HFA Students and Social Problems in the Classroom: Tips for Teachers

“I’m a 5th grade teacher (Baltimore area) with a challenging 10 year old student diagnosed on the high functioning end of autism. My question is what are some of the ‘social areas’ these special needs students struggle in, and how can I tailor my approach to make accommodations for those areas?”

Children with High-Functioning Autism (HFA) and Asperger’s have several important areas of challenge that can negatively impact their social competence. 

Here are the main ones:

• usually have a desire to be part of the social world, but lack the skills to do so
• use monotone or stilted, unnatural tone of voice
• use inappropriate gaze and body language
• take expressions literally
• over-eagerness to answer questions or participate in classroom activities
• often talk at people instead of to them
• often avoid eye contact
• misinterpret social cues
• may not like physical contact
• may “appear” egocentric
• lack of control of facial expression
• inability to grasp implied meanings
• have well-developed speech but poor communication
• exhibit poor ability to initiate and sustain conversation
• do not understand jokes, irony or metaphors
• constant reiteration of facts and figures related to subjects that interest them
• clumsiness
• can’t judge "social distance"
• are sometimes labeled "little professor" because speaking style is so adult-like and pedantic
• are much younger emotionally than their “typical” peers
• are easily taken advantage of (do not perceive that others sometimes lie or trick them)
• an inability to understand complex rules of social interaction

Here are a few suggestions to implement that may help your HFA student with some of the social-skills deficits he or she encounters:

1. Perhaps first and foremost, protect the youngster from bullying and teasing. HFA students often benefit from a "buddy system." Thus, you could educate a sensitive classmate about the situation of your HFA student and seat them next to each other. The classmate could look out for the “special needs” student on the bus, during recess, in the hallways, etc., as well as attempt to include him or her in school activities.

2. Most children on the autism spectrum want friends, but simply do not know how to interact. Therefore, they should be taught how to react to social cues and be given repertoires of responses to use in various social situations. Put simply, teach your HFA student what to say and how to say it. Model two-way interactions, and let him or her role-play. The social judgment of these young people improves only after they have been taught rules that others pick up intuitively.

3. Kids on the spectrum tend to be reclusive. Thus, it would be helpful to foster involvement with others. Encourage active socialization and limit time spent in isolated pursuit of interests (e.g., a teacher's aide seated at the lunch table could actively encourage the youngster to participate in the conversation of his or her peers).

4. Praise classmates when they treat your HFA student with compassion (this may prevent scapegoating while promoting empathy and tolerance).

5. Emphasize the proficient academic skills of the HFA youngster by creating cooperative learning situations in which his or her reading skills, vocabulary, memory, etc. will be viewed as an asset by peers, thereby engendering acceptance.

6. Although they lack personal understanding of the emotions of others, kids on the spectrum can learn the correct way to respond. When they have been unintentionally insulting, tactless or insensitive, it must be explained to them why the response was inappropriate and what response would have been correct. Children with HFA must learn social skills intellectually due to the fact that they lack social instinct and intuition.

Many of the traits of HFA can be "masked" by average to above average IQ scores. This can result in the student being misunderstood by teachers. They may presume that he or she is capable of more than is being produced. Lack of understanding of the HFA student in this way can significantly impede the desire of teachers to search for strategies useful in overcoming the hindrances caused by the disorder.

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

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

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

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

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

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

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

 

 

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.

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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.

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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."

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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.

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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.

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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...

Students with High-Functioning Autism and Asperger’s: Crucial Strategies for Teachers and Home-Schoolers

Kids with High Functioning Autism (HFA) and Asperger’s (AS) exhibit difficulty in appropriately processing in-coming information. Their brain's ability to take in, store, and use information is significantly different than other developing kids.

HFA and AS students can present a challenge for the most experienced teacher. But on a positive note, they can contribute significantly to the classroom, because they are often extremely creative and provide a different perspective to the subject matter in question.



Although HFA and AS differ from classic autism with respect to language acquisition and early cognitive development, they do have similarities (e.g., in the areas of social impairment, impairment in reading social non-verbal language, inflexibility, persistent preoccupation, etc.). Problematic behavior in HFA and AS students is essentially the result of (a) failure to learn necessary adaptive behaviors (e.g., how to establish satisfying personal relationships), and (b) the learning of ineffective responses (e.g., discovering that one can avoid unwanted tasks by acting-out behaviorally).

These “special needs” students are impaired socially, and often do not detect social clues. They are frequently unaware that a peer is irritated if the only clue is a frustrated facial expression. If they miss a social clue, then they miss the lesson associated with the experience. Thus, they will likely repeat the irritating behavior because they are unaware of its effects.

==> The Complete Guide to Teaching Students with Asperger's and High-Functioning Autism

In the classroom, HFA and AS may manifest in behaviors which include, but are not limited to:

• Lack of empathy for others
• Lack of common sense and/or "street smarts"
• Inability to usually socially appropriate tone and/or volume of speech
• Conversations and activities only center around themselves
• Clumsy walk
• Average to excellent memorization skills
• Talking about only one subject/topic and missing the cues that others are bored 
• Poor eye contact
• Often very verbal
• May excel in areas (e.g., math or spelling)
• May be teased, bullied or isolated by peers
• Lack of facial expressions

Many of the traits of HFA and AS can be "masked" by average to above average IQ scores, which can result in the student being misunderstood by teachers. Teachers often assume that the autistic student is capable of more than is being produced. Lack of understanding of the child in this way can significantly impede the desire of the teacher to search for techniques useful in overcoming the hindrances caused by the disorder.

