Explaining "the Birds and the Bees" to Teens on the Autism Spectrum

"My son (high functioning autistic) is 14. He knows he is different from other 'typical' teenagers, and he wants to know why. What do I say to him? Also, how would you start explaining sex and changes his body is going through?"

This is a tough question to answer, but at 14, your son is certainly ready for some explanation of his disorder. Here is a statement for you to follow when you answer your son’s question:

Lots of people have problems and challenges in life to deal with. Some of them can be seen and some can't. You have a condition known as high-functioning autism. We don’t know why you have it. Sometimes it is inherited from other people in a family. High-functioning autism has something to do with the genes that are in our bodies, and something may have happened to some of them before you were born. Children have the condition from the time they are born, but some children are going to school before the doctors diagnose it. More and more people are being diagnosed with this condition, but that’s probably because doctors and psychiatrists know more about it and what to look for than they did in the past. You are not the only teen with it - a lot of teenagers have it, so you are not alone.

Some kids and teenagers can be very critical of a peer who doesn’t act, talk or think like them. And a child with Asperger's or High-Functioning Autism (HFA) can easily take this criticism as a sign that he or she isn't good enough or cool enough to be in the group. It is important for you to stress to your son that “different” does not mean inferior.

Re: explaining sex...

Sex education basics may be covered in health class, but your son might not hear or understand everything he needs to know. That's where the parent comes in. Sex education is a parent's responsibility. But if you wait for the perfect moment, you might miss the best opportunities. Instead, think of sex education as an ongoing discussion.

Here are some tips to help you get started and to keep the conversation going:

1. Clearly state your feelings about specific issues (e.g., oral sex, intercourse, etc.). Present the risks objectively, including emotional pain, sexually transmitted infections and unplanned pregnancy. Explain, for example, that oral sex isn't a risk-free alternative to intercourse.
 

2. If you're uncomfortable, say so — but explain that it's important to keep talking. If you don't know how to answer your son's questions, offer to find the answers or look them up together.

3. Don't lecture your son or rely on scare tactics to discourage sexual activity. Instead, listen carefully. Understand your son's pressures, challenges and concerns.

4. Let your son know that it's perfectly acceptable to talk with you about sex whenever he has questions or concerns. Reward questions by saying, "I'm glad you came to me."

5. Your son needs accurate information about sex — but it's just as important to talk about feelings, attitudes and values. Examine questions of ethics and responsibility in the context of your personal or religious beliefs.

6. When a television program or music video raises issues about responsible sexual behavior, use it as a springboard for conversation. Remember that everyday moments (e.g., riding in the car together, walking in the park, putting away groceries, etc.) may offer the best opportunities for discussing the topic.

With your support, your son can emerge into a sexually responsible grown-up. Be honest and speak from the heart. Don't be discouraged if your son doesn't seem interested in what you have to say. Say it anyway. Studies show that teenagers whose moms and dads talk openly about sex are more responsible in their sexual behavior.


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 FROM PARENTS:

•    Anonymous said... He already knows he's HFA. We talk about the birds and bees stuff. He's more uncomfortable with it than I am. But I tell him. .you gotta know! He runs in his room, then I tell him some more another day. Its an ongoing process.
•    Anonymous said... He should know he has HFA. We told my nephew as soon as he could understand.
•    Anonymous said... I guess for me since I have a daughter was to be honest, brutally honest about all of it, because of the "woman" stuff she had to know a little sooner but being honest and open has its perks
•    Anonymous said... I think this woman's son knows he's HFA. I hope he does!
•    Anonymous said... I told my son at an early age, all in correct terms, he then had more education in school starting in the 4th grade. He still comes to me with any questions. I make the conversation matter of fact. My son was 11 and asked me if he had Asperger's while watching a news special during Autism awareness month. He has recently asked me when I knew he was different. (He is 15 this month) I asked if he remembered the first time he wanted a toy~ we literally threw him in the minivan and immediately drove to Toys RUS! It's really something seeing him mature. Good Luck1
•    Anonymous said... If he's super factual, maybe some medical/science-type books on reproductive development. My 6-year-old has been looking at my Netter's Anatomy books since he was like 3. He's obsessed with them.
•    Anonymous said... 'making sense of sex by' sarah attwood , written specifically for teens with AS. Has everything about growing up, bullying, crushes, hygiene etc....
•    Anonymous said... My son wasn't interested in books that were recommended to help him understand AS. I finally got the idea to give him the WebMD print out on it. Worked like a charm. He needed the facts, and only the facts. He knew he was different and needed to know why. And most importantly that he is not alone.
•    Anonymous said... Tony Attwood has done a lot of research and has information on this as well.
*   Anonymous said... My 5 YO HFA son is doing a sexual behavior which keep me worried about him. He always looks to my chest and start behaving very strange, open legs pushing his lower body forward. Could`nt get the  reason behind this behavior which scares me alot ...he is only 5!
 
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Teaching the High-Functioning Autistic Mind

"I’d love to see some information about how to teach in a way that a high functioning autistic mind will absorb, particularly rote facts such as math measurements and such. I’d also love more information about teaching basic social skills, manners, and social graces."

Children with High-Functioning Autism (HFA) and Asperger's have excellent rote memories and often show intense interest in one or two intellectual areas, such as math, transportation, history, or the characters in a television series.

