My ASD Child

Moms and dads go through a range of emotions when given their youngster’s diagnosis of Aspergers or High-Functioning Autism (HFA). Often times, brothers and sisters, grandmothers and grandfathers, and other family members go through a variety of emotions and stages of dealing with an Aspergers family member as well. Professionals agree that the Aspergers or HFA youngster should be given information about his diagnosis, as well as support for understanding and coping with the new information. However, many moms and dads may fear a number of things if they tell their affected child – or other kids (and sometimes other family members) about their youngster’s disorder. For example, they may fear that: the youngster (or others) will use the disorder as an excuse for why she can’t do something the youngster will think of himself (or others will think of the youngster) as a complete failure with no hope for a positive future their youngster may lose some of her options in life thei

If you've recently learned that your youngster has - or might have - Aspergers or HFA, you're probably wondering and worrying about what comes next. No parent is ever prepared to hear that a youngster is anything other than happy and healthy, and a diagnosis of Aspergers can be particularly frightening. You may be unsure about how to best help your youngster, or you may be confused by conflicting treatment advice. Also, you may have been told that Aspergers is an incurable, lifelong condition, leaving you concerned that nothing you do will make a difference. In this post, we will discuss the following: Accept your youngster – quirks and all Become an expert on your youngster Don’t give up Learn about Aspergers  Provide structure and safety  Find nonverbal ways to connect  Create a personalized Aspergers treatment plan  Find help and support  Know your youngster’s rights  Consider yourself a member of a very elite and interesting group of parents Click here

Unfortunately, it is not uncommon for people to focus (consciously or unconsciously) on the weaknesses of a youngster with Aspergers or High-Functioning Autism (HFA). This is a frequent occurrence for the youngster with poor social and communication skills, odd mannerisms, and learning disabilities. This is especially true of  kids with unacceptable behavior related to their disorder. Kids with Aspergers and HFA already feel they are different. It is up to us to teach all kids that “different” is not “bad,” and that each of us has special strengths. We can help that process along by showcasing each youngster's special strengths and interests. How to employ “strengths-focused” parenting: 1. When choosing the right school for your youngster, visit several schools (if possible) and look for signs of success. Meet teachers and staff, visit classrooms, and talk with the students to find out if this is the right school for your youngster's challenges. Discover whether the sch

Young people with Aspergers and High-Functioning Autism often have trouble with social interactions. Understanding what someone is saying and being able to react to it quickly and appropriately is critical to being part of a conversation. But some Aspergers kids can’t do that without help. CLICK HERE for the full article...

Despite difficulties with eye contact, most children with Aspergers and High-Functioning Autism (HFA) are visual learners. Visual learners need to see the information. The whiteboard, texts for reading, or information on the computer all help these children succeed in the classroom. It's important to distinguish that some visual learners prefer the written form of the language (e.g., a book that explains grammar or vocabulary). This preference is similar to an “analytical approach.” Other visual learners prefer diagrams or charts that illustrate grammar or vocabulary. This preference is similar to a “global approach.” Both types of visual learners may need to write down information in order to remember it.  Although some teachers believe notes aid memory, visual learners see notes as a prerequisite to memory. In other words, if they don't write down the information and/or draw charts and diagrams, then they won't remember the information. Information or ideas he

Are you aware that Autism prevalence figures are growing rapidly? According to recent statistics, Autism now affects 1 in 54 male children. More young people will be diagnosed with Autism this year (male and female) than with AIDS, diabetes and cancer combined. Autism is the fastest growing “developmental disability” in the U.S. – and the only disorder dramatically on the rise (with mental retardation, Down syndrome, and cystic fibrosis remaining roughly the same). Earlier Autism prevalence figures were much lower, centering at about 0.5 per 1,000 during the 1960s and 1970s, and about 1 per 1,000 in the 1980s. The reported spike in the prevalence of Autism raises questions about whether this dramatic increase is factual, or a byproduct of greater awareness that has led moms and dads, educators, and professionals to see symptoms of Autism in kids who would not have received the diagnosis 20 years ago. The increase in Autism prevalence figures suggests several possibilit

Many children with Aspergers and High-Functioning Autism (HFA) have difficulty processing everyday sensory information (e.g., sounds, sights, smells). This is called “sensory sensitivity,” and it can have a profound effect on a child’s life. Most “neurotypical” children (i.e., kids without the disorder) process sensory information automatically without needing to think about it much. However, children with sensory sensitivities have difficulty processing everyday sensory information. Those who struggle to deal with all this information are likely to become stressed or anxious, and possibly feel physical pain. This can result in difficult behavior. If the Aspergers or HFA child gets sensory overload, he may just “shut down.” He experiences what is known as “fragmentation” (similar to being tuned into 20 TV channels at once). Children with ASD can be over-sensitive (i.e., hypersensitive) or under-sensitive (i.e., hyposensitive) in any of the following seven areas: 1.

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