Another misunderstanding is the relationship between curriculum and social education. For instance, a youngster with AS or HFA may find a social setting overwhelming and distracting. If the students are placed in a small group for project work, this may predominantly become a social setting to an AS or HFA child. It is possible that she would be so over-stimulated by the social aspect that it would be extremely challenging to focus on the curriculum aspect of the group.

Whether you have a special education class, or just a few students on the autism spectrum, the chances are you could use some help. Below are some crucial points to consider:

1. Work with the parents to learn the warning signs that the HFA or AS student is becoming frustrated and about to experience a “meltdown” (i.e., sensory and emotional overload).

2. Work with the other students to develop an environment of tolerance and acceptance for the HFA or AS student. Some students can be educated about autism spectrum disorders and helped to understand what to expect from their “special needs” peer. Classmates of the HFA or AS child should be told about the unique learning and behavioral mannerisms associated with the disorder (note: parent permission must always be given prior to such peer -training).

3. Using a visual calendar will give the HFA or AS student information regarding up-coming events. When the student asks when a particular event will occur, he can easily be referred to the visual calendar, which presents the information through the visual mode that he can more readily understand (e.g., class field trip, swimming lessons, etc.).

4. Although a young person on the autism spectrum has difficulty figuring out most principles of human interaction, she is usually good at picking up on cause-and-effect principles. This suggests that although she may be unaware of others’ desires or emotions, she is aware of hers. This can be useful in education if the teacher takes the time to determine what is pleasing to the youngster. Once this pleasure has been discovered, the teacher can request the desired behavior and reinforce the behavior with the object of desire.

5. Use the student’s “limited range of interest” to his advantage. Often times, these young people focus all their attention on just one particular object or subject; therefore, they may fail to focus on what information the teacher is presenting. Thus, the teacher may want to try to establish some connection between the child’s subject of interest and the area of study (e.g., if a child is interested in guns, he can learn reading and writing skills through researching and writing a report on weapons used during WWII). The possibilities for instruction are endless. Taking some time to devise a creative lesson-plan will go far in establishing and keeping the “special needs” student’s interest in new subject matter.

==> The Complete Guide to Teaching Students with Asperger's and High-Functioning Autism

6. Use of an "Assignments to be Completed" folder as well as a "Completed Assignments" folder is recommended. Also, use of a "Finish Later" folder or box may be helpful. Even though the HFA or AS student may be verbally reminded that he can finish his math worksheet after recess, this information will not be processed as readily as through the use of a visual strategy.

7. Use color-coded notebooks to match academic books.

8. Try to seat the “special needs” student at the front of the class so you can instruct her directly and continuously. Since concentration is often a problem for HFA and AS students, a system of “nonverbal reminders” to pay attention is important (e.g., a pat on the shoulder, a hand signal, etc.).

9. Teachers should receive training on the characteristics and educational needs of students on the spectrum. It is critical to understand the unique features associated with this disorder. Understand that these children have a developmental disability, which causes them to respond and behave in a way that is different from other students. The behaviors exhibited should not be misinterpreted as purposeful or manipulative behaviors. Also, uncover the student’s strengths and needs prior to actually working with him.

10. Teach the student a few relaxation techniques that he can use to decrease anxiety levels (e.g., "Take a big breath and count to ten"). These steps can be written down as visual "cue" cards for the student to carry with him and refer to as needed.

11. Teach social skills. The HFA or AS student can exhibit the need to take control and direct social situations according to his own limited social rules and social understanding. Although he may be able to initiate interactions with other students, these interactions are typically considered to be "on his own terms" and appear to be very egocentric (i.e., they relate primarily to the child's specific wants, needs, desires and interests and do not constitute a truly interactive, give-and-take social relation with his peers). Thus, teach appropriate social interactions.

12. Simplify lessons to ensure that the student understands what is being said. It is common for autistic students to simply repeat what is being taught without any understanding of the concept.

13. Provide an “escape route” for the student whenever he is beginning to “meltdown” (e.g., he is allowed to take a time-out in an unoccupied room or a quiet corner).

14. Positive reinforcement works well for HFA and AS students. When they accomplish a desired behavior, compliment and praise them. Even simple social interactions should be praised.

15. Many HFA and AS students are overwhelmed by even the smallest of changes and are highly sensitive to their environments and rituals. When these are thrown off, they can become very anxious and worry obsessively about changes in routine. Unpredictability may occur during less structured activities or times of the day (e.g., recess, lunch, free time, PE, bus rides, music class, art class, assemblies, field trips, substitute teachers, delayed start, early dismissal, etc.). Thus, develop a structured classroom with routines and write down the daily routine for the student.

16. Make allowances for sensory issues. Kids on the spectrum are often distracted by things in the environment that limit their ability to focus (e.g., breeze from an open window feels like a gust of wind, bright sunshine pouring through the window is blinding, smell of food from the cafeteria makes them feel sick, ticking of a clock seems like the beating of a drum, etc.). This sensory overload can be overwhelming and often results in an inability to focus. The inability to focus can result in a level of frustration, and to cope with such frustration, the child may choose to engage in some form of self-soothing behavior (e.g., repeatedly tapping a pencil on the desk, tapping both feet on the floor like a drum, etc.). What appears disruptive to everyone else may actually be the HFA or AS student’s way of trying to re-establish focus and concentration on the subject at hand. Take time to evaluate the classroom in terms of sensory stimulation and how the environment affects the student. Modify the classroom as needed. In addition, teach the student some self-soothing techniques that are not as disruptive to the classroom (e.g., squeezing a squishy ball, taking a time-out to get a drink of water, and so on).

17. Limit obsessive behavior about topics by setting a specific time in which the student can ask the focused questions. Do not allow her to keep asking questions or discussing a particular topic after the allotted time. Provide a written answer to repetitive questions asked by the student. When she repeats the question, she can be referred to the written answer, which may assist in comprehension, and thus decrease the occurrence of the repetitive question asking.

