Reducing Hostility & Aggression in Children on the Autism Spectrum

This is the best method for reducing and eliminating aggressive behavior in young people with Asperger's and High-Functioning Autism:


More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

 ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

 ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

 ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism







Comments

Unknown said…
please go further. having lived with our aspie son all his life, we already know why he acts hostile/aggressive. those are good questions if you have no clue. but we have a clue. now what? we're still left with a child who cannot handle frustration in life and when things get tense or he perceives stress, he goes nuts and brings the whole family down. he doesn't learn and remember the coping stragies we have taught him.
October 25, 2013 at 9:24 AM
Mark Hutten, M.A. said…
If you already know what pushes his buttons, what are you doing in the way of prevention so his buttons rarely (or never) get pushed. Think prevention... look for the early signs that he's becoming frustrated. More on this here: http://www.myaspergerschild.com/2011/05/how-to-reduce-aggression-in-aspergers.html
October 25, 2013 at 10:12 AM
nanageo said…
Sara North Carolina
Our child's biggest and most frequent frustration is when he is working on certain academics. He is in a day treatment program for part of the day and mainstreamed into two classes the rest of the day. The instructors are working on him dealing with his frustrations. We know he gets frustrated with academics and always has. However, we aren't sure if it is the material or if he is manipulating us and just does not want to do it. He has a low average IQ and processing difficulties. Also besides borderline aspergers ,ADHD,he has partial agenesis of the corpus collosum. I feel the academics are very difficult for him. The curriculum is Common Core, so it is abstract and is centered around expressing reasoning for solutions. Our child is a very black and white concrete thinker and has difficulty explaining the why, especially in written form. We want our child to reach his potential, but not be so frustrated and angry if that is the cause. He is sixth grade middle school and has had a good transition. The academics is going to get more demanding. He also has an IEP. How do we know if we need to simplify the context of his courses and what evidence do we need to do this?
October 25, 2013 at 12:02 PM
Unknown said…
What do I do if I don't always knows what triggers his aggression or hostility, especially when he's in school? The teacher(s) never know what was going on when he has a meltdown or hurts another child. All they know is that he was acting up or hurt someone. At home, he gets angry when it involves video games.
October 25, 2013 at 12:44 PM
Mark Hutten, M.A. said…
Request an FBA—If the school is sending home complaints about your youngster's behavior -- and expecting you to do something about it -- put the ball back in their court by requesting a Functional Behavior Assessment (FBA). This will force school personnel to really think about your youngster's behavior, not just react to it. An FBA examines what comes before bad behavior and what the consequences are for it; what possible function the behavior could serve for the youngster; and what sorts of things could be setting him or her off. If a youngster finds classwork too hard or a classroom too oppressive, for example, getting sent to the hallway or the principal or home could become a reward, not a punishment. Conducting an FBA and writing a behavior plan based on it is probably the best way to head off discipline problems. If teachers and administrators refuse to go along with it, you might need to do a little behavior analysis on them.
October 25, 2013 at 3:51 PM
Unknown said…
Wow..read through the comments and watched the video and finally someone knows what they're talking about. I have been dealing with both high functioning au and. Aspergers for 21years and you are dead on the money. It's about time for everyone else to get on the same page. Bravo to you.
October 29, 2013 at 12:10 PM
Lesli N.C. said…
I would love to see your answer to Nangeo's (Sara North Carolina) post on 10/25. She is describing my child's situation perfectly except that my daughter is in the 8th grade. Now that high school is coming up next fall, I'm wondering if she should go the "occupational degree" route or stick with traditional coursework but with her modifications. Even with her IEP, she can't begin to keep up with the rest of her classmates. She is in a public charter school at this point. Thanks!
December 12, 2013 at 2:29 PM
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