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Traits of ASD that May Influence Criminal Behavior

“I'm currently studying law and was wanting to know what some of the characteristic features are that predispose to criminal offending for teens with [high-functioning] autism?”

First of all, let me be clear that there is little to no evidence that teens on the autism spectrum engage in criminal behavior any more than the general population of similar age. Second, the following characteristics may apply to some “typical” teenagers, not just those with ASD:

1.   Social naivety and the misinterpretation of relationships can leave the autistic teen open to exploitation as a stooge. His or her limited emotional knowledge can lead to a childish approach to adult situations and relationships, resulting in social blunders (e.g., in the mistaking of social attraction or friendship for love).

2.   Overriding obsessions can lead to offenses (e.g., stalking, compulsive theft). Harshly reprimanding the teen can increase anxiety - and consequently a reflective thinking of the unthinkable that increases the likelihood of repeating the offense.

3.   Misinterpreting rules, particularly social ones, teens on the spectrum may find themselves unwittingly embroiled in offenses (e.g., date rape).

4.   Lacking motivation to change, these young people may remain stuck in a risky pattern of behavior.

5.   For those teens who have been traumatized by teasing, rejection, and bullying from their peer group, “revenge-seeking behavior” may become their method of establishing equality (i.e., to even the score).

6.   The teen’s tendency to misjudge relationships and consequences can result in a risky openness (i.e., dangerous self-disclosure) and the revealing of private fantasies which, although no more shocking than any teen’s, are best not revealed.

7.   Impulsivity, sometimes violent, can be a component of comorbid ADHD or of anxiety turning into panic.

8.   Difficulty in judging the age of others can lead the teenager into illegal relationships and acts (e.g., sexual advances to somebody under age).

9.   An innate lack of concern for the outcome can be problematic (e.g., an assault that is disproportionately intense and damaging). Young people on the spectrum often lack insight and deny responsibility, blaming someone else, which may be part of an inability to see their inappropriate behavior as others see it.

10.   An innate lack of awareness of the outcome can lead the teen to embark on actions with unforeseen consequences (e.g., fire-setting may result in a building’s destruction).

Many of the traits listed above affect the teen’s ability to make logical decisions, thus limiting his or her level of responsibility. Whether the teen is identified as an “offender” (as distinct from someone who has committed an offense) depends on chance factors in his or her environment (e.g., effectiveness of his/her supervision, the recognition of ASD and the understanding of those around.


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

Click here to read the full article…

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

Click here for the full article...

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

Click here to read the full article…

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

Click here to read the full article…

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

Click here to read the full article...

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

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

Click here for the full article...
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Succeeding in College: 10 Measures to Help Students on the Autism Spectrum

“We have a 19-year-old son with high-functioning autism that will be attempting college starting next summer (just 4 classes to start with). This is something he wants to do, although (sadly) my husband and I have our doubts that he will be able to ‘make it’. I know that sounds defeatist, but we’ve lived with him from birth and know how he usually reacts to an entirely new environment. My question is what can we do now to set him up for success? We would love to see him succeed!”

Graduating from high school and heading into post-secondary education usually creates a mix of emotions in ALL young people, but it can be an especially challenging time for those with an autism spectrum disorder (e.g., anticipation, fear, exhilaration, doubt).

As a mother, you’ve likely witnessed them all in your son. Maybe you’re feeling the same way as you figure out how best to support him as he takes this important step.

Here are 10 measures to help students with autistic spectrum disorders that should be in place before and/or during their new venture:

1.  An introductory program that includes first contacts (e.g., with a tutor), good induction and orientation (e.g., with maps of the campus and lists of important contacts and their roles), positive family contacts when appropriate and, above all, a flexible approach that adapts to the “special needs” student and his or her particular needs.

2.  A support service that has the skills and status to communicate with departments in order to help them to adapt to the needs of the students (e.g., by extending work deadlines, or modifying arrangements to enable the student to complete placements, laboratory work or fieldwork).

3.  A key worker, usually a postgraduate student or member of staff, to whom the student can go for immediate advice or support.
 

4.  A public education program and specific training, for both staff and students, to make them aware of autistic-spectrum disorders and their difficulties, and of the support service.

5.  A support network for isolated students. Group seminars, tutorial and study groups can all contribute, as can paired or group assignments and recreational activities.

6.  Help with managing allowances, budgeting and everyday skills (e.g., laundry and shopping). Mentorship schemes, possibly through the students’ union, can draw in other students.

7.  Safe places on campus where students can withdraw, calm down and refocus when anxiety or anger threaten to get out of control. The involvement of all elements, including the campus police and the students’ union, can allow fragile students to complete their course successfully as well as learn to manage their over-arousal.

8.  Specialist instruction to develop suitable study skills (e.g. language skills, structuring their work and organizing their approach to studying).

9.  The use of aids (e.g., handouts and audio recordings of lectures).

10.  Lastly, a clear and realistic plan for the student’s exit from college when he/she has completed the course. There should be reviews in the final year and, if the student is under 25 years old, it’s recommended that the student contact a “careers and employment advisory agency” designed to help people with special needs to graduate into adulthood.



 ==> Launching Adult Children with Asperger's and HFA: Guide for Parents Who Want to Promote Self-Reliance
BEST COMMENTS:
Unknown said...  We found that taking our daughter (18) on an organised tour of her college, class room location & a place where she could go to have her own time before the place was full of students helped her a great deal. The college also had a person who understood her needs that she could go to. Forward planning to make them feel comfortable is the key.
 