18. If the student becomes overwhelmed with frustration and experiences a "meltdown," remain calm and use a normal tone of voice to help him deal with his stress.

19. HFA and AS students can "blurt out" their thoughts as statements of fact, resulting in an appearance of insensitivity and lack of tact. However, these kids typically do not understand that some thoughts and ideas can - and should - be represented internally, and thus should not be spoken out loud. Thus, encourage the “special needs” student to whisper, rather than speak his thoughts out loud. Encourage him to "think it – don't say it." Role playing, audio/video taping, and social scripting can be used to teach the student how to initially identify what thoughts should be represented internally, versus externally.

20. Help with transitions. Kids on the spectrum have difficulty moving from one activity to the next. If a typical school day is loaded with many transitions, the student’s anxiety level will likely increase. Thus, he may need to be coached through the transition. Use visual schedules and/or role-playing to help the child prepare for moving on to the next task. Keep transitions the same for as many activities as possible.

==> The Complete Guide to Teaching Students with Asperger's and High-Functioning Autism

21. Give the HFA or AS student enough time to respond in order to allow for possible auditory processing difficulties before repeating or rephrasing the question or directive. The student can be taught appropriate phrases to indicate the need for additional processing time, (e.g., "Just a minute please”).

22. Give the student an outlet for his “fixations” (e.g., allow him to turn-in work on his topic of interest for extra credit).

23. Get permission to speak with any mental health practitioner who is involved with your HFA or AS student. This professional can help you gain a better understanding of the disorder and work with you to develop effective classroom interventions. In turn, provide the mental health professional beneficial insight into how the student acts in an academic setting, which can help the professional treat the child in a more holistic manner.

24. Teach the child about social cues and help her to make friends. Most children on the spectrum DO want to have friends, but do not know how to make them. Teachers can help by teaching the student what social cues mean. The use of “social stories” and “social scripts” can provide the child with visual information and strategies that will improve her understanding of various social situations. Comic strip conversations can be used as a tool to visually clarify communicative social interactions and emotional relations through the use of simple line drawings. Also, a “buddy system” can be helpful. In social situations, the buddy can help the autistic student handle certain situations.

25. For class lectures, “peer buddies” may be needed to take notes. NCR paper can be used, or the buddy's notes could be copied on a copy machine.

26. Ensure the environment is safe and as predictable as possible. Enforce bullying rules and minimize teasing.

27. Due to physical coordination problems, ensure that the “special needs” student is in an adaptive educational program rather than a general PE class.

28. Don't assume that when the HFA or AS student “looks off into space” that he is not listening. What appears to the teacher to be “lack of attention” may not be that at all. In fact, the “special needs” student who is doodling or staring off may actually be trying to focus and may be unaware that he is conveying to the teacher that he’s not listening. Simply ask the student a question related to the topic in question to check if he is actually listening.

29. Don’t require the student to “show” her work. Many teachers require students to show their work (e.g., to illustrate how they got the answer to a math problem). Since young people with an autism spectrum disorder are visual learners, they picture how to solve the problem in their heads. The requirement of showing work does not make sense to them, and as a result, is quite difficult because it involves language skills that the student may not have.

30. Avoid demanding that the student maintain eye contact with you. Autistic children experience difficulty with eye contact. Limited eye contact is a part of the disorder and should not be confused with “inattention.”

31. Accommodate the student’s “visual learning” style. Much of the information presented in class is oral, but HFA and AS children have difficulty with processing oral language quickly. Thus, presenting information visually may be more helpful. Use of visual methods of teaching, as well as visual support strategies, should always be incorporated to help the child better understand his environment.

32. Show the student how her words and actions impact others. Most children on the spectrum do not understand some of the common social interactions and social contacts. It is important as a teacher to realize that the child may not understand some jokes and may be unable to interpret body language.

HFA and AS students, while on the higher end of the autism scale, have special needs that must be addressed. Although the disorder is quite challenging, a curriculum designed to assist these students will go a long way to allowing them to cope with various limitations. By employing some of the suggestions listed above, teachers can help these students thrive in the academic setting.

==> The Complete Guide to Teaching Students with Asperger's and High-Functioning Autism

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

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

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

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

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

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Effective Academic Accommodations for Students with Asperger’s and High-Functioning Autism

The vast majority of students with Asperger’s (AS) and High Functioning Autism (HFA) receive their educational experiences predominantly in general education classrooms. Thus, general education teachers are primarily responsible for the education of these “special needs” students, although frequently with the support of special education teachers.

In many ways, students diagnosed with AS and HFA are well qualified to benefit from general classroom experiences. They typically have average to above average intellectual abilities, are motivated to be with their fellow classmates, and have good rote memory skills and other assets that bode well for their educational success. However, all too frequently, these young people have significant problems in academic performance, and some have learning disabilities. The reasons for these problems often are related to the social and communication deficits connected to AS and HFA.

==> Teaching Students with Aspergers and HFA

In addition to social and communication deficits, students on the autism spectrum exhibit:

• concrete and literal thinking styles
• difficulty applying skills and knowledge to solve problems 
• difficulty attending to salient curricular cues
• difficulty in comprehending abstract materials (e.g., metaphors, idioms)
• difficulty in discerning relevant from irrelevant stimuli
• difficulty understanding inferentially-based materials
• inflexibility
• obsessive and narrowly defined interests
• poor organizational skills
• poor problem-solving skills
• problems with generalizing knowledge and skills

These challenges make it difficult for them to benefit from general education curricula and instructional systems without support and accommodations. But, with suitable support, most of these “special needs” students can be successful in school, and many are able to attend college and enjoy a variety of successful careers.

