HELP FOR PARENTS OF CHILDREN WITH ASPERGER'S & HIGH-FUNCTIONING AUTISM

Education and Counseling for Individuals Affected by Autism Spectrum Disorders

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Primary Comorbid Conditions Associated with Asperger's and High-Functioning Autism



In 1987, I started doing music therapy with children who had High-Functioning Autism (HFA). Although we didn't call it HFA at that time, we knew that some autistic children were higher functioning than others. I have always said - and continue to believe - that if you have an undiagnosed HFA child WITHOUT any comordid conditions, you have a child who may go his or her entire life without ever being diagnosed with HFA.

The child might be viewed as a little weird by peers, but without any comorbid conditions, few - if any - adults (e.g., parents, teachers, etc.) would ever suspect that the child had HFA. This is because HFA has few problematic symptoms in-and-of itself. Most often, it is the conditions associated with HFA that indicate something is not quite right. For example, an alarming number of children who were eventually diagnosed with Asperger's were first diagnosed with ADHD years earlier.

Unfortunately, in my 25+ years of experience, I have never met a child with HFA or Asperger's that did NOT have at least one comorbid condition. But, the good news is that most comorbid conditions are very treatable.

Personal One-on-One Parent Coaching from Mark Hutten, M.A.

Behavioral Support for Students with Aspergers & High-Functioning Autism

Effective behavioral support for a student with special needs requires highly individualized strategies that address the primary areas of difficulty in managing anxiety, communication, preferences for sameness and rules, ritualistic behaviors, social understanding and interactions, and sensory sensitivities.

While the specific components of a positive behavioral support plan will vary from child to child, the following tips will assist teachers as they work towards achieving the best outcomes on behalf of their special needs student:

1. Students with special needs experience communication difficulties. While they are able to use language quite effectively to discuss topics of interest, they may have great difficulty expressing sadness, anger, frustration and other important messages. As a result, behavior may be the most effective means to communicate when words fail.

2. Since behaviors are influenced by the quality of relationships with teachers, teachers should monitor their own behavior when working with special needs kids. Each time a teacher reprimands a child for misbehavior, an opportunity may be lost to "reframe" the moment in terms of the child’s need to develop alternative skills.

3. Schools that focus on suspension and expulsion as their primary disciplinary approach (rather than on teaching social skills and conflict resolution) are typically less effective.

4. Parents, teachers, and other school staff should collaborate on a behavior support plan that is clear and easily implemented. Once developed, the plan should be monitored across settings and regularly reviewed for its strengths and weaknesses. Inconsistencies in expectations and behaviors will only heighten the challenges demonstrated by a child with special needs.

5. Never assume that special needs students know appropriate social behaviors. While these kids are quite gifted in many ways, they will need to be taught social and communication skills as carefully as academic skills.

6. “Antecedents” are events that happen immediately before the student’s difficult behavior. “Setting events” are conditions that can enhance the possibility that a child may engage in difficult behavior (e.g., if a child is sick, hungry or tired, she may be less tolerant of schedule changes). By understanding settings events that can set the stage for difficult behaviors, changes can be made on those days when a child may not be performing at her best to (a) reduce the likelihood of difficult situations and (b) set the stage for learning more adaptive skills. In the classroom, many antecedents may spark behavioral incidents (e.g., many children with special needs have difficulty with noisy, crowded environments). Therefore, the special needs student who becomes physically aggressive in the hallway during passing periods may need to leave class a minute or two early to avoid the congestion which provokes this behavior. Over time, the child may learn to negotiate the hallways simply by being more accustomed to the situation, or by being given specific instruction or support.

7. A major issue is fitting special needs children into typical disciplinary practices. Many of these kids become highly anxious by loss of privileges, time outs or reprimands, and often can’t regroup following their application.

8. Behavior serves a purpose. The purpose or function of the behavior may be highly idiosyncratic and understood only from the perspective of the child. Students with special needs generally do not have a behavioral intent to disrupt the classroom, but instead difficult behaviors may arise from other needs (e.g., self-protection in stressful situations).

9. Children with special needs need to be taught acceptable behaviors that replace difficult behaviors, but that serve the same purpose as the difficult behaviors. For instance, the child may have trouble entering into a basketball game and instead inserts himself into the game, thus offending the other players and risking exclusion. Instead, the child can be coached on how and when to enter into a game.

10. Lastly, it is important to understand the idiosyncratic nature of special needs students and to consider difficult behaviors in light of characteristics associated with their disorder. Here are some general traits of the special needs student:
  • Academic difficulties: restricted problem solving skills, literal thinking, deficiencies with abstract reasoning.
  • Behavior serves a function, is related to context, and is a form of communication.
  • Emotional vulnerability: low self-esteem, easily overwhelmed, poor coping with stressors, self-critical.
  • Impairment in social interactions: difficulty understanding the “rules” of interaction, poor comprehension of jokes and metaphor, pedantic speaking style.
  • Inattention: poor organizational skills, easily distracted, focused on irrelevant stimuli, difficulty learning in group contexts.
  • Insistence on sameness: easily overwhelmed by minimal changes in routines, sensitive to environmental stressors, preference for rituals.
  • Poor motor coordination: slow clerical speed, clumsy gait, unsuccessful in games involving motor skills.
  • Restricted range of social competence: preoccupation with singular topics, asking repetitive questions, obsessively collecting items.

