still with your arms by your side or on your lap and a good posture and this might be an effort for you. You are expected to speak clearly and professionally.
· In the workplace, everyone is usually under a constant struggle to keep his/her jobs. This means being organized and methodical all the time to avoid confusing situations. Good communication is very important.
· Know what your skills and talents are.
· Like it or not, as an autistic person or someone with Aspergers, some jobs will be more suitable than others.
· Prepare as many possible answers for as many possible questions as you can but don't over rehearse or rigidify your answers. It is good to get help at this stage.
· Sad as it may seem, devious games can occur in the work place and sometimes you might feel great compassion for someone else who is on the verge of losing their job unfairly. However, to defend them can often be putting your own job at risk as well. If you do wish to defend someone against a higher authority first ask yourself whether it is worth the risk.
· The interviewer will often drop you a few hints towards the end of the interview (using mainly body language) to let you know whether you are likely or unlikely to get the job.
· There are courses and classes around which teach interview technique.
· You tend to meet three different kinds of people in life, Meek, Assertive and Aggressive. Aim to be the assertive type.
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
The most important thing to do before going into a job interview is to try to relax. We’re going to set up a relaxing “space” now, before the job interview, so you can use it during the job interview. Take a breath. Seriously, right now, as you read this, take a deep breath. Breathing is a way to calm yourself, move your chattering thoughts into the grounding influence of your body, and exist in the present moment. The more you can get into the habit of taking a deep, conscious breath, the more your body will connect it with slowing down and relaxing. Practicing a deep breath in a safe, calm environment will help you access those same calming feelings when you repeat the breath during your job interview. It can be helpful to think a soothing phrase, like, "It’s OK." …"You’re fine." …"You can do this." (Keep the phrase short, positive and silent!)
As you think about and prepare for your job interview, continue to practice the breathing technique. When you get stressed about what’s might go wrong, take a breath, "It’s OK." When you remember things that went wrong in past job interviews, take a breath, calm yourself, and then figure out the lesson of that situation.
Your future employer expects you to breathe, so this calming technique is something you can use during the job interview. As you walk into the job interview room, take a breath. If you have a break during the job interview -- remember to take a breath. Tell yourself, "You can do this." Of course you can.
Interview Tips—
· All the same rules apply in the workplace as they do anywhere else; but the one difference is that there is something at stake, your job. This means it is extra important to keep a clean slate or you might be a target for scape-goating which is a very nasty threat to your job.
· Be on the lookout for the 'authoritarian personality'. These are people who tend to be very much bound by the rule-book, very respectful of higher authority, bossy to junior staff and quite hard to reason with. What really needs to be remembered is the fact that these people can often be much more cunning than they look.
· First impressions are extremely important.
· If in doubt--keep quiet. This is often seen as a good quality in the office.
· If you are doing your own research you may find yourself in a situation where you wish to patent copyright or create proof of ownership of a piece of work you have produced. The easiest thing to do is to make a copy, seal it in an envelope and post it to your home address. It gets the date stamped on it in the post. Don't open the envelope when it arrives but keep it sealed and stored away in a safe place. Recorded delivery may be more reliable and legally airtight. Also, keep any notes you have written whilst producing your work. You now have legal proof that it is your work and should not have to worry too much about it falling into the wrong hands.
· In an interview body language is extra important and you want to look confident and relaxed. You are also expected to sit still with your arms by your side or on your lap and a good posture and this might be an effort for you. You are expected to speak clearly and professionally.
· In the workplace, everyone is usually under a constant struggle to keep his/her jobs. This means being organized and methodical all the time to avoid confusing situations. Good communication is very important.
· Know what your skills and talents are.
· Like it or not, as an autistic person or someone with Aspergers, some jobs will be more suitable than others.
· Prepare as many possible answers for as many possible questions as you can but don't over rehearse or rigidify your answers. It is good to get help at this stage.