Studies of academic achievement in AS and HFA students reveal the following:

• in spite of being highly verbal, there are significant difficulties in understanding the orally-presented messages of others and arriving at logical solutions to routine and real-life problems
• mathematics scores are low, especially in solving equations and answering mathematical calculation problems
• mean academic achievement scores are within the average range
• strengths tend to be in comprehension of factual material, and in the areas of oral expression and reading recognition 
• there are significant difficulties in the areas of problem-solving and language-based critical thinking
• there is a relative weakness in comprehending verbally presented information
• written language scores are significantly lower than oral expression scores

Many teachers fail to recognize the special academic needs of young people on the high-functioning end of the autism spectrum, because they often give the impression that they understand more than they do. Thus, their ability to word-call without having the higher-order thinking and comprehension skills to understand what they read, parrot-like responses, pedantic style, and seemingly advanced vocabulary may actually mask the deficits of these students.

Academic modifications essential for AS and HFA students are those that increase structure and predictability and also address their multifaceted needs. Specifically, these accommodations take into account some of the manifestations that are like learning disabilities and gifted-like traits that are evident in this population. Appropriate modifications, include:

1.  priming
2.  classroom assignment modifications
3.  notetaking
4.  graphic organizers
5.  enrichment
6.  homework

We will look at each of these in turn:

1.    Priming—

Priming was developed to:

• bring predictability to new tasks and thereby reduce stress and anxiety
• familiarize AS and HFA students with academic material prior to its use in school
• increase their academic success

The actual materials that are used in a lesson are shown to the student the day, the evening, or even the morning before the activity is to take place. Priming also may occur just prior to an activity. A parent, resource teacher, or trusted peer can serve as a primer.

It is generally recommended that the actual teaching materials be used in priming. However, in some cases, priming can consist of introducing an upcoming task using a list or a description of the activities, not the actual materials. Priming is most effective when it is built into the student's routine. It should be done in an environment that is relaxing and should be facilitated by a primer who is both patient and encouraging. Finally, priming sessions should be short, providing a brief overview of the day's tasks in 10 to 15 minutes.

2. Classroom Assignment Modifications—

The amount of reading the student with AS or HFA is expected to complete should be evaluated. Students on the autism spectrum who sometimes read slowly and can’t discern relevant from irrelevant information spend an inordinate amount of time concentrating on facts that will not be tested and are considered unimportant. Highlighted texts and study guides help these young people maximize their reading time. Teachers also should consider identifying the information the student is responsible to learn for an upcoming assignment or test.

Handwriting is a concern for many students with AS and HFA. Thus, teachers should offer these students several ways to demonstrate mastery, for example:

• using the computer instead of a pen or pencil
• giving verbal responses instead of written essays
• creating a project rather than writing a report
• completing a multiple-choice rather than a short-answer test

==> Teaching Students with Aspergers and HFA

3. Note-taking—

Many students with AS and HFA have difficulty taking notes in class. Often, motor problems prevent them from getting important content onto paper. Also, some of these students have difficulty listening and writing at the same time. Depending on the amount of assistance they need, the teacher can provide for the student:

• the opportunity to use outlining software
• a skeletal outline that he or she can use to fill in details
• a peer-constructed outline
• a complete outline including the main idea and supporting details

4. Graphic Organizers—

Graphic organizers highlight important concepts and display the relationship between them. They provide abstract or implicit information in a concrete manner. Graphic organizers can be used before, during, or after AS/HFA students read a selection, either as an advanced organizer or as a measure of concept attainment.

Three commonly used graphic organizers are semantic maps, analogy graphic organizers, and timelines. The focal point of the semantic map is the key word or concept enclosed in a geometric figure (e.g., circle or square) or in a pictorial representation of the word or concept. Lines or arrows connect this central shape to other shapes. Words or information related to the central concept are written on the connecting lines or in the other shapes. As the map expands, the words become more specific and detailed. For AS and HFA students who are younger or who require additional cues, semantic maps can use pictures for the key words or concepts.

An analogy graphic organizer contains two concepts and their attributes. The teacher and student define how the two concepts are alike and how they differ, then draw a conclusion. Often the teacher has to assist the student in identifying attributes by presenting choices (either written or pictorial) from which he or she can select. This task can be completed individually, in small groups, or with an entire class.

Timelines provide benchmarks for completing tasks and thereby aid AS and HFA students in budgeting their time. Timelines consist of a list of steps needed to complete the task with affiliated due dates. This visual representation enables the student and teacher to monitor progress toward project completion. Ideally, teachers enlist the aid of moms and dads in developing and monitoring timelines to ensure student follow-through at home.

5. Enrichment—

Research has shown that a greater percentage of students with AS and HFA have IQs in the superior range than is found in the general population. Thus, these young people benefit from enrichment activities because they already have mastered age-appropriate academic content. Enrichment activities can consist of having them learn the same content in much more depth and detail than their “typical” peers, or introducing new topics that usually are presented to older students.

6. Homework—

Teachers and moms and dads should work together to determine whether homework should be assigned, and if so, how much. Because students with AS and HFA need structure, it is often best for the teacher to assign tasks that they can complete in the structured school environment.

If homework is assigned, an assignment notebook and a parent-teacher communication system will help moms and dads monitor their youngster's homework. In some cases, parents may have to model the task for their child, so teachers should ensure that the moms and dads understand their youngster's homework. To facilitate home-school communication, some schools have established a "homework line" that students and parents can call to hear an overview of assigned work. This system is ideal for students on the spectrum.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

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

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

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

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

Developing Friendship Skills: Help for Kids and Teens on the Autism Spectrum

The diagnostic criteria for Asperger’s includes a description of some of the deficits in social interaction, for example, (a) marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction; (b) lack of social or emotional reciprocity; and (c) failure to develop peer relationships appropriate to developmental level.

