Aspergers Teens and Alcohol Abuse

This post exposes the unexplored problem of teens with Aspergers (high functioning autism) using alcohol as a coping mechanism to deal with everyday life.

Alcohol can relieve the anxiety of social situations and make those with Aspergers feel as though they can fit in. However, reliance on alcohol can lead the teenager down a path of self-destruction and exacerbate existing problems. For many teens with Aspergers, a strategy which begins as a simple coping behavior becomes an addiction.

Aspergers teens drink alcohol for a variety of reasons:

• forget reality
• temporarily alleviate worry
• temporarily improve self-esteem
• to change their mood
• to deal with social anxiety
• to feel carefree and brave
• to feel less afraid
• to gain acceptance

Environments which are too stressful are typically avoided by teens with Aspergers (e.g., where sensory input is too high to manage). If avoidance is not possible, coping strategies are put in place to cope with anxiety. The school environment is not always a protected environment in terms of avoiding anxiety, and teens with Aspergers are conscious of this, and this is where alcohol drinking often starts.

Alcohol will affect cognitive processing and can cause damage to the frontal lobe due to its toxicity. When under the influence of drink, it becomes harder to read facial expressions for example, thus the negative effects of alcohol on Aspergers may be more pronounced. Other emotional, non-verbal behavior may also be impaired such as processing social information. These effects are another reason why being fully aware of the effects of excess alcohol is useful from an Aspergers perspective.

The “co-existence of alcohol problems and mental health are very common” in general. Many teens “self medicate” their mental health problems using alcohol, and studies suggest that social phobia is an important factor in the development of alcoholism in general.

Though alcoholism applies to many teens outside the spectrum (e.g., to manage the anxiety associated with social situations), the greater difficulties experienced in this area by those with Aspergers means that the subsequent higher anxiety levels lead many to experience social anxiety disorder. As a result, teens with Asperger have an above average chance of developing alcoholism.

There are many signs that may indicate an increasing reliance on alcohol:

• drinking in secret and continuing to do so even after it has caused significant problems
• ensuring that it is always readily available
• excessive consumption
• genuine difficulty in coping without alcohol for any length of time
• irritability
• short temper
• using alcohol as a casual relaxant and social lubricant

The research linking alcoholism to Aspergers is still growing. There are teens out there who don’t know they have Aspergers, but they also have a hard time acknowledging the fact that they abuse alcohol. A correct diagnosis for a teenager is a critical first step in understanding his condition and maintaining good long term health care.

Often with someone who has Aspergers, the initial problem starts when they are young. This is a condition that, as a child growing up, they are most often singled-out as being very different. As a result of this difference, most young people are treated with taunts, bullying, and other forms of mistreatment. This makes a teenager with Aspergers often feel bad and look for ways to cope with day-to-day life.

When a teenager with Aspergers gets to the point where they are struggling to go through each day, it can be an easy choice to turn to alcohol. Alcohol is easily available, and most teens do see it as an acceptable thing to do. That makes alcohol an easy item to choose if someone with Aspergers were looking at a way to get relief.

What Parents Can Do to Help—

1. Be open-minded to the fact that an adolescent with Aspergers may not have many friends, but he can get along with a few. Somehow being with numerous friends overwhelms an adolescent with Aspergers because he lacks the ability to associate with different personalities.

2. Converse with him when he gets home from school. While he relaxes, serve him snack and ask him about his lessons, teachers and classmates. Test him if he knows the names of his classmates. If he fails to mention their names, explain to him that he should know them because that is how it is in school – classmates should know each other.

3. Know his classmates. Go out of your way and find out who his classmates are. Try to spark his interest by telling amusing anecdotes about his classmates. Do this on regular basis until such time that the youngster’s curiosity is elicited.

4. Monitor the youngster’s performance in school. Find out his inclinations and encourage him to participate in activities that interest him. If he is good in math, make him join Math Club. If he is good at playing chess, enlist him with the Chess Club. He may refuse at first but what is important is you push him, though not necessarily force him. If it does not work, or if he is not ready to get into such associations, leave him alone in the meantime and wait for a better chance.

5. Realize that a teen with Aspergers is not mentally handicapped. On the contrary, they are mostly intellectually endowed, only that they encounter hardships in understanding the concept of social relationships. They do not have many friends and are often looked upon as anti-social as they refuse to mingle with classmates and friends.