· Sad as it may seem, devious games can occur in the work place and sometimes you might feel great compassion for someone else who is on the verge of losing their job unfairly. However, to defend them can often be putting your own job at risk as well. If you do wish to defend someone against a higher authority first ask yourself whether it is worth the risk.
· The interviewer will often drop you a few hints towards the end of the interview (using mainly body language) to let you know whether you are likely or unlikely to get the job.
· There are courses and classes around which teach interview technique.
· You tend to meet three different kinds of people in life, Meek, Assertive and Aggressive. Aim to be the assertive type.
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
We use creative ways to teach Science, Technology, Engineering and Math...
Hello,
It is with a great deal of pleasure that I am writing to you about All About Learning, Inc. and our wonderful enrichment programs being taught throughout Michigan, and over 30 other U.S States. We use creative ways to teach Science, Technology, Engineering and Math (STEM). Operating since 2002, with classes ranging from LEGO Engineering, Robotics, to Video Game Making, we are proud to teach thousands of students each year.
We are also proud to announce our "LEGO Engineering On-Line Class” for children with special needs such as Aspergers, Autism and ADHD. Please find the following program description:
LEGO Engineering Online for Students with Special Needs--
The class consists of engineering theory and instruction plus 6 very complex building exercises. Lessons harness the motivational effects of LEGOs to teach math & science, 3 dimensional shapes, patterning, comparing and contrasting objects, extending patterns, shapes, language arts, listening and following directions and learning mechanical vocabulary. This class is an on-line version of our ever popular Elementary Engineering held in a classroom. Once registered for this course, you will be sent a LEGO kit with over 1,000 very advanced LEGO pieces. When you receive the kit in the mail, then you are ready to take the class. Yes, you keep the kit when the class is over! Intended for K-8 students.
Video Game Making Class--
This instructor facilitated On-Line class will teach how to design and modify your own exciting arcade style video games. You'll learn how to control characters, objects and outcomes in your game, then increase the difficulty level and add more features. Learn how to design your own version of PacMan and several other games. Students will participate in this class at home using their own computer, or, in a school computer lab. For ages 10 thru adults. 7 weeks.
We have experience working with grant programs and children with other special needs. Please ask us about your particular needs.
Please visit our website at www.michiganlearning.com for additional information and please contact me when you have a few minutes to talk.
Sincerely,
Pete Stackpole
Program Coordinator
All About Learning, Inc.
www.michiganlearning.com
pete@michiganlearning.com
616-322-8908
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
It is with a great deal of pleasure that I am writing to you about All About Learning, Inc. and our wonderful enrichment programs being taught throughout Michigan, and over 30 other U.S States. We use creative ways to teach Science, Technology, Engineering and Math (STEM). Operating since 2002, with classes ranging from LEGO Engineering, Robotics, to Video Game Making, we are proud to teach thousands of students each year.
We are also proud to announce our "LEGO Engineering On-Line Class” for children with special needs such as Aspergers, Autism and ADHD. Please find the following program description:
LEGO Engineering Online for Students with Special Needs--
The class consists of engineering theory and instruction plus 6 very complex building exercises. Lessons harness the motivational effects of LEGOs to teach math & science, 3 dimensional shapes, patterning, comparing and contrasting objects, extending patterns, shapes, language arts, listening and following directions and learning mechanical vocabulary. This class is an on-line version of our ever popular Elementary Engineering held in a classroom. Once registered for this course, you will be sent a LEGO kit with over 1,000 very advanced LEGO pieces. When you receive the kit in the mail, then you are ready to take the class. Yes, you keep the kit when the class is over! Intended for K-8 students.
Video Game Making Class--
This instructor facilitated On-Line class will teach how to design and modify your own exciting arcade style video games. You'll learn how to control characters, objects and outcomes in your game, then increase the difficulty level and add more features. Learn how to design your own version of PacMan and several other games. Students will participate in this class at home using their own computer, or, in a school computer lab. For ages 10 thru adults. 7 weeks.
