Showing posts sorted by date for query adolescence. Sort by relevance Show all posts
Showing posts sorted by date for query adolescence. Sort by relevance Show all posts

How to Use An Effective Reward System for Kids on the Autism Spectrum

 “I have a ten-year-old boy with ASD who is high functioning. We are consistent with making him aware of what is socially unacceptable and why. It seems to go in one ear and out the other though. For instance, at meal time we always tell him to eat with his mouth closed. He will do as we say for 20 seconds and then he’s right back to chewing with his mouth open. We have sent him to eat in the other room, or we take away dessert if he continues after the fourth prompt. We have had no success for the past 2 years! Do you have any ideas or do you think that it’s something he can’t help?”
This can be a “Catch-22” situation because, even though you want your son’s behavior to change in a positive manner, it might become more resistant or rigid if he is confronted or forced to behave in a manner that he finds disagreeable. This can become a long-term power struggle that can lead to your frustration and his feelings of failure.

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

In this case, giving your son rewards might have better results than imposing punishment. One possible solution would be “fun money” for your son. You can make or purchase “fun” (fake) money for your son to use when he behaves in a socially acceptable manner. The money can be spent for privileges, such as time spent with a video game, or other activities he enjoys. 

 If your son behaves in an unacceptable manner, you can impose a financial penalty, and your son has to give a portion of the money back to you. However, if he has to give too much back, he might never earn the reward, so reserve the “fines” for very serious transgressions of the rules.
An effective economic-reward system is based on consistency in enforcing it and keeping the list of rewards/penalties attainable and short. Start this system with just one goal to earn reward and increase the goals as he gets a feel for how it works. Try using one standard-size piece of paper and list the rewards on the left-hand side and the penalties on the right-hand side. 

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

Your son will be able to comprehend this list without it overwhelming him. This way, when he is rewarded or punished, he will know that there are limits being set and he has a degree of control over how much he will receive or forfeit. Your son will feel a sense of empowerment with this system, and it will allow him to make choices; he will learn from both.
A structured reward system works well with children on the spectrum because they do extremely well with structure, consistency, and clarity. When there is no structure, the autistic child feels that chaos is controlling his life. A reward system maintains structure for your son, and it eliminates chaos from his life.
Structure, consistency, and clarity will give your son a sense of mastery over his environment. Whether you incorporate the solution proposed above or one that you obtain elsewhere, you will be integrating predictability into your son’s life, and this leads to his being able to rely upon you as being supportive and fair in his upbringing. 

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

Children without ASD and within your son’s age range are coping with the beginning of adolescence. Children like your son are coping with the same thing, except they find that they have to deal with the ASD diagnosis in addition to everything else.
You need to make sure that the consistency that we stress here is maintained for your son’s benefit. Do not let your feelings and emotions take precedence because of the stress that accompanies any child-discipline procedure. Stay calm and let him choose to earn reward or pay fines. 

Also, be willing and available to discuss discipline with your son; it’s important regardless of any diagnosis that your son has. Above all, be truthful and sincere; your son will know that you love him and care about his well being.

PARENTS' COMMENTS:

•    Anonymous said... adjust expectations.
•    Anonymous said... Definitely the "make it a concrete rule" idea - usually very effective. As my son reached adolescence I have been able to say, "Other people will notice this behavior and that might make you feel uncomfortable. How should I tell you to stop without upsetting you?" - He's become much more self-conscious as a teen and that usually works.
•    Anonymous said... I always say it has to be engraved on his commandments before it is His gospel or rules, convincing is the hard part because the rigidity of thought. Being the enforcer helps and a small amount of medicine gives us just enough of an opening to get through. We have a level chart also with Xs and stars that is very effective.
•    Anonymous said... I could have written this post. ..LOL... much luck to us all!
•    Anonymous said... I dont think he is trying to agitate you it may be simply his way of stimming. The fact that most Aspie children are very literal and with a mouthful of food & mouth closed perhaps he think he will not be able to breath unless his mouth is open, my son has trouble breathing through nose. I wouldn't worry to much about eating with his mouth open.I would just focus on a pleasant family time of sharing your days events & actually eating the food you prepare. Most of us Aspie Parents seem to be hard on ourselves to correct our children to be the way others want them to be, can other people just learn that everyone is Human and just learn to embrace our differences, that makes us individuals.
•    Anonymous said... I like the "make her the enforcer" idea. She's militant about no elbows on the table so maybe she'll be that way about not talking with her mouth full.
•    Anonymous said... I use a good/bad behaviour chart, things like manners get a smiley, rude or anger get a sad face. At the end of the week if he has more smileys than sad hr gets a treat, within reason of his choice. I make him complete the chart to re enforce his understanding and he adds them up also.
•    Anonymous said... Its nice to know this is happening in other houses also. Meals used to be so stressful in our home and we used so many different approaches with little results. What's helped the most is focusing less on the behaviors and being more calm ourselves, and adjusting our expectations.
•    Anonymous said... make it visual
•    Anonymous said... My twelve year old eats a lot with his hands, doesn't notice or care when he has food on his face, sits in funny positions ... Etc. etc. I might try to make him an enforcer. He is very motivated by earning points...thanks for the idea
•    Anonymous said... Ours is talking with her mouth full.
•    Anonymous said... Please don't make him eat in a different room. That only pronounces the alienation they feel on a daily basis. I have to tell my 12 yr old everything every single day, several times. Some things eventually stick, others do not. It gets annoying for us yes, but it is a part of them and the way their brains work. I also have a spitter when he doesn't like the texture or taste of something. I made him clean it up until he finally broke the nasty habit because that made him grossed out too. When we have people over he usually hides out until the coast is clear, and we go out I am very careful that his glass of water sits by itself so he doesn't accidently pick up and take a gulp of someone's soda and only order food that I know he likes. My life has gotten much more predictable and I am still able to have him in social situations by taking a few precautions.
•    Anonymous said... Sounds exactly like our son. And believe me, it ALL goes in one ear out the other, not just at meal time. Any one has some good ideas we'd love to see them too.
•    Anonymous said... They don't do it on purpose. Adjust expectations. Use gentle reminders now and then but don't get mad at them when they don't stop. I struggle with these sort of things everyday with my almost 10 yr old boy!
•    Anonymous said... This is same in our house too and meal times are stressful my son ( ADHD+autism)eats very loudly and open mouth you can't sit next to him also he giggle as a lot and using time for googling and messing with sister I am getting late to everywhere oh never mind what will I cook too very fussy eater only eat same food made my own visual reward chart it is hard I can't ignore itx
•    Anonymous said... Ugh sounds like my 8 year old. And also the yelling in people's faces when we are out. Sometimes I would like to put a "I have Aspergers" Tshirt on him so people have more patience with him.
•    Anonymous said... We have made index cards with pictures on them what is right at the dinner table and what is not. We have him review the cards before the meal. I have lamented them and punched holes and put a ring through them. I actually have many social story card rings we keep at the house, just like he has at school. If you google social stories.
•    Anonymous said... Write them down and put them up on the wall. If the rules are concrete and visible, then they are REAL.
•    Anonymous said... Yes, any ideas would be helpful! My son chews with his mouth open, and spits out things if he doesn't like the taste/texture etc. But, he just spits it out-not on his plate-or a napkin it just comes flying out. Its really gross! Not to fun when guests are over or if we are chancing to eat out:)

Post your comment below...
By

Characteristics of Females with ASD Level 1

"We think our daughter may have a form of autism due to her severe shyness, excessive need to have things just so, certain rituals she has with food, major touch sensitivity, a lot of anxiety, just to name a few. What are some of the signs to look for to help us decide if an assessment is in order?"

