Aspergers & Post High School Education

Question

What are the best options for post high school education?

Answer

The future is looking brighter than ever for children with Asperger’s Syndrome. As you know, children with Asperger’s are usually very intelligent, but suffer from a lack of social skills, communication abilities, and sensory issues. The recent surge of information, education, and treatment options are starting at younger ages, increasing the chances and the choices for post high school education.

There are several secondary education options to investigate for your child with Asperger’s.

Here are several choices to research:

* Technical or vocational schools-These schools offer career training in a relatively short amount of time, with the added benefit of being close to home. If your child is thinking of a career in computer repair, air conditioning and heating repair, general office duties, or computer technology, a vocational school is worth a look. Check your local schools for the programs available in your area. Many of these schools offer federal financial aid, as well as state or local aid.

* Community college-If your child is interested in earning an Associates degree, the local community college may be the solution. These schools are close to home, yet offer the ‘real’ college experience. For kids who are uncomfortable with the thought of going away to college, this alternative can give them that big school experience at a more manageable volume.

* Specialty schools-Single concentration schools are popping up everywhere. These schools cater to one certain specialty. For the child with Asperger’s, special interests can mean sure success when it comes to choosing a career path. Why not concentrate fully on that special interest after high school? Some examples of specialty careers are culinary arts, cosmetology, graphic arts, fashion design, and animation.

* Colleges and Universities-It is no longer unusual to find children with Asperger’s going away to a college or university in search of a higher-level degree. These schools are starting to make necessary accommodations for students with Asperger’s, offering more assistance on campus.

Teens with Asperger’s are demonstrating their capabilities by adapting to college life quite well, as long as the preparation has been in place during high school. Possibilities for financing their education are numerous with federal and state financial aid and scholarships.

Choosing the right school can guarantee success. “Colleges that Change Lives: 40 schools you should know about even if you’re not a straight-A student” by Loren Pope, Director of the College Placement Bureau and author of Looking Beyond the Ivy League is a book that lists a
group of colleges that have shown a proven ability to develop potential in exceptional students.

Preparing your child early by working on social skills, organizational skills, and living skills will ensure a successful adjustment from high school and home life to the college experience. Finding the right post high school opportunity for your child with Asperger’s Syndrome is not only possible, it is promising.

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

Asperger's Syndrome & Criminal Behavior

This post explores the question whether people diagnosed with Aspergers have a greater probability than typically-developing peers of becoming involved in delinquent or criminal activity.

The alternative perspective under consideration is that the characteristic traits and behaviors associated with Aspergers (such as poorly developed theory of mind, or obsessionality, etc) may lead to a greater vulnerability to accusations of offending behavior despite no criminal intent, especially when there appears to be little regard for the effect of certain behaviors upon other people.

Although several studies have suggested an association between violent crime and Aspergers, few have examined the underlying reasons. Research needs to determine to what extent psychiatric factors contribute to offending behavior in this population.

Of the 37 cases described in one recent research project, 11 cases (29.7%) had a definite psychiatric disorder and 20 cases (54%) had a probable psychiatric disorder at the time of committing the crime. These findings underscore the role of psychiatric disorders in the occurrence of violent crime in people with Aspergers and highlight the need for their early diagnosis and treatment.

The review of available findings and observations by Allen et al (2007) set out to highlight evidence by which to support or refute the suggested association between Aspergers (AS) and offending against the law that has become a subject for much debate.

Reference is made, for example, to the work of Haskins and Silva (2006) whose initial research data indicated that people with ASPERGERS are over-represented among the population of known offenders relative to their prevalence in the general population.

On the other hand, Howlin (2004) has argued that any association that is perceived between ASPERGERS and crime is the result of a small number of cases which have given rise to much publicity and to (speculative) causal attributions in the media.

Allen et al recognize how this kind of link may come to be perceived in that, in his original description, Asperger (1944) noted that some kids carried out what could be defined as malicious acts either of an aggressive or sexual nature without any apparent regard for the impact upon other people.

However, the question is raised about the actual intent or motive behind these and other offensive actions; and Howlin argues that significant underlying factors include a reaction to a lack of social understanding of situations (or of being misunderstood by other people), the pursuit of some obsessional interest, and a failure to anticipate consequences.

There is also the possibility that the person concerned would not have the capacity to avoid pressures from peers to engage in malicious or delinquent activity.

This view concerning problems in verbal and non-verbal communication, social understanding, and flexibility of thought or action has become commonly expressed; and reference is made to a number of factors which could explain why someone with ASPERGERS may have an increased risk for offending behavior:

• An (innate) lack of concern for the outcomes of actions
• Failure to understand (formal) questioning and an over-frankness
• Impulsive behavior which may be stimulated by an underlying anxiety
• Misreading of social signals and a lack of knowledge of social rules which may underlie accusations of sexual misconduct
• Obsessional interests which may be reflected in behavior such as stalking
• Resistance or limited motivation to change may underlie a persistence of inappropriate behaviors
• Social immaturity, and a misinterpretation of “friendships”, with a vulnerability to being led by others into inappropriate or illegal behavior

It has been suggested (by Debbaudt 2002 among others) that certain types of illegal acts may have diagnostic significance and lead to the identification of previously unrecognized ASPERGERS. These include an (obsessive) harassment of other people, hitting out for no observable reason, computer crime, and offences arising from misjudged personal relationships.

Allen et al have also been able to identify a number of forensic case studies which have provided illustrations of how the particular characteristics of ASPERGERS may predispose the people to offending.

Their summary indicates that there are three key types of offence that are consistently reported ... sexual offences, violent offences, and arson. Frequently, there was a ready admission of the actions, with the reasonable implication that the offences themselves and the reactions afterwards reflect central features of ASPERGERS, namely preoccupations, self-centered “logic”, interpersonal naiveté, and low empathy.

However, the authors identify a problem applicable to a case study approach in that, when assessing the circumstances of some offence committed by a person identified with ASPERGERS, it is virtually inevitable that there will be a focus upon aspects of this condition that can be linked to the offending behavior. There is a lack of evidence concerning variables that differentiate among people with ASPERGERS who have been involved in offending and those who have not.

Just because someone with ASPERGERS offends does not mean that this condition is a inevitable and universal risk factor for offending ... (and one is reminded of the consistent finding that a number of risk factors, e.g. living in a high delinquency area, poor achievement at school, etc, may differentiate between groups of teenagers whose probability of offending are respectively high and low, but such variables may be much less accurate in predicting the behavior of a given person).

In respect of experimental studies, reference is made to the work of Baron-Cohen and Wheelwright (2004) who demonstrated that the capacity for empathy is indeed lower among people with ASPERGERS than in the general population.

However, while this limited empathy might be thought to be a risk factor for offending, it was further shown that the characteristic problems of interpreting the behavior and feelings of other people are not associated with any wish to cause harm to those other people.

When it was pointed out that their behavior could be hurtful, this sample of people with ASPERGERS offered expressions of regret, but they could not see that their own actions were responsible for causing the hurt.

In other words, there is support for the hypothesis that limited or absent theory of mind, (an inability to read the signals and reactions of other people), coupled with unusual and repetitive interests, is significant for offending behavior among people with ASPERGERS.

As far as actual prevalence of offending behavior is concerned, inconsistent findings emerge from existing studies.

Tantam (2003) found that acts of violence towards others, such as lashing out, were common in an ASPERGERS population; and there is a consensus among various studies that sexual offences, aggression, and arson are particularly prevalent.

However, the problem with much of the evidence available for review by Allen et al is that it is based upon very selective samples of people with ASPERGERS, typically those attending specialist hospitals.

It is consistently noted that there is an over-representation of such people among the population of known offenders in these hospitals, but the question is raised whether this kind of statistic which applies to people who have committed serious offences, can be generalized to the overall ASPERGERS population. There is the further possibility that the significant association is between offending and some co-morbid condition rather than with the ASPERGERS per se.

The National Autistic Society (2004) presented the view that only a minority of people with ASPERGERS become offenders and that there is no association between autism and crime ... (although one might ponder whether autism and ASPERGERS are comparable in this respect given that the people with ASPERGERS are more likely to work in mainstream settings and to be exposed to the behaviors and relationship patterns of a range of peers while seeking acceptance and relationships of their own and pursuing their particular interests and goals).

The NAS further argues that the very rigidity of adherence to rules and routines would decrease the probability of law-breaking ... (although, again, one might ponder whether any literalness about rules, and a kind of tunnel-vision, may cause some interpersonal conflicts and increase the risk of misunderstanding, anxiety, and reactive aggression).

The present authors (Allen et al) highlight the continuing inconsistency of findings concerning whether offending is more or less prevalent in an ASPERGERS population than in the general population, complicated by methodological differences between studies in terms, for example, of criteria for the diagnosis of ASPERGERS among target samples and for defining the offending behaviors.

Prevalence of offending appears lower in an ASPERGERS population than in the general population when a whole range of types of offence is considered; but higher in respect of aggressive behavior such as criminal damage (perhaps attributable to reactions to perceived victimization).

However, while offending may be a relatively low-frequency phenomenon among people with ASPERGERS, it seems likely that those who do offend will experience marked difficulties with the subsequent judicial processes, starting with the arrest, any element of restraint, and with the questioning.

