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ASD Level 1: Quick Facts for Teachers

"Would you have a simple summary, kind of a snapshot, that describes the most relevant aspects of ASD Level 1 that I can give my son's teacher so that she can get a basic understanding of this disorder without having to read a book on it?"

Sure! Just copy and paste the quick facts below, and give it to the teacher...

ASD Level 1:
  • is a developmental disorder, not a disease or a form of genius
  • affects language less, but does present with difficulties in appropriate speech and communicative development
  • affects the way a child relates to others
  • is a highly functional form of autism
  • leads to difficulties in reading non-verbal cues
  • is characterized by social interaction difficulties and impairments related to a restricted, repetitive, stereotype behavior
  • is not the result of "bad parenting"
  • is often confused with ADD and ADHD
  • is not classified as a learning disability, but it is a disorder that impacts learning
     
Treatment:
  • can help children learn how to interact more successfully with their peers
  • focuses on the three main symptoms: poor communication skills, obsessive or repetitive routines, and physical clumsiness
  • involves medication for co-existing conditions, cognitive behavioral therapy, and social skills training
  • is geared toward improving communication, social skills, and behavior management
  • is not a cure, but there are a number of different interventions that have been shown to be effective in reducing symptoms associated with ASD
  • mainly helps to build on the child’s interests, teaches the task as a series of simple steps, and offers a predictable schedule
  • requires an interdisciplinary approach (i.e., speech pathologists, social workers, psychologists and developmental pediatricians all may be involved in treatment)
  • should be tailored to meet individual needs
  • strives to improve the child's abilities to interact with other people and thus to function effectively in society and be self-sufficient
  • is a complex process that involves spending time with the child, gathering background information from parents and teachers, directly testing the child, and integrating information into a comprehensive picture

Facts as reported by children with ASD Level 1:
  • To talk to a person with ASD may be like talking to a college professor.
  • Having ASD is like being on a different planet. 
  • Sometimes having ASD is really annoying because, for example, at school, I get special treatment or other people pick on me because I'm weird or different.

    Resources for parents of children and teens on the autism spectrum:
     

    ==> Videos for Parents of Children and Teens with ASD
     
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     COMMENTS:

    •    Anonymous said... I agree my 8 year old son has ASD and we just stayed in constant communication. With the teacher, principal and assistant principal. They all were wonderful with my son. We take each day as it comes. The one problem we have is what sets him off today May not set him off tomorrow
    •    Anonymous said... I would create a snapshot on YOUR child. The problem with a book or a checklist is that it may or may not apply to your son. That is who the teacher should be concerned with. Any prior experience with or knowledge of children with autism should be thrown out the window because every child is so unique.
    •    Anonymous said... They are sensitive, they can't read facial expressions so they cannot predict what may happen so any changes need earliest notification to reduce stress, fear and the urge to run.
    •    Anonymous said... They understand express their thoughts and emotions but will not necessarily notice, be bothered by or understand yours / others. This is a skill that is not innate to them but can be learned. Oh yes and they are amazing.

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    Crucial Strategies for Parents of Challenging Kids on the Autism Spectrum

     
     
    More articles for parents of children and teens on the autism spectrum:
     
    Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

    Click here to read the full article…

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    Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

    Click here for the full article...

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    Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

    Click here to read the full article…

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    Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

    Click here to read the full article…

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    Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

    Click here     to read the full article...

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    Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

    Click here for the full article...
     
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    A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

    Click here for the full article...
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    Parenting Children & Teens on the Autism Spectrum: Support & Education

     


    We wanted to create a support and education group for parents that is safe and confidential. So, we did!

    JOIN our new private group for parents, teachers and other care-givers of children and teens with ASD. Our staff will be providing "tailored parenting skills" in daily articles and videos. Feel free to post questions, too.

    Let's support one another as parents - and advocate for our special needs children.

     


    ==> JOIN TODAY: Parenting Children & Teens on the Autism Spectrum: Support & Education 

     

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    When and How to Tell Children They Have Asperger's