Sometimes the special interest is so absorbing that they ignore all other subjects. They learn every fact about the chosen topic and talk about it endlessly, whether or not their listeners are interested. The child may have little understanding of the meaning of these facts.

But, if you can tie rote information into the area of interest, you may find it easy to teach him or her - and the learning will be remembered. For example, if the child is interested in transportation, you might be able to involve him in measuring the length of railroad tracks or distances airplanes travel on various routes.

Often using a computer and rote learning computer games helps kids on the autism spectrum to retain factual information. Surprisingly, they often respond well to flash cards and other rote teaching methods also. Some are very good with visual memory and remember things they read or see on charts very well.

HFA students typically exhibit strengths in their visual processing skills, with significant weaknesses in their ability to process information via auditory means. Thus, use of visual methods of teaching, as well as visual support strategies, should always be incorporated to help the "special needs" student better understand his/her environment. 
 
==> Teaching Social Skills and Emotion Management

Visual learners learn well using formats such as:
  • watching someone else perform a task or activity
  • watching a video or DVD
  • viewing themselves performing a task or activity via filming and subsequent play back on a video camera
  • using visual recall as a learning strategy
  • looking at whole words printed on a page
  • looking at photos or images on a screen
  • following visual cues and landmarks during a journey or task
  • "imagining" what something looks like so they can remember it

Tailor your teaching strategies for visual learners to include some of the above approaches. This will ensure visual learners are given information in a way which suits their preferences, but also helps them build other learning style skills.
 
Etiquette and social graces are like a foreign language to kids with HFA. Social skills, such as saying “Hi” or “Good morning” or looking others in the eyes when conversing, are often taught by communication specialists or in social training groups. Imitating and practicing new skills in situations which are as realistic as possible is very effective.

Skills-training includes:
  • learning nonverbal behaviors, such as using appropriate hand gestures, smiling, and verbal behaviors
  • interpretation of nonverbal behaviors of others
  • processing of visual information with auditory information
  • social awareness

Another idea for teaching social skills is to set a weekly or monthly goal. The goal is to learn a specific skill and be able to apply it in a variety of situations.

Here is the procedure:
  1. Decide which skill you would like the child to learn, for example responding to the question “What’s new?”
  2. Teach the child the question/skill and several possible responses. Explain that there are many ways to respond. Model lots of options.
  3. Involve family, friends, and school staff in setting up situations that require practicing the skill.
  4. Develop a plan for how the questioner should prompt or respond, if the child doesn’t respond correctly.
  5. Keep track of the child’s responses to see if he/she uses the skill consistently.
  6. Use a lot of praise for appropriate behavior, especially when it is used without prompting.

The HFA child may form friendships with others who share his interests. Computer or math clubs, science fairs, Star Trek clubs, etc. are possible avenues to consider. Many of these children will develop coping and social interaction skills, and the ability to “fit in” as a result. For those that don’t, counseling and social “training” may help.

==> Specific strategies for teaching social skills can be found here...

 ==> "Social Stories" in Video Format for Kids on the Autism Spectrum


Additional 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 
 
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Crisis Intervention Tips for Parents of Children with Autism Spectrum Disorder

"I know they talk about how 'prevention' is key when trying to deal with meltdowns in children with autism (high functioning), but what about when the child is already full-swing into a meltdown? Is it just too late at that point to make any difference?"

It's never too late to intervene, but the task of actually putting the brakes on a meltdown will be much more difficult once it is underway. Having said that, here are some suggestions...

Crisis Intervention Tips for Parents of Children with ASD level 1 or High-Functioning Autism:

1. A step isn't completed until the child has given you his verbal consent to the conditions of the step. For example, [parent gently restraining the child] "I will let you go when you stop slamming your bedroom door. O.K.?" Be prepared to repeat steps if additional meltdowns occur before moving on to the next step.

2. Allow the child, whenever possible, to make choices as you move through the crisis intervention steps. For example, "Do you want to take your time-out in your bedroom or in the living room?" However, do not offer choices if they would compromise what you are trying to achieve.

3. Have a calm voice and demeanor, but convey firmness.
 

4. Help the child to see you as a problem solver. Let him know that you are aware of how difficult the situation is for him. Tell him your job is to help with this difficulty. Explain clearly that your help does not mean avoiding the situation or doing it for the child, but rather helping him to do it. For example, "You have a problem, and I am here to help you solve it."

5. Ignore or interrupt irrelevant comments. Respond with: "That doesn't make sense, I can't pay attention to that," or "That is off the topic, so I will have to ignore what you are saying," or "I can't help you with your problem while you are talking nonsense."

6. Keep your goal in mind as you go through the crisis intervention steps. For example, "My goal is to help my child use his words to express his frustration rather than using physical violence." Also, create new rules for responding in the future.

7. Make it clear to the child that you are in control. Don't plead or make second requests.

8. Practice/rehearse what has been decided as the appropriate solution to the problem. This may involve completing an activity, accepting a change, or restoring the environment after a meltdown.

9. Say what you mean and mean what you say at all times during the crisis.

10. Stay on topic during the crisis. The child may bring up extraneous or unrelated issues to try to justify his behavior.




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

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