6. Talk to his teachers about his condition. Ask them to include him in various classroom activities and to pair him off with buddies in doing class projects.

7. Understand that Aspergers is a disorder that occurs to a youngster who is going through the growth process in the physical, emotional and psychological aspects. Teens are mostly the ones who are inflicted with this disorder as they grapple to learn social skills.

Often, the way someone with Aspergers will find their way out of a problem with alcohol is the same way someone without Aspergers finds their way out of their drinking problem. It is done first by recognizing they have a problem with alcohol and next by seeking help in stopping their abuse. This can be help from friends and family, or it can include help and assistance by a program tailored specifically for that need.

If you think someone you know might have Aspergers or an alcohol problem, or both, there are many local agencies’ that offer help and assistance or can direct you to someone who can help. Don’t let someone you know suffer needlessly.

Aspergers in an adolescent is not as bad as it seems. The youngster can improve and develop his social skills in time. You just have to be patient and gentle with him. However if you think the youngster’s condition requires professional help, seek the counsel of a Child and Adolescent Psychiatrist.

When seeking assistance, it is important to try and identify a professional who is aware of the characteristics of Aspergers and the overlap between it and alcohol.

My Aspergers Teen: Discipline for Defiant Aspergers Teens

Behavior Contracts for Aspergers Children

A behavior contract is an agreement between the child and parent. It is a written agreement about how the child will behave and will indicate the appropriate consequence should the child neglect to behave according to the contract. It also states the reinforcer to be used for successful compliance. The behavior contract provides the Aspergers (high functioning autistic) child with structure and self-management.

Developing the Contract—

The contract should be written with the child and parent (i.e., collaboration). Here are some points to consider:

• Consequences and reinforcers need to be thought out clearly.
• Contracts should name specific behaviors to be changed.
• Define who and how the behavior will be monitored (e.g., parent’s initials, stickers, check mark system, etc.).
• Focus only on 1 or 2 behaviors at a time.
• How will the child receive a reward? (e.g., receive an extra hour of computer-time).
• What is the consequence should the child not adhere to the behavior described in the contract?
• Involve the child in the writing of the contract; ask him to make suggestions for reinforcement and consequence for failure to comply.
• Sate the goal (e.g., will not speak out rudely, will keep hands to him/herself, will remain on task, etc.).
• Set a date for reviewing the contract.
• Time should be clearly stated in the contract; choose a half day, a full day, a week, etc.
• You can include tangible reinforcers, social or activity-based reinforcers, curtailment of an activity, tokens that can be cashed in for a specific activity, etc.

Some Successful Reinforcers/Rewards—

o 5-10 Minute Free Choice Activity

o Free Computer Time

o Helping Mother with Cooking

o Invite Friend Over

o Listen to Favorite Music

o Watching Favorite Movie

A little patience goes a long way. It is critical for the child to know that you like him and that you're only disappointed in his behavior. Be sure to let him know that you share this goals, you both want what's best for him.

Praise goes a long way. I have been working with special education (behavioral) children for a long time, and these strategies have never failed me yet!

A minor problem with behavior contracts is that the focus is on controlling a child's behavior rather than helping him to make wise choices. Keep this in mind when developing behavior contracts.

Behavior contracts don't often work immediately. Be patient and consistent and you WILL see results. Know when it's time to review and revise. When the contract is not working well, be sure to include the child when making revisions.

Here is a sample behavior contract for Aspergers children:

Child: Grade: Date: Members Present: Describe Inappropriate Behaviors Observed (Physical, Verbal, Other) ___________________________________________________________________ ___________________________________________________________________   Describe What precedes the Inappropriate Behaviors: ___________________________________________________________________ ___________________________________________________________________     Target 1 or 2 Behaviors to be Modified ___________________________________________________________________ Describe Unsuccessful Intervention Approaches: ___________________________________________________________________ Brainstorm a List of Potential Successful Approaches: ___________________________________________________________________ Describe the New Behavior Goals – Include consequences and reinforcers ___________________________________________________________________ ___________________________________________________________________ Date For Review:

 

==> Click here for more behavior contracts...