Problems are likely in their remembering the sequences and timing of events or in over-compliance to suggested interpretations of events; and their apparent competence in (expressive) language may mask their particular vulnerabilities and anxieties.

The implications include ensuring that staff working in the criminal justice system are aware of the nature of Aspergers and AUTISM SPECTRUM DISORDER generally, and of the particular profile of strengths and weaknesses in given people; that language used in investigating events is kept simple and unambiguous; that approaches are not threatening; and that the person is supported by a familiar person who has experience of working in the field of autism.

Allen et al conclude by making a plea for ongoing research to study truly representative samples of people with ASPERGERS rather than those already involved with the judicial system in order to identify the similarities and differences between people with ASPERGERS and controls in respect of the risk for offending; and to explore further the factors which differentiate offenders from non-offenders within the overall ASPERGERS population.

It was noted by Allen et al (op.cit) that any association that may be perceived, rightly or wrongly, between ASPERGERS and offending will have been influenced by the dramatic or even sensational way in which certain cases have been reported in the media.

A recent example concerned an 18 year old, diagnosed with ASPERGERS and experiencing the characteristic social and communication weaknesses (and, reportedly, associated bullying), who, during a party which had been particularly daunting for him, responded to the teasing from a 10 year old girl by attacking her with fatal consequences.

The young man was convicted, and, when sentencing him to a long prison term, the judge referred to the ASPERGERS condition and his uncertainty whether the disturbance of personality could be traced to the ASPERGERS, but justified the sentence by describing the young man as presenting considerable danger to young girls.

A similar implication of some direct link between autism and violent crime was made in the trial of the man accused of the murder of a TV presenter in 1999, when specialist opinion highlighted a number of diagnosed conditions co-morbid in this man with no way of determining which condition or combination of conditions could be associated with the crime. (The conviction has now been declared unsafe, and a re-trial is to be held.)

The general moral is that the action (or alleged action) of one given person with his or her idiosyncratic profile of strengths and needs, and history of experiences, and which occurs in a particular setting and involves a particular set of circumstances, should not be regarded as typical of all the people who share a diagnostic label, especially one associated with a spectrum condition.

The further moral appears to involve an early recognition of the condition, and the precise nature of the behavioral profile and symptoms, with a view to increasing awareness of the needs and strengths on the part of extended family, peers, and relevant others, thus to minimize situations likely to evoke fight or flight reactions.

In a conference presentation, Allen et al (2006) provided a summary of their general themes.
First, they set out the possible predisposing factors among people with ASPERGERS that could increase the probability of offending:

• Anxiety or even panic reactions which may be translated into aggressive actions
• Impulsiveness (perhaps linked to co morbid ADHD)
• Lack of awareness of likely outcomes, hence a willingness to initiate outcomes with unforeseen consequences
• Misunderstanding of social and interactional conventions or rules
• Naïve social awareness and misinterpretation of relationships leading to exploitation
• Obsessions and preoccupations
• Resistance to changing behavior
• The lack of empathy, or lack of insight into the effects of behavior; a denial of their own responsibility

They go on to cite supportive evidence from other researchers to highlight this kind of commonality across cases, with deficient empathy typically seen as the most significant factor.

While noting the relatively few people with ASPERGERS identified among those of their sample known to have committed offences, they listed the commonly-cited precipitating events, as described by their sample of adults with ASPERGERS, for the aggressive or destructive or otherwise offending actions.

The percentage of respondents referring to particular circumstances was as follows:

• Bereavement 13%
• Bullying 50%
• Change in the support arrangements 19%
• Change of domicile 25%
• Family conflict 50%
• Onset of additional mental health problems 31%
• Sexual rejection 50%
• Social rejection 69%

The point emphasized by these authors was that, in their survey covering a very large number of people, the actual incidence of crime among people identified with ASPERGERS was low. On the basis of this kind of empirical evidence, the team held that there is little support for any hypothesized association between ASPERGERS and criminal activity.

This is not to belittle the impact of the offences that are committed, but the implication concerns how to interpret the actions. It is accepted that some of the behaviors associated with ASPERGERS reflect a lack of communication, or misunderstandings, coupled with an inability to predict the outcomes; but whether the offending actions should be interpreted as having a knowing and criminal intent is questionable, with implications for determining how judicial and mental health systems should best respond in safeguarding the interests both of the person and of the community.

In a commentary on the presentation, Dr Tony Attwood held that it is important that such findings are given publicity in order to counter any view among the general public that ASPERGERS is a direct and common cause of anti-social or threatening behavior.

Attwood shares the concern lest high profile cases where the central figure is identified with ASPERGERS (or is believed, or claims, to be so-identified) will reinforce a false assumption that anyone validly diagnosed with ASPERGERS may commit similar actions.

This concern is justified given the reports in the national press (e.g. Bright 2005) that kids and adolescents with developmental or psychological difficulties, including ASPERGERS, are being unreasonably targeted for anti-social behavior orders (ASBOs).

The examples, identified by the British Institute for Brain Injured Kids, are given of a 15 year old boy with ASPERGERS given an ASBO to counter his tendency to stare over the neighbors’ fence into their garden; and of another 15 year old boy identified with Tourettes given an ASBO seeking to stop his swearing in public!

In a further case, an ASBO was served upon a 13 year old girl with ASPERGERS who had been swearing in the street (and where it turned out that there had been an angry altercation between her parents and the neighbors and she had been copying the language used).

The concept of “zero tolerance” has been identified by staff at the institute as problematic if it is taken literally and involves unreasonable demands upon some kids and teenagers.

The NAS has taken a similar line in expressing concern that the definition of anti-social behavior is too vague. In particular, it is held that “behavior which causes or is likely to cause harassment, alarm, or distress” could describe some of the core symptomatic behaviors of many people with autism.

One NAS initiative has involved a pilot program in a number of UK schools to help teenagers with ASPERGERS to become aware of the risk of crime and associated issues, given that their social and communicative vulnerability will increase the risk of their being placed in dangerous situations.

The program is seeking to enhance social awareness in the target group and to enable them to remain safe from exploitation or from (unwitting) involvement in offending activities.

One common area of potential offending is with the use of computers.

ASPERGERS is not a specific risk factor for hacking activities, but there has long been the concern (as expressed, among others, by Temple Grandin) that many people with AUTISM SPECTRUM DISORDER and ASPERGERS are drawn to computer-based learning or recreation, and to jobs which utilize IT interests and skills, so that, without monitoring and mentoring, there is a risk of a drift into hacking activities.

It may well be, again, that there is no criminal intent but that the people who are identified as hacking into the systems of large organizations are motivated by the presenting challenge to their computing skills.

There are no hard data concerning the actual incidence of this computer crime among people with ASPERGERS or AUTISM SPECTRUM DISORDER, but a small number of publicized cases may have allowed there to develop a belief (which may or may not be true) that such actions are more common among people with ASPERGERS than among the general population.

Therefore, while seeking to avoid inappropriate stereotyping, one might still recognize (as noted by Baron-Cohen 2001 among others) the overlap of traits of people with ASPERGERS and of people prone to computer hacking. However, Baron-Cohen stresses that any link can only be speculative in the absence of any actual research evidence.

Meanwhile, Szatmari is quoted in the same 2001 publication as dismissing any such link arguing, instead, that people with ASPERGERS tend to stick to rules and routines almost to a fault.

However, it is possible that, in addition to the “abstract” intellectual challenge involved, there may be some instances where the hacking is motivated by a sense of injustice or by a claimed quest to identify poor security.

Whether this kind of action is more common among the ASPERGERS population remains subject to debate; and, presumably, there remains the possibility that it is more identified but not more prevalent among the ASPERGERS group given their likely frankness or lack of concealment about what they are doing.

Finally, one can refer to the work of Bowen and Plimley (2007) who accept that people with AUTISM SPECTRUM DISORDER can be particularly vulnerable to becoming either victims or perpetrators of offending actions.

They, too, highlight the characteristic problems with social communication and interaction, inflexibility, etc, which can lead to a misunderstanding of their actions and reactions (including on the part of staff in the judicial system).

The implication is not that people with AUTISM SPECTRUM DISORDER are more likely to commit some offence, but that they need help to stay safe and to avoid actions which were not motivated by a criminal intent but which may be interpreted in that way.

These authors go on to cite the comments of teachers experienced in working with teenagers with AUTISM SPECTRUM DISORDER to the effect that behaviors accepted and tolerated in childhood, such as outbursts of temper, pushing into people, touching, expressing highly personal comments or questions, etc, are not tolerated and may be interpreted very negatively during adolescence and into adulthood.

It may also be the case that the teenagers can present as confrontational or provocative (which, presumably, may be the starting point for an escalation of behavior into more overtly aggressive interchanges); and they may also be persuaded into delinquent acts, such as petty theft or damage to property, by peers.

Their interviews with those teenagers who had experience of involvement with the police revealed the probability of mutual misunderstandings as a result of some or any of the characteristic aloofness, or apparent rudeness and insensitivity, or literalness, etc.

