My ASD Child

Kids with Asperger’s (AS) and High-Functioning Autism (HFA): are easily distracted by internal stimuli are often off task are very disorganized have difficulty figuring out what is relevant, so attention is focused on irrelevant stimuli have difficulty learning in a group situation have difficulty sustaining focus on classroom activities (often it is not that the attention is poor but, rather, that the focus is "odd") tend to withdraw into complex inner worlds in a manner much more intense than is typical of daydreaming Programming Suggestions for Teachers: 1. Work out a nonverbal signal with the AS or HFA youngster (e.g., a gentle pat on the shoulder) for times when he is not paying attention. 2. Actively encourage the youngster to leave her inner thoughts and fantasies behind and refocus on the real world. This is a constant battle, as the comfort of that inner world is much more attractive than anything in real life. For these “special needs” kids, e

"How can I help my child with autism (high functioning) to make better decisions?" The ability to weigh options and make decisions are skills that all children need to possess. If we look closely to what those skills are and the building blocks that are needed for them, one crucial factor is present: the ability to self-reflect. Self-reflection is a necessary component to focus, decision-making, prioritization and action. For example: What might be the best career for me? Why should I get into a relationship with this person? What can I do to make myself happy? At the heart of all these questions is the ability to introspect and find the answers. In conventional Cognitive Behavioral Therapy (CBT) programs, clients are encouraged to self-reflect to improve insight into their thoughts and feelings, promoting a realistic and positive self-image and enhancing the ability to self-talk for greater self-control. However, the concept of self-consciousness is different for c

Kids with Asperger’s (AS) and High-Functioning Autism (HFA) have eccentric preoccupations or odd, intense fixations (e.g., obsessively collecting unusual things). They tend to: ask repetitive questions about interests; follow own inclinations regardless of external demands; have trouble letting go of ideas; relentlessly "lecture" on areas of interest; and, sometimes refuse to learn about anything outside their limited field of interest. Programming Suggestions for Teachers: 1. Use the AS or HFA youngster's fixation as a way to broaden his repertoire of interests. For example, during a lesson on rain forests, the student who is obsessed with animals can be led to not only study rain forest animals, but to also study the forest itself since this is the animals' home. The student can then be motivated to learn about the local people who are forced to chop down the animals' forest habitat in order to survive. 2. Use of positive reinforcement selectively

A major part of emotional development in “typical” (i.e., non-autistic) kids and teens is how they recognize, label, and control the expression of their feelings in ways that generally are consistent with social norms (i.e., emotional control). Self-regulation of feelings includes recognition and description of feelings. Once a youngster can articulate an emotion, the articulation already has a somewhat regulatory effect. Typical kids are able to use various strategies to self-regulate as they develop and mature. They begin learning at a young age to control certain negative feelings when in the presence of grown-ups, but not to control them as much around friends. By about age 4, they begin to learn how to alter how they express feelings to suit what they feel others expect them to express. By about age 7 to 11 years, “typical” kids are better able to regulate their feelings and to use a variety of self-regulation skills. They have likely developed expectations concern

A meltdown is the result of the amygdala (the emotional part of the brain) sounding a red alert based on information that may be faulty. 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 ==> Highly Effective Research-Based Parenting Strategies for Children with A

Young people with Asperger’s (AS) and High-Functioning Autism (HFA): are easily taken advantage of (e.g., do not perceive that others sometimes lie or trick them) are relatively naïve are sometimes labeled "little professor" because speaking style is so adult-like and pedantic exhibit poor ability to initiate and sustain conversation have difficulty judging "social distance" have difficulty understanding jokes, irony or metaphors have well-developed speech, but poor communication skills may appear insensitive and lacking tact may be extremely egocentric may not like physical contact may use inappropriate gaze and body language may use monotone or stilted, unnatural tone of voice often misinterpret social cues show an inability to understand complex rules of social interaction talk “at” people instead of “to” them usually have a desire to be part of the social world, but don’t have the skills to do so Programming Suggestions for Teachers: 1.

Mood disorders are mental health problems (e.g., depression, bipolar disorder, dysthymic disorder, anxiety disorder) that can occur in anyone, including young kids and teenagers. The cause of mood disorders is not fully understood, but an imbalance in brain chemicals play a role. It is normal for a child’s mood to change, and most kids go through times of feeling sad. However, when these feelings last for a very long time or interfere with daily functioning, he or she may have a mood disorder. Symptoms of mood disorders include: an elevated mood (i.e., mania) that is accompanied by feelings of grandiosity, extreme energy, and heightened arousal changes in appetite difficulty concentrating fatigue feelings of inadequacy  feelings of sadness guilt helplessness hopelessness irritability suicidal thoughts trouble engaging in daily tasks trouble in relationships When considering the diagnostic criteria for Asperger’s (AS) and High-Functioning Autism (HFA

  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 Thanks for the link to the teaching guide. Although our school system is very different to yours I think the advice will be most useful. In fact this is the most comprehensive information I have come across. ~~~~~~~~~~~~~~~~~~ Dr. Mark, I am writing you tonight after a harrowing day . Our adopted daughter Shelby,now 18, has ADHD and had a very bad childhood until we brought her in her six years ago. Sunday, she went to a walk in clinic with Mom for help for a bad case of poison ivy. The Dr. prescribed a prednisone pack where she took six pills fist day five the next etc. Shelby went off the tracks, stole money and bought a tablet so that she could do Facebook [something banned in our house] . She was obviously acting guilty about something, got caught and became violent. We have experienced her rag