 Unknown said...We found having a private room was extremely helpful, so worth the cost. We also found having someone as her advocate, someone who would talk to us and her throughout her weeks and months that understood that communication was needing assistance. What we learned through her experience and can pass along is that she hated eating in the cafeteria's but wouldn't go shopping either, so she would have benefitted from some support there, as she just wouldn't eat. And... she needed accomodations to have her pet (even a snake would have been good), as this was her coping mechanism since she was eight years old.
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Reasons for "Rigidity" in Children on the Autism Spectrum

One frequently observed feature of Aspergers (AS) and High-Functioning Autism (HFA) is rigidity in thought and behavior. Rigidity seems to pervade so many areas of the lives of children with the disorder. Novel situations often produce anxiety for them. They may be uncomfortable with change in general. 
 
This can result in behavior that may be viewed as oppositional and can lead to emotional meltdowns. This general rigidity is what parents, neighbors, and teachers often label as stubbornness.

Children with AS and HFA may have many fears in addition to those related to unexpected changes in schedules. Large groups of people and complex, open environments like school hallways, cafeterias, playgrounds, or bus stations tend to overwhelm these young people. They may also be overwhelmed by unexpected academic challenge or by having too many things to remember or too many tasks to perform. 
 

They often have limited frustration tolerance and may display tantrums when thwarted. Routines and rules are very important to kids on the autism spectrum in providing a sense of needed order and structure, and hence, predictability about the world.

Another form or rigidity is moralism, a kind of self-righteous and inflexible adherence to nonnegotiable moral principles that is often out of context with practical reality. An example might be a youngster who criticizes a parent who has run a yellow traffic light when the parent is on the way to the emergency room for treatment of a severe cut or burn.

Rigidity is also found in the inflexibility over matters that are of little consequence, such as arguing about whether the route to the emergency room was the quickest when it might be the difference between a few hundred yards by choosing to take one turn over another. In the classroom, this may be found when an AS or HFA student fixates on a perception that a teacher has not enforced a rule consistently. Such fixations on moral correctness can escalate and interfere with availability for instruction.

Reasons for Rigidity—

1. A misunderstanding or misinterpretation of the actions of others.

2. A violation of a rule or ritual – changing something from the way it is supposed to be. Someone is violating a rule and this is unacceptable to the ASor HFA youngster. 

3. Anxiety about a current or upcoming event, no matter how trivial it might appear to you. 

4. Immediate gratification of a need. 

5. Lack of knowledge about how something is done. By not knowing how the world works with regard to specific situations and events, the youth will act inappropriately instead. 

6. Other internal issues, such as sensory, inattention (ADHD), oppositional tendency (ODD), or other psychiatric issues may also be causes of behavior. 

7. The need to avoid or escape from a non-preferred activity, often something difficult or undesirable. Often, if your son/daughter cannot be perfect, he/she does not want to engage in an activity.

8. The need to control a situation. 

9. The need to engage in or continue a preferred activity, usually an obsessive action or fantasy. 

10. Transitioning from one activity to another. This is usually a problem because it may mean ending an activity before he is finished with it.

Many children on the spectrum have a hard time with changes. The reason for this behavior can be caused by anxiety, and this anxiety results in rigidity.

  ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
 
Here are the reasons AS and HFA kids are so resistant to any kind of change:
  • anxiety about a current or upcoming event (e.g., the start of school)
  • not understanding how the world works
  • not understanding the actions of someone else
  • other issues like Attention Deficit Hyperactivity Disorder (ADHD) or Oppositional Defiant Disorder (ODD)
  • reluctant to participate in an activity the child cannot do perfectly or an activity that is difficult for him.
  • someone changing a circumstance or rule that has been established
  • the need for instant satisfaction, the child may not understand delayed gratification
  • the need to control a situation
  • the need to keep doing the activity that the child likes (obsession or fantasy)
  • transitioning to another activity, this is especially hard if the activity is not finished

The cause of anxiety or rigidity in your child has a lot to do with the fact that he or she does not have the ability to understand the world like we do.

Because of this "neuro-cognitive" disorder, the child:
  • does not “take in” what is going on around him or her her
  • does not know how to “read between the lines”
  • does not understand implied directions
  • does not understand social cues
  • needs explicit instructions
  • will have difficulty understanding rules of society

“Facts” are what kids with AS and HFA learn and feel less anxious about. Since they have a hard time with all the normal rules of society, having “rules” has a calming effect on them. They think, “This is the rule. I can handle it o.k.” Facts also have to be from someone they think is an “expert” in their eyes. Teachers and doctors may have this leverage with them, but moms and dads are, for the most part, not considered “experts.”

Understanding what causes so much anxiety, tantrums, and out of control behavior helps parents to know where their child is coming from, and with that, they will be able to help him or her become a healthy and happy adult.

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

Click here to read the full article…

---------------------------------------------------------------

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

Click here for the full article...

--------------------------------------------------------------

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

Click here to read the full article…

------------------------------------------------------------

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

Click here to read the full article…

------------------------------------------------------------

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

Click here to read the full article...

------------------------------------------------------------

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

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

Click here for the full article...
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