Bowen and Plimley recommend providing people with AUTISM SPECTRUM DISORDER some kind of identity card describing the presence and nature of the condition and presenting symptoms.

This concept was described as being supported by their sample of teenagers (and their parents) who felt that behaviors could be open to misinterpretation as deliberately provocative or dangerous or offensive when the real issues concerned communication problems, a lack of recognition of consequences, and stress in the face of uncertain or challenging situations leading to apparently aggressive actions.

Social stories are also recommended as a means of teaching the people concerned about how to avoid those behaviors open to misinterpretation, such as being able to differentiate appropriate and inappropriate touching, social rules, road safety etc.

Further, the advice is for identifying “triggers”, i.e. those events or experiences giving rise to idiosyncratic but negative reactions which may be perceived as deliberately provocative or aggressive acts.

One might summarize much of the implication from the studies reviewed as a matter of seeking fully to understand what lies behind and motivates the observable behavior. If triggers are operating, one needs to be clear what they are ... seeking to gain the perception and to tap the experience of the people concerned as opposed to maintaining one’s own untested hypotheses about the sequence of events.

This could be summarized as ensuring a functional assessment of behavior ... the precise antecedents, the intended purpose, the payback, etc ... with a view either to averting those circumstances which evoke the inappropriate behaviors or to identifying acceptable means of achieving the desired outcome.

Once more, the need is for identification of the needs as early as practicable in order that the particular “style” of the person can be observed and increasingly appreciated over time with the opportunity to introduce strategies to reduce maladaptive behaviors and reactions, and generally to increase appropriate day-to- day social functioning.

Further, despite the high incidence of diagnosed cases of ASPERGERS and AUTISM SPECTRUM DISORDER, it appears that the nature of these conditions remains unclear or confused among significant numbers either of the public, typically-developing peers, or of professionals whose role may bring them into frequent contact with teenagers.

The need is for ongoing efforts to raise awareness of the nature of ASPERGERS and AUTISM SPECTRUM DISORDER, and the range of permutations of symptoms that may be observed among the persons so-identified, thus to increase an understanding of the needs and an avoidance of misinterpretations leading to inappropriate judicial disposals which may serve only to compound the needs.


REFERENCES—

Allen D., Peckett H., Evans C., Hider A., Rees H., Hawkins S., and Morgan H. 2007 Asperger Syndrome and the criminal justice system. Good Autism Practice 8(1) 35- 42

Allen D., Evans C., Hider A., and Peckett H. 2006 Asperger Syndrome and offending behaviour : exploring the links. Conference presentation - Autism Cymru, Cardiff. May 2006

Asperger H. 1944 Die Autistichen Psychpathen in Kindersalter. Archiv fur Psychiatrie und Nevrenkrankenheiten 117 76-136

Baron-Cohen S. and Wheelwright S. 2004 The empathy quotient. Journal of Autism and Developmental Disorders 34(2) 163-175

Baron-Cohen S. 2001 Cited in Zuckerman M. Hacker reminds some of Asperger Syndrome. USA Today 29/3.01

Bowen M. and Plimley L. 2007 Keeping out of trouble. Special (July) 31-33

Bright M. 2005 Charity pleads for tolerance as autistic youngsters face ASBOs.

Debbaudt D. 2002 Autism, Advocates, and Law Enforcement Professionals. London : Kingsley

Haskins B. and Silva A. 2006 Asperger’s disorder and criminal behaviour. Journal of the American Academy of Psychiatry and the Law 34(3) 374-384

Howlin P. 2004 Autism and Asperger Syndrome : Preparing for Adulthood. New York : Routledge

National Autistic Society 2004 Autistic Spectrum Disorders and Involvement in the Criminal Justice System. London : NAS

Satzmari P. 2001 (Also cited by Zuckerman M. op.cit)

Tantam D. 2003 The challenge of adolescents and adults with Asperger Syndrome. Child and Adolescent Psychiatric Clinics of North America. 12 143-163

The Observer (Home Affairs) : May 22nd 2005


My Aspergers Child

Asperger's Adults & Marriage

Being partnered to an Aspergers adult comes with its own set of marital difficulties. Of primary concern is the lack of intimacy and reciprocation of emotion. This is the most common reason for marriage breakdown associated with Aspergers. This neurological disorder makes it extremely difficult for the Aspergers adult to interact emotionally in an appropriate way with others.

In a marriage situation, the so-called "normal" spouse may be content with doing the bulk of the emotional work of the relationship, particularly if that person is a female. However, once kids arrive, further difficulties can arise as the Asperger mom or dad cannot effectively engage with their youngster and the other parent can observe feelings of distress in the growing youngster as little empathy is displayed towards that youngster. When the spouse expresses frustration at this lack of affection and intimacy, the Aspergers adult is often puzzled by the outburst as understanding is absent. It is easy to see how arguments and unhappiness result. It is not surprising that around 80% of such marriages end in divorce.

For spouses and family members of an Asperger adult, counseling can help in learning to overcome feelings of anger, hurt, disappointment, and depression. Joining a support group can also assist on overcoming the feelings of isolation associated with being a relative of an Aspergers adult.

For the Aspergers adult himself, counseling is of some assistance, but social skills training will better equip the individual in dealing with others, whether they be spouses, kids, or workplace colleagues. Social skills training involves teaching the person to recognize facial expressions and associate them with certain emotions, learning body language skills and being able to interpret what is being communicated, and learning to verbally interact with others at a more functioning level.

This type of training is a learned procedure, as it does not come naturally to the Aspergers adult. However in doing so, it makes for easier social interaction, less misunderstanding and social isolation. If the person desires better relationships, they must also be willing to ask for and act on advice in situations in which they know they find difficult to negotiate. The attitude of both spouse and the Aspergers adult are crucial for the successful learning process to occur.

It requires hard work and much patience for spouses and family members, and a willingness to accept constructive criticism on the part of the Aspergers adult to smooth out the rough edges of these relationships. But, like any relationship, willingness on both sides can certainly lead to improved daily interactions.

This condition is a lifelong developmental disorder and mainly manifests in the inability to successfully relate emotionally to others during everyday interactions. There exists a lack of awareness in interpreting social cues; a skill that most of us take for granted. Given that inability, it can be extremely difficult for the family and friends of an Asperger to cope with many of the behavior patterns typically exhibited.

As Aspergers is a relatively recently classified disorder, an adult's diagnosis with Aspergers may occur after the diagnosis of a youngster or a grandchild. When this occurs, family members often then relate the behaviors of the newly-diagnosed youngster to that of the lifelong behavior patterns of a parent or spouse.

This "Ah-ha" phenomenon is often accompanied by relief on the part of the parent, spouse, or youngster of an Aspergers adult, but with it comes grief when the realization hits home that there is little likelihood of gross changes in the Aspergers adult. For instance, the daughter whose son is diagnosed with Aspergers may then realize that her father had the same constellation of symptoms, and the reason for her father's apparent disconnectedness, coldness, and inability to empathize with her suddenly becomes crystal clear.

Coping with a family member with Aspergers can be frustrating and demoralizing, particularly with an Aspergers adult who is undiagnosed. There can be much suffering and misunderstanding by the youngster of a mom or dad with Aspergers, and certainly psychological damage is likely. Once an effective diagnosis is made, at least there is some understanding for other family members as to why the Aspergers adult behaves the way that they do.

One of my clients had a mother-in-law who exhibited all the classic symptoms of Aspergers. Previous to the mother-in-law's diagnosis, this distressed client had suffered enormously at the hands of this woman, as had her husband and kids. She had called her "The Hologram." Her explanation was that "she looks like a normal human being, and she's smart and has a good job, but there's just nothing there." Hence the name she had dubbed her mother-in-law in order to cope with the stress that family get-togethers inevitably brought.

The term "hologram" was an unwittingly apt description of her mother-in-law. There was no intimacy, no understanding, no empathy, just a pragmatic approach to life that did not take into account the emotions of the individuals she dealt with. Nor was she able to adapt herself to the changing needs of different individuals or situations. The diagnosis of this woman's grandchild with Aspergers led to a realization by her own adult kids as to why their mother was the way she was. It answered a lot of questions, and gave these adult kids some closure regarding the childhood hurts they had experienced due to her inability to relate to them.

Dealing with a person with this condition can be extremely difficult at times, particularly when the person has yet to be diagnosed with Aspergers. When diagnosis of Aspergers occurs, it is often as a result of a child or grandchild being assessed with Aspergers. It then becomes apparent to other family members that the undiagnosed adult they have struggled for so long to understand or relate to also has Aspergers.

When an adult is diagnosed with Aspergers as a result of a youngster within the extended family being diagnosed, it can come as a "double whammy" to the family. This is particularly the case when a youngster and a spouse are diagnosed, since the remaining member of the family group is now in the position of dealing with two Aspergers in the one home.

Similarly, the diagnosis of a youngster may make the parent twig that Mom or Dad had Aspergers too. This also causes intense personal suffering for the person concerned since finding out that one's mom or dad has Aspergers will open as many wounds as it will explain.