Females with ASD, or High-Functioning Autism. often present with a unique set of characteristics that can make diagnosing their disorder very difficult. In addition, their strengths often mask their deficits.

There has been considerable discussion among professionals about the way girls with ASD demonstrate their major characteristics. Some girls have obvious social difficulties, whereas others appear to have excellent skills because they imitate the behaviors of others (often without understanding them).



There are many females who do not receive a diagnosis, possibly because, compared to males, (a) they have fairly good social skills (particularly when interacting with adults in a one-to-one situation), (b) their special interests are different, and (c) their clinical presentation is different.

Sometime during childhood, a female with autistic traits will begin to know she is different compared to her peers. For example:

1. Due to adopting an alternative persona, she may begin to have problems of self-identity and low self-esteem

2. Due to observing and analyzing social behavior and trying not to make a social error, she may become emotionally exhausted

3. During the stress of adolescence, she may develop routines and rituals around food and a special interest in calories and nutrition that develops into the signs of an eating disorder

4. Her interests may be different to her peers in terms of intensity and quality of play

5. She may be an avid observer of human behavior and try to decipher what she is supposed to do or say

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism
 
6. She may be extremely sensitive to the emotional atmosphere at a social gathering

7. She may be like a chameleon, changing persona according to the situation

8. She may be more likely to apologize and appease when making a social error

9. She may be overly well-behaved and compliant at school so as not to be noticed or recognized as a different.

10. She may be vulnerable to “peer predators” who take advantage of her social immaturity

11. She may become increasingly aware of her social confusion and frequent faux pas, and thus prefer to be on the periphery of social situations

12. She may enjoy living in a fantasy world and creating a new persona

13. She may escape into the world of nature, having an intuitive understanding of animals, but not people

14. She may fear that her “true self” must remain secret because she is defective, thus she is almost always acting like someone else

15. She may have a pet that she views as a loyal friend

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

16. She may have a single - but intense – friendship with another female who may provide guidance for her in social situations

17. She may have a strong desire to collect and organize her toys (e.g., dolls) rather than to share her toys with friends

18. She may have an aversion to the traditional concept of femininity

19. She may have an encyclopedic knowledge of specific topics

20. She may have an intense interest in reading and escaping into fiction

21. She may have an interest in ancient civilizations to find an old world in which she would feel at home

22. She may have an interest in other countries (e.g., France) where she would be accepted

23. She may identify with a fictional character (e.g., Harry Potter), who faces adversity but has special powers and friends

24. She may not be interested in the latest craze among her peers to be 'cool' and popular

25. She may not identify with her peers

26. She may not play with her toys in conventional ways

27. She may not want to play cooperatively with her peers

28. She may prefer non-gender specific toys (e.g., Lego)

29. She may prefer to play alone so that she can play her way

30. She may prefer to play with males, whose play is more constructive and adventurous than emotional and conversational

==> Teaching Social Skills and Emotion Management to Children and Teens with ASD

31. She may suffer social confusion in silence and isolation in the classroom or playground, but she may be a different character at home

32. She may talk to imaginary friends, or write fiction at an early age

33. She may think that the way her peers play is stupid and boring

34. She may use imaginary friends that can provide companionship, support and comfort when she feels lonely

35. She may use passive-aggressive behaviors in order to control her family and/or social experiences


  
As young girls, many (but not all) females with ASD:

1. Apologize frequently and want to please others

2. Are an expert on certain topics

3. Are determined

4. Are honest

5. Are involved in social play, but are led by their peers rather than initiating social contact

6. Are kind

7. Are misunderstood by peers

8. Are more able to follow social actions by delayed imitation because they observe other kids and copy them, perhaps masking the symptoms of autism
 
9. Are more aware of - and feel a need to - interact socially

10. Are perfectionists

11. Are so successful at "faking it" that they only come to the attention of a therapist when a secondary mood disorder emerges

12. Are specially gifted in the areas of mathematics and engineering

13. Are very good at art

14. Are visual thinkers

15. Are well-liked by adults

16. Become a target of teasing

17. Do not ‘do social chit chat’ or make ‘meaningless’ comments in order to facilitate social communication

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

18. Enjoy solitude

19. Have a faster rate of learning social skills than males

20. Have a single friend who provides guidance and security for them

21. Have a special interest that is more likely to be unusual in terms of intensity rather than focus

22. Have difficulty knowing what someone else may be thinking or feeling

23. Have difficulty making friends

24. Have difficulty managing feelings

25. Have difficulty showing as much affection as others expect

26. Have difficulty taking advice

27. Have difficulty with writing skills

28. Have extremely detailed imaginary worlds

29. Have imaginary friends

30. Have interests that are very similar to those of neurotypical girls (e.g., animals, dolls, classical literature), and therefore are not seen as unusual

31. Have what is classified as a "male brain"

32. Make reliable and trustworthy friends

33. Mimic or even try to take on all the characteristics of someone they are trying to emulate

34. Notice sounds that others do not hear

35. Read fiction to help them learn about inner thoughts, feelings and motivations

36. Show little interest in fashion

37. Speak their minds (sometimes to the point of being rude)

38. Still need to be directly taught certain social skills

39. Try to understand a situation before they make the first step

40. Use doll play to replay and understand social situations

By

Autism Spectrum Disorder in Kids and Teens: FREQUENTLY ASKED QUESTIONS from Parents

 1. Are individuals with ASD more likely to be involved in criminal activities?

Some individuals with ASD have found themselves before the criminal justice system for a variety of offenses that are usually related to their special interests, sensory sensitivity or strong moral code. If a person's special interest is of a dangerous nature it can sometimes lead them into unusual crimes associated with that interest. The courts are becoming increasingly aware of the nature of ASD and are responding accordingly. More often than not, individuals with the disorder are more likely to be victims than offenders. Their naivety and vulnerability make them easy targets.

2. Can ASD occur with another disorder?

The simple answer to this question is YES. The symptoms of ASD have been recognized in individuals with other conditions and disorders. Once a single diagnosis of ASD is confirmed, it is wise to continue the diagnostic process to see if there is another specific medical condition.

3. Can ASD occur with ADHD?

These are two distinct conditions, but it is possible for a youngster to have both. They have specific differences, but there are some similarities, and a youngster can have a dual diagnosis and require treatment for both conditions.

4. Can the person develop normal relationships?

In early childhood, a youngster with ASD may need to be given instructions on the different ways of relating to family members, to a teacher, to friends and to strangers. Teenagers on the spectrum can be delayed in their social/emotional maturity compared to the other kids in their class. It may be necessary to repeat some school programs on human relationships and sexuality when the person with ASD has reached that stage of their emotional development. 
 
With a prolonged emotional adolescence and delayed acquisition of social skills, the person may not have a close and intimate relationship until much later than their peers. Many individuals with ASD have loving relationships, but the partners may need counseling on each other's background and perspective. One could describe these relationships as similar to those between individuals of two different cultures, unaware of the conventions and expectations of the other partner.