Children with Asperger’s and High-Functioning Autism (HFA) have considerable difficulty with the understanding and expression of social reciprocity and nonverbal behaviors. With respect to peer relationships, when a parent or teacher observes the social play and friendship skills of these young people, he or she often notices a delay in the conceptualization of friendship. Also, these children may have an overall intellectual ability within the normal range, but their understanding of friendship skills resembles much younger kids.



We can only guess what the consequences may be for Asperger’s and HFA children who fail to develop peer relationships that are appropriate for their developmental level. But without a doubt, there will be lasting effects in several aspects of social, cognitive, and emotional development. When interacting with their peers, “typical” (i.e., non-autistic) kids naturally acquire increasingly sophisticated strategies to resolve conflict, as well as interpersonal and team skills. Also, they learn the value of alternative perspectives and solutions in problem solving. Many of the traits valued in a close friend become the traits associated with lasting personal relationships. However, with Asperger’s and HFA children, these skills are not intuitive – they must be taught!

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

The social isolation of an Asperger’s or HFA student in the lunch room or on the school playground can increase his or her vulnerability to being bullied and teased. Also, a lack of close friendships can be a contributory factor in the development of childhood depression. Furthermore, a delay in social knowledge can lead to anxiety in social situations that may develop into school refusal, social phobia, and even agoraphobia. “Typical” children achieve cognitive and affective growth within their circle of friends. So, it is not surprising that impaired peer relationship skills often result in significant emotional and social problems for the “outcast” (i.e., the child who doesn’t fit in).

Before considering strategies to improve specific friendship skills, it is important to determine the Asperger’s or HFA youngster's stage of friendship development. Unfortunately, there are no standardized tests to measure friendship skills as there are for cognitive abilities, language skills, and motor development. However, assessments can be made by analysis of the child’s answers to specific questions and observation of his or her interactions with peers. Questions might include: What makes you a good friend? Who are your friends at school? Why do we have friends? Why is (name) your friend? How do you make friends? What do friends do? What makes a good friend?

How parents and teachers can foster the development of friendship skills in children and teens on the autism spectrum:

3 to 6 years of age—

In this age group, the Asperger’s or HFA youngster needs to identify relevant social cues and appropriate responses to those cues. For instance, the youngster can learn the cues to join a group of peers without causing disruption or annoyance. An activity can be to brainstorm with the youngster the “entry cues” (e.g., someone giving a welcoming gesture or facial expression, or a pause in the activity or conversation). These “acts of the social play” can be rehearsed by identifying a few kids who are willing to help with the friendship skills of the Asperger’s or HFA youngster. They can be informed that he or she is learning the rules for joining in their play.

The procedure of identifying the cues in planned settings and practicing appropriate responses can be used for many friendship skills. The parent or teacher can act as a mentor or stage director, giving guidance and encouragement. It is important that the attitude from the adult is one of discovery and guidance so that the Asperger’s or HFA youngster does not perceive the activity as being critical of his or her ability and a public recognition of his or her social errors.

Due to their developmental delay, kids on the autism spectrum often demonstrate more mature interaction skills with grown-ups than with their same-age peers. It is important that parents and teachers observe the natural play of the Asperger’s or HFA youngster's peers (e.g., noting the games, equipment, rules, language, etc.). They can then practice the same play with the youngster, but with the adult “acting” as a peer. This includes “child speak” (i.e., using the speech of kids rather than adults), role-playing examples of being a good friend, and role-playing situations that illustrate unfriendly acts (e.g., disagreements and teasing). Appropriate and inappropriate responses can be performed to provide the youngster with a range of responses.

Parents and teachers can borrow (or buy) duplicate equipment that is used at school or is popular with the Asperger’s or HFA youngster’s peers. Once the youngster has rehearsed with grown-ups who can easily modify the pace of play and amount of instruction, he can have a “dress rehearsal” with another youngster (e.g., an older sibling or mature student in his class) who can act as a friend to provide further practice before the skills are used openly with the youngster’s peer group.

Another strategy to learn the relevant cues, thoughts, and behavioral script is to write Social Stories that can be used by the youngster to improve her social understanding and abilities.

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

6 to 9 years or age—

In this age group, “typical” kids develop greater cooperation skills when playing with their peers and develop more constructive means of dealing with conflict. It is important that young people with Asperger’s and HFA experience more cooperative than competitive games. In competitive games, there are winners and losers and strict rules. Kids on the autism spectrum often require considerable instruction using Social Stories to understand the concepts of being fair and gracious in defeat. Specific aspects of cooperative play that need to be recognized are (a) accepting suggestions rather than being autocratic or indifferent, (b) giving guidance and encouragement, and (c) identifying and contributing to the common goal.

Kids of the spectrum can learn that, when functioning as a cooperative and cohesive group, many activities and goals are easier and quicker to achieve. Parents and teachers can use role play games to illustrate appropriate and inappropriate actions with some time taken to explain why (in a logical and empathic sense) certain actions are considered friendly or not friendly. The unfriendly actions that are particularly relevant for kids with Asperger’s and HFA are (a) coping with mistakes, (b) failure to recognize personal body space, (c) inappropriate touch, and (d) interruptions.

Children on the spectrum can benefit greatly from published training programs designed to improve “Theory of Mind” skills. Programs on Theory of Mind skills also can help these children distinguish between accidental and intentional acts. They may consider only the act from their perspective and not consider the cues that would indicate it was not deliberate. In addition, educational programs on emotions can help them identify the cues that indicate the emotional state of their friends and themselves. The intention is to develop their empathy skills so that they can be recognized as caring friends.