The problems in dealing with Aspergers adults can be numerous, and include:

• A sense of frustration that you cannot "get through" to this person.
• A sense of hopelessness that the person doesn't love you.
• Depression related to the knowledge that the individual won't get better.
• Difficulties accepting that the spouse has the condition.
• Failure to understand why the person cannot relate to you in a "normal" manner
• Feeling overly responsible for the person; feeling a need to constantly explain their inappropriate behaviors and comments to others. A feeling of trepidation due to the effect of this constant vigilance.
• If the Aspergers adult is a marriage partner, concerns over whether to stay in the relationship are at times overwhelming.
• Lack of intimacy in the relationship and a failure to have your own needs met Lack of emotional support from family and friends who do not understand the condition.

Aspergers makes for difficulties in understanding the emotions of others as well as interpreting subtle communication skills, as transmitted through eye contact, facial expressions, and body language. This often leads to the person with Aspergers being labeled as rude, uncaring, cold, and unfeeling. While it is natural for those who interact with him/her to feel this way, it is unfair to the Aspergers adult. This is because Aspergers is a genetic, neurological condition which renders the Aspergers adult mentally unable to readily understand and interpret the emotional states of others.

One of the problems associated with adult Aspergers is lack of accurate diagnosis. Because Aspergers is a disorder that has only been recognized and singled out from other autistic spectrum disorders in the last decade, to date there has been little information about the behaviors of adults with the condition. As kids, these adults would have stood out among their peers as being "unusual," yet at the time there was no accurate diagnosis available. Hence there still remains many Aspergers adults in the community who remain undiagnosed.

The other problem is that, even when diagnosis occurs, the Aspergers adult may refuse to go into family counseling or accept available assistance as they do not see that they have a problem. One of my client's who had a mother with the condition was relieved to finally discover the reason for his mother's emotional aloofness, yet was devastated when that same mother refused to go into family therapy because she simply said "I feel good, there's nothing wrong with me."

In this case, there was no denial involved on the part of the mother. She simply couldn't understand her son's pain, his feelings of rejection, or his desire for a real "mother-son" relationship. None of it made any "sense" to her. In addition, her interactions with the family and in-laws were fraught with difficulties. Eventually this man decided to limit interaction with his mother as it caused too much distress.

In other cases, the Aspergers adult, when told that their actions are hurtful or inappropriate, may be genuinely shocked. However, the behavior is likely to be repeated, unless there is some form of intervention, and the individual genuinely desires to change.

Some Aspergers individuals can maintain ongoing relationships, however due to their neurological inability to effectively communicate on an emotional level, there are numerous difficulties. Even dating can prove to be a problem as the subtle "language of love" which operates during the courtship phase is often a mystery to the Aspergers adult. This can apply to even the most academically gifted individual. Recent research into the sexual behaviors of Aspergers adults indicate that they have similar sex drives as the general population but seldom possess the social skills to deal with the high level of intimacy required of such a relationship. In fact, research suggests that the divorce rate for couples in which one spouse has Aspergers is around 80%.

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

Natural Treatment for Asperger’s Syndrome

As a psychologist and as a parent, I have seen a need for safe, effective and healthy natural remedies specially formulated for Aspergers kids's health. I have spent a lot of time researching and formulating a range of natural remedies especially for young Aspergers kids.

All remedies are herbal or homeopathic and ingredients are carefully chosen by our team of experts here at MyAspergersChild.com for efficacy and safety (however we do NOT sell products directly from this website). The remedies are especially formulated to promote health and encourage well-being in Aspergers kids, without harmful side effects.

The remedies are non-addictive and presented in child-safe doses. No artificial colors or preservatives are used and manufacturing is in accordance with the highest pharmaceutical standards.

Maintain a balanced mood—

Aspergers kids commonly have fluctuating moods throughout the day as their emotional development is still in its early stages. Moods may differ from moment to moment based on the youngster’s feelings and the trials of daily life. Events that may seem small and insignificant to adults, may become huge calamities for young minds and this can sometimes cause chaos and distress in the family. Although these ‘childish storms’ may soon blow over, they can come and go many times in the average day – depending on the age and disposition of the youngster.

From worries over imaginary monsters to fretting over the opinion of other kids at school, the moods of both Aspergers kids and teens can be commonly affected by many seemingly normal events, causing mood swings and concern.

On the whole, adults have normally learned how to weather these storms as their nervous systems and emotional development has matured. However, even for adults, routine ‘ups and downs’ may occur as part of daily living and can sometimes become difficult to manage.

Natural remedies have been used in traditional medicine for thousands of years to gently and safely support the healthy functioning of the brain and nervous system, as well as to encourage normal and efficient balance of emotion and a soothed state.

There are now many published clinical studies demonstrating the ability of a range of herbs to support the normal functioning of the brain and nervous system and maintain balanced mood, feelings of well-being and promote emotional health.

MindSoothe Jr.™ is an herbal remedy especially for Aspergers kids and formulated by a Clinical Psychologist to support balanced mood and feelings of well-being. Regular use promotes the health of the brain and nervous system, helping to support healthy production of essential brain hormones and chemicals related to nervous system health and emotional well-being, thereby helping to maintain balanced mood and optimum performance.

MindSoothe ™ is a 100% safe, non-addictive, natural herbal remedy that has been especially formulated by a Clinical Psychologist for adults and teens, and comes in a compact capsule form, making it easy to take. MindSoothe can be used to safely maintain emotional health, balanced, mood and harmony in the brain and nervous system, without harmful side effects.

Support overall calm—

Sometimes erratic, unpredictable impulsive behavior can escalate to frenetic, flustered, and wild outbursts in even the most normal and even tempered youngster.

Aspergers kids may commonly resort to yelling and kicking - even biting - in order to express their feelings and get what they want. This behavior may become increasingly difficult for parents to manage and can cause numerous disruptions to the family’s daily routine. These bursts of childhood temper tantrums are most common during the pre-school years, but may occur from time to time in older Aspergers kids and even adults if they occasionally lose their tempers – which can happen to all of us from time to time.

Natural remedies can help to support a balanced demeanor and homeopathic and herbal remedies are of great benefit in helping to restore calm and a positive demeanor after a common emotional episode. Natural remedies have been used in traditional medicine for thousands of years to support the healthy functioning of the brain and nervous system.

Tula Tantrum Tamer ™ is a registered homeopathic remedy which helps Aspergers kids to maintain balanced mood, calm demeanor and reasonable attitude by providing a sound platform to support emotional peace and stability. As a result, Tula Tantrum Tamer can make all the difference to a youngster who is prone to tantrums and emotional storminess.

PureCalm™ is a 100% safe, non-addictive herbal remedy that has been specially formulated by a Clinical Psychologist for adults and Aspergers kids. PureCalm can especially benefit those individuals needing support for balanced mood and to assist with common nervous tension.

Encourage focus and concentration—

Our brain is like a virtual filing cabinet where the completed tasks, acquired information, and experiences are all processed and then stored - nothing is lost, instead we sometimes need to just take a little more effort to retrieve. Healthy brain functioning, including concentration and focus, are essential if we are to successfully complete our everyday tasks.

Natural remedies have been used in traditional medicine for thousands of years to support the healthy functioning of the brain and nervous system, helping to maintain efficient concentration and memory functioning.

Focus Formula ™ is a 100% safe, non-addictive, natural, herbal remedy. Formulated by a Clinical Psychologist for both Aspergers kids and adults, Focus Formula has been used for many years to safely maintain health and systemic balance in the brain and nervous system. Focus Formula contains a selection of herbs known for their supportive function in maintaining brain, nervous system and circulatory health, and well-being.

BrightSpark ™ is a safe, non-addictive, registered homeopathic remedy containing 100% homeopathic ingredients especially selected by our clinical psychologist. BrightSpark will help keep your youngster alert while at the same time preventing common restlessness, thereby helping Aspergers kids to concentrate and balance moods. BrightSpark can also be especially effective for Aspergers kids who tend to act out and play the fool or for those who have routine difficulties controlling their tempers or getting along with other Aspergers kids.

Promote healthy sleep patterns—

A regular and peaceful night’s sleep is a useful indicator of overall physical and emotional health.

Healthy sleep patterns are a crucial aspect of a youngster’s development. Aspergers kids commonly resist going to bed – especially when their minds are busy and they can think of a million more exciting things to do! However, Aspergers kids who routinely get away with late bed times may struggle to cope the next day – especially at school – and may become ratty and difficult.

A good night’s sleep is just as important for adults who need to replenish their resources after a demanding day of work and family responsibilities. For many adults, a natural sleep tonic can make all the difference to supporting regular sleeping patterns.

Serenite Jr. ™ is a safe and effective herbal remedy specially formulated by our Clinical Psychologist to promote junior night time harmony and to assist parents in their task of naturally settling fussy little ones.

SerenitePlus ™ is a herbal formula specially formulated by a Clinical Psychologist for teenagers and adults. The natural ingredients are chosen for their relaxing and calming properties to assist with occasional routine sleeplessness and to relax and wind down at night.

For the Brain and Nervous System—

For Aspergers kids:

• BrightSpark is a registered homeopathic formula used to reduce routine impulsive, restless and erratic behavior – so helping your youngster to listen more calmly, carefully, and attentively.