5. Could a difficult pregnancy or birth have been a cause?

Some studies state that quite a high percentage of cases had a history of natal conditions that might have caused damage. But, in general, pregnancy may well have been unremarkable. However, the incidence of obstetric abnormalities is high. No one factor can be identified, but labor crises and neonatal problems are recorded with a significant number of kids with ASD. There is also a greater incidence of babies who are small for gestational age, and mothers in the older age range. It is recognized that there are three principal causes of ASD - genetic factors, unfavorable genetic events, and infections during pregnancy or early infancy that affect the brain.

6. Could ASD be a form of schizophrenia?

These are again, two distinct conditions. The chances of a person with ASD developing schizophrenia are only marginally greater than for any individual. Some individuals with the disorder are wrongly diagnosed with schizophrenia, when they have extreme stress, anxiety and depression related to their ASD. A false diagnostic trail is easily created and it is important to re-trace the steps and see what is causing the stress and anxiety for the person with ASD.

7. Could ASD be inherited?

Some research shows that there are strikingly similar features in first- or second-degree relatives on either side of the family, or the family history includes "eccentric" individuals who have a mild expression of the disorder. There are also some families with a history of kids with ASD and classic Autism. Should a relative have had similar characteristics when younger, they have a unique advantage in helping the youngster - they know what they are going through. There is no formal identification of the precise means of transmission if the cause is genetic, but we do have some suggestions as to which chromosomes may be involved. As our knowledge of genetics improves, we may soon be able to predict the recurrence rate for individual families.
 
==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

8. Could the pattern be secondary to a language disorder?

If a young child has difficulty understanding the language of other kids and cannot speak as well as their peers, then it would be quite understandable for them to avoid interactions and social play, as speech is an integral part of such activities. However, the youngster with autism has more complex and severe social impairments, which identify the disorder from other disorders.

9. Could we have caused the condition?

ASD is not caused by emotional trauma, neglect or failing to love your youngster. The research studies have clearly shown that ASD is a developmental disorder due to a dysfunction of specific structures and systems of the brain. These structures may not have fully developed due to chromosomal abnormalities or may have been damaged during pregnancy, birth or the first few months of life.

10. Do girls have a different expression of the disorder?

The boy to girl ratio for referrals for a diagnostic assessment is about ten boys to one girl. However, the evidence indicates that the actual ratio of diagnosed kids is four boys to one girl (this is the same ratio as occurs with classic autism). Why are so few girls referred for a diagnosis? In general, boys tend to have a greater expression of social deficits, whereas girls tend to be relatively more able in social play and have a more even profile of social skills. Girls seem to be more able to follow social actions by delayed imitation because they observe other kids and copy them, perhaps masking the symptoms of ASD.

11. How can you reduce the person's level of anxiety?

A person with ASD is especially susceptible to high levels of anxiety, and this can only be reduced by practical strategies to cope with the issues causing the anxiety. Sensory issues, social skills and the need for structure and routine can cause unbearable stress and anxiety and this increases the expression of their ASD itself, thus causing a vicious circle. Stress management programs can help minor levels of anxiety - providing a sanctuary without social or conversational interruption and using relaxation techniques.

If a person becomes increasingly anxious or agitated, it may help to start an activity that requires physical exertion (e.g., a trampoline or swing). Offering a youngster an alternative to the playground at break-time can be invaluable, and using specific ways (such as sending the youngster to the school office with a message) to give the youngster a break from the classroom. It helps if the teacher can establish a special code with the youngster with ASD, so that they can signal their anxiety without drawing attention to themselves. We recommend Cognitive Behavior Therapy as an excellent way to reducing anxiety for individuals with ASD.
 
==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

12. How do you share the news?

This varies according to each youngster and their circumstances. For some it may help if the diagnosis becomes public, while for others it may be preferable that they are not distinguished from other kids. A principle of who needs to know is considered to be useful. There are classroom activities that can be used to help other kids to understand the condition, and how to help their classmate with ASD. At home, it will become apparent to siblings that a diagnosis has been reached, and it is important to explain things properly to them. There are some useful books on this topic; also, local help groups may run workshops for siblings. How do you tell the youngster themselves that they have ASD?

The answer may be to tell the youngster when they are emotionally able to cope with the information and want to know why they have difficulties in situations that other kids find so easy. It is important to give the person with ASD a sense of their many positive qualities, and to give examples of the many scientists and artists who have the disorder and have used these qualities for great achievements. Once the person knows they have ASD it can provide a sense of relief and understanding.

13. Is the person likely to become depressed?

Clinical evidence shows that there is a greater risk of depression in individuals with ASD. In early childhood the person may be less concerned about their differences to other kids. During adolescence they start to become more interested in socializing with others and become acutely aware of their difficulties. The most common cause of depression is the person with ASD wanting to be like others and to have friends, but not knowing how to succeed. Should one suspect that the person with on the spectrum is depressed, it is essential that they obtain a referral to a psychiatrist who is knowledgeable in autism spectrum disorders and obtain treatment. Treatment for depression involved conventional medicine, but should also include programs to deal with the origin of the depression.
 
==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

14. Is there a specific area of the brain that is Dysfunctional?

There is increasing evidence to suggest that the frontal and temporal lobes of the brain are dysfunctional.

15. What are the advantages of using the term ASD?

If the term ASD-Level 1 is used, it can avoid misunderstandings in relation to the use of the term autism. Many individuals have a negative association with the term autism, so it is good to use a different one. When a youngster is said to have ASD-Level 1, the usual response is "I've never heard of that. What is it?" The reply can simply explain that the youngster has a neurological condition which means that they are learning to socialize and understand the thoughts and feelings of other individuals, have difficulty with a natural conversation, can develop an intense fascination in a particular area of interest, and can be a little clumsy.

16. What are the changes we can expect during adolescence?

The physical changes of adolescence are likely to occur at the same age as for their peers, but young people with ASD may be confused by such changes. During the hormonal changes and increased stress associated with adolescence, the teenager may have a temporary increase in their expression of ASD. Moms and dads need to be supportive and patient, and remember that this is a difficult time for virtually all kids.

Some of the emotional changes of adolescence may be significantly delayed in teens with ASD, and while other teenagers are intent on romance and testing the rules, the teenager with ASD still wants simple friendships, has strong moral values and wants to achieve high grades. They can be ridiculed for these qualities, but it is important to explain that they are valuable qualities, not yet recognized by others. Some traits of adolescence can occur later than usual and extend well into a person's twenties; thus, the emotional changes of adolescence are often delayed and prolonged.

17. What is the difference between High-Functioning Autism and classic autism?

Some kids have the features of autism in early childhood and then develop the ability to talk using complex sentences, develop basic social skills and an intellectual capacity within the normal range. This group was first described as having High- Functioning Autism. It is most likely to be used as a term for those who had a diagnosis of autism in their early childhood. It is less likely to be used for kids whose early development was not consistent with classic autism. Both autism [level 3] and ASD [level 1] are on the same seamless continuum, and there will be those kids who are in a diagnostic "grey area", where one is unsure which term to use.

18. What is the difference between the disorder and the normal range of abilities and personality?

The normal range of abilities and behavior in childhood is quite extensive. Many kids have a shy personality, are not great conversationalists, have unusual hobbies and are a little clumsy. However, with ASD, the characteristics are qualitatively different. They are beyond the normal range and have a distinct pattern.

19. What should we look for in a school and teacher?

What are the attributes of a good school? Most important is the personality and ability of the class teachers and their access to support and resources. It is not essential that the teacher has experience of similar kids, as each youngster with ASD is unique and a teacher uses different strategies for each individual. It is very important to find as small-sized a class as possible, to have a quiet, well-ordered classroom, with an atmosphere of encouragement not criticism, and to have practical support from the school administration. It is important to maintain consistency for the youngster with ASD, so try not to change school unless absolutely necessary once a youngster is settled.