Best and Worst Jobs for Aspergers Adults

Approximately 80% of grown-ups with Aspergers and High Functioning Autism (HFA) do not have full-time jobs – not because they can’t do the work, but because they often have difficulty being socially acceptable while they get the work done.

Bad Jobs for Individuals with Aspergers—

• Air traffic controller -- Information overload
• Airline ticket agent -- Deal with mad individuals when flights are cancelled
• Cashier -- making change quickly puts too much demand on short-term working memory
• Casino dealer -- Too many things to keep track of
• Futures market trader -- Totally impossible
• Receptionist and telephone operator -- Would have problems when the switch board got busy
• Short order cook -- Have to keep track of many orders and cook many different things at the same time
• Taking oral dictation -- Difficult due to auditory processing problems
• Taxi dispatcher -- Too many things to keep track of
• Waitress -- Especially difficult if have to keep track of many different tables

Good Jobs for Visual Thinkers—

• Animal trainer or veterinary technician -- Dog obedience trainer, behavior problem consultant
• Automobile mechanic -- Can visualize how the entire car works
• Building maintenance -- Fixes broken pipes, windows and other things in an apartment complex, hotel or office building
• Building trades -- These jobs make good use of visual skills but some individuals will not be able to do them well due to motor and coordination problems.
• Commercial art -- Advertising and magazine layout can be done as freelance work
• Computer animation -- Visual thinkers would be very good at this field, but there is more competition in this field than in business or industrial computer programming. 
• Computer programming -- Jobs available especially in industrial automation, software design, business computers, communications and network systems
• Computer-troubleshooter and repair -- Can visualize problems in computers and networks
• Drafting -- Engineering drawings and computer aided drafting. This job can offer many opportunities. Drafting is an excellent portal of entry for many interesting technical jobs.
• Equipment designing -- Many industries, often a person starts as a draftsman and then moves into designing factory equipment
• Factory maintenance -- Repairs and fixes factory equipment
• Handcrafts of many different types such as wood carving, jewelry making, ceramics, etc.
• Laboratory technician -- Who modifies and builds specialized lab equipment
• Photography -- Still and video, TV cameraman can be done as freelance work
• Small appliance and lawnmower repair -- Can make a nice local business
• Video game designer -- Jobs are scarce and the field is overcrowded.
• Web page design -- Find a good niche market can be done as freelance work

Good Jobs for Non-Visual Thinkers—

• Accounting -- Get very good in a specialized field such as income taxes
• Bank Teller -- Very accurate money counting, much less demand on short-term working memory than a busy cashier who mostly makes change quickly
• Clerk and filing jobs -- knows where every file is
• Computer programming -- Less visual types can be done as freelance work
• Copy editor -- Corrects manuscripts. Many individuals freelance for larger publishers
• Engineering -- Electrical, electronic and chemical engineering
• Inventory control -- Keeps track of merchandise stocked in a store
• Journalist -- Very accurate facts, can be done as freelance
• Laboratory technician -- Running laboratory equipment
• Library science -- reference librarian. Help individuals find information in the library or on the Internet.
• Physicist or mathematician -- There are very few jobs in these fields. Only the very brilliant can get and keep jobs.
• Statistician -- Work in many different fields such as research, census bureau, industrial quality control, U.S. Dept. of Agriculture, etc.
• Taxi driver -- Knows where every street is
• Telemarketing -- Get to repeat the same thing over and over, selling on the telephone. Noisy environment may be a problem. In telephone sales, you avoid many social problems.
• Tuning pianos and other musical instruments, can be done as freelance work

Jobs for Nonverbal Individuals with Aspergers—

• Copy shop -- Running photocopies. Printing jobs should be lined up by somebody else.
• Data entry -- If the person has fine motor problems, this would be a bad job
• Factory assembly work -- Especially if the environment is quiet
• Fast food restaurant -- Cleaning and cooking jobs with little demand on short-term memory
• Janitor jobs -- Cleaning floors, toilets, windows and offices
• Lawn and garden work -- Mowing lawns and landscaping work
• Plant care -- Water plants in a large office building
• Recycling plant -- Sorting jobs
• Re-shelving library books -- Can memorize the entire numbering system and shelf locations
• Restocking shelves -- In many types of stores
• Warehouse -- Loading trucks, stacking boxes

Many adults with Aspergers and HFA have a hard time finding jobs now. What will the jobless rate be for that group when — if current statistics are correct — the 1 in 50 children who have Aspergers try to become employed? As it is now, lots of adults with Aspergers are looking for full-time jobs, but their gifts are not recognized.

