My ASD Child

Behavioral rigidity refers to a child’s difficulty maintaining appropriate behavior in new and unfamiliar situations. The opposite of rigidity would be flexibility, which enables children to shift effortlessly from task to task in the classroom, from topic to topic in conversation, from one role to another in games, etc. Rigidity can also affect thinking. Cognitive rigidity occurs when the child is unable to consider alternatives to the current situation, alternative viewpoints, or innovative solutions to a problem. The child with rigid thinking tends to view things in “either-or” terms (e.g., things are either right or wrong, good or bad). He or she wants concrete, black and white answers. The “gray areas” of life are very uncomfortable (e.g., often has an exact way of doing things with no variations). Children with Asperger’s (AS) and High-Functioning Autism (HFA) often demonstrate extreme forms of rigidity or inflexibility. This may manifest itself as (a) difficulty en

Most kids with Asperger’s and High Functioning Autism experience problems in school, ranging from difficulties with concentration, learning, language, sensory sensitivities, and making/keeping friends. Young people with such “special needs” are usually entitled to receive additional services or accommodations through the public schools. Federal law mandates that every youngster receive a free and appropriate education in the least restrictive environment possible. To support their ability to learn in school, three Federal laws apply specifically to special needs students: Section 504 of the Rehabilitation Act of 1973 The Americans with Disabilities Act (ADA) (1990) The Individuals with Disabilities Education Act (IDEA) (1975) Different states have different criteria for eligibility, services available, and procedures for implementing these laws. It is important for moms and dads to be aware of these laws and related regulations in their particular area. 1. Section 504 i