 

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

Aggression in Teenagers with Autism Spectrum Disorder

"Is aggression typically a trait of teens with ASD? I'm a single parent and my 17 y.o. son is becoming more verbally and physically aggressive and I do not know if this will escalate to dangerous levels."
 
Adolescents with ASD (high-functioning autism) are often not found to be physically aggressive unless they feel threatened in some manner. 
 
For some young people on the spectrum, aggression may become quite common when reaching adolescence, and this may be clearly influenced by the parenting styles of the mother and/or father. 
 
Also, if your son is on the receiving end of teasing, bullying and peer-rejection at school, then aggression and shutdowns can be expected either at home or school (or both).
 
One of the key factors in determining an ASD youngster's tendency to develop aggression later in life may involve the presence of a maternally sensitive woman who can balance the discipline and aggression in life.

In many of today's families, it is not uncommon to find either a mother or father is absent from the teen's life. Because a teen's mental health is often greatly influenced by the presence of maternal nurturing and the balance of a father's discipline, when either of these are absent in the life of an ASD teenager, aggression can develop. 
 

If you are the parent of a child with ASD, it is important to provide this balance to your child-rearing efforts. If you are a single mother, and your youngster's father is not present (or still lives in the house - but is emotionally unavailable), you can expect your son's aggression may be present as you provide the maternal sensitivity he needs while also attempting to be the disciplinarian. 
 
Because kids on the spectrum have trouble differentiating social cues and are confused by discipline when expressed by their mother, the authoritarian type of parenting is often met with aggression. For this reason, having a male role model who can provide that discipline (i.e., guidance, not punishment) while you provide the maternal sensitivity will go a long way in your son's long-term development.

Conversely, if you are a father who is raising an ASD youngster alone, you will want to be sure that you find ways to be sensitive and nurturing to his or her needs. Because fathers are more likely to be the authoritarian, a woman's sensitivity will be important in your son's mental health. Often, this role can be filled by a woman who is an aunt or even a grandmother - and does not necessarily mean that a step-mother or step-parent is necessary.

ASD is a developmental disorder that affects many adolescents by resulting in abnormal social development. For moms and dads, offsetting the risk for development of aggression is most likely achieved by first identifying your parenting style - as either disciplinarian or nurturing - and then finding someone who can fulfill the role as the opposite parenting style. 
 
Trying to manage both the motherly role and the fatherly role may lead to confusion in your child, and this may further exacerbate the ASD-related complications into adulthood.

Teens with ASD may display some – or all - of the following characteristics:
  • lack of appreciation that communication involves listening as well as talking (e.g., they may not allow their communication partner an opportunity to engage in the conversation)
  • narrow field of interests (e.g., a teen with ASD may focus on learning all there is to know about cars, trains or computers)
  • preference for playing alone
  • very literal understanding of what has been said
  • anger and aggression when things do not happen as they want
  • apparently good language skills, but difficulty with communication
  • language may be considered to be very advanced or ‘precocious’ when compared to their peers
  • the teen may be able to talk extensively on a topic of interest, but have difficulty with more practical tasks such as recounting the day’s events, telling a story, or understanding jokes and sarcasm
  • behavior varies from mildly unusual, eccentric or ‘odd’ to quite aggressive and difficult
  • difficulty in forming friendships
  • having rules and rituals that they insist all family members follow
  • inability to understand the rules of social behavior, the feelings of others and difficulty ‘reading’ body language (e.g., a teen with ASD may not understand that someone is showing that they are unhappy by frowning)
  • sensitivity to criticism

==> Discipline for Defiant ASD / High-Functioning Autistic Teens
By

Problems with "Sensory Overload" in Children on the Autism Spectrum

Question

My children (3 teens---2 still at home--plus a 3-yr-old) all have ASD (level 1). They have the disability as well as dealing with others (including one parent) who also have ASD. As a result, people are oversensitive to sensory input and comments and, of course, go from 0 to 100 in seconds. I have a great deal of difficulty heading off the mood escalations and defusing the situation once it has started. I need any suggestions for quicker resolution, etc. that will help us function more effectively.

Answer

Children with sensory issues can be taught to understand how they are “wired” and adjust to the blended flood of incoming sensory messages that is their norm. Learning to understand their triggers will help them cope. For some, the labels on their shirts or itchy socks may overwhelm their senses and shut down their ability to listen to parents. Becoming aware of the irritation will enable them to remove the cause, and then better process auditory messages.

Providing a less stimulating environment is the key to helping these children. Many ASD (high-functioning autistic) children outgrow their sensory-overload issues. By adolescence, many of the symptoms are better managed as the child learns coping skills. Helping the child identify his overwhelming sensations and providing quiet spaces can speed the process of understanding his own triggers and enable him to be more functional and better adjusted. 
 

Sensory overload is when autistic youngsters are faced with so much sensory stimuli that they can't process it all, and they then find a way of dealing with that situation that - to them - seems out of control. 
 
For example, if you have your child at the mall and people are coming up to tell you how cute he is and there is background music playing, then you may have a youngster that begins to throw a tantrum – and to you it may seem like there was absolutely no reason for it. But for a child on the spectrum, such a situation is more than he can take. It is too much information for him to try to process, and he breaks down.

As ASD kids with sensory issues get older, they will outgrow some of these problems on their own. Other kids will require the help of Occupational Therapists, and still others will have sensory problems with them for a life time.

The cause of Sensory Integration Dysfunction (the formal term for sensory problems) is not yet known. Kids who have other disabilities - and kids who were born extremely premature - are more likely to have Sensory Integration Dysfunction, but it is also known to be a condition that some otherwise healthy kids have.

Because of the mystery that surrounds this condition (and the limited information), most people aren't accepting or understanding of children who have this problem. Therefore, if you find that your youngster has this condition, you should find a great therapist and have them give you information to share with your youngster's school and other family members so that they are better prepared to help him or her.
 
 


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

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

Kids with Autism Spectrum Disorder and the Associated Relationship Problems

"Is it common for children with ASD to have a great deal of difficulty relating to their peers in a proper manner? My son tends to burn bridges (so to speak) rather quickly with his friends."
 
ASD level 1 (high-functioning autism) often leads to problems in social interaction with peers. These problems can be severe or mild depending on the individual. Kids with ASD are often the target of bullying at school due to their idiosyncratic behavior, precise language, unusual interests, and impaired ability to perceive and respond in socially expected ways to nonverbal cues, particularly in interpersonal conflict. 
 
Kids on the autism spectrum may be overly literal, and may have difficulty interpreting and responding to sarcasm, banter, or metaphorical speech. Difficulties with social interaction may also be manifest in a lack of play with other kids.

The above problems can even arise in the family. Given an unfavorable family environment, the youngster may be subject to emotional abuse. A youngster or teen with ASD is often puzzled by this mistreatment, unaware of what has been done incorrectly. Most kids on the spectrum want to be social, but fail to socialize successfully, which can lead to later withdrawal and asocial behavior, especially in adolescence. 
 
 
At this stage of life especially, they risk being drawn into unsuitable and inappropriate friendships and social groups. People with ASD often interact better with those considerably older or younger than themselves, rather than those within their own age group.

