Children on the Autism Spectrum and Video Game Addiction

According to a study conducted by researchers at the University of Bolton, video game addicts show the same personality traits as kids who are suffering from Aspergers (AS) and High-Functioning Autism (HFA). These young people find social situations stressful. The study has fueled concerns that video gaming may lead to a rise in mental health problems like depression.

During the study, researchers examined nearly 400 gamers (most of whom were male). The subjects were questioned about how much they played video games (researchers did not specifically test participants with AS or HFA during the study). The research revealed that the higher the time the participants spent playing video games, the more likely they were to show 3 specific traits usually associated with an autism spectrum disorder: (1) neuroticism, (2) lack of extraversion, and (3) lack of agreeableness.

This outcome suggests that children on the autism spectrum may have a higher likelihood of becoming video game addicts, because it allows them to escape into a world where they can avoid face-to-face interactions. In addition, these kids may be prone to addiction to MMORPGs (massive multi-player online role playing games).

Children and teens on the autism spectrum often can’t make eye contact and fail to pick up social cues (e.g., boredom in others). The researchers say that tends to isolate them and can trigger depression, which video games may encourage.

Treatment for AS and HFA usually consists of improving social skills and breaking repetitive behavior, the very things video games discourage. Video games don’t prepare these young people for interacting with real people. Also, as an older teen or young adult, video game addiction is known to cause problems with motivation, going to college, and finding employment (you can’t walk into a college or job interview and say that you are really good at playing Xbox).

While most people associate addiction with substances (e.g., drugs or alcohol) therapists recognize addictive behaviors as well:

1. If the person does not get more of the substance or behavior, he becomes irritable and miserable.
2. The person needs more and more of a substance or behavior to keep him going.

Compulsive gaming meets these criteria, and many therapists have reported seeing severe withdrawal symptoms in game addicts. They become angry, violent, or depressed. If moms and dads take away the computer, their "special needs" youngster may sit in the corner and pout, refuse to eat, sleep, or do anything else.

Unlike substance abuse, the biological aspect of video game addiction is uncertain. Research suggests gambling elevates dopamine, and gaming is in the same category. But there's more to addiction than brain chemistry. Even with alcohol, it's not just physical. There's a psychological component to the addiction (e.g., knowing you can escape or feel good about your life). The addict is trying to change the way he feels by taking something outside of himself. The cocaine addict, for example, learns, I don't like the way I feel, I take a line of cocaine. For gamers, it's the fantasy world that makes them feel better.

The lure of a fantasy world is especially pertinent to online role-playing games. These are games in which a player assumes the role of a fictional character and interacts with other players in a virtual world. An intelligent youngster who is unpopular at school can become dominant in the game. The virtual life becomes more appealing than real life.

Too much gaming may seem relatively harmless compared with the dangers of a drug overdose, but video game addiction can ruin lives. Kids who play 4 - 5 hours per day have no time for socializing, doing homework, or playing sports. That takes away from normal social development (e.g., you can have a 20-year-old adult child still living at home with the emotional intelligence of a 12-year-old … he's never learned to talk to girls …never learned to play a sport ...never learned to hold down a job).

Spending a lot of time gaming doesn't necessarily qualify as an addiction. Most people play games safely. The question is: Can you always control your gaming activity? According to the Center for On-Line Addiction, warning signs for video game addiction include:

• Feeling irritable when trying to cut down on gaming
• Gaming to escape from real-life problems, anxiety, or depression
• Lying to friends and family to conceal gaming
• Playing for increasing amounts of time
• Thinking about gaming during other activities

In addition, video game addicts tend to become isolated, dropping out of their social networks and giving up other hobbies. It's about somebody who has completely withdrawn from other activities.

The overwhelming majority of video game addicts are males under 30. It's usually kids with poor self-esteem and social problems. They're intelligent and imaginative, but don't have many friends at school. A family history of addiction may also be a factor.

Unfortunately, many - if not most - parents of kids on the spectrum view their child's constant game playing as self-soothing behavior with few - if any - negative consequences (e.g., "he's entertaining himself ...he's not hurting or bothering anyone ...he's happy"). But what parents fail to realize is that, as the clock tics and the years pass, their child is losing opportunity after opportunity to develop emotional muscles (a big problem with the disorder anyway - but exacerbated by years of gaming).