Too often, the focus of a behavior management plan is on discipline (i.e., strategies that focus exclusively on eliminating problematic behavior). Plans like this don’t focus on long-term behavioral change. An effective plan should expand beyond issuing consequences (e.g., time outs, loss of privileges, suspensions, etc.) and focus on preventing the problem behavior by teaching socially acceptable alternatives and creating a positive learning environment.

Teaching Students with Aspergers and HFA

Aspergers Children & Teens Who Purposely Injure Themselves

“I am wondering if there are a larger number of young people with Aspergers who self mutilate out of depression, anxiety and other pressing emotions more so than typical people. I want to know if there are members with Aspergers on this site that have ever engaged in this activity and what caused it …depression, anxiety, or is it from the Aspergers? Also, is it common for a child with an Autism Spectrum Disorder to physically hurt himself on purpose ...and what can be done to stop him from doing this?"

Self-injury (also called self-harming and self-mutilation) is often a coping mechanism, particularly with the feeling of being rejected. This is a particular problem for anyone who has difficulty in understanding non-verbal communication. For most people, understanding facial expressions, body language, etc., is instinctive, starting as babies before language acquisition. But just as some people having hearing difficulties or are short-sighted or color-blind, others have difficulty with interpreting the non-verbal signs, which most people use continuously (e.g., when to speak and when to stop, whether people agree or disagree with us, whether others find us amusing or dull, etc.). These cues are not understood by many young people with Aspergers and High-Functioning Autism.

The inability to understand non-verbal cues is not immediately obvious, but it is an obstacle that gets in the way of social interaction. However, most Aspergers kids and teens can learn how to cope. Many teach themselves without realizing that they are not getting all the information available. But it gets more difficult in adolescence when fitting in with friends becomes more important. The give and take of a social interaction requires a skill in picking up non-verbal messages that Aspergers kids and teens struggle with, even though their understanding of what is being discussed will be as good as anyone’s. As a result, many of these young people get isolated and bullied.

By the time they reach adolescence, most “Aspies” will realize they are fundamentally different compared to their peers at school, but unless diagnosed, they will not understand why. Being rejected by their peers – over and over again – does serious psychological and emotional damage to young people with Aspergers. Not surprisingly, many become severely depressed and may resort to self-injury.

As frightening as it can be for moms and dads, self-injury among youngsters with Autism Spectrum Disorders is not all that uncommon. However, not all self-injury means the same thing on every occasion, nor is it the same in every Aspie.

The first thing a parent should do is decide if self-injury is giving their son or daughter some pleasure, or if the injury is his/her way of trying to tell the parent something (e.g., a younger child may repetitively bang his head against the wall due to an ear infection).

Self-injury can also be triggered by excessive arousal (e.g., certain frequencies of sound may trigger the behavior). This becomes the parent’s job to reduce the external noise and other arousal issues that can trigger the onset of self-injurious behavior.

On the other hand, the youngster with Aspergers or High-Functioning Autism may be using the behavior to bring on a heightened sense of stimulation to the body. A child like this needs training in sensory integration to normalize the senses.

Other kids and teens will engage in self-injury as a social means of getting attention or as a means of avoiding doing a task. In this case, the attention-getting behavior should be ignored, and the youngster who uses the behaviors to avoid getting out of a task should be encouraged to finish the task.

The trick to any unusual behavior is to do a "functional analysis": What happens before, during, and after the behavior? Is this a routine behavior (i.e., something learned)? What environmental stressors are present during the behavior? What, if anything, controls the behavior? Answering these questions will give you a means of managing the behavior in most cases.

Self-harming behaviors are actions that the young person performs that result in physical injury to his own body. Typical forms of this behavior may include:
  • biting oneself
  • burning oneself
  • cutting oneself with a knife or razor blade
  • head-banging
  • hitting oneself with hands or other body parts
  • picking at skin or sores
  • scratching or rubbing oneself repeatedly 
  • carving
  • branding
  • marking
  • abrasions
  • bruising
  • pulling hair
  • punching walls

The cause of self-harming behaviors in Aspies remains a mystery. It is thought that these behaviors may be caused by:
  • a chemical imbalance
  • attention-seeking
  • ear infection
  • frustration
  • headaches
  • seeking sensory stimulation/input
  • seizures
  • sinus problems
  • sound sensitivity
  • to escape or avoid a task

Why does self-injury make some Aspies feel better?

They feel a strong, uncomfortable emotional state, don't know how to handle it, don’t have a name for it, and know that hurting themselves will reduce the emotional discomfort very quickly. They may still feel bad, but they don't have that panicky-jittery-trapped feeling (it's a calm, bad feeling).