Young people with ASD often display advanced abilities for their age in language, reading, mathematics, spatial skills, and/or music—sometimes into the "gifted" range—but this may be counterbalanced by considerable delays in other developmental areas. This combination of traits can lead to problems with teachers and other authority figures. A youngster with ASD might be regarded by teachers as a "problem kid" or a "poor performer." 
 
The youngster’s extremely low tolerance for what they perceive to be ordinary and mediocre tasks, such as typical homework assignments, can easily become frustrating; a teacher may well consider the youngster arrogant, spiteful, and insubordinate. Lack of support and understanding, in combination with the youngster's anxieties, can result in problematic behavior (such as severe tantrums, violent and angry outbursts, and withdrawal).

Two traits sometimes found in individuals on the spectrum 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 oneself or others), which reduce the ability to be empathetically attuned to others. Alexithymia in ASD functions as an independent variable relying on different neural networks than those implicated in theory of mind. In fact, lack of Theory of Mind may be a result of a lack of information available to the mind due to the operation of the alexithymic deficit.

A second issue related to alexithymia involves the inability to identify and modulate strong emotions such as sadness or anger, which leaves the individual prone to “sudden affective outbursts such as crying or rage.” The inability to express feelings using words may also predispose the individual to use physical acts to articulate the mood and release the emotional energy.

People with ASD report a feeling of being unwillingly detached from the world around them. They may have difficulty finding a life partner or getting married due to poor social skills. The intense focus and tendency to work things out logically often grants people with ASD a high level of ability in their field of interest. When these special interests coincide with a materially or socially useful task, the person on the spectrum can lead a profitable career and a fulfilled life. The youngster obsessed with a specific area may succeed in employment related to that area. 
 

What is ASD like?
  • It affects individuals all of their lives, but as individuals get older they get better at social and coping skills.
  • Many great scientists, writers and artists are thought to have had Aspergers, including many Nobel Prize winners.
  • Individuals with ASD can do well when others understand the effects of the syndrome on their behavior and learning, and provide a supportive environment.
  • They find it hard to relate to other individuals.
  • Some individuals who are said to be eccentric loners may have ASD.
  • The effects of autism can vary from slightly unusual behavior to quite aggressive and anti-social behavior.
  • They have trouble understanding the feelings of other individuals and they do not seem able to read body language. For example, a person with ASD may not realize when they have hurt someone's feelings, or when someone doesn't want to listen to them.
  • They like everything to be the same, and everything to be in the right place. They can get very upset if something is done 'the wrong way'.
  • They may talk a lot about their own interests, but have problems getting the message across or giving others the chance to talk.

Secondary School—
  • It can seem as though they are really bright because they know a huge amount about something they are interested in, but they might have trouble keeping up with other subjects.
  • Other students get better at interpersonal relationships as they grow older, but it can become more difficult for a student with ASD to be involved in friendship groups. However, they may enjoy groups which follow their special interest (e.g., science clubs).
  • Secondary school can be very stressful for students with ASD because they have a different timetable each day, several different teachers, and have to move between classrooms. These changes can be really stressful for someone who likes everything to be the same.

Teenagers with ASD are usually able to manage stressors better than younger kids, and behavior problems at school may be less of an issue at secondary school. However a teenager on the spectrum  may be so worn out after 'holding it together' all day at school that he or she may 'fall apart' at home.
  • It may be possible to negotiate with teachers to reduce the amount of homework or extend tasks over a longer time.
  • Feeling tired after school is often a problem, and facing up to homework at the end of the day can be very stressful for someone who has already had a stressful day.
  • A school counselor can help to work out strategies for dealing with problems, which might include a place to work alone if things get too hard sometimes.

 
Adult Life—
  • If partners and kids are able to learn more about ASD, they are often more able to understand the behavior and live more comfortably with the person who has autism.
  • Individuals with ASD also need to understand relationships better and learn more about how their behavior and emotions can affect others.
  • Most individuals on the spectrum can form strong bonds with a few friends, marry and have kids.
  • Peer support groups can also be helpful for partners and kids. Check on the internet to see if there are support groups in your area.
  • Their anxieties and difficulties with the subtleties of relationships can be confusing and upsetting to partners and their kids.

Problems for Brothers and Sisters—

It can be difficult if you have a brother or sister with ASD.
  • Parents often have to spend a lot more time with the youngster who has autism, so that you can feel you are missing out.
  • Their behavior can be difficult to live with because they don't relate to others well.
  • They may have frequent tantrums when things don't go their way, and this can be embarrassing to you, especially if your friends are around.
  • You may have to watch out more for your brother or sister to protect them from others, such as protecting them from being bullied.

Understanding more about Autism Spectrum Disorder may help you interact more successfully with your brother or sister.
By

The Best Way to Teach Social Stories to Kids on the Autism Spectrum

"What is the best way to teach social stories? Should this be done by parents, a therapist, or in a peer-group setting? And are social stories good resources for the home-schooler?"

Indeed, social stories can be effectively used to teach appropriate behavior in a variety of settings. Social stories may be used by parents, therapists, or in peer group settings. And home-schooling parents often use social stories effectively. Social stories are used to address many  psychological and social symptoms, including:
    • A lack of imagination in play or expression
    • Consistent shyness, anxiety, and unhappiness
    • Depression during the years of adolescence and early adulthood
    • Difficulty in relationships with others
    • Feelings of isolation from others
    • Obsessions, including irrational fears and anxieties
    • Timidity

      The Importance of Social Stories

      Social stories are a teaching device for kids. The stories are used to teach everyday social skills to youngsters who have a diagnosis of High-Functioning Autism. The stories contain accurate and useful information for someone encountering situations that they may find difficult or confusing. The stories approach a topic by describing it in explicit detail and focus on teachable skills needed within the story. A typical social story will discuss a given situation, how someone is expected to react in that situation, and why the reactions are appropriate.

      Deciding on an Appropriate Social Story

      Social stories are individualized in that each youngster is seen as an individual whose problems accompany a diagnosis of High-Functioning Autism.

      An appropriate social story captures the areas of the youngster’s life that are challenging. The child’s behavior is evaluated by parents and teachers at home, in public, and at school. Parents, teachers, and therapists look at the child’s tantrums, withdrawal, social, and escape behaviors. They target these behaviors, and use a social story that addresses the behaviors.

      Here's an example:

      Lining Up—

      At school, we sometimes line up. We line up to go to the gym, to go to the library, and to go out to recess. Sometimes my friends and I get excited when we line up, because we’re going someplace fun, like out to recess. It is okay to get excited, but it is important to try to walk to the line. Running can cause accidents, and my friends or I could get hurt. I will try to walk to the line (the behavioral goal for the child).

      As you can see, social stories are short and to the point. They are structured to describe social situations, explicitly describing what the youngster can expect from the situation, and what society expects of the youngster.

      The Benefits of Social Stories

      Social stories are beneficial in that they focus on “theory of mind” impairments (i.e., mind blindness), which are inabilities to understand the feelings and behaviors of others. In addition, social stories not only provide information about social situations, but also help the child learn how to handle them. Socially relevant information, with illustrations and text, have been shown to be highly effective with young people on the autism spectrum.


      Dealing With Frustration: A Social Story--




      ==> Continue learning how to effectively use social stories to teach your child social skills...

      ==> Social stories in video format can be viewed here... 