If you're concerned your youngster may be addicted to video games, don't dismiss it as a phase. Keep good documents of the youngster's gaming behavior, including:

• How the youngster reacts to time limits
• Logs of when the youngster plays and for how long
• Problems resulting from gaming

You need to document the severity of the problem. Don't delay seeking professional help. If there is a problem, it will only get worse. Treatment for video game addiction is similar to detox for other addictions, with one important difference. Computers have become an important part of everyday life, as well as many jobs, so compulsive gamers can't just look the other way when they see a PC. It's like a food addiction. You have to learn to live with food. Because video game addicts can't avoid computers, they have to learn to use them responsibly. That means no gaming. As for limiting game time to an hour a day, I compare that to an alcoholic saying he's only going to drink beer.

The toughest part of treating video game addicts is that it's a little bit more difficult to show somebody they're in trouble. Nobody's ever been put in jail for being under the influence of a game. The key is to show gamers they are powerless over their addiction, and then teach them real-life excitement as opposed to online excitement.

(It should be noted that we are only recommending "abstinence" for the child who is truly an "addict" -- and it will be up to parents to make that determination.)

==> Preventing Meltdowns and Tantrums in Kids on the Autism Spectrum

Testing a Child for Aspergers

How do they test a child for Aspergers?

There are several tests. We will look at the two prominent ones:

1. The ASDS—

The Asperger Syndrome Diagnostic Scale (ASDS) offers a viable way of measuring whether or not a youngster has Aspergers. This exam is easy to administer and it yields reliable results.

The ASDS was developed to help determine if a youngster is likely to have the disorder. This developmental exam consists of fifty yes/no questions that take about fifteen minutes to complete.

• The Asperger test scores are evaluated and rated on an Aspergers scale.
• The results are compared between the subject and other kids with Aspergers.
• These results reveal whether or not the youngster is likely to have the disorder.

While the ASDS score is not a formal diagnosis, it helps to determine if the youngster should have further evaluation. The results are quite reliable, and the process helps to move the youngster along quicker when it comes to attaining a proper diagnosis of Aspergers.

Administering the ASDS exam is a relatively uncomplicated process. The rating scale is simple to use and merely consists of carefully chosen inquiries. Ironically, the youngster does not take the exam. Just about anyone who knows the youngster well answers the fifty questions.

People who qualify to take the ASDS for a youngster include his mother/father, brothers/sisters, educators, or a therapist who works directly with the youngster. The questions can be completed in about fifteen minutes. This test is designed to assess kids ages five through eighteen.

There are 50 questions on the ASDS. These inquiries cover five different aspects of behavior:

1. cognition
2. language skills
3. maladaptive behavior
4. sensorimotor
5. social interactions

The exam questions cover each of these areas:

• Social interaction skills vary from one-on-one to being in a group as well as family interactions.
• Sensorimotor questions would include inquires about reactions to sensory input and questions about gross motor skills.
• Maladaptive behavior concerns stereotyped repetitive movements, inflexibility, and tantrums.
• Language skills measures the youngster’s ability to manage spoken and written communication.
• Cognitive questions concern how the youngster processes information.

The ASDS is a valuable tool for you to gain insight to a possible developmental delay. Aspergers is difficult to detect in many cases because the kids are typically high functioning and quite intelligent.

2. The CAST—

Another well-known Aspergers test is the Childhood Asperger Syndrome Test (CAST), which is a valuable tool for evaluating kids who might have the disorder. It's easy to administer and well organized.

Exams like this have been developed to help families with high-functioning kids receive the necessary screening. The CAST is also used for epidemiological research.

The inspiration for the CAST is twofold:

1. Sensory overload is a noteworthy problem that can lead to negative behavior and tantrums. Social interaction proves to be a great hurdle, and many kids are overwhelmed in unusual situations.

2. High-functioning kids who have this disorder are faced with many significant challenges. They might struggle through many common day-to-day activities and often feel great anxiety.

Unfortunately, very high-functioning kids who have Aspergers are not understood by others. This is often due to the simple fact that the condition has not been discovered. Many of these kids grow up without a diagnosis and without any treatment interventions.

Epidemological research seeks to make connections between certain conditions and possible contributing factors. The CAST collects data about a certain population (those who have Aspergers) and works to make associations.