We have experience working with grant programs and children with other special needs. Please ask us about your particular needs.
Please visit our website at www.michiganlearning.com for additional information and please contact me when you have a few minutes to talk.
Sincerely,
Pete Stackpole
Program Coordinator
All About Learning, Inc.
www.michiganlearning.com
pete@michiganlearning.com
616-322-8908
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
6.12.08
How to help your child with Aspergers survive the holiday season...
This is an article designed to help parents of children who have Aspergers through the holiday seasons. We all have fond memories of our own childhood, when we looked forward to putting up the decorations, eating mouth watering meals and receiving all those longed for presents at Halloween, Thanksgiving or Christmas. As parents we naturally want our children to enjoy it all and have as much fun as we did so we talk, anticipate and prepare with mounting excitement as the celebrations draw nearer. However for those families who are raising a child with Aspergers syndrome it all adds up to an almighty headache! Children with Aspergers Syndrome have a real hard time coping with all of these celebrations and if they have their birthday on top of that… well you may as well pack up and go away until Spring!
Anticipation for a child with Aspergers Syndrome leads to increased levels of anxiety which they cannot control. They become overloaded and then you have a massive meltdown at the time when you are all supposed to be enjoying and celebrating the season of peace and goodwill! The party will be ruined and everybody upset, especially your child who is trying so hard to fit in and be like everybody else. So how can you achieve the impossible and enjoy the season while at the same time keeping your Aspergers child calm and behaving appropriately?
The first simple step to take is to simply reduce the time talking about the festive occasion. Remember he /she cannot easily control their emotions and to chatter constantly about the event will simply lead to stress and anxiety. It is useful to enlist the help of others in your home in this and keep any conversations to a minimum while your Aspergers child is around. Another great strategy to help is to keep any physical changes to your home to the minimum, so by all means decorate, put up cards and a tree but just don’t make a big fuss about it all. A good tip is to not put out any presents until the day they are to be opened as your Aspergers child will have a hard time keeping their hands off and will became anxious and potentially oppositional.
Although it’s important not to overload your child it is equally important to explain any changes to their routines. So prepare your child for any changes by calmly telling them the day before what will be happening. Visual supports always work well so use photos or simple pictures to explain what will be happening. It is also important to explain to your child what is expected of them, e.g. to say ‘hello how are you” to guests and sit at the table to share the meal. Your child will also need to be given permission to leave the festivities and you can rehearse this together with some simple role play. This is really important as it gives your child an exit strategy and also allows them to get through the celebrations without going into meltdown. Additionally if you see that he/she is becoming distressed you can also activate the exit cue so your child gets out before the situation deteriorates. Following these simple steps should lead to a much more positive experience for everyone and will provide your Aspergers child with the love, support, reassurance and above all confidence to participate fully in these wonderful occasions.
So to summarize briefly it is important to keep preparations and discussions around the holidays to a minimum when the child with Aspergers is around. Preparing them as to what will be expected of them at this time, as well as incorporating an exit strategy, will help further. Good luck!
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
Anticipation for a child with Aspergers Syndrome leads to increased levels of anxiety which they cannot control. They become overloaded and then you have a massive meltdown at the time when you are all supposed to be enjoying and celebrating the season of peace and goodwill! The party will be ruined and everybody upset, especially your child who is trying so hard to fit in and be like everybody else. So how can you achieve the impossible and enjoy the season while at the same time keeping your Aspergers child calm and behaving appropriately?
The first simple step to take is to simply reduce the time talking about the festive occasion. Remember he /she cannot easily control their emotions and to chatter constantly about the event will simply lead to stress and anxiety. It is useful to enlist the help of others in your home in this and keep any conversations to a minimum while your Aspergers child is around. Another great strategy to help is to keep any physical changes to your home to the minimum, so by all means decorate, put up cards and a tree but just don’t make a big fuss about it all. A good tip is to not put out any presents until the day they are to be opened as your Aspergers child will have a hard time keeping their hands off and will became anxious and potentially oppositional.