       
      More resources for parents of children and teens on the autism spectrum:
       

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

      Articles in Alphabetical Order: 2018

      Articles in Alphabetical Order: 2018

      1. "Autism Awareness" products for parents of high-fu...
      2. "Rationale-Dependent" Thinking in Kids on the Auti...
      3. "Structure-Dependent" Thinking in Kids with Asperg...
      4. 16 Simple Ways to "Prevent" Meltdowns in Kids on t...
      5. 30 Famous Autistic People in History
      6. 5 Ways to Help Reduce Anxiety in Children with Asp...
      7. A Message to All Teens and Young Adults with Asper...
      8. A True Story of Bullying as Described by a Teen wi...
      9. Academic Traits of Students on the Autism Spectrum...
      10.                  Advantages and Disadvantages of Labeling Your Chil...
      11.                  Affective Education: How to Teach Children on the ...
      12.                  Affirmations to Combat Marital Stress Associated w...
      13.                  Allowances versus Accommodations: How to Avoid a P...
      14.                  Altered Disciplinary Methods for High-Functioning ...
      15.                  Anger-Control for Kids and Teens on the Autism Spe...
      16.                  Anger-Control Problems in Asperger's and HFA Teens...
      17.                  Anger-Control Problems in Kids on the Autism Spect...
      18.                  Anger-Management "Tools" for Kids on the Autism Sp...
      19.                  Angry Outbursts in Teenagers on the Autism Spectru...
      20.                  Anxiety Management for Kids on the Autism Spectrum...
      21.                  Anxiety Management in Aspergers and HFA: 25 Tips f...
      22.                  Applied Behavioral Analysis for Kids on the Autism...
      23.                  Articles in Alphabetical Order: 2017
      24.                  Asperger’s and HFA Students: Crucial Tips for Teac...
      25.                  Asperger’s, High-Functioning Autism and Struggles ...
      26.                  Asperger's and HFA Children and Their "Resistance ...
      27.                  Aspergers and HFA Kids: Problems with Board Games
      28.                  Attention Problems in Children with Asperger’s and...
      29.                  Autistic Children and Their Abnormal Reaction to P...
      30.                  Avoiding Meltdowns at the Dentist: Tips for Parent...
      31.                  Basic Disciplinary Strategies for Children with As...
      32.                  Behavioral and Cognitive Rigidity in Kids with Asp...
      33.                  Behavioral and Emotional Problems in Students on t...
      34.                  Behavioral, Emotional, and Academic Challenges of ...
      35.                  Behavior-Management for High-Functioning Autistic ...
      36.                  Behavior-Management Techniques for Children with A...
      37.                  Best Social Stories for Kids on the Autism Spectru...
      38.                  Bullying: How Parents Can Get It Stopped
      39.                  Calming Products for Aggravated Kids on the Autism...
      40.                  Calming Techniques for High-Functioning Autistic C...
      41.                  Can High-Functioning Autism Be Inherited?
      42.                  Children on the Autism Spectrum and Tips for Compl...
      43.                  Children on the Autism Spectrum Who Talk Incessant...
      44.                  Cognitive Issues in Kids on the Autism Spectrum
      45.                  Cognitive, Behavioral, and Moral Inflexibility in ...
      46.                  COMMENTS & QUESTIONS [for April and May, 2018]
      47.                  COMMENTS & QUESTIONS [for August, 2018]
      48.                  COMMENTS & QUESTIONS [for Feb., 2018]
      49.                  COMMENTS & QUESTIONS [for Jan., 2018]
      50.                  COMMENTS & QUESTIONS [for June, 2018]
      51.                  COMMENTS & QUESTIONS [for March., 2018]
      52.                  COMMENTS & QUESTIONS [for September, October and N...
      53.                  Communication Issues for Kids with High-Functionin...
      54.                  Conduct Disorder in Children with High-Functioning...
      55.                  Coping with Birthday Parties: Tips for Parents of ...
      56.                  Coping with Obsessions and Rituals in High-Functio...
      57.                  Coping with Transitions: Tips for Teachers of Stud...
      58.                  Counseling and Coaching Services for Parents of Ch...
      59.                  Crisis Intervention Tips for Parents of Children w...
      60.                  Crucial "Tip-Sheet" for Teachers of High-Functioni...
      61.                  Crucial Classroom Modifications for Kids on the Sp...
      62.                  Cursing in Kids with High-Functioning Autism and A...
      63.                  Dealing with Asperger’s and High-Functioning Autis...
      64.                  Dealing With Meltdowns That Are In Full Swing
      65.                  Dealing with Obsessions and Compulsive Behaviors i...
      66.                  Dealing with Restricted Range of Interests in Kids...
      67.                  Dealing with Sensory Problems in HFA and AS Childr...
      68.                  Dealing With Your Child's Frustrations: Tips for P...
      69.                  Defiance in Teenagers with High-Functioning Autism...
      70.                  Dietary & Therapeutic Considerations for High-Func...
      71.                  Difficulties in Physical Education Class for Kids ...
      72.                  Difficulties with Processing Information: Help for...
      73.                  Do Some Kids on the Autism Spectrum Have a Split P...
      74.                  Do You Think Your Child May Have High-Functioning ...
      75.                  Does My Student Have High-Functioning Autism?
      76.                  Don't Throw Gas On the Fire: Tips for Parents of A...
      77.                  Dreaded Shopping Trips with Your HFA or AS Child
      78.                  Dual Diagnosis in Kids on the Autism Spectrum
      79.                  Dyspraxia in Kids on the Autism Spectrum
      80.                  Effective Behavior-Management Techniques for Kids ...
      81.                  Effective Discipline for "Sensitive" Children with...
      82.                  Effective Social Interventions and Supports for Ch...
      83.                  Examples of Schedules for Kids with Asperger's and...
      84.                  Excessive Sleeplessness in Kids on the Autism Spec...
      85.                  Executive Function Deficit in Children on the Auti...
      86.                  Explaining "the Birds and the Bees" to Teens on th...
      87.                  Fantasizing or Lying: Which One Is Your Child Doin...
      88.                  Finding Hidden Meaning Behind Problematic Behavior...
      89.                  Fostering the Development of Self-Reliance in Kids...
      90.                  Fretfulness in Kids on the Autism Spectrum
      91.                  Gender Differences in High-Functioning Autism
      92.                  Help for Behavior Problems and Low Self-Esteem in ...
      93.                  Help for Behavioral Problems in HFA and Aspergers ...
      94.                  Help for Children on the Autism Spectrum with Poor...
      95.                  Help for Depressed, Lonely Children on the Autism ...
      96.                  Help for Sensory Problems in Kids on the Autism Sp...
      97.                  Help for Sleep Problems in Children on the Autism ...
      98.                  Help for the Easily Agitated Child on the Autism S...
      99.                  Help for the Emotionally Fragile Student on the Au...
      100.                Helping Asperger’s and High-Functioning Autistic T...
      101.                Helping Asperger's and High-Functioning Autistic T...
      102.                Helping Children On The Autism Spectrum To Deal Wi...
      103.                Helping Children On The Autism Spectrum Who Have D...
      104.                Helping Kids on the Autism Spectrum Avoid the "Bac...
      105.                Helping Resistant Kids on the Autism Spectrum with...
      106.                Helping the Teacher to Understand Your Asperger's ...
      107.                Helping Your Asperger’s or HFA Teenager to Elimina...
      108.                Helping Your Other Kids Cope with Their "Special N...
      109.                Helping Your Teen on the Spectrum to Prepare for A...
      110.                HFA and Asperger’s Kids Who Show No Remorse for Ba...
      111.                HFA Students and Social Problems in the Classroom:...
