My ASD Child

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by social communication challenges and restricted, repetitive patterns of behavior. Research suggests that individuals with ASD may also experience co-occurring behavioral issues such as irritability, aggression, and mood dysregulation.  In recent years, pharmacological interventions have become an integral part of the management strategy for addressing these associated symptoms. Among these, two atypical antipsychotic medications, risperidone and aripiprazole, have garnered significant attention from practitioners and researchers. This article explores the efficacy, safety, and considerations of using these medications for individuals with ASD. #### Overview of Risperidone Risperidone is an atypical antipsychotic that has been approved by the U.S. Food and Drug Administration (FDA) for the treatment of irritability associated with ASD in children and adolescents aged 5 to 16 years. It works by m...

Pathological Demand Avoidance (PDA) is a behavioral profile that is often observed in some individuals on the autism spectrum. It is characterized by an extreme avoidance of everyday demands and requests, as well as a need to be in control of situations. PDA in autistic children can present significant challenges for both the children and their families, as well as for educators and other professionals involved in their care. This essay aims to explore the nature of PDA in autistic children and to discuss potential strategies for supporting these individuals. Firstly, it is important to recognize that PDA is not a standalone diagnosis but rather a part of the autism spectrum. Autistic children with PDA can display a range of behaviors, including high levels of anxiety, impulsivity, and difficulties with social interaction. They may also exhibit behaviors commonly associated with oppositional defiant disorder, such as defiance, aggression, and explosive outbursts. These behaviors can si...

“My 14 yr. old daughter with ASD (level 1) basically refuses to do her homework. It’s a daily struggle that results in meltdown. Desperate ...please help! Any advice will be greatly appreciated.” As most parents already know, ASD level 1, or High Functioning Autism (HFA), disrupts the youngster’s academic abilities in multiple areas (e.g., a lowered tolerance for new situations or sudden transitions, lack of organizational skills, inconsistent energy levels, high distractibility, excessive interest in only one or two subjects to the exclusion of all others, etc.).  All of these can present challenges when attempting to complete homework. Fortunately, there are some basic strategies that moms and dads can undertake to help prevent those dreaded evening meltdowns related to homework. Let’s look at some specific strategies to help your HFA teenager follow through with completing homework… 1. Break-Down Large Assignments — Since some homework assignments can be overwhelming for...

Some kids with ASD [High-Functioning Autism] develop a resistance to (or fear of) change, that then involves being rigid in their approach to their environment. Insistence on sameness, routines and rituals begin. For example: Particular silverware and plates must be used or the ASD youngster refuses to eat or drink. Objects may be stacked or lined up in a repetitive manner. Certain routes must be followed to and from familiar places. Certain items must be placed in particular places and not moved. Confusion about coping in a world that is overwhelming influences this behavior, so the youngster with ASD responds to this uncertainty by being in control of their immediate environment, the objects in that environment, and the people in it. Repetitive motor mannerisms may occur when some kids are excited, anxious, or worried. For others, sensory sensitivities and physical enjoyment may drive repetitive jumping, arm flapping, twiddling of fingers in front of their eyes and cover...

It is not uncommon for ASD youngsters to experience great pain and discomfort that goes unreported, unnoticed by others, undiagnosed, and untreated. Enduring pain and allowing it to become chronic is extremely detrimental to your youngster's ability to function, grow, and learn. Untreated pain and discomfort will also seriously affect your child's behavior and ability to communicate with others. Of all the “meltdown triggers” that drive behaviors, experiencing pain and discomfort is extremely significant. This is because pain affects behavior. Think of the last time your youngster was sick and feeling significant pain or discomfort (e.g., flu symptoms, migraine, menstrual cramps, pulled muscle, etc.). Now, think of how being in such pain manifested in his/her behavior. Perhaps he/she: Felt especially vulnerable Just wanted to be left alone Just wanted to crawl under the covers and stay there Lashed out or snapped at family members Lashed out or snapped when anyone made a demand...

Question My eldest boy J___ who is now 5-years-old was diagnosed with ASD (level 1) last July. We did 6 months of intense therapy with a child psychologist and a speech therapist before we moved over to Ghana. J___ has settled in well. He has adjusted to school very well and the teachers who are also expats from England are also dealing with him extremely well. My current issue is his anger. At the moment if the situations are not done exactly his way he has a meltdown. Symptoms are: Extreme ear piercing screaming, intense crying, to falling down on the floor saying he is going to die. I have tried to tell him to breathe but his meltdown is so intense that his body just can't listen to words. I then have asked him to go to his room to calm down. He sometimes (very rarely) throws things across the room, but does not physically hurt anyone. As I have two younger boys (ages 1 and 3) I still need to be aware of their safety. I then managed to put J___ in his room...