Although it’s important not to overload your child it is equally important to explain any changes to their routines. So prepare your child for any changes by calmly telling them the day before what will be happening. Visual supports always work well so use photos or simple pictures to explain what will be happening. It is also important to explain to your child what is expected of them, e.g. to say ‘hello how are you” to guests and sit at the table to share the meal. Your child will also need to be given permission to leave the festivities and you can rehearse this together with some simple role play. This is really important as it gives your child an exit strategy and also allows them to get through the celebrations without going into meltdown. Additionally if you see that he/she is becoming distressed you can also activate the exit cue so your child gets out before the situation deteriorates. Following these simple steps should lead to a much more positive experience for everyone and will provide your Aspergers child with the love, support, reassurance and above all confidence to participate fully in these wonderful occasions.
So to summarize briefly it is important to keep preparations and discussions around the holidays to a minimum when the child with Aspergers is around. Preparing them as to what will be expected of them at this time, as well as incorporating an exit strategy, will help further. Good luck!
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
3.12.08
Girls with Asperger’s and their friends and relationships...
Please can you tell me about girls with Asperger’s and their friends and relationships?
People who study and treat Asperger’s Syndrome state that the number of girls with Asperger’s is equal to that of boys; however, the girls are not diagnosed as often because the syndrome presents itself differently in girls. The common behaviours seen in both girls and boys with Asperger’s are as follows:
• Difficulty reading social cues and body language
• Problems with social skills
• Demonstrating impatience
• Difficulty developing empathy for others
A notable difference between girls and boys with Asperger’s is that boys will act out aggressively when they are frustrated. As a result, they get attention from adults while the girls remain silent about their frustrations. The girls appear to be shy or passive and adults overlook their problems; they have average or above-average intelligence that helps to hide their social awkwardness.
There is a book entitled Pretending To Be Normal; it is an autobiography written by Liane Holliday-Willey, who has Asperger’s Syndrome. It discusses the difficulties that girls have with Asperger’s. The thesis of the book is that girls do not understand how to process their feelings and express their emotions in socially acceptable ways. As a result, they become people pleasers. They are seen with smiles on their faces that mask the problems they are having. There are many social scientists who believe that girls are better at camouflaging their disorder because they are socialized to be passive and submissive.
Passivity isn’t the only detectable symptom of Asperger’s Syndrome in females. Young women with Asperger’s learn to mimic the behaviours of other children, and this happens when there are role models present. If no role models are available, girls with Asperger’s do not learn proper behaviour; they will learn behavioural “scripts” that facilitate their interactions with other people. Also, they might use dolls as substitute friends and create their own insulated lives with their dolls.
During the elementary school years, girls with Asperger’s will find one good friend who is matronly. This friend becomes the link between the girl and the outside world. This friend can provide support and encouragement to the girl, but, if the friend moves away, the girl with Asperger’s can experience extremely negative consequences.
The sooner that a young girl is properly diagnosed with Asperger’s Syndrome, the sooner she can obtain professional help. With the support of a doctor and friends, she can learn appropriate, socially acceptable behaviors. Also, she can develop independent living skills.
To begin helping a girl with Asperger’s, read the book Girls Under The Umbrella of Autism Spectrum Disorders: Practical Solutions for Addressing Everyday Challenges by Lori Ernsperger, Ph.D., and Danielle Wendel. This book was authored by an experienced professional and a mother of a young girl on the autism spectrum. The authors provide insightful, first-hand accounts of girls’ lives along with research-based strategies and practical techniques for addressing the unique needs of girls on the spectrum while nurturing their gifts and talents.