• Focus Formula is used to support brain health and maintain a healthy supply of blood and nutrients to the brain – thereby supporting the brain’s functions of concentration, memory and healthy mental focus, while promoting corresponding health in the nervous system.

• MindSoothe Jr. is used to maintain emotional balance, a reasonable attitude and feelings of well-being in Aspergers kids, also supporting the balance of neurotransmitters produced in the brain like dopamine and serotonin, both linked to the maintenance of balanced mood.

• PureCalm is our excellent on the spot remedy for nervous system support - widely used to lessen common feelings of being flustered, bothered or on-edge, and to soothe the nerves.

• Serenite Jr. is used to support healthy sleep patterns in babies over 6 months and Aspergers kids up to 12 years old.

• Tula TamtrumTamer is a registered homeopathic remedy used to reduce the frequency and strength of common childhood tantrums, calm and soothe fiery tempers, while promoting a balanced mood and reasonable attitude.

For Adults:

• SerenitePlus is a herbal formula specially formulated by a Clinical Psychologist for teenagers and adults. The natural ingredients are chosen for their relaxing and calming properties to assist with occasional routine sleeplessness and to relax and wind down at night.

• PureCalm is our excellent on-the-spot remedy for nervous system support - widely used to lessen common feelings of being flustered, bothered or on-edge, and to soothe the nerves.

• MindSoothe is used to support emotional well-being and stability , lessen general feelings of the blues, support a healthy motivated attitude, a well-adjusted outlook and positive temperament, as well as support healthy sleep patterns.

• Focus ADDult contains a selection of herbs known for their supportive function in maintaining brain, nervous system, circulatory health, and overall well-being.

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

The Gluten-Free, Casein-Free (GFCF) Diet for Autism Spectrum Disorder (ASD)

It has been suggested that peptides from gluten and casein may have a role in the origins of Autism Spectrum Disorder (ASD) and that the physiology and psychology of ASD might be explained by excessive opioid activity linked to these peptides.

What on earth are gluten and casein? Can removing them from my youngster's diet really improve the symptoms of ASD and Pervasive Developmental Disorder (PDD)?

Gluten and casein are getting a lot of attention in the ASD community and from doctors in the "Defeat Autism Now!" biomedical movement. Some parents, doctors and researchers say that kids have shown mild to dramatic improvements in speech and/or behavior after these substances were removed from their diet. Some also report that their kids have experienced fewer bouts of diarrhea and loose stools since starting a gluten-free, casein-free (GFCF) diet. Author and ASD consultant Donna Williams , who has ASD herself, says she has been helped by "nutritional supplements together with a dairy/gluten-free and low Salicylate diet." Some children report no benefits from the GFCF diet. (Salicylates are found in some fruits likes apples and other foods).

Gluten and gluten-like proteins are found in wheat and other grains, including oats, rye, barley, bulgar, durum, kamut and spelt, and foods made from those grains. They are also found in food starches, semolina, couscous, malt, some vinegars, soy sauce, flavorings, artificial colors and hydrolyzed vegetable proteins.

Casein is a protein found in milk and foods containing milk, such as cheese, butter, yogurt, ice cream, whey and even some brands of margarine. It also may be added to non-milk products such as soy cheese and hot dogs in the form of caseinate.

There is growing interest in the link between ASD and gastrointestinal (GI) ailments. A study by the University of California Davis Health System found that kids with ASD born in the 1990s were more likely to have gastrointestinal problems, including constipation, diarrhea and vomiting, than autistic kids who were born in the early 1980s. Some children use the GFCF diet mainly to ease gastrointestinal problems and food allergies or sensitivities.

According to one theory, some children with ASD and PDD cannot properly digest gluten and casein, which form peptides, or substances that act like opiates in their bodies. The peptides then alter the person's behavior, perceptions, and responses to his environment. Some scientists now believe that peptides trigger an unusual immune system response in certain children. Research in the U.S. and Europe has found peptides in the urine of a significant number of kids with ASD. A doctor can order a urinary peptide test that can tell if proteins are not being digested properly.

Studies are currently underway to examine the effectiveness of the GFCF diet, which has not gained widespread acceptance in the U.S. medical community. One recent study found behavioral improvements in kids on a GFCF diet, while another study found no significant effects from the diet.

Medical tests can determine if your youngster has a sensitivity or an allergy to gluten, casein and other foods such as eggs, nuts and soybeans. Any pediatrician or a physician from the DAN! (Defeat Autism Now!) list can order these tests before you begin the diet.

Before you change your youngster's diet, consult with a physician and nutritionist to make sure you are providing a healthy diet and, if necessary, nutritional supplements. Also, read any of the books and web sites about the diet.

Some advocates of dietary intervention suggest removing one food from the diet at a time, so you will know which food was causing a problem. It also is helpful to ask children who do not know about the dietary change if they see any improvement after a few weeks.

It's often suggested to remove milk first because the body will clear itself of milk/casein the quickest. Gluten may be removed a month after the elimination of milk. It may take up to six months on a gluten-free diet for the body to rid itself of all gluten. That is why most advocates suggest giving the diet a trial of six months.

The diet can seem like a lot of work, at first. You must carefully read the ingredients on food packages. Beware of "hidden" casein and gluten in ingredient lists, such as curds, caseinate, lactose, bran, spices or certain types of vinegar. It may be hard to locate a substitute for the milk your youngster loves, although many kids do adapt to the gluten-free, casein-free (GFCF) soy, potato, almond and rice milk substitutes available. Look for varieties that are enriched with calcium and Vitamin D. In addition, many parents provide vitamin and calcium supplements to their kids on the diet.

Many communities have health food stores or regular supermarkets that stock flour, bread, crackers, cookies, pretzels, waffles, cereal, and pasta made of rice, potato or other gluten-free flours. There also are online retailers that sell GFCF foods and vitamins. Also, some web sites list commercially-available foods that are gluten-free and casein-free, such as Heinz ketchup, Bush's Baked Beans and Ore-Ida Golden Fries. Some prepared foods originally developed for children with Celiac Disease, a form of gluten intolerance, now come in casein-free varieties, too. To save money, some families choose to make their own GFCF foods using some of the cookbooks below.

Foods that CAN be eaten on a gluten-free, casein-free diet include rice, quinoa, amaranth, potato, buckwheat flour, soy, corn, fruits, oil, vegetables, beans, tapioca, meat, poultry, fish, shellfish, teff, nuts, eggs, and sorghum, among others.

Author Karyn Seroussi says her son now has no traces of ASD, due in large part to a strict GFCF diet. Some parents report improved eye contact, less constipation or diarrhea, and better behavior. However, other parents do not notice a difference in their kids.

Besides gluten and casein, some parents report that removing corn or soy led to equal or greater improvements in their kids. Because soy protein is similar to gluten and casein, some diet proponents recommend removing it if the youngster seems very sensitive.

Research into the GFCF diet continues. "Although the hypothesis may appear 'off the wall' in many respects, there are a number of pieces of evidence, which seem to support them. The ideas are compatible with virtually all the accepted biological data on ASD and are therefore worthy of consideration. The dietary method must still be considered as experimental and no positive results can be promised or are claimed for every person," according to Paul Shattock and Dr. Paul Whiteley of the British Autism Research Unit at the University of Sunderland, which provides scientific information on the diet.

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

Meal Plan for Aspergers Adolescents

As moms & dads, we all know that our adolescents need to eat well. Their bodies are still growing, their brains are still changing, and their hormones may be taking a toll on their moods and energy levels. Yet we also know that adolescents are prone to eating irregularly, and sometimes quite poorly, particularly as they distance themselves from parental controls, and eat more meals away from home. Pizza, cookies, ice cream, and soft drinks may be the most common foods in their diets at this age. But moms & dads have more influence and capacity to affect their adolescents' diets positively than they may think they do. The keys to positive change in the arena of diet and nutrition are positive attitude, planning, and preparation. These keys are already in your hands.

Moms & dads have a particularly strong advantage in this arena because, generally speaking, moms & dads have higher incomes than adolescents, and adolescents would rather spend more of their incomes on clothing, music, movies, and other entertainment, and as little as possible on food. Adolescents with Aspergers are not much different; the only real difference may be that appropriate diet and nutrition may be even more important to help them keep improving their social skills and relations with other adolescents and adults. Even slight worsening of moods, or additional absent-mindedness due to low blood sugar from skipping a meal, may cause a adolescent with Aspergers to fall into difficulties in important social situations. Once he or she has created a "social storm", such as a rift with a friend, or opposition to a teacher, the adolescent with Aspergers often has more trouble than other adolescents navigating the troubled waters and reaching a safe shore.

Using the keys to positive change in the arena of your adolescent's diet and nutrition is not difficult. The following outline gives many examples of simple and direct changes you can make. A separate article on this website will cover special issues, including how to assess and manage food allergies, and co-occurring medical conditions.

Positive Attitude—

Most of us yearn to have peace at the dinner table and in the home; we would like to provide healthy food, and have our kids eat it with appreciation and without complaints. Yet we may forget that a positive attitude about food has to begin with us.