      112.                High-Functioning Autism and Anxiety Overload
      113.                High-Functioning Autism and Associated (Comorbid) ...
      114.                High-Functioning Autism and Comorbid Conditions
      115.                High-Functioning Autism and Family-Stress
      116.                High-Functioning Autism and Genetics
      117.                High-Functioning Autistic Kids and Choosing to Be ...
      118.                Highly Effective Research-Based Parenting Strategi...
      119.                Home-Based Social Skills Training for Young People...
      120.                How can children on the autism spectrum cope with ...
      121.                How can children with High-Functioning Autism cope...
      122.                How Parents Can Help Their Aspergers and HFA Teena...
      123.                How to Be a Rotten Parent of a Child on the Autism...
      124.                How To Be Your HFA or AS Child's Greatest Advocate...
      125.                How to Bond with Your Resistant Adolescent Client ...
      126.                How to Change Stubborn Thinking in Kids on the Aut...
      127.                How to Choose the Safest Car Travel Seatbelt for Y...
      128.                How to Deal with Embarrassing Sexual Behaviors in ...
      129.                How to Deal with the Bullying of Your Child on the...
      130.                How To Discipline Rebellious Aspergers and HFA Tee...
      131.                How to Enhance Communication Skills and Social Com...
      132.                How to Explain High-Functioning Autism to Your Chi...
      133.                How to Figure-out Why Your Aspergers or HFA Child ...
      134.                How to Help Aspergers and HFA Teens Transition to ...
      135.                How to Help Children with Asperger's and HFA to De...
      136.                How To Help Other Family Members Accept Your Child...
      137.                How to Help Teachers Understand Your HFA or AS Chi...
      138.                How to Help Your Emotionally Hypersensitive Child ...
      139.                How to Improve Your Child’s Chances of Finding and...
      140.                How to Make a Dentist Trip Less Stressful for Aspe...
      141.                How to Make Sure Your High-Functioning Autistic Ch...
      142.                How to Reduce Aggression in Kids on the Autism Spe...
      143.                How to Respond to a Frustrated Child on the Autism...
      144.                How to Stop Confusing Kids on the Autism Spectrum
      145.                How to Stop Overwhelming Your Child on the Autism ...
      146.                How to Teach Your Asperger's or High-Functioning A...
      147.                Identifying "Meltdown Triggers" Before It's Too La...
      148.                Identifying the Underlying Causes of Difficult Beh...
      149.                Inflexibility and Rigid Thinking in Kids on the Au...
      150.                Insomnia in Kids with Aspergers & High-Functioning...
      151.                Investigating and Resolving "Problem Behavior" in ...
      152.                Is Aspergers (HFA) really a "disorder" or just a d...
      153.                Is it Attention-Deficit Disorder (ADD), an Autism ...
      154.                Is There a Link Between GI Problems and High-Funct...
      155.                Isolation in Teens with Asperger’s and HFA: Antiso...
      156.                Isolation in Teens with Asperger’s and HFA: Parent...
      157.                Issues that Females on the Autism Spectrum May Exp...
      158.                It's High-Functioning Autism! How do you share the...
      159.                Junk Food Addiction in Teens on the Autism Spectru...
      160.                Kids on the Autism Spectrum and Their Reaction to ...
      161.                Kids on the Autism Spectrum Who Refuse to Cooperat...
      162.                Kids on the Autism Spectrum Who Talk Excessively a...
      163.                Kids on the Autism Spectrum: Reasons for Their Beh...
      164.                Kids on the Spectrum: Crisis Intervention Tips for...
      165.                Kids with Level 1 Autism and Their Lack of Showing...
      166.                Language Problems in Children with Asperger's and ...
      167.                Learning Difficulties Associated with Asperger’s a...
      168.                Literal Thinking in Children on the Autism Spectru...
      169.                Literal Thinking in Children on the Autism Spectru...
      170.                Loneliness & Friendships in Children on the Autism...
      171.                Loneliness in Teens with Asperger's and High-Funct...
      172.                Managing Disruptive Behavior in Children with High...
      173.                Marriage Difficulties and Raising Children on the ...
      174.                Marriage Difficulties and Raising Children on the ...
      175.                Medications, Supplements, and Dietary Strategies f...
      176.                Meditations for People on the Autism Spectrum Who ...
      177.                Meltdown-Free Haircuts: Tips for Parents of Kids o...
      178.                Meltdowns and Punishment: Tips for Parents of Kids...
      179.                Meltdowns in High-Functioning Autistic Kids: Cruci...
      180.                Meltdowns vs. Shutdowns and How Parents Should Res...
      181.                Meltdowns: Intervention and Prevention Techniques ...
      182.                Modeling Imperfection: One Simple Trick for Buildi...
      183.                More Structure Equals Less Behavioral Problems: Ti...
      184.                Multiple Diagnoses in Kids on the Autism Spectrum
      185.                Music Therapy for Kids on the Autism Spectrum: A G...
      186.                Obsessions in High-Functioning Autistic Children
      187.                OBSESSIONS IN HIGH-FUNCTIONING AUTISTIC CHILDREN
      188.                Obsessive-Compulsive Behaviors and Anxiety in Kids...
      189.                Online Parent Coaching Services and Educational Re...
      190.                Our Top 10 Facebook Support Groups
      191.                Our Top 10 Picks for Books on Parenting Autistic C...
      192.                Our Top 10 Picks for Books Related to Young Men wi...
      193.                Overcoming the Challenges of Raising Kids with Asp...
      194.                Parenting Difficult Teenagers on the Autism Spectr...
      195.                Parenting Kids with High-Functioning Autism and At...
      196.                Parenting System That Stops Meltdowns & Tantrums B...
      197.                Parenting Teens on the Autism Spectrum: Changes in...
      198.                Parenting Tips FROM Parents of High-Functioning Au...
      199.                Parenting Young Adults on the Autism Spectrum
      200.                Parents' Faulty Belief System and Resultant Parent...
      201.                Parents’ Rights When Their Child’s School Refuses ...
      202.                Personality Types in Asperger's: Fixated, Disrupti...
      203.                Picky Eating in Children on the Autism Spectrum: T...
      204.                Poor Concentration in Students on the Autism Spect...
      205.                Poor Personal Hygiene in Teens on the Autism Spect...
      206.                Poor Sportsmanship in Kids on the Autism Spectrum
      207.                Post High-School Education for Teens on the Autism...
      208.                Pragmatic Language Impairment in Kids on the Autis...
      209.                Preventing Punishment-Related Meltdowns in Kids on...
      210.                Problems Giving & Receiving Affection in Kids on t...
      211.                Problems with "Disruption of Routine" in Kids with...
      212.                Problems with Depression in Teens on the Autism Sp...
      213.                Problems with Handwriting in Children with Asperge...
      214.                Problem-Solving Skills for Hostile Teens with Aspe...
      215.                Promoting Different "Special Interests" in Kids on...
      216.                Promoting Independence in Adolescence: Help for Te...
      217.                Promoting Social Competence in Children with Asper...
      218.                Put on Your Poker Face: Tips for Parents of Defian...
      219.                Rage-Control for Children on the Autism Spectrum
      220.                Raising Kids on the Spectrum: Sensory Processing D...
      221.                Raising Kids on the Spectrum: Sensory Processing D...
      222.                Reasons for "Bad" Behavior in Children on the Auti...
      223.                Rewards and Discipline for Children on the Autism ...