What are some of the signs and symptoms of self-injury?

Red flags for cutting or self-injury include:
  • Changes in eating habits. This could mean being secretive about eating, or unusual weight loss or gain, as eating disorders are often associated with self-harm.
  • Covering up. 
  • Frequent “accidents.” Someone who self-harms may claim to be clumsy or have many mishaps, in order to explain away injuries.
  • Indications of depression. Low mood, tearfulness, lack of motivation, or loss of energy can be signs of depression, which may lead to self-injury.
  • Unexplained wounds. A self-harmer may have fresh or scars from cuts, bruises, or cigarette burns, usually on the wrists, arms, thighs or chest.

What can be done to prevent self-injurious behavior?

Cause/Intervention:

Cause: self-injurious behavior is driven by a chemical imbalance or a medical condition
Intervention: treat the child with appropriate medications

Cause: self-injurious behavior is driven by attention-seeking
Intervention: use tactical ignoring of self-injurious behavior; give child attention for appropriate behavior when it occurs; encourage other behavior that makes the self-injurious behavior impossible to perform (e.g., encourage the child to manipulate toys, which keeps the hands occupied and prevents face-slapping)

Cause: self-injurious behavior is driven by frustration
Intervention: teach “frustration tolerance”; give the child constructive things to do to prevent boredom; teach coping skills and relaxation techniques

Cause: child is seeking sensory stimulation/input
Intervention: find a replacement behavior that will meet this need in a less destructive way (see “What can the Aspergers child or teen do instead of self-injury?” below)

Cause: self-injurious behavior is driven by sound sensitivity
Intervention: provide ear plugs; remove child from the source of the sound; remove the sound or reduce the sound level

Cause: child wants to escape or avoid a task
Intervention: provide an escape route for the child (e.g., a safe ‘time-out’ room/corner); provide an alternate task and give options (e.g., child does not want to pick up his room, thus he can pick another chore from a ‘chart of chores’)

One theory suggests that Aspies that injure themselves do so to release opiate-like chemicals in the brain. Naltrexone is a medication that inhibits the release of these opiate-like chemicals in the brain, and the belief is that this will remove the reason for the self-injury.

What else can be done in dealing with Aspergers children and teens that self-injure?
  • Don’t judge. Avoid judgmental comments or telling the Aspie to stop the self-harming behavior.
  • Encourage. Encourage expressions of emotions, including anger.
  • Examine and change. If the self-harmer is your child, prepare yourself to address the difficulties in your family. This is not about blame, but rather about learning new ways of dealing with family interactions and communications that can help the entire family.
  • Find resources. Help the Aspie find a therapist or support group. If you don’t know how to find help, encourage your loved one to talk to someone who might be able to help, such as a teacher, a school counselor, or your minister.
  • Reassure. Let the Aspie know that you care and are available to listen—and then be available.
  • Spend time. Spend time doing enjoyable activities together.
  • Understand. It is vital to understand that self-harming behavior is an attempt to maintain a certain amount of control, which in and of itself is a way of self-soothing.

What are some of the DOs and DON’Ts when talking to the Aspie about self-harming behavior?

DO:

Talk about the subject of emotional and physical pain. This way the self-injurer can talk about their internal suffering, rather than express it by hurting themselves. Ask questions such as:
  • "Do you want to change your self-injury behavior?"
  • "How can I help you?" 
  • "How do you hurt yourself?"
  • "How long have you been hurting yourself?"
  • "How often do you injure yourself?"
  • "Why do you hurt yourself?"

DON’T:
  • Try to impose limits. This may increase the Aspie’s self-harming behavior in order for him to feel as if he has control over the situation.
  • Tell him to not injure himself. This is his way of coping, a final attempt to relieve emotional and or physical pain, and he will continue to hurt himself as long as he feels it's necessary. Telling him not to will just make him hide it more.
  • Keep asking questions if the self-injurer does not wish to talk about his cutting or self-harm. It may cause further alienation and make him feel even more alone and isolated.