In many countries and cultures of the world, kids and adolescents are only too glad to have enough food to eat each day. In much of Africa, families still eat all their meals together and in rural areas there is generally a single bowl of food, a grain or root starch with a vegetable sauce that young and old family members share. Meat is often more of a luxury, or may be offered only in small quantities. Soft drinks and sugary desserts are luxury items, and a regular component of the diet only for relatively wealthy people. While living and traveling in rural West Africa for four years, I never observed any adolescents complaining about the food, or refusing to eat a prepared meal.

In the United States, by contrast, we often have too much food, and paradoxically, much of it is not healthy or nutritious. Adolescents complain about the food provided for them, and may refuse to eat, or don't eat well at prepared meals with their families, because they have a confusing array of other choices. They often do not view making daily decisions about what is and is not nutritious as their job, and they shouldn't; it is the job of the adults in the community, whether at home or at school, to guide adolescents to eat wisely by providing nutritious food, and by limiting the supply of non-nutritious foods available.

At the same time, eating together is one of the most affirming and basic family-building activities possible; it also links us to other human beings in our own community and other communities; it is one activity that we all have in common, no matter what culture we are from! Our first job, therefore, is to return a sense of pleasure and even joy to family mealtimes, and to eating in general, if it isn't already there; our second job is to plan for food that is appropriately nutritious, even planning some meals with our adolescents; our third job is to prepare the food with a calm attitude and with thoughtful attention to the needs of our adolescents, whether it be for portable meals, late-night snacks, or a constant supply of pocket-sized nutritious energy-boosters.

Here are several ways to keep positive attitudes circulating in your home:

1. Try music and candlelight for a change. Ask your adolescent to choose some quiet music that he or she especially likes.

2. Start each meal together, at the table, and wait for everyone to be there. It helps to share a moment of silent appreciation, a chosen quote, or a prayer if you are so inclined. Let all family members take turns choosing the opening.
3. Offer only nutritious foods at mealtimes. Try to buy as many fresh foods as possible, and use color contrasts to make the meal appeal to the artist in your teen.

4. Get family members to take turns helping to set the table creatively with attractive, even unusual, centerpieces or decorations. Some of these may even help generate conversation with ordinarily taciturn adolescents.

5. Do not make meal times a time to criticize or moralize; try to open the conversation to everyone, and avoid topics that exclude some people, or are boring for kids or teens. In the original book, Cheaper by the Dozen (a true story), family members were allowed to call out, "Not of general interest!" when inappropriate or boring dinnertime conversation topics were introduced.

6. Ask family members what their favorite dinners are, and either prepare those meals yourself or allow them to prepare those meals, once a week.

Planning and Preparation—

Turning your kitchen into a generator of good nutrition and better eating habits may feel like a monumental task, but it is entirely manageable if broken down into tasks that only take an hour or less.

1. Based on your family's list of favorite meals, and the cook's preferences, create a new grocery list featuring fresh foods and non-sugar foods for the main meals.

2. Go through the refrigerator and the pantry shelves and gradually reduce and eliminate unhealthy foods. These include those foods whose primary ingredient is sugar (i.e. the first ingredient on the label), and foods with artificial ingredients, including preservatives and artificial coloring. Get rid of all soft drinks. Extra salty or fatty foods should also be limited, but these are more problematic for adult health; adolescents can handle some salty, fatty foods because of their higher activity levels. Then don't buy unhealthy foods anymore. If anyone asks, you can tell them you can't afford them. Having to buy these foods themselves will immediately reduce your adolescents' (and other family members') need for them.

3. It is also good practice to rotate cooking duties. Cooking is a practical skill and art form that all adolescents should master early in life. A adolescent with Aspergers may especially appreciate feeling self-confident serving tasty food he or she has prepared to friends and family.

4. It is important to continue to provide some snack foods, portable foods, and quick meals. These in-between food sources are often the culprits in poor nutrition and diet, however, so it is crucial to look closely at ingredients, and change the foods that are available whenever you determine that the current offerings are unhealthy. Make sure that you provide a continual supply of a variety of these meal alternatives, or your adolescent will resort to relying on vending machines and friends; neither source can be relied upon for solely healthy and nutritious food!

5. Next, see how many canned or already prepared foods you can replace with fresh foods. These foods are often a hidden source of unwanted sugars, preservatives, and other chemical additives that can actually damage your family's health. Try the local health food store for spaghetti sauce and other sauces and dressings free of chemistry experiments; farmer's markets often have homemade jams, hot sauces, pesto, flavored honey, herb vinegars and other specialties. Check the local bakeries for bread; often bakeries sell their day-old bread at a significant discount - and it is still a lot fresher than what you will find at the grocery store!

6. Pay special attention to breakfast foods. You may have to woo your adolescent to the breakfast table, but it is worth the effort. Breakfast is still the most important meal of the day for regulating energy levels, brain power, and moods.

7. Preparing food should be a happy, not a harassed, activity. We have a rule in our house that the cook gets to choose the music or radio program while preparing meals, and others are in the kitchen at the same time only if they are contributing to a positive atmosphere.

8. Whoever does the majority of the cooking in the family should consider what foods he or she enjoys the most, and should check out a few cookbooks featuring their favorite foods from the library. A happy and inspired cook makes good food; inspiring food makes better mealtimes and better nutrition possible.

Very Easy Recipes—

Simple examples of healthy snack foods: a) apples and peanut butter; b) carrots, celery, cherry tomatoes etc., either plain or with dipping sauce; c) granola or homemade granola bars; d) peanuts and raisins, or other fruit/nut mixes; e) whole yogurt with fresh fruit and honey; f) cheese and wholegrain crackers; g)yogurt and fruit "smoothies" made in the blender; h) quick breads and muffins made from scratch - easier than you think.

Portable foods need to be hard, or in a hard container, so that they are not squashed and unappetizing by the time your adolescent gets around to remembering to eat them. Apples and granola bars are a good start; sometimes we get beef, elk, venison or bison jerky from friends who make their own jerky, and more farmers and ranchers are starting to offer these products for sale. We also have a favorite cookie recipe. Using whatever basic chocolate chip cookie recipe your family prefers, cut the sugar by one-quarter cup, and substitute one-half cup quick oats for one-half cup of the flour required. Add chopped nuts, and even coconut flakes, if you prefer. Use real butter rather than margarine. Making a variation of these cookies each week, and filling the cookie jar will provide a more nutritious treat than store-bought cookies.

Quick meals should be meals that adolescents, including those with Aspergers' Syndrome, can cook for themselves in the afternoon after school, or late at night when returning from an evening out, or if they are up late studying. Provide instruction in how to prepare basic pasta, and then make sure that a variety of interesting pasta shapes and sauces are readily available and that your adolescent knows how to find the necessary ingredients and pots and pans by him or herself. Egg-based meals are another example. Make sure that your adolescent knows how to prepare basic scrambled eggs, omelets, fried or poached eggs, hard-boiled eggs, and French toast. With just these two basic food sources in his or her cooking repertoire, your adolescent can create a dozen different healthy meals.

Rather than using direct praise for positive changes in your adolescent's eating habits, which may feel too intrusive or excessive for what he or she will rightly regard as a very basic part of life, ask your adolescent to cook for the family. "You prepare such good food these days; could I get you to cook for everyone once this week or next week?" will make your adolescent feel both self-confident, and needed. For a adolescent, with or without Aspergers, these are the marks of growing into adulthood and family membership as the contributing adult that he or she wants to be, deep down.


RESOURCES:

• Zurbel, Runa and Victor. 1984. The Natural Lunchbox. New York, New York: Holt, Rinehart and Winston.

• Robertson, Laurel, Carol Flinders, and Bronwen Godfrey. 1976. Laurel's Kitchen: A Handbook for Vegetarian Cookery and Nutrition. New York, New York: Bantam Books. Considered the "Joy of Cooking" for the whole foods kitchen, this book has great tables on the nutritional components of different foods, as well as a large number of recipes.

• Schauss, Alexander, Barbara Friedlander, and Arnold Meyer. 1991. Eating for A's. New York, New York: Pocket Books.

• Katzen, Mollie. 1977. The Moosewood Cookbook. Berkeley, California: The Ten Speed Press. Many of our family's favorite nutritious, fresh food recipes come from this cookbook and its successor, The Broccoli Forest.

• Fallon, Sally. 1995. Nourishing Traditions: The Cookbook that Challenges Politically Correct Nutrition and the Diet Dictocrats. San Diego, California: ProMotion Publishing. The title says it all; this wonderful cookbook provides healthy, fresh food alternatives based on a wide variety of traditional cultures, as well as an introduction to good nutrition that is well worth reading.

• Beard, James. 1973. Beard on Bread. New York, New York: Alfred A. Knopf, Inc.This easy-to-use cookbook has clear instructions and great recipes for all kinds of quick breads, including biscuits, muffins, and sweetbreads, as well as yeast breads.