In a nutshell, the CAST is looking for a possible cause of Aspergers through studying its population for clues. This is crucial in the advancement of the public’s understanding of pervasive developmental disorders.

The CAST is a questionnaire that is completed independently by school-aged kids. There are 37 questions that touch upon social, physical, cognitive, coping, and communication skills.

• High-scoring tests are followed by CAST-2, which is completed by parents.
• The exam is typically administered to kids who are in a mainstream classroom and who do not have an autism spectrum disorder diagnosis.
• The scores are compared, and further evaluation could be necessary.

High-functioning kids usually develop many coping skills on their own. However, uncovering a possible pervasive developmental disorder, no matter how mild, is crucial to helping the youngster thrive in different environments.

Here's the CAST:

Child's name_______________________________

Age______ Sex: M / F

Birth Order: Twin or single birth______________

Parent / Guardian______________________________

Parent(s) occupation___________________________

Address______________________________________

_______________________________________

Phone#______________________________________

School_______________________________________

Please read the following questions carefully, and circle the appropriate answer.

1. Does child join in playing games with others easily?

Yes

No

2. Does child come up to you spontaneously for a chat?

Yes

No

3. Was child speaking by 2 years old?

Yes

No

4. Does child enjoy sports?

Yes

No

5. Is it important for him/her to fit in with a peer group?

Yes

No

6. Does child appear to notice unusual details that others miss?

Yes

No

7. Does child tend to take things literally?

Yes

No 

8. When child was 3 years old, did child spend a lot of time pretending (e.g., play-acting being a super-hero, or holding teddy's tea parties)?

Yes

No 

9. Does child like to do the same things over and over again, in the same way all the time?

Yes

No

10. Does child find it easy to interact with other children?

Yes

No

11. Can child keep a two-way conversation going?

Yes

No

12. Can child read appropriately for his/her age?

Yes

No

13. Does child mostly have the same interests as his/her peers?

Yes

No

14. Does child have an interest that which takes up so much time that he/she does little else?

Yes

No

15. Does child have friends, rather than just acquaintances?

Yes

No

16. Does child often bring things to show you that interest him/her?

Yes

No

17. Does child enjoy joking around?

Yes

No

18. Does child have difficulty understanding the rules for polite behavior?

Yes

No 

19. Does child have an unusual memory for details?

Yes

No

20. Is his/her voice unusual (e.g., overly adult, flat, or very monotonous)?

Yes

No

21. Are people important to him/her?

Yes

No

22. Can child dress him/herself?

Yes

No

23. Is child good at turn-taking in conversation?

Yes

No

24. Does child play imaginatively with other children, and engage in role-play?

Yes

No

25. Does child do or say things that are tactless or socially inappropriate?

Yes

No

26. Can child count to 50 without leaving out any numbers?

Yes

No

27. Does child make normal eye-contact?

Yes

No 

28. Does child have any unusual and repetitive movements?

Yes

No

29. Is his/her social behavior very one-sided and always on his or her terms?

Yes

No

30. Does your child sometimes say "you" when child means to say "I"?

Yes

No

31. Does child prefer imaginative activities such as play-acting or story-telling, rather than numbers or a list of facts?

Yes

No

32. Does child sometimes lose the listener because of not explaining what he/she is talking about?

Yes

No

33. Can child ride a bicycle (even if with stabilizers)?

Yes

No

34. Does child try to impose routines on himself/herself, or on others, in such a way that it causes problems?

Yes

No

35. Does child care about how he/she is perceived by the rest of the group?

Yes

No

36. Does child often turn conversations to his/her favorite subject rather than following what the other person wants to talk about?

Yes

No

37. Does child have odd or unusual phrases?

Yes

No

SPECIAL NEEDS SECTION-

• Have teachers ever expressed any concerns about his/her development?

Yes

No

If yes, please specify___________________________________

• Has child ever been diagnosed with the following?

-Language delay

Yes

No 

-Hyperactivity/Attention Deficit Disorder (ADHD)

Yes

No

-Hearing or visual difficulties

Yes

No

-Autism Spectrum Condition, including Asperger syndrome

Yes

No

-A physical disability

Yes

No

-Other (please specify)

Yes

No

If yes, please specify___________________________________

The Aspergers Comprehensive Handbook