==> Living With Aspergers: Help for Couples


COMMENTS:

•    Anonymous said...  As a spouse of an aspie for 24 years, working together I a business, it becomes terribly demoralising when you are ways wrong and told why. The comment in here about that was liberating to me to realise that it is a trait, not me just being useless.
•    Anonymous said... I believe my father is an undiagnosed Asperger, he dominates conversation, is always right and inflexible, he goes on and on about himself and his current interests..my mom and he have been married 60 years..God bless her soul..but I also will try to keep in mind that he cannot help it..and I shall just listen respectfully..too late for him to get any sort of social therapy.
•    Anonymous said... I was taught to hide the outward behaviors of this disorder. In my mother's defense, they WOULD take kids, put helmets on em on a state home, back then. Thankfully, there's a bit more understanding now. I still struggle with shame and guilt. And it's pretty automatic to mask behaviors. *shrug it's a Spectrum. We are a wide range of supra-normal behaviors
•    Anonymous said... I wish I would've known about my Asperger Syndrome prior to going to college. I would've done something much different.
•    Anonymous said... I'm a teacher. And a bloody good one. And I have Asperger Syndrome. Remember it's a spectrum. Think of teaching as the effective transition of information to achieve the maximum effect (progress).
•    Anonymous said... im studying to be a teacher!!! oh gward...
•    Anonymous said... there are no best and worst jobs. autistics are individuals with a very wide variety of talents, skills and interests. the best job for any one person is not the best job for another. likewise with worst jobs. if anything, the best thing for an autistic to do is to not follow typical expectations and standards and do what works best for him or her.

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Preventing Meltdowns in Students with Aspergers and HFA: Strategies for Teachers

In this post, we will look at strategies to prevent autism-related emotional outbursts in the classroom… 

Children diagnosed with Aspergers (AS) and High-Functioning Autism (HFA) require assistance from educators if they battle with behavior issues in school. Listed here are numerous useful techniques that each teacher ought to know.

AS and HFA may co-exist with other conditions including Attention deficit hyperactivity disorder, depressive disorders, and anxiety. But mainly, the disorder has an effect on a youngster’s ability to socialize. These children have a problem recognizing facial expressions, sarcasm, and teasing, and fight to adjust to unanticipated changes in routine. Their passions are usually very narrow, which can limit their capacity to connect with others.

As a result of these challenges, kids on the autism spectrum frequently experience rage, anxiety, depression, and irritation. There are many successful interventions that may be used in the school room to help improve the youngster’s learning experience. These can assist the student in feeling more comfortable and decrease anxiety, paving the way for academic achievement.

1. Create a Plan for Emotional Outbursts— Offer a quiet location for the student that has repeated meltdowns. This may be a trip to the bathroom with a classroom aide, or a visit to the school counselor. A written plan for coping during these times of high anxiety is crucial for an AS or HFA student’s success. Assisting kids on the spectrum inside the school room is an additional challenge for today’s overburdened educators. Nevertheless, with insightful monitoring, parental and professional assistance, and inventive techniques, a love of school and learning is usually fostered in kids with AS and HFA.

2. Make Classroom Rules Clear— Children with AS and HFA thrive on rules, but will frequently disregard them when they're vague or not meaningful. Educators should detail the most crucial school room guidelines and why they exist. An itemized list plainly shown, or a handout of the classroom policies can be quite beneficial.

3. Managing Felt Emotions— Another area by which these kids need practical assistance is in controlling felt emotions. Usually, felt feelings are way too big for the situation. One individual with AS states, “An example in my life is when I discover the grocery store is out of a specific item; I get a visceral reaction very similar to the horror I felt when first hearing about the 9/11 tragedy. I know cognitively the two events have no comparison and, yet, my visceral reaction is present and I need to consciously bring my too big feelings down to something more workable in the immediate situation.”

Managing felt emotions does not come automatically, but can be learned over time with systematic instruction and visual supports.

4. Minimize Surprises in the Classroom— Children on the autism spectrum require organized settings to achieve success. They don't like surprises. Things such as unexpected seating changes or unanticipated adjustments to the routine might lead to anxiousness as well as meltdowns. Educators need to provide sufficient warnings when there is to be a change of plans.