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

Aspergers Research: Projects Seeking Participants

• Autism Diet and Nutrition Study
  University of Delaware, Center for Disabilities Studies

Online survey - looking for participants from throughout the United States

A collaboration of programs and agencies, including the Delaware Division for Developmental Disabilities and the Delaware Department of Education, are interested in the nutritional and dietary needs and concerns of kids with autism. During the past decade, a number of professionals, families, and advocates have raised numerous questions about the impact of nutrition and diet on the development of kids with autism. Your assistance with determining these needs and concerns is critical.
Click Here to complete the survey

• New York University: Steinhardt School of Education
  Department of Applied Psychology

Asperger Syndrome and Parenting - Online Survey

Seeking Moms & dads of kids ages 5 to 16 yrs. old who have been identified as having Asperger Syndrome.

Moms & dads are invited to take part in a research study to learn more about moms & dads of kids with Asperger Syndrome and their parenting experiences. This study will be conducted by Jeanne Angus, Applied Psychology, Steinhardt School at New York University, as part of her doctoral dissertation. Her faculty sponsor is Samuel Juni, Ph.D, Applied Psychology, Steinhardt School at New York University.

To participate in this online survey please go to: www.jeanneangus.info

NOTE: A password is needed to gain access to the website. The password is: asperger

• Columbia University Programs in Occupational Therapy

Asperger Syndrome Siblings: A Survey of Moms & dads' Perceptions of their Understanding of the Illness, Sibling Relationships and Need for Support Services" - Online Survey

Graduate Occupational Therapy students under the supervision of Emily Raphael, M.S., M.A., OTR/L, are conducting research into the needs of siblings of kids diagnosed with Asperger syndrome (AS). This online survey asks questions relating to siblings' adjustment and support, and their relationship with their brother or sister who has been diagnosed with AS. We believe that an appreciation of siblings' experiences will lead to more effective and greater support for these kids and their families.

We are interested in hearing from primary care givers who have at least one child with AS, who has at least one sibling, both over the age of 6. The survey should take approximately 20 minutes. Responses will be completely confidential and anonymous, and no personal identifying information is required to participate.

To participate in the survey please go to: http://www.columbia.edu/~ch2277/

If you have any questions about this research please do not hesitate to contact us at eir12@columbia.edu or call us at (212) 342-2743.

• Hofstra University, Hempstead, New York
  Clinical/School Psychology Ph.D. Program

Attention: Moms & dads of Kids with Diagnosed with Autism, Asperger’s Disorder, or Pervasive Developmental Disorder (PDD)
Dawn Middleton, M.A., Doctoral Candidate and Liora Pedhazur-Schmelkin, Ph.D., Vice Provost for Academic Affairs, are currently examining parental experience and opinions of educational placements for kids with autism spectrum disorders. We are asking that moms & dads or guardians of kids diagnosed with an autism spectrum disorder (Autism, Asperger's Disorder, or Pervasive Developmental Disorder (PDD)) participate in this study by completing an online questionnaire.

If you choose to participate, you will be asked to complete the following questionnaire, which will take approximately 20 minutes. No further participation is necessary. You will not be asked to supply any personal identifying information. All results will be reported in terms of group responses and no individual responses will be reported You may access the questionnaire by clicking on the following link: www.autismspectrumsurvey.org

If you have any questions about this research please do not hesitate to contact Dawn Middleton at dawnmiddleton@yahoo.com

• UC Davis M.I.N.D. Institute, Sacramento California

Moms & dads: We need your help!
The UC Davis M.I.N.D. Institute's clinical research program is seeking kids of all ages (birth to adulthood) to participate in our studies. The research team is seeking participants with neurodevelopmental disorders, developmental delays, or typical development. In addition to helping our understanding of neurodevelopmental disorders, participants benefit from state-of-the-art assessment techniques and feedback from clinical researchers. Some studies also offer financial compensation.

For more information , please contact Meridith Brandt at (916) 703-0320 or go to www.ucdmc.ucdavis.edu/mindinstitute/html/research_program/research_studies.html

• University of Cambridge - UK
  Autism Research Centre
  Asperger Syndrome (AS) Sibling Pair Project

We are looking for adults or kids who are diagnosed with AS to take part in a new genes project, along with their brothers and sisters.

This new worldwide study involves collecting a DNA sample and a questionnaire from individuals with Asperger Syndrome and their biological brothers and sisters. Providing a DNA sample is quick, easy and a completely painless process. This research may enable us to identify specific genes involved in Asperger Syndrome, furthering our understanding of the condition and possibly leading to earlier diagnosis.

For further information please see:
www.autismresearchcentre.com/volunteers/sib_pair.asp
Or email Sally Wheelwright: sjw18@cam.ac.uk

• Massachusetts General Hospital, Charlestown, Massachusetts
  Yale Child Study Center, New Haven, CT,
  University of Chicago, Chicago, IL
  University of Michagan, Ann Arbor, MI
  High-Functioning Autism/Asperger Syndrome Study:
  Neurobiology and Genetics of Autism and Related Disorders

The goals of this research are to better define the boundaries and clarify the distinctions between HFA and AS, as well as to indentify familial patterns of inheritance in these two disorders. This study is a collaborative effort and includes our site at McLean Hospital as well as sites as the Yale Child Study Center, The University of Chicago, and the University of Michigan. This investigation is supported through the NICHD and was just awarded funds for another 5 years of study.

We are currently enrolling families with at least one child between the ages of 6 and 21 with a diagnosis of High Functioning Autism or Asperger Syndrome (IQ >70), and no other significant disorders.

For more information on how you can participate go to:
www.mgh.harvard.edu/allpsych/psychneurogen/psychneuro_research_highfunction.htm

• Texas Woman's University, Dallas/Ft. Worth, Texas
  Kids Diagnosed with Asperger's Syndrome or High Functioning Autism and their Families
  Best Practices for Psychological Assessment of Kids and Adolescents with PDD's, Parenting Role, and Marital Relationship Impact.

Research Project Overview:
The research team is led by Kathy Deornellas, Ph.D., and Melinda Lang, Ph.D., of Texas Woman's University. The purpose of this research is to add to the body of knowledge concerning the best practices for psychological assessment of kids and adolescents who have been diagnosed with pervasive developmental disorders (PDDs), specifically High Functioning Autism and Asperger's Syndrome. The research will also examine the impact of having a child with PDD on their moms & dads' satisfaction with the parenting role and the marital relationship. The team hopes to find specific patterns that may assist in earlier identification of kids with these disorders.

Participation:
The research team is looking for kids and their moms & dads in the Dallas/Ft. Worth area who are interested in contributing to the current body of knowledge of pervasive developmental disorders.
Kids who participate should have the following qualifications:

• Ages 8-18 years old
• Current diagnosis of a pervasive developmental disorder (PDD), specifically High Functioning Autism or Asperger's Syndrome
• Intellectual or adaptive skills within or above the average range

The assessment will take place at a location most convenient for the family. Moms & dads will receive a verbal interpretation of the child's assessment results at the conclusion of the study.

For more information contact:
Kathy DeOrnellas, Ph.D.
Toll Free: (888) 948-9984 X2315
In Denton: (940) 898-2315
Team Email: TWUresearchteam@yahoo.com
Website: http://piostore.twu.edu/PIONEER/carlwr/share/www/index.htm

• Fordham University, New York, NY
  Graduate School of Social Service
  Moms & dads of Kids with Asperger's Syndrome: Challenges, and Needs in Service Delivery - An Exploratory Study.

Ernst VanBergeijk, Ph.D. and his colleagues at Fordham University are conducting a series of focus groups with moms & dads of kids with Asperger's Syndrome (AS). Parental coping and family organization have been shown to have strong links to positive mental health outcomes of kids with disabilities. The purpose of this qualitative study is to explore the perceptions, coping strategies, and family functioning of moms & dads of kids with AS, and how existing support systems impact their family functioning. Participants would be asked to attend one focus group that would last approximately 1.5-2.0 hours. They would also be asked to complete a short anonymous questionnaire concerning family demographics. If you are a parent of a child with AS who is under 25 years of age and are interested in participating in the study, please contact Ernst VanBergeijk at 212-636-7784 or e-mail to: vanbergeijk@fordham.edu Childcare and Metrocards are available to interested families participating in the study. As a token of appreciation for their time, participating moms & dads will receive a $25 gift certificate to the Autism Asperger Publishing Company Website.

• University of California San Diego and San Diego State University

Dr. Jeanne Townsend at the University of California San Diego, Dr. Axel Mueller at San Diego State University, and their colleagues, are working together to learn more about brain functioning in autism. These studies are funded by the National Institutes of Health.
We are looking for individuals with autism or Asperger's Syndrome who live in the San Diego area. We are seeking kids, adolescents, and young adults (age 10 and up) for studies that will involve performing behavioral tasks while having your EEG recorded or during a functional magnetic resonance imaging (FMRI) session.
Qualified participants will receive a diagnostic and psychological evaluation from a clinical neuropsychologist. Results from clinical testing will be made available. There is no cost to participate. Participants will be paid for their time. For more information, please contact:

Natacha Akshoomoff, Ph.D.
Assistant Professor
Dept. of Psychiatry
University of California, San Diego
(858) 622-1805
email to: natacha@ucsd.edu

• NIH Center of Excellence in Autism at The University of Pittsburgh
  Pittsburgh Collaborative Program of Excellence in Autism

You are invited to consider participation in ongoing research projects studying how people with autism think and the genetic link to autism. Studies include: How People with Autism Think and How the Brain Works, Finding The Genes for Autism, Family Study, and Infant Study.