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
People who study and treat Asperger’s Syndrome state that the number of girls with Asperger’s is equal to that of boys; however, the girls are not diagnosed as often because the syndrome presents itself differently in girls. The common behaviours seen in both girls and boys with Asperger’s are as follows:
• Difficulty reading social cues and body language
• Problems with social skills
• Demonstrating impatience
• Difficulty developing empathy for others
A notable difference between girls and boys with Asperger’s is that boys will act out aggressively when they are frustrated. As a result, they get attention from adults while the girls remain silent about their frustrations. The girls appear to be shy or passive and adults overlook their problems; they have average or above-average intelligence that helps to hide their social awkwardness.
There is a book entitled Pretending To Be Normal; it is an autobiography written by Liane Holliday-Willey, who has Asperger’s Syndrome. It discusses the difficulties that girls have with Asperger’s. The thesis of the book is that girls do not understand how to process their feelings and express their emotions in socially acceptable ways. As a result, they become people pleasers. They are seen with smiles on their faces that mask the problems they are having. There are many social scientists who believe that girls are better at camouflaging their disorder because they are socialized to be passive and submissive.
Passivity isn’t the only detectable symptom of Asperger’s Syndrome in females. Young women with Asperger’s learn to mimic the behaviours of other children, and this happens when there are role models present. If no role models are available, girls with Asperger’s do not learn proper behaviour; they will learn behavioural “scripts” that facilitate their interactions with other people. Also, they might use dolls as substitute friends and create their own insulated lives with their dolls.
During the elementary school years, girls with Asperger’s will find one good friend who is matronly. This friend becomes the link between the girl and the outside world. This friend can provide support and encouragement to the girl, but, if the friend moves away, the girl with Asperger’s can experience extremely negative consequences.
The sooner that a young girl is properly diagnosed with Asperger’s Syndrome, the sooner she can obtain professional help. With the support of a doctor and friends, she can learn appropriate, socially acceptable behaviors. Also, she can develop independent living skills.
To begin helping a girl with Asperger’s, read the book Girls Under The Umbrella of Autism Spectrum Disorders: Practical Solutions for Addressing Everyday Challenges by Lori Ernsperger, Ph.D., and Danielle Wendel. This book was authored by an experienced professional and a mother of a young girl on the autism spectrum. The authors provide insightful, first-hand accounts of girls’ lives along with research-based strategies and practical techniques for addressing the unique needs of girls on the spectrum while nurturing their gifts and talents.
The Parenting Aspergers Resource Guide: A Complete Resource Guide For Parents Who Have Children Diagnosed With Aspergers Syndrome.
Subscribe to:
Posts (Atom)
Parenting Defiant Aspergers Teens
How to Prevent Meltdowns in Aspergers Children
Aspergers Children “Block-Out” Their Emotions
Popular Posts
-
Aspergers, considered to be a mild form of autism, consists of problems with socializing and communication with others. While the average ag... -
80% of grown-ups with Aspergers do not have full-time jobs – not because they can’t do the work, but because they can’t manage to be sociall... -
Narrow Range of Interests and Insistence on Set Routines: This refers to the child’s rigidity, obsessions, perseverations, and need for str... -
Having the diagnosis of Aspergers syndrome can be devastating for the parents of children who wonder what will happen to their child as he o... -
Question My eldest boy J___ who is now 5-years-old was diagnosed with Aspergers last July. We did 6 months of intense therapy with a chil... -
Because there is no identifiable biochemical problem in Aspergers syndrome and because many researchers believe the syndrome is a result of ... -
Unfortunately there’s no such thing as anger-management classes specifically for Aspergers children – and you may find that not a week goes ... -
You're trying to find things for your child to do all summer that are safe, entertaining, and maybe, if you're lucky, have some educational ... -
Every child has a "blind spot" in learning and understanding things. Many kids don't "get" algebra, for example. This is a challenge that t... -
Anticipation for the Aspergers youngster is often a negative emotion that leads to overload resulting in a meltdown. Rather than having a ti...