On a side note, there can be different coping mechanisms used by girls with Asperger’s and HFA in comparison with boys. Girls on the autism spectrum are more likely to be interested observers of the social play of their peers and to imitate their play at home using dolls, imaginary friends, and by adopting the persona of a socially adept girl. This solitary practice of the social play of their friends can be a valuable opportunity to analyze and rehearse friendship skills. Some girls on the spectrum can develop a special interest in reading classic literature or fiction that is age-appropriate. This also provides an insight into thoughts, emotions, and social relationships. Girls tend to be more maternal than boys and can facilitate the inclusion of a girl with Asperger’s or HFA within an established peer group. The autistic girl’s social difficulties can be accommodated and guided by peers who value the role of mother or educator. The girl also may be popular because she is honest and consistent and less likely to be spiteful.

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

9 to 13 years of age—

In this age group, there is usually a clear gender preference in the choice of friends. The activities and interests of boys (who may be playing team games or sports) may be considered of little value to the boy with Asperger’s or HFA. Also, he is likely to be less capable than his peers in team games and ball skills, which may lead to teasing and bullying by boys who can be notoriously intolerant of someone who is different. When the boy on the autism spectrum approaches girls, he can be more readily included in their activities, because girls can be more patient, maternal and supportive. However, one of the consequences of being more welcomed by girls than by boys – and spending more time playing with girls than boys – is that the boy on the spectrum can imitate the prosody and body language of his female friends. This can result in further isolation and torment from male peers. The youngster needs a balance of same and opposite gender friends. Some social engineering may be necessary to ensure acceptance by both groups.

During this stage, there is a strong desire for companionship rather than functional play. The youngster with Asperger’s or HFA can feel lonely and sad if her attempts at friendship are unsuccessful. She needs instruction and guidance, and this may be achieved by discussion with supportive friends and grown-ups. Individual peers who have a natural rapport with a youngster on the spectrum can be guided and encouraged to be mentors in the classroom, playground, and in social situations. Their advice may be accepted as having greater value than that of parents and teachers. It is also important to encourage the “special needs” child’s peers to help her regulate her mood, stepping in and helping her calm down if she is becoming agitated or tormented. Peers may need to provide reassurance if she is anxious and to cheer her up when sad. The youngster on the spectrum also needs advice and encouragement to be reciprocal with regard to emotional support, and must be taught how to recognize the signs of distress or agitation in her friends and how to respond.

At this stage, existing remedial programs use strategies to develop teamwork rather than friendship skills. Attending a program on teamwork skills (e.g., sports or employment) may be considered more acceptable to the Asperger’s or HFA teen who may be sensitive to any suggestion that she needs remedial programs to have friends. Another strategy to help the teenager who is sensitive to being publicly identified as having few friends is to adapt speech and drama classes.

The teen on the autism spectrum can learn and practice tone of voice for particular situations, self-disclosure, facial expression, conversational scripts, body language, as well as role-play people she knows who are socially successful. The “special needs” teen sometimes uses this strategy naturally, but it is important to ensure that she chooses good role models to portray.

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

13 years of age to adulthood—

When the individual with Asperger’s or HFA reaches this stage, he usually seeks friends through recreational pursuits and work. Attempts to change a relationship from friend to work mate can present some challenges to the young adult on the autism spectrum. A mentor at work who understands his unusual profile of friendship skills can provide guidance and act as a confidante and advocate. The mentor also can help determine the degree of genuine interest in friendships from the coworkers.

Sometimes adults on the spectrum assume that a friendly smile, act or gesture has greater implications than was intended. There can be a tendency to develop an intense interest or infatuation with a particular person. This “special interest” may dominate their time and conversation and can lead to inappropriate behavior (e.g., stalking). On the other hand, the individual with Asperger’s or HFA can be desperate to have a friend and may become the recipient of abuse (e.g., physical, financial, sexual) through failing to recognize that the other person's intentions are dishonorable. The two-way misinterpretation of signals and intentions can lead to mutual confusion.

Relationship counseling is helpful, but most counselors today have limited knowledge and experience with Autism Spectrum Disorders. An interesting development in recent years is young adults on the spectrum providing guidance through group counseling sessions organized by support groups. These groups are often formed by people with Asperger’s and HFA who want to meet like-minded people. They meet on a regular basis to discuss topics that range from personal relationships to employment issues.

The Internet has become the modern equivalent of the dance hall in terms of an opportunity for young adults to meet. The great advantage of this form of communication to the individual on the spectrum is that she often has a greater eloquence to disclose and express her inner self and feelings through typing rather than conversation. In face-to-face social gatherings, she is expected to be able to listen to and process the other person's speech (often against a background of other conversations), to immediately reply, and simultaneously analyze nonverbal cues (e.g., gestures, facial expression, tone of voice, etc.). However, when using the computer, the individual on the spectrum can concentrate on social exchange using a visual rather than auditory medium.

As in many other situations, people with Asperger’s and HFA may be vulnerable to others taking advantage of their social naivety and desire to have a friend. Young adults on the autism spectrum need to be taught caution and to not provide personal information until they have discussed the Internet friendship with someone they trust. Genuine and long-lasting friendships can develop over the Internet based on shared experiences, interests, and mutual support. It is an opportunity to meet like-minded people who accept individuals on the spectrum because of their knowledge rather than their social persona. People on the spectrum can be somewhat self-centered and peculiar – but can prove to be honest, loyal, and knowledgeable friends.

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

Conclusion—

At any age, having friends provides support and promotes mental health and well-being. Friendships are also very important for social and emotional development. Through friendships, kids learn how to relate to others. They develop social skills as they teach each other how to be good friends. Most kids with Asperger’s and HFA want to have friends, but don’t have the skills to acquire them. Kids on the spectrum who have friends are more likely to be self-confident and perform better academically at school. When these “special needs” kids have difficulty in making friends or in keeping them, it often leads to feeling lonely and unhappy with themselves. Feeling rejected by others often leads to significant distress, too.