For more information on specific studies and how you can participate, please Click Here

• University of Kansas
  Adults with Asperger Syndrome Study

This study will examine the preferences of adults (age 20 and older) who have Asperger syndrome. Individuals who participate in the study will be asked about their likes and dislikes, and preferences in their daily lives including home, work, and free time. In addition they will be asked for information about their life history and sensory needs. It is our hope that we will have many participants since this study will be the first of its kind. This study is sponsored by researchers at the University of Kansas.

All information will be gathered by mail using surveys and questionnaires. Participants will be sent questionnaires through the mail with return postage paid envelopes provided for their convenience. All information will be confidential. Individuals will receive the results of their surveys and questionnaires. If you are 20 years old or older and have Asperger syndrome, please email the researchers if you are interested in participating in this study. The contact email address for this survey is: adultastudy@mail.ku.edu

• University of Kansas
  Kids and Youth With Asperger Syndrome Study

Brenda Smith Myles, Ph.D. and her colleagues at the University of Kansas are undertaking two large-scale studies to better understand kids and youth with Asperger Syndrome in order to plan effective interventions.

The first study will involve completion of surveys and interviews via phone by moms & dads and kids/adolescents. Brenda and her colleagues will assist in these tasks. In the second study, kids/adolescents with Asperger Syndrome will be provided with a software program that teaches emotions and will be asked to use it for 2 hours per week for 10 weeks.

Moms & dads who have kids with Asperger Syndrome (ages 8 to 18) who are interested in learning more about the study are asked to contact Brenda at asdresearch@ku.edu .

• The Seaver and New York Autism Center of Excellence

Exciting research projects for kids and adolescents with Autism, Asperger's and PDD. In studying medication treatments, the focus is on treating specific core symptoms, including compulsive behaviors, social deficits, and language deficits. The medications aim to reduce anxiety, repetitive behaviors, irritability, aggression, impulsivity, and self-injurious behavior. The research studies offer comprehensive diagnostic testing, neuropsychological assessment, and frequent visits with child psychiatrists to closely monitor subjects and assess change over 8 to 12 weeks depending on the study at no cost to participants.

If you would like more information, please visit:
http://www.mssm.edu/psychiatry/autism/seaver.shtml or contact Karen Zagursky, (212)241-7098.

GCO# 99-364(IRB Approved 6/25/03 to 5/31/04)

• Mount Sinai School of Medicine – Neuroscience PET Laboratory

Research Study: “Diffusion Tensor Imaging in Autism and Asperger’s Disorder”

(GCO# 00-0951, IRB approved through 7/31/04)

We are looking for individuals with autism and/or Asperger’s Disorder (18- 40 years old) in the New York City area to participate in a neuroimaging research study. The purpose of this study is to learn more about which areas of the brain are involved in attention and how they connect with each other. By learning more about the mechanisms of attention, the investigators may help the discovery of new treatments for autism, Asperger’s Disorder, and other neurological and psychiatric illnesses.

Your participation will involve three visits to Mount Sinai School of Medicine. The first visit will involve a diagnostic interview to clinically verify your diagnosis. In addition, you will receive a Positron Emission Tomography (PET) scan and a Magnetic Resonance Imaging (MRI) scan on separate days.

If you receive both PET and MRI scans you will receive $200 in reimbursement for your time and expenses. You will receive $100 if you only have one of the scans.

If you are interested in participating in our research study or if you have any questions, please contact Liz LiCalzi at 212-241-6314 or email elizabeth.licalzi@mssm.edu

For more information about the Neuroscience PET Laboratory visit our website: www.mssm.edu/psychiatry/PETlab.shtml

• Stanford University - Neuro-imaging Laboratory
  Social Understanding Difficulties

We are looking for young men of normal intelligence 10-18 years of age with social understanding difficulties (as seen in Non-Verbal Learning Disorder, Asperger's Syndrome, High Functioning Autism and Pervasive Development Disorder-Not Otherwise Specified) in the San Francisco and Bay Area and their families to participate in a genetic study.

This study is of Social Understanding Difficulties so we need young men with and without the one of the above diagnosis. We are extremely interested in abilities or strengths that we believe might be associated with social understanding difficulties.

The young men and their families would be asked to complete a social screening questionnaire, undertake some related tasks and donate a small amount of blood for genetic study. This can be done at your home or Stanford University - in the evenings or weekends if more convenient.

There will also be a smaller brain imaging part to the study and some young men may be asked if they would like to have their brains scanned!

Contact: Judith Piggot, an Adolescent Psychiatrist doing research at Stanford University, by Email at: jpiggot@stanford.edu or phone: (650) 498 4660.

• Yale University-LDA Social Learning Disabilities Project

Stand Up and Be Counted:
Help Yale University Determine How Many Are Dx with AS
Click Here For Information and Single Question Survey.

• Yale University Child Study Center in conjunction with LDA, is involved in a long-term Asperger Syndrome Research Project. They are actively seeking participants. Visit this page for information on this project and how you can participate.

• University of Florida - Psychology Department

Seeking Video Tapes of Infants (up to 15 months) of individuals now diagnosed with AS

In our earlier work, we have shown that movement patterns as early as 6 months of age are reliable markers for diagnosing kids at risk of autism. We believe people with AS display the same movement disturbances and therefore can be diagnosed much earlier than is typical by current methods. WE NEED VOLUNTEERS! If you have been diagnosed with AS, or you are a parent with such a child and have home videos taken in infancy (up to 15 months) and are willing to share these videos, please contact us. Videos will copied and the originals will be returned.

Contact:
Professor Philip Teitelbaum
Psychology Department
P.O. Box 112250
University of Florida
Gainesville, FL 32611 e-mail: teitelb@ufl.edu

• University of Wisconsin-The Waisman Center & Brandeis University - Heller School for Social Policy and Management

Adolescents and Adults with Autism: A Study of Family Caregiving
This project, funded by National Institute of Health, is a "... study of 400 families of people with autism who live in Wisconsin and Massachusetts. Our goals are to describe the quality of life of these families, to assess the extent to which their service needs are adequately met, and to examine the plans they have made and put into place for the future"

For more information visit their web site at: http://www.waisman.wisc.edu/family/index.htmlx

• University of Cambridge, Cambridge, U.K.

Volunteers Needed for Research Into Asperger Syndrome
We are a team of psychologists at Cambridge University carrying out research studies into Asperger Syndrome (AS). These studies are investigating cognitive aspects, behaviour and personality. Many of these studies simply involve filling in questionnaires and returning them (in prepaid envelopes). Others involve being assessed by one of our team. We would like to hear from moms & dads of childen and teens with AS or HFA and adults with AS or high functioning autism who are interested to receive further details about these different studies (with no committment on your part). If you are interested, please contact Dr. Simon Baron-Cohen by e-mail sb205@cus.cam.ac.uk, visit their web site at Autism Research Centre, or by mail:

Professor Simon Baron-Cohen
Autism Research Centre
Section of Developmental Psychiatry
University of Cambridge
Douglas House
18b Trumpington Road
Cambridge, UK
CB2 2AH

• Seaver Center for Autism Research and Treatment, New York, New York
  Mount Sinai School of Medicine
  One Gustave L. Levy Place, Box 1230
  New York, NY 10029-6574
  Contact:
  Katherine Barboza, Research Coordinator
  Phone: (212) 241-7098
  Fax: (212) 987-4031
  www.mssm.edu/psychiatry/autism/

• Autism Research, Dr. Szatmari, McMaster University

This webpage was created by the Autism/PDD research team at Chedoke McMaster University, Hamilton, Ontario, Canada. For the past 15 years, Dr. Peter Szatmari and his team have been conducting a variety of research studies in the area of Autism, Asperger Syndrome and PDD. Their page contains information on their research studies, research newsletters, educational resources and more. They are currently seeking participants from families who have two or more kids the autism/PDD.

• Current Autism Research Projects This is a link to The Autism Research Foundation's web site. Here you'll find information on several ongoing research projects.

• Learning Disability Association of America Download and complete LDA's Medical Questionnaire. This is a supplement to the Yale/LDA project.

• Autism Research Institute "ARI is primarily devoted to conducting research, and to disseminating the results of research, on the causes of autism and on methods of preventing, diagnosing and treating autism and other severe behavioral disorders of childhood." -This site also includes information on B6 Vitamin Therapy, MSG, and Secretin.

• Autism Treatment Awareness This survey by David Donnelly from SUNY at Geneseo is looking at awareness of Autistic Spectrum Disorder treatments and interventions.

• Autism/AS/PDD Research Project Mount Sinai Hospital is doing research on families who have more than one member with an autistic spectrum disorder.

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National Research Organizations—

• C.A.N. Cure Autism Now. This is a national research and advocacy organization.
• NAAR National Alliance for Autism Research. This is a national autism research foundation.
• NICHCY National Information Center for Kids and Youth With Disabilities. Link to their Autism/PDD Page Contact them for an information package concerning Asperger's Syndrome.
• Bibliography Follow this link to National Institute of Health PubMeD Retrieval for a list of current research papers and abstracts.