For instance, sending a note home to the moms and dads if a seating change is imminent would be beneficial. A back up plan can be presented to the class in anticipation of schedule changes. When the Friday schedule that usually includes watching an educational film in the afternoon changes if time is short, the teacher should inform the children ahead of time that they will work on free reading or journaling instead, as an example.

5. Promote Supportive Friendships— If it seems suitable, educate the class about the disorder. Create empathy by making children conscious of inappropriate words and bullying behaviors. Emphasize the youngster’s talents in classroom lessons to enable him to discover buddies with common interests. When the student on the spectrum appears to be struggling with relationships, group him during classroom activities with the ones that are more kind and understanding. At recess or lunch time, try assigning a classroom pal that will be loyal and guide the youngster through those more chaotic times.

6. Provide Sensory Support— Many kids with AS and HFA also encounter sensory processing issues. Sensitivity to light, sound, touch, taste, and smells can irritate the youngster, making him more likely to act out or withdraw. Consult the moms and dads to determine what these sensitivities are. Minimizing classroom mayhem, noises, and clutter will be a good start.

If at all possible, get the help of an occupational therapist and try to work sensory breaks into the youngster’s school day. Chores such as returning a load of books to the library or even doing a few jumping jacks in the hallway can go a long way in helping the youngster realign and get back to learning.

7. Sensory Diet— Regrettably, medical science doesn't permit us to take a blood sample to measure sensory dysregulation. However, we can figure out and employ a sensory diet to prevent dysregulation, and just like insulin prevents serious consequences for a diabetic, a sensory diet prevents serious troubles for the child on the spectrum. As one adult with AS states, “I spend time every day on sensory integration activities in order to be able to function well in my everyday life.”

A sensory diet employed proactively goes a long way in preventing the first stage of explosive behavior from ever occurring.

8. Visual Supports— An additional critical area of assistance to put in place proactively is visual supports. As one individual with AS states, “I can tell you the saying ‘A picture is worth a thousand words’ is the monumental truth. Although each person with the disorder has a unique experience, processing written and spoken words is not considered by most of us to be our ‘first language.’ For me, the meaning I get from spoken words can drop out entirely when I am under stress, my sensory system is dysregulated or my felt emotions are too big.”

Visual supports can be anything that shows rather than tells. Visual schedules are very commonly used successfully with many kids on the spectrum. Having a clear way to show beginnings and endings to the activities portrayed on the visual schedule supports smooth changes, therefore keeping a meltdown away. For maximum effectiveness, visual supports need to be in place proactively rather than waiting until behavior unravels to pull them out.

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==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

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Comments:

• Anonymous said... I feel your pain my daughter deals with being yelled at for crying nd melting down. I will be giving these out to all who deal with her!
• Anonymous said... I printed this for my son's teacher. He often yells at him and compares him to the other kids. We have a meeting with him today to discuss my son's attitude...
• Anonymous said...I have experienced meltdowns myself, being and individual with AS. I remember some feelings that I had experienced in 6th grade. Whenever my teacher was angry at me, even just the slightest hint that would express any kind of unhappiness because of me, I would feel as though I had just ‘become frozen’, and begin to cry. It became clear to me that she absolutely did not appreciate my behavior, and would draw all attention to me. To this day, I feel like this was not the correct procedure for a meltdown, and that every teacher should know and understand the facts and statements listed in the article above. (Ok, maybe I am currently only in middle school, but I feel that I have made my point.)
• Anonymous said...Is there any way he can go to school and see what this sports Day is goiing to be about before Thursday? Or at least talk tothe teacher and have him/her give you allt he details they possibly can that you can relay to your 9 yr old? I know that knowing ahead of time some of the expectations and what is going to go on helps my son sometimes.
• Anonymous said...Sports day is on Thursday and already my 9 year old Aspergers son is getting really worked up about. I am dreading it as I know it will end in tears and a meltdown again. Any tips on how to handle it or how to tell the school to handle it.
• Anonymous said...Will the school not just let him join in if he wants to or give him a job like helping at the starting lines or making sure he cheers for his classmates. Thats what my son school does - if he wants he takes part if not he gets jobs to do that make him feel important.


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