      224.                School-Related Stress in Students with Aspergers a...
      225.                Selective Mutism in Kids on the Autism Spectrum
      226.                Self-Help Strategies for Struggling Teens with Asp...
      227.                Self-Test: Does Your Child on the Autism Spectrum ...
      228.                Sensory Integration Dysfunction in Kids with High-...
      229.                Sensory Sensitivities and Problems in the Classroo...
      230.                Sensory Sensitivities Can Cause Meltdowns?
      231.                Sensory-Stimulation for Hyperactive Kids on the Au...
      232.                Should You Consider Giving Your Child CBD Oil?
      233.                Should you homeschool your child due to bullying i...
      234.                Should You Home-School Your HFA or AS Child?
      235.                Should You Limit Your Child's Access to Video Game...
      236.                Should You Pull Your Child Out of Public School - ...
      237.                Sibling Issues: Tips for Parents Dealing with HFA ...
      238.                Sibling Relationship Problems: Tips for Parents of...
      239.                Social Skills Deficits, Bullying, and the Onset of...
      240.                Social Skills Training for Children with High-Func...
      241.                Students on the Autism Spectrum: Strategies that C...
      242.                Suitable Careers for Adults with High-Functioning ...
      243.                Support and Education for Parents of Children with...
      244.                Supporting your Aspergers or High-Functioning Auti...
      245.                Tantrums & Meltdowns: Prevention, Intervention & P...
      246.                Tantrums and Meltdowns in Kids on the Autism Spect...
      247.                Tantrums in Public: Tip for Parents of Kids on the...
      248.                Tantrums Versus Meltdowns - And How to Manage Both...
      249.                Teaching Active Listening Skills to Kids on the Au...
      250.                Teaching Interpersonal Relationship Skills to the ...
      251.                Teaching Social Skills and Emotion Management
      252.                Teaching Social Skills to Teens on the Autism Spec...
      253.                Teaching Strategies for Students with Asperger’s a...
      254.                Teaching the High-Functioning Autistic Mind
      255.                Teaching Your Child on the Autism Spectrum How to ...
      256.                Teaching Your HFA or Asperger’s Child Alternatives...
      257.                Teenagers with Asperger's and High-Functioning Aut...
      258.                The 10 Best Essential Oils for Anxious Kids on the...
      259.                The 6 Most Important Things Parents Can Do for The...
      260.                The Advantages of "Labeling" a Child with an "Auti...
      261.                The Benefits of a Sensory Room for Kids on the Aut...
      262.                The Benefits of Occupational Therapy for Kids on t...
      263.                The Best Methods for Teaching Students on the Auti...
      264.                The Best Therapy for Sensory Sensitivities in Kids...
      265.                The Challenges of Puberty in HFA and AS Teenagers
      266.                The Child with Asperger’s or High-Functioning Auti...
      267.                The Cognitive Traits of Kids on the Autism Spectru...
      268.                The Confusing Social Behavior of Kids on the Autis...
      269.                The Connections Between ADHD and High-Functioning ...
      270.                The Cycle of Anxiety to Inflexibility in Kids on t...
      271.                The Easily Discouraged Student on the Autism Spect...
      272.                The Family Contract: How to Set Effective Boundari...
      273.                The Gift of High-Functioning Autism and Asperger's...
      274.                The Heavy Demands Placed on Parents Raising Kids o...
      275.                The Importance of Early Therapeutic Intervention f...
      276.                The Importance of Visual Schedules for Kids on the...
      277.                The Long-Term Outcomes for People with High-Functi...
      278.                The Newly Diagnosed Child: Stages that Parents May...
      279.                The Picture Exchange Communication System: Help fo...
      280.                The Pros and Cons of Homeschooling a Child with As...
      281.                The Severity Levels of Autism
      282.                The Silent Bullying of Children on the Autism Spec...
      283.                The Six "Emotional Types" for Children on the Auti...
      284.                The SOCCSS Strategy for Teaching Social Skills to ...
      285.                The Social Traits of Students with Asperger's and ...
      286.                The Symptoms of AS and HFA That Look Like Disobedi...
      287.                The Symptoms, Diagnosis and Treatment of High-Func...
      288.                The Unique Abilities of Kids on the Autism Spectru...
      289.                The Use of “Structure” to Reduce Problematic Behav...
      290.                Therapeutic Programs for Kids on the Autism Spectr...
      291.                Threats to Self-Esteem in Aspergers and High-Funct...
      292.                Three Odd Expressions of Emotions in Kids on the A...
      293.                Tips for Teachers: Understanding Your “Difficult” ...
      294.                Token Boards for Kids on the Autism Spectrum
      295.                Tools to Develop Fine and Gross Motor Skills in Ki...
      296.                Top 10 Dietary Books for Parents of Kids on the Au...
      297.                Top 10 Sensory Tools for Children on the Autism Sp...
      298.                Top Picks: Self-Soothing Items for Kids on the Aut...
      299.                Traits of High-Functioning Autism That Parents Sho...
      300.                Trigger Identification: How to Teach Your Asperger...
      301.                Understanding Meltdowns in Children with Level 1 A...
      302.                Understanding the Mind of a Child on the Autism Sp...
      303.                Video Blog for Parents of Children and Teens on th...
      304.                Video Game Addiction in Teens on the Autism Spectr...
      305.                Video Game Obsessions in Kids on the Autism Spectr...
      306.                Visual Supports for Kids on the Autism Spectrum
      307.                Ways To Calm Children With High-Functioning Autism...
      308.                What I Want You, My Child's Teacher, To Know
      309.                What the Future Holds for Your Teenager on the Aut...
      310.                What To Do When Your Aspergers or HFA Child Can't ...
      311.                What You Need To Know About Individualized Educati...
      312.                When Teachers Complain About Your HFA Child's Acad...
      313.                When Your Child Is Jekyll At School, But Hyde At H...
      314.                Why "Traditional Discipline" Doesn't Work for Many...
      315.                Why Aspergers and HFA Children Misplace Their Ange...
      316.                Why Asperger's and HFA is Largely a Disorder of So...
      317.                Why Aspergers and HFA Students Are Such an Easy Ta...
      318.                Why Children on the Autism Spectrum are Prone to M...
      319.                Why It's Important To Be a "Transition Coach" for ...
      320.                Why Kids with Asperger's and High-Functioning Auti...
      321.                Why Many Teens on the Autism Spectrum Are Stressed...
      322.                Why Some Children with Asperger's and High-Functio...
      323.                Why Teens on the Autism Spectrum Can Suffer from D...
      324.                Why Teens with Asperger's and HFA Can Be Moody and...
      325.                Why Your Aspergers or HFA Child Won't Tell You Tha...
      326.                Why Your Asperger's or HFA Child's Behavior Is Wor...
      327.                Why Your Child on the Autism Spectrum Experiences ...
      328.                Why Your Child with Aspergers or High-Functioning ...
      329.                Why Your Teen with Asperger's or High-Functioning ...
      330.                Will Your Aspergers Child’s Symptoms Get Worse Ove...
      331.                Your Child with High-Functioning Autism or Asperge...

      By
      Subscribe to: Posts (Atom)

      Raising Kids with Autism Spectrum Disorder: Parents' Grief and Guilt

      Some parents grieve for the loss of the youngster they   imagined  they had. Moms and dads have their own particular way of dealing with the...