What can the Aspergers child or teen do instead of self-injury?
  • Bite into a hot pepper or chew a piece of ginger root.
  • Break sticks.
  • Call a friend and just talk about things that you like.
  • Clean your room (or your whole house).
  • Crank up the music and dance.
  • Do something slow and soothing, like taking a hot bath with bath oil or bubbles, curling up under a comforter with hot cocoa and a good book, babying yourself somehow.
  • Draw on yourself with a red felt-tip pen.
  • Flatten aluminum cans for recycling, seeing how fast you can go.
  • Go for a walk/jog/run.
  • Hit a punching bag.
  • Light sweet-smelling incense.
  • Listen to soothing music.
  • Make a soft cloth doll to represent the things you are angry at. Cut and tear it instead of yourself.
  • Make a tray of special treats and tuck yourself into bed with it and watch TV or read.
  • Make clay models and cut or smash them.
  • On a sketch or photo of yourself, mark in red ink what you want to do; cut and tear the picture.
  • Paint yourself with red food coloring.
  • Play handball or tennis.
  • Put a finger into a frozen food (like ice cream) for a minute.
  • Rip up an old newspaper or phone book.
  • Rub liniment under your nose.
  • Slap a tabletop hard.
  • Smooth nice body lotion into the parts or yourself you want to hurt.
  • Snap your wrist with a rubber band.
  • Squeeze ice really hard.
  • Stomp around in heavy shoes.
  • Take a cold bath.
  • Throw ice into the bathtub or against a brick wall hard enough to shatter.
  • Try something physical and violent, something not directed at a living thing (e.g., slash an empty plastic soda bottle or a piece of heavy cardboard or an old shirt or sock).
  • Use a pillow to hit a wall, pillow-fight style.
  • Visit a friend.

Do iPad apps really help families affected by autism?



Click here to explore a comprehensive list of the best and most current apps for autism...

The App Revolution: Help for Kids & Teens on the Spectrum

The Apple iPad has been hailed as a miracle for assisting kids with Autistic Spectrum Disorders (ASD) and other special needs. Parents, educators, and therapists describe the profound difference that apps for Apple and Android products have made in helping these kids develop many different skills.

iPad apps have provided a means of communicating for some kids who can’t speak or have language delays. Other programs help kids learn to handle social situations that can be stressful (e.g., school, large crowds, etc.). And many apps can help develop fine-motor skills (e.g., writing, manipulating small objects, etc.).

iPad and iPhone apps are literally revolutionizing learning and communication for ASD kids and teens. Since the launch of these digital devices, many parents, teachers, special education professionals, and therapists worldwide have discovered that most ASD kids are highly receptive to using apps since they are so visually-oriented. This discovery has been reported by major news media in the last year including:
  • BBC News
  • CBC News 
  • CBS 60 Minutes 
  • CNN 
  • Fox News 
  • The Journal 
  • The New York Times

iPad and iPhone apps are helping ASD kids to learn and communicate in a new way that utilizes their visual learning strength. Many of these children have shown a keen interest due to the ease of interaction with the devices and the immediate visual responses from the apps.

The needs and abilities of children and teens with ASD differ greatly. For many of them, the existing apps on the market are either too complicated to understand, too basic, or poorly designed. Thus, we at MyAspergersChild.com wanted to compile a list of the most effective apps related to ASD. This led us to spend months researching and working with many ASD children and teens, their parents, special education teachers, speech therapists and other professionals in order to compile a list of the apps that have had the greatest reported benefit to date. We now have that list and have put it up on our sister website: Best-Autism-Apps.com

In addition to the apps, we are on a quest to find the best and most current iBooks and Audiobooks related to Autism Spectrum Disorders. Here you will find the most useful digital products for kids and teens with ASD, their parents, teachers and therapists: Best-Autism-Apps.com

P.S. Do you have a favorite autism app that you would like to add to our new website? If so, please email us at mbhutten@gmail.com, and we will research the apps’ track-record and consider adding it to the list.

Can Children With Autism Outgrow Their Disabilities?

The Centers for Disease Control and Prevention report that Autism now affects 1 in 88 kids (although other estimates say it's more like 1 in 60), and is becoming a challenge shared by more and more American families.

The good news: About 10% of kids with low-functioning Autism outgrow most of their severe disabilities by the time they become teenagers.

A recent study offers some good news for parents with Autistic children: most kids affected by Autism don’t have intellectual disabilities. Even among the severely low-functioning ones, about 10% improve significantly over time with some outgrowing their diagnosis by their teenage years.

The research tracked approximately 7,000 Autistic kids in California for a total of 9 years. These children were followed from diagnosis to age 14 (or the oldest age they had reached by the time the data collection was completed).

The study found that 63% of these kids didn’t have intellectual disabilities. Although Autism is known to cause cognitive deficits in some kids, it is also associated with certain enhanced intellectual abilities – and some affected kids have extremely high IQs.

About 33% of the children involved in the study were considered low- to low/medium-functioning in terms of social and communication skills (i.e., they had trouble talking, socializing, and making friends).

Children with High-Functioning Autism can communicate effectively with others, maintain friendships, and are willing to engage in social activities. While the highest-functioning kids tended to show the most improvement over time in the study, about 10% of those who started out in the low-functioning group also moved into the highest group by age 14.

The critical finding is that the kids who seemed very low-functioning at the beginning of the study – and then did extremely well – tended not to have any intellectual disabilities. The low-functioning kids without intellectual disabilities were 50% more likely to outgrow their diagnosis as those who had cognitive deficits.

The earlier a youngster receives help for Autism, the more likely he is to overcome this disorder. Early intervention is paramount since the brain is remarkably vulnerable early in life and built to shape itself to the environmental challenges it initially faces. The young mind is extremely receptive to input, whether it is positive or negative. This is why younger kids can learn a second language easily – and why early exposure to violence and environmental stress are so incredibly harmful.

If, for example, kids with Autism receive intervention before such coping strategies as repetitive behaviors and social withdrawal are deep-rooted, their innate over-sensitivity to environmental stress is far less likely to become disabling – plus their other talents can burgeon. Therapists can actually start to change brain functioning if they provide the right kind of ongoing and focused intervention. But this only happens when these kids are reached early enough. Once the ‘window of opportunity’ has passed, it is much more difficult to treat Autism.

Parents should have a doctor screen their child for Autism at her 18-month well-child visit. A lot depends on how good that parent is at advocating for the youngster. Moms and dads need to be aware not only of what services are available, but also which ones are best, which are not helpful, and how to get the best care.

The Aspergers Comprehensive Handbook


COMMENTS:

•    Anonymous said... My daughter has Asperger's and I have found that as she matures many of her gifts are becoming more acceptable in society. So it's not so much she is becoming someone else as it is she is growing into her own skin amd becoming more comfortable and confident in expressing herself. She has learned how to cope and read social cues better and is taking active interest in putting her talents to work for her. If she has any "disabilities", it is that there are still "normal" people out there who think that all children must act the same.
•    Anonymous said... I am going for a evaluation for my son. Nothing seems normal about his behavior. Its not just ADHD. I know it. I just feel so bad because I don't have a clue how to respond to him. But he has ALL the characteristics and now its starting to make sense.
•    Anonymous said... Aspie's learn coping skills and the ability to imitate "normal" behavior, they conform themselves to fit in to normal society, so they are not "normal" they are ACTING normal.just wanted to add that we are an aspie family as my brothers, and my partner have aspergers all adults.

*   Anonymous said... My daughter is going to 17 in August we finally had a confirmed diagnoses four days after she turned 15 after 10 and a half years of being told she was ADHD since then I have been told she has ODD (ADHD) still in the picture, and chronic anxiety. single mum in a very small 2 bed unit. am currently sharing a room with my 14 year old daughter to give my special girl her own space.... hate my self every day for not being able to have the tools to deal with her meltdowns................. feel lost most of the time.. I know deep down I am doing the best I can...... but sick of feeling like I'm in a whirl wind most of the time... I can go weeks with things ok but at times I just want to give up.. after being a single parent for 15 years.. I just keep picking my self up give myself a good talking TOO and get on with my job.... BUT I KEEP thinking HOW long can I keep doing this???? When is it me time?

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Best iPhone and iPad Apps, iBooks and Audiobooks Related to Autism Spectrum Disorders

Children and teens with Autism Spectrum Disorders (ASD) are visual learners. Thus, there appears to be great potential in the use of iPhones and iPads, which are very visually-oriented devices, to help these kids achieve their educational goals.

Researchers are currently investigating how apps might support a child's communication, learning and social skills - and help him/her manage emotions and behavior. While iPhones and iPads will never replace the role of early intervention and therapy, they are great teaching tools for kids on the spectrum.

Below is a list of the best iPhone apps, iPad apps, iBooks and Audiobooks for (a) children and teens with ASD, (b) parents with ASD children, (c) teachers with ASD students, and (d) therapists with ASD clients...

iPhone Apps:
  1. Autism Apps - Touch Autism 
  2. Calm Counter - Social Story and Anger Management Tool for Autism, Down Syndrome and Special Needs - Touch Autism
  3. Conversation Social Stories and Simple PECS Communication Tool - Autism, Down Syndrome & Special Needs - Touch Autism   
  4. Touch Trainer - Autism & Special Education - Touch Autism
  5. Autism - Autism Research Institute
  6. Neurology and Psychiatry (Animated Pocket Dictionary series) Focus Apps - Expanded Apps  
  7. Autism iHelp – Play - John Talavera
  8. Autism 5-Point Scale EP - The Autism Society of Minnesota  
  9. My Day With WH Words - A Social Story and Speech Tool for Autism, Down Syndrome and Other Special Needs - Touch Autism
  10. Turn Taker - Sharing Tool and Social Story for Autism, Down Syndrome and Special Needs - Touch Autism  
  11. Is That Gluten Free? Eating Out - Midlife Crisis Apps, LLC
  12. NLConcepts Autism: Sort & Categorize - Natural Learning Concepts  
  13. ABA – Problem Solving – What does not belong? - Innovative Mobile Apps
  14. Touch and Learn - Emotions - Innovative Mobile Apps  
  15. ABA Flash Cards & Games - Emotions - Innovative Mobile Apps
  16. Princess Dress for Ball - Matching Cards Memory Game with Beautiful Music for Kids Loving Fashion - Kids Love Best Games & Apps 
  17. Autism Tracker Lite: Track, analyze and share ASD daily - Track & Share Apps, LLC
  18. Autism/DTT Shapes - ZBobbApps.com  
  19. My Little Suitcase by Moms With Apps - Moms With Apps
  20. Catalyst HD - Compass Solutions for Autism  
  21. Emotions and Feelings Autism Social Story - Touch Autism
  22. Autism News Reader - Splaysoft, LLC.  
  23. VAST Autism 1 - Core - SpeakinMotion
  24. iPrompts® - Visual Supports, Schedules and Picture Prompting for Autism and Special Education - Handhold Adaptive, LLC  
  25. Speech with Milo: Sequencing - Doonan Speech Therapy
  26. AutismXpress - StudioEmotion Pty Ltd  
  27. Hidden Curriculum for Kids - AAPC
  28. Look In My Eyes 1 Restaurant - FizzBrain  
  29. Hidden Curriculum for Adolescents and Adults - AAPC
  30. Conversation Social Stories and Simple PECS Communication Tool - Autism, Down Syndrome & Special Needs - Touch Autism  
  31. Look in My Eyes: Steam Train - FizzBrain
  32. Eye Contact - Toybox - FizzBrain  
  33. Scene Builder - Car Mechanic - FizzBrain
  34. Look In My Eyes Dinosaur - FizzBrain  
  35. Look In My Eyes 3 Undersea - FizzBrain
  36. Smile at Me - FizzBrain  
  37. Look In My Eyes 2 Car Mechanic - FizzBrain
  38. Voice4u - Spectrum Visions  
  39. Look in My Eyes: Steam Train 2 - FizzBrain
  40. Eye Contact - Zoo - FizzBrain  
  41. Look in My Eyes: Math Facts - FizzBrain
  42. Compliments Social Story and Speech Tool for Preschool, Autism, Aspergers, Down Syndrome and Special Needs - Touch Autism  
  43. Understanding Autism - Aimfire LLC
  44. Knock Knock Numbers -  Joke Telling and Conversations Tool for Autism, Aspergers, Down Syndrome & Special Education - Touch Autism  
  45. Look in My Eyes: House - FizzBrain
  46. Scene Builder - Undersea - FizzBrain  
  47. Scene Builder - Restaurant - FizzBrain
  48. Autism - Essential Guide to Finally Understanding Autism - AppWarrior  
  49. Joke Telling Social Story and Speech Tool on How to Tell Jokes for Preschool, Aspergers, Autism & Down Syndrome - Touch Autism
  50. Now What - Richard Humphrey  

iPad Apps:
  1. Autism Apps - Touch Autism
  2. Calm Counter - Social Story and Anger Management Tool for Autism, Down Syndrome and Special Needs - Touch Autism
  3. Conversation Social Stories and Simple PECS Communication Tool - Autism, Down Syndrome & Special Needs - Touch Autism  
  4. Touch Trainer - Autism & Special Education - Touch Autism
  5. Neurology and Psychiatry (Animated Pocket Dictionary series) Focus Apps - Expanded Apps  
  6. Is That Gluten Free? - Midlife Crisis Apps, LLC
  7. Autism iHelp – Play - John Talavera  
  8. My Day With WH Words - A Social Story and Speech Tool for Autism, Down Syndrome and Other Special Needs - Touch Autism
  9. Turn Taker - Sharing Tool and Social Story for Autism, Down Syndrome and Special Needs - Touch Autism  
  10. FindMe(Autism) - Interface3
  11. ABA – Problem Solving – What does not belong? - Innovative Mobile Apps  
  12. Touch and Learn - Emotions - Innovative Mobile Apps
  13. Fun With Directions HD Lite - Hamaguchi Apps for Speech, Language & Auditory Development  
  14. ABA Flash Cards & Games - Emotions - Innovative Mobile Apps
  15. Princess Dress for Ball - Matching Cards Memory Game with Beautiful Music for Kids Loving Fashion - Kids Love Best Games & Apps  
  16. Autism Tracker Lite: Track, analyze and share ASD daily - Track & Share Apps, LLC
  17. Picture the Sentence HD Lite - Hamaguchi Apps for Speech, Language & Auditory Development  
  18. Autism/DTT Shapes - ZBobbApps.com
  19. Catalyst HD - Compass Solutions for Autism  
  20. First Phrases HD Lite - Hamaguchi Apps for Speech, Language & Auditory Development
  21. Autism and PDD Reasoning and Problem Solving Lite - Linguisystems
  22. Emotions and Feelings Autism Social Story - Touch Autism  
  23. VAST Autism 1 - Core - SpeakinMotion
  24. Autism Activity Routines - Zone In For Autism  
  25. Potty Training Social Story - Touch Autism
  26. Speech with Milo: Sequencing - Doonan Speech Therapy
  27. Conversation Social Stories and Simple PECS Communication Tool - Autism, Down Syndrome & Special Needs - Touch Autism  
  28. Voice4u - Spectrum Visions
  29. Compliments Social Story and Speech Tool for Preschool, Autism, Aspergers, Down Syndrome and Special Needs - Touch Autism  
  30. Knock Knock Numbers -  Joke Telling and Conversations Tool for Autism, Aspergers, Down Syndrome & Special Education - Touch Autism
  31. Joke Telling Social Story and Speech Tool on How to Tell Jokes for Preschool, Aspergers, Autism & Down Syndrome - Touch Autism  
  32. The Social Express - The Language Express, Inc
  33. PictureCanTalk - Benster Tan  
  34. Using Money and Saving Money Social Story About Basic Money Concepts for Preschool, Aspergers, Autism & Down Syndrome - Touch Autism
  35. Speech with Milo: Prepositions - Doonan Speech Therapy  
  36. Time This! - Speech Concepts, LLC
  37. Running Social Story and Visual Tool About When and Where to Run - Touch Autism  
  38. Voice4u JP - Spectrum Visions
  39. Ritprata - Anna Stam  
  40. Now What - Richard Humphrey

Audiobooks:
  1. The Curious Incident of the Dog In the Night-Time (Unabridged) - Mark Haddon
  2. Thinking In Pictures: My Life With Autism (Unabridged) - Temple Grandin
  3. Mother Warriors: A Nation of Parents Healing Autism Against All Odds (Unabridged) (Unabridged  Nonfiction) - Jenny McCarthy  
  4. Born on a Blue Day: A Memoir (Unabridged) - Daniel Tammet
  5. To the Best of Our Knowledge: Autism; Labor's Loves Lost (Nonfiction) - Jim Fleming  
  6. Healing and Preventing Autism: A Complete Guide (Unabridged) - Jenny McCarthy, Jerry Kartzinel
  7. A Life to Rescue: The True Story of a Child Freed from the Bonds of Autism (Unabridged) - Karen Michelle Graham  
  8. Louder Than Words: A Mother's Journey in Healing Autism (Unabridged) - Jenny McCarthy
  9. The Autism Revolution: Whole-Body Strategies for Making Life All It Can Be (Unabridged) - Karen Weintraub, Dr. Martha Herbert  
  10. To the Best of Our Knowledge: Autism (Nonfiction) - Jim Fleming
  11. Studio 360: Art and Autism - Kurt Andersen  
  12. Not My Boy!: A Father, a Son, and One Family's Journey with Autism (Unabridged) - Rodney Peete, Danelle Morton
  13. Saving Ben: A Father's Story of Autism (Unabridged) - Dan E. Burns  
  14. Autism: A Very Short Introduction (Unabridged) - Uta Frith
  15. Eye Contact (Unabridged) - Cammie McGovern  
  16. Carly's Voice: Breaking Through Autism (Unabridged) - Arthur Fleischmann, Carly Fleischmann
  17. To the Best of Our Knowledge: Amazing Minds: Inside Autism - Jim Fleming  
  18. I Am in Here: The Journey of a Child with Autism Who Cannot Speak but Finds Her Voice (Unabridged) - Elizabeth M. Bonker, Virginia G. Breen
  19. Temple Grandin: How the Girl Who Loved Cows Embraced Autism and Changed the World (Unabridged) - Sy Montgomery  
  20. Studio 360: Autism - Kurt Andersen
  21. Strange Son: Two Mothers, Two Sons, and the Quest to Unlock the Hidden World of Autism - Portia Iversen  
  22. Seasons of the Soul (Unabridged) - Janet Syas Nitsick
  23. The Secret Language of Dolphins (Unabridged) - Patricia St. John  
  24. Girls of Tender Age - Mary-Ann Tirone Smith
  25. To the Best of Our Knowledge: Amazing Minds: Inside Autism - Jim Fleming  
  26. Fresh Air, Asperger's Syndrome, May 5, 2004 (Nonfiction) - Terry Gross
  27. The Journal of Best Practices: A Memoir of Marriage, Asperger Syndrome, and One Man's Quest to Be a Better Husband (Unabridged) - David Finch  
  28. Wild Orchid (Unabridged) - Beverley Brenna
  29. Asperger's Syndrome: A Guide to Helping Your Child Thrive at Home and at School (Unabridged) - Melinda Docter, Syed Naqvi 

iBooks:

These books are available for download on your iPhone, iPad, or iPod touch - and on your computer with iTunes...
  1. Autism - Kristina E. DesJardins
  2. Parents' Guide to Early Autism Intervention - Kimberly  Kaplan
  3. Autism - Alana Boldt
  4. Living with Autism - Rajneesh Bhandari  
  5. Ten Things Every Child with Autism Wishes You Knew - Ellen Notbohm
  6. Healing and Preventing Autism - Dr. Jerry Kartzinel & Jenny McCarthy  
  7. Autism and the God Connection - Stillman, William
  8. The Autism Revolution - Dr. Martha Herbert & Karen Weintraub  
  9. The Autism Book - Robert Sears
  10. Eating for Autism - Strickland, Elizabeth  
  11. ABA Programs for Kids with Autism - Dr. Gary Brown
  12. Healing the New Childhood Epidemics: Autism, ADHD, Asthma, and Allergies - Kenneth Bock & Cameron Stauth  
  13. The Autism Mom's Survival Guide (for Dads, too!) - Susan Senator
  14. Autism's False Prophets - Paul A. Offit  
  15. The Pied Pipers of Autism - Leonard Oestreicher
  16. Thinking in Pictures, Expanded Edition - Temple Grandin  
  17. Disconnected Kids - Dr. Robert Melillo
  18. Carly's Voice - Arthur Fleischmann  
  19. Autism & ADHD Diet - Barrie Silberberg
  20. Autism Spectrum Disorders - Chantal Sicile-Kira  
  21. Adolescents on the Autism Spectrum - Chantal Sicile-Kira
  22. The Autism and Asperger's Handbook - Eric R. Mitchell, PhD  
  23. Understanding Autism For Dummies - Stephen Shore
  24. The Myth of Autism - Dr. Michael J. Goldberg  
  25. Louder Than Words - Jenny McCarthy
  26. Asperger's Syndrome - Melinda Docter, Ed.D.  
  27. Fringe: My Life as a Spirit-Filled Christian with Asperger's Syndrome - Stephanie Mayberry
  28. Loving Someone with Asperger's Syndrome - Cindy Ariel & Stephen Shore  
  29. Aspergers Syndrome - Anita A. Lesko
  30. Solutions for Adults with Asperger's Syndrome - Juanita P. Lovett  
  31. The Everything Parent's Guide To Children With Asperger's Syndrome - William Stillman
  32. The Best Kind of Different - Shonda Schilling & Curt Schilling
  33. Understanding Asperger's Syndrome - Emily Burrows & Sheila Wagner
  34. The Journal of Best Practices - David Finch  
  35. School Success for Kids with Asperger’s Syndrome - Richard Weinfeld
  36. Quirky, Yes---Hopeless, No - Beth Wagner Brust & Cynthia La Brie Norall, Ph.D.
  37. Having a Brother with Asperger's Syndrome: an insightful guide for families - Isobel Aura  
  38. Finding Kansas - Aaron Likens
  39. Aspie: Memoirs On The Blessings And Burdens Of Asperger's Syndrome - John K. Olson, PhD 
  40. Asperger's Syndrome For Dummies, UK Edition - Georgina Gomez de la Cuesta
  41. Understanding Asperger's Syndrome - Tom Mckenzie  
  42. Coaching People with Asperger's Syndrome - Bill Goodyear
  43. Unwrapping The Mysteries Of Asperger's - Kristi Hubbard  
  44. Pretending to Be Normal - BookRags.com
  45. The Aspie Teen's Survival Guide - J. D. Kraus  
  46. Elijah's Cup - Valerie Paradiz
  47. Asperger's Syndrome at Work: What EA Professionals Need to Know - The Journal of Employee Assistance  
  48. The Parents' Guide to Teaching Kids with Asperger Syndrome and Similar ASDs Real-Life Skills for Independence - Patricia Romanowski & Peter Gerhardt
  49. 101 Choices On My Path to Well-Being - Dane E. Colby  

Mac Apps:  
  1. Homeopathy For Autism DT - Aerende, Inc.
  2. The Social Express - The Language Express, Inc

Click here for more apps...

My child has been rejected by his peers, ridiculed and bullied !!!

Social rejection has devastating effects in many areas of functioning. Because the Aspergers child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

How to Prevent Meltdowns in Aspergers Children

Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's child is totally out-of-control. When it ends, both you and the Asperger’s child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

Parenting Defiant Aspergers Teens

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

Click here to read the full article…

Aspergers Children “Block-Out” Their Emotions

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

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Older Teens and Young Adult Children With Aspergers Still Living At Home

Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with Aspergers face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

Living with an Aspergers Spouse/Partner

Research reveals that the divorce rate for people with Aspergers is around 80%. Why so high!? The answer may be found in how the symptoms of Aspergers affect intimate relationships. People with Aspergers often find it difficult to understand others and express themselves. They may seem to lose interest in people over time, appear aloof, and are often mistaken as self-centered, vain individuals.

Click here to read the full article…

Online Parent Coaching for Parents of Asperger's Children

If you’re the parent of a child with Aspergers or High-Functioning Autism, you know it can be a struggle from time to time. Your child may be experiencing: obsessive routines; problems coping in social situations; intense tantrums and meltdowns; over-sensitivity to sounds, tastes, smells and sights; preoccupation with one subject of interest; and being overwhelmed by even the smallest of changes.

Click here to read the full article...

Unraveling The Mystery Behind Asperger's and High-Functioning Autism

Parents, teachers, and the general public have a lot of misconceptions of Asperger's and High-Functioning Autism. Many myths abound, and the lack of knowledge is both disturbing and harmful to kids and teens who struggle with the disorder.

Click here to read the full article...

Parenting Children and Teens with High-Functioning Autism

Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

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to read the full article...

My Aspergers Child - Syndicated Content