My ASD Child

“My daughter is totally obsessed with the weather. Reads books on it, watches the weather channel constantly, listens to thunder and lightning sounds on the computer, and so on. Is this typical autistic behavior? Why an obsession about weather?”   Nearly all children with High-Functioning Autism have an area of special, sometimes obsessive interest. Often times, these kids develop this interest as a way to overcome fear (however, this is not always the case).    Weather, especially tornadoes and hurricanes, can be fearful and even terrifying. A youngster on the autism spectrum may develop a preoccupation with weather to cope with this fear.  She might watch the Weather Channel continuously, read the weather report in the paper numerous times across the day, or read about different weather phenomena – and be able to share details of past storms when the weather worsens.  In addition, trains are often a focus of interest for many kids on the spectrum, perhaps due to the trai

“Can you help me to understand what they mean when they say that children with high functioning autism appear to experience a 'lack of reciprocity' in social interactions?” This refers to a child who does not understand nonverbal communication (e.g., gestures, facial expressions, etc.) and, for example, may continue a conversation even though the person he is talking to is looking at his watch trying to get away. The child with HFA has difficulty recognizing and understanding others’ use of facial expression and gestures during conversation. His lack of response to this type of communication creates great difficulty for him in social relationships. Likewise, the child may not use nonverbal communication and may appear expressionless in most conversations or interactions with others. This is why “lack of reciprocity” is such an important issue to address in treatment and/or social skills training.  A reciprocal interaction simply means that both parties benefit e

If your child receives a formal diagnosis of AS or HFA, there are going to be a number of benefits as well as difficulties associated with getting “the label.” In this post, we will look at the advantages and disadvantages of getting labeled with a developmental disorder. It is always important to remember that no person is a diagnosis, and that no diagnosis is the person. AS or HFA is merely one quality of an individual. The person will have many other traits and aspects of his or her personality. Parents and teachers are encouraged to learn about the child FIRST, and then explore the way the diagnosis affects his or her functioning. In a nutshell, labels are useful as a tool. However, as we all know, some people use labels as a weapon. Click here for the full article...

Many children and teens with Asperger’s (AS) and High-Functioning Autism (HFA) experience “thinking errors,” largely due to a phenomenon called “mind-blindness.” Mind-blindness can be described as a cognitive disorder where the child is unable to attribute mental states (e.g., emotions, beliefs, desires, motives) to himself or others. This ability to develop a mental awareness of what is in the mind of another person is known as the “Theory of Mind.” Thinking errors are irrational patterns of cognition that can cause your AS or HFA teen to feel bad and sometimes act in self-defeating ways. If she becomes more upset the more she thinks about a troubling circumstance, she may want to consider the possibility of thinking in a different way. And you, as the parent, can help with this. Click here for the full article...

Studies dealing with the implications of peer-rejection on later development indicate that children with ASD [Asperger's, High-Functioning Autism] experiencing harsh and continuous rejection over the years often reach a stage of despair, a decline in their self-image, loneliness and seclusion, behavioral difficulties, and suffer later from serious emotional disturbances and lack of ability to create meaningful relationships as adults.  Resources for parents of children and teens on the autism spectrum :   ==>  How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==>  Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder ==>  Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance ==>  Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder ==>  Parenting Children and Teens with High-Functioning Autism: Parents' Com

A holiday stress poll revealed that more than 8 out of 10 Americans experience stress during the holidays. At this time of year, parents have to find a way to add extra shopping and holiday events to their already busy schedule. They have to try to entertain their children who are getting a 2-week break from school (and stuck indoors most of the time due to cold winter temperatures).    Money, in particular, can be a cause of stress because moms and dads feel demands to purchase gifts, decorations and other items tied to the season. Parents who have kids with neuro-behavioral disorders often experience even more stress. All children have tantrums. But when a youngster has Asperger’s (AS) or High-Functioning Autism (HFA), behavioral problems can be even more intense – and difficult to interpret. Intense tantrums are likely to be a result of disrupted routine, inability to communicate feelings, inflexibility, motor-planning problems, or sensory issues.    It’s easy for AS and

There are wide-ranging differences within the group of kids with ASD [Aspergers/High-Functioning Autism] in their social interests and behaviors. In terms of general sociability, there are 3 sub-groupings of these young people based on social interests: Active but odd : This group makes initiations and responds to others. They are interested in interactions and seek them out, but their ways of carrying out the interactions are unusual in their odd language, obsessive topics, and lack of understanding of others. Aloof : This group is indifferent in all situations, particularly marked with peers, though approaching to get needs met and often enjoying physical interactions. Passive : This group involves kids who initiate few social interactions, but respond positively to the approaches from others.   Resources for parents of children and teens on the autism spectrum :   ==>  How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==>  Parenting

Moms and dads of a youngster with Asperger’s (AS) or High-Functioning Autism (HFA) know all too well that the challenges are daunting and often isolating as their child can have tantrums, meltdowns and intense needs. But they also know that their child is a vital, loving part of their lives. Once they get a diagnosis, parents have to be a case manager, an education specialist, an advocate – and they have to figure out the medical system. The level of stress is exhausting. Now, throw two weeks of holiday tension into the equation, and the stress can be just plain terrifying. As one parent stated, “You get that feeling like, 'I just want to die.' It's hard. There's anger and a lot of emotions you go through.” Christmas-related stress-management is crucial to enjoying the season, without being over-burdened with daily stresses. Even parents with children on the autism spectrum can have a smooth holiday experience. Reduce your stress level with the following

  Do you need some assistance in parenting your Aspergers or HFA child?  Click here  to use Mark Hutten, M.A. as your personal parent coach. ~~~~~~~~~~~~~~~~~~~~~~ Hi Mark, we completed the course a week or so ago. Generally things have improved. Our son is doing is chores (mostly), he's coming home on time, spending more time at home and helping with projects around the house. We have few disagreements. He continues, however, to be moody, distant and generally unpleasant to me and his dad. Will this change too over time? I should add that he is changing schools now, not his choice, and this is a big disappointment to him. It's also because of his actions and now he's living with the consequences. Anyway, I appreciate the program. Your approach and presentation have been hugely helpful and I hope we can continue that. ~~~~~~~~~~~~~~~~~~~~~~~ Dear Mark, Thank you for your ebook and audio instruction. The techniques are making a difference with my youngest