My ASD Child

Is it possible that everyone has a touch of Asperger’s (AS), also called High-Functioning Autism (HFA)? Think about it: all the features that characterize AS and HFA can be found in varying degrees in the “normal” population. For example: A lot of people can engage in tasks (sometimes mundane ones) for hours and hours. A number of “normal” people have outstandingly good rote memories and even retain eidetic imagery into adult life.  Collecting objects (e.g., stamps, old glass bottles, railway engine numbers, etc.) are socially accepted hobbies. Everyone differs in their levels of skill in social interaction and in their ability to read nonverbal social cues.  Many individuals are visual, three-dimensional thinkers. Many people can pay attention to detail – sometimes with painstaking perfection. Many who are capable and independent as grown-ups have special interests that they pursue with marked enthusiasm. Most men - and many women - prefer logic over emotion. Pedantic spee

"Do some teens with ASD make awkward advances to the opposite sex, which are viewed as harassment? Our 17 y.o. was recently called down to the Dean's office for 'making inappropriate advances' to a girl he has a crush on!" Perhaps the most obvious trait of Asperger’s (AS) and High Functioning Autism (HFA) is impairment of two-way social interaction. This is not due primarily to a desire to withdraw from social contact. Rather, the problem arises from a lack of ability to understand and use the rules governing social behavior. These rules are complex, unwritten and unstated, constantly changing, and affect choice of clothing, eye contact, gesture, movement, posture, proximity to others, speech, and many other aspects of behavior. The degree of skill in this area varies among “typical” people, but those with AS and HFA are outside the normal range, for example: Many are over-sensitive to criticism and suspicious of others. Some have a history of rather bi

Compliance strategies are a form of social influence where a child does what parents want him to do, following their requests or suggestions. It is similar to obedience, but there is no order – only a request! 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' Comprehensive Handbook ==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book ==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism  

Unraveling The Mystery Behind Asperger's and High-Functioning Autism is an audio book designed to help parents understand every aspect of these related disorders. The simple yet highly effective strategies discussed in the audio book will help parents cope with - and manage - their child’s behavioral and emotional needs. Click here for the full version (2 hrs./25 min. in length)...

“Abstraction” is a relative concept related to the age of the youngster. For a 3-year-old, “the day after tomorrow” is a highly abstract concept. But for a teenager, “the day after tomorrow” is relatively concrete. The ability to think abstractly is associated with the ability to transfer what is learned from one context to another. For instance, a child who is a reasonably abstract thinker may learn the organization of an essay in English class, and then transfer that learning to his writing in Social Studies class. Conversely, a concrete thinker may need to be specifically taught in both classes. Relative to some academic skills, teaching "social competence" involves abstract skills and concepts. Because young people with Asperger’s (AS) and High-Functioning Autism (HFA) tend to be concrete and literal, the abstract nature of these interpersonal skills (e.g., kindness, reciprocity, friendships, thoughts, feelings, etc.) makes them especially difficult to master.

 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. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Mark, You are a clever man. You're saving thousands of parents and their children. I just want you to know you're immensely humanitarian and I'm so very grateful to you and the Internet for finding you. After all these years I've only just discovered my son is probably Aspergers but have just thought he's always been a bit awkward and contrary. I never considered he might be wired differently to other children (though he's certainly different to my younger sons). He would hate labels in his clothes as a toddler, would fight other children causing me to avoid socialising with him, going in car seats, getting his hair cut at the barbers etc but he got through school and worked hard despite OCD tendencies and never had behavioural problems at school. He just seemed to lose all motivation a

Most teenagers with Asperger’s (AS) and High-Functioning Autism (HFA) experience frequent social failure and rejection by peers. Because social encounters are seldom reinforcing (rewarding), these young people often avoid social interaction. Over time, they may develop negative attitudes about themselves and others. The poor self-esteem that may result makes it difficult to continue attempts at social interaction. As a result, the cycle continues. Therefore, social skills interventions are greatly needed – especially in the form of fostering self-acceptance. Self-acceptance refers to a global affirmation of self. When an AS or HFA teen is self-accepting, he is able to embrace ALL facets of himself – not just the positive parts. As such, self-acceptance is unconditional, free of any qualification. The teen can recognize his weaknesses and limitations, but this awareness in no way interferes with his ability to fully accept himself. Furthermore, behavior clearly reflects fe