Parents and teachers have important roles to play in helping the Asperger’s or HFA youngster develop friendship skills. They set examples for how the youngster can manage relationships. They can also act as coaches, teaching the child helpful social skills and talking through friendship issues to help with problem solving. 

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

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

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

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

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism 


SHARE WITH YOUR CHILD:

Aspergers Kids and School Issues

Before the landmark Supreme Court case of Brown v. Board of Education in 1954, school districts frequently did not allow handicapped kids to enroll. Today legislation such as the Education for All Handicapped Kids Act of 1975, amended in 1990 to become the Individuals with Disabilities Education Act, protects the right of handicapped kids to a free and appropriate education in the public schools.

The "spirit" of laws that apply to handicapped kids is that each youngster should be educated as an individual. This is a good thing for kids with Aspergers (AS) and High-Functioning Autism (HFA) in particular – not that they are “handicapped,” but they do have special needs. They need individual treatment, because they can range from highly gifted children who excel in academics to students with a variety of learning disabilities and comorbidities like ADHD and Oppositional Defiant Disorder. The majority are usually between the two extremes.

From birth to age three years, federal laws require that handicapped kids receive early intervention services. These may be speech and language therapy, nutritional counseling, vision and medical services, parental counseling and so forth. Usually a teacher comes to the youngster's home and works with her one-on-one, although some kids receive services in public school classrooms or clinical settings. However, kids with AS and HFA often do not receive a diagnosis until after they enter school, so they tend to miss Early Intervention programs.

Once a youngster enters school, moms and dads can require a free evaluation and assessment by a multidisciplinary team. If the team determines the youngster does not require special education, moms and dads have the right to appeal the decision and get another free evaluation. The most common problem is that AS and HFA kids often appear too bright and verbal to need services. Their solitary lifestyle can mask their social deficiencies. For this reason, many moms and dads end up hiring lawyers to receive public school accommodations for their kids.

If the school determines that the youngster needs special education, moms and dads should find out what is available at that school and in that district. Services can be speech and language therapy, occupational and physical therapy, counseling, vocational education, and assistive technology like special computer software. Moms and dads have to consider if the youngster should be in a self-contained classroom or mainstreamed or in a combination of both. Moving the youngster to a different school or even school district with better facilities might be beneficial. Often it's a good idea to hire or have the school provide an expert in AS and HFA to help staff and parents decide what's best for the youngster.

A handicapped youngster can receive services under the Individuals with Disabilities Act (IDEA) or under Section 504 of the Rehabilitation Act of 1973. Section 504 is about getting access and removing barriers to education. For example, a youngster in a wheelchair may need a special door opener, but once she receives access to the classroom, she is treated like other children. Schools tend to encourage moms and dads to go for 504 accommodations rather than services under IDEA because it is less work for them. One of the few advantages in using 504 accommodations is that the youngster receives no "label." However, many more services become available under IDEA.

Under IDEA, parents and school staff meet together at the beginning of the school year and come up with an "Individualized Education Plan (IEP)." The plan must be written, and include an assessment of the youngster's current strengths and weaknesses. The IEP must contain measurable goals for the year and list specific special education aids and services. Moms and dads and staff meet periodically to make sure the goals are attained. There should be an IEP case manager who checks the youngster's work every day and develops new strategies. Most IEPs for AS and HFA kids have contingencies (e.g., allowing extra time for work, giving out shorter or alternate work assignments, providing the youngster with copies of other kids’ notes, allowing the youngster to take tests over or have extra time for them, allowing the youngster to take oral instead of written tests, etc.).

Some AS and HFA kids need those special contingencies. However, for the majority, the most important need is getting help with social interactions and reciprocity. AS and HFA kids can excel academically – but fail in life – because they do not have social skills. One such individual earned several advanced degrees, but could not procure a job because he do not interview well. He then took a lower level job that required hand-eye coordination, fail at that, and then went back and got another degree …and so the cycle went on.

For this reason, many moms and dads opt out of the public system and find a private school that is designed for kids with AS and HFA. Sometimes administrators at their public schools even recommend such a placement. In that case, the school district may pay for tuition at the private school. If a doctor recommends such a school, the tuition costs can be tax-deductible or covered by medical insurance. Many AS and HFA kids benefit from even a year or so at a residential school that provides intense, twenty-four hour training in social skills.

Many kids with AS and HFA are very bright, and may even excel academically in one or more subjects. However, they often need protection from other children who bully or take advantage of them. AS and HFA kids do not know which children to avoid. For example, if the special needs youngster makes a friend, that "friend" may make him do assignments for him, break rules, take the blame and otherwise put the youngster in jeopardy.

The AS or HFA youngster usually does not understand the "hidden rules" of school, but takes all rules at face value. He may memorize the rule (e.g., "don't use profanity at school"), but he doesn't know that most children swear from time to time, they just don't swear in front of adults. AS and HFA kids also do not understand "hidden social agendas." If the youngster participates on a high school debate team that meets in a coffee house, she comes prepared like a little professor to talk about the subject at hand. She does not understand that the other children are there to socialize as well as practice for the team.

For this reason, AS and HFA kids require individualized training in social and emotional competency. There are many promising new teaching techniques for these kids. On the elementary school level, some educators are using "social stories" with special cartoons to help kids recognize facial expressions. Acting classes also might help an AS and HFA youngster better understand emotional reactions.

Self-contained classrooms usually have a small number of kids with a variety of special needs. The teacher may have extra training in special education and receive help from one or more aides. Therefore, the big advantage of a self-contained classroom is extra individual attention. However, there are several disadvantages to self-contained classrooms. Kids with AS and HFA often gain more knowledge about social interactions and how the "typical" world operates in a mainstream classroom. Academics may be "watered down" in a self-contained classroom. Kids with AS and HFA do not do well with emotionally disturbed kids who are often streetwise and aggressive. If these two groups are together in a self-contained classroom, the combination of the perfect victim and perfect victimizer may result.

Sometimes a youngster may start out in a self-contained classroom and gradually transition to a mainstream one. This usually has to be done slowly, and takes an average of two months to two years. It may begin with just a half-hour at a time in the regular classroom for elementary school children, and perhaps an hour at a time in the youngster’s strongest subject on the high school level. Some experts recommend seating the AS and HFA youngster next to a successful peer who can help him with organization and provide class notes, if necessary.

In general, AS and HFA kids do better in classrooms that are predictable and structured with as few transitions as possible. Teaching with an emphasis on visual presentation plays to these kids’ strength of visual acuity. Educators should structure lessons in clear patterns that are easy to follow. During "unstructured" periods (e.g., lunch, physical education, recess, passing to classes, etc.), the special needs youngster may need individual accommodations.

Teachers should have some understanding of AS and HFA. The teacher may develop a special "cue" such as tapping the youngster's shoulder to help the youngster pay attention when his mind is wandering. The teacher should be strong in language skills, and use drama to help the youngster understand other people's emotions. The teacher should be a calm person in control of the classroom, which will decrease the special needs youngster’s anxiety. Changes and surprises will upset an AS/HFA youngster. Therefore, the teacher should help with transitions and let the youngster know in advance when, for example, he will have to recite in front of the class.

The teacher should also know to deal with "meltdowns" and "tantrums." There are three stages of a tantrum: rumbling, the tantrum itself, and recovery. It is best to intervene in the "rumbling" phase. During the actual tantrum, an AS or HFA youngster may scream, bite, hit, kick or destroy property. For this reason, the teacher should wear comfortable clothes and keep expensive or sentimental items out of reach. During "recovery," the youngster may be exhausted, deny the tantrum happened, or be remorseful. It is important that the teacher is a sensitive person so that if an AS or HFA youngster tantrums at school, then the child does not experience complete humiliation in front of his classmates.

Struggling with an AS or HFA student? Click here for highly effective teaching strategies specific to Aspergers and High-Functioning Autism. 


COMMENTS:

•    Anonymous said... I am still trying to find services for when my daughter graduates in June- it is a heartbreaking nightmare. There is NOTHING for young adults...If anybody has information and/or ideas, please please let me know!!! xoxo
•    Anonymous said... I begged my son's school to test him in first grade. I had nine meetings with his principal, counselors, and teachers. They insisted nothing was wrong with him except he needed more discipline, because he is extremely intelligent, just below genius. Even after he ran away from school three times, they didn't think anything was wrong. It wasn't until CPS tried to take him from me (for his behavior problems, nothing I did) at age 11 that he was finally tested & diagnosed. It's such a shame those first five years of school were wasted because the school didn't want to perform a test.
•    Anonymous said... I e-mailed my sons school almost 2 weeks ago to ask for an evaluation (a counselor he is seeing said she thinks he has Aspergers) but I talked on the phone with the school today and they are saying they can't do an evaluation this close to the end of t...See More
•    Anonymous said... I have not found any Canadian University that has specific programming for young adults with AS....my daughter has finally worked up enough courage to go...away from home...and has been accepted...they want an evaluation that has been done in the last 5 years...which means I might have to spend more money getting one....in order to register with the special services dept at the U. I'm happy that she's finally going, because I believe she'll be okay, but I do worry....just getting her to this point has been a battle and a half, but I'm glad that we fought the good fight....hang in there, it is soooooo worth it!
•    Anonymous said... I highly recommend homeschooling as the optimal solution.
•    Anonymous said... Just went through all this with our school, and ended up hiring an advocate to help. Best $ I ever spent - I finally got them to listen and start evaluations. Turns out, while he can read well mechanically, his summarizing is poorly lacking. FINALLY getting services!
•    Anonymous said... Listening to all this, and my experiences are much the same with my two boys, officials refuse to diagnose, mis diagnose, no direct help just hurdles thrown up at most turns etc which makes us all feel like the pro's we see are incompetent, of hiding something.  Seems there's a hole here for a probono lawyer to make some money, might kick the pro's into doing their job correctly. What I must add though is we moved our kids from a school that didn't understand, who would leave problems brewing for weeks before dealing with them by which time there were so many problems my boy couldn't cope and the tension at school and home was continually exploding, we were all very un happy and near despair. To a new school, with the help of a family support worker whose been brilliant, to one where every teacher is aware and understands the problems with or without a professional diagnosis, and who work with us This has made a massive difference. They understand when my Jason is struggling and adjust immediately to help defuse a trigger long before and melt down, and as the tension at school has dropped, so the tension in the home has dropped, we feel a lot better, my boy feels much better that he can now cope is now doing much better at school and home, an improvement I never thought possible. So it may not be the diagnosis that's the issue, but getting people around sufferers, both we as parents and the schools we use, to understand and learn to treat the problems effectively and quickly. The big question is why are some schools so good, and other absolutely useless, but being involved with this site seems to be the biggest chance of helping all here.
•    Anonymous said... My daughter had a 504 from grade five on, with a diagnosis of selective mutism. We never had an issue with school. I took her in 11th grade to be diagnosed with aspergers. The school was very accommodating and immediately changed her 504 to an IEP. We didn't need any changes, but they did it to help us get services for when she is 18 (which she is now). As soon as we had the IEP, our DOR's program accepted her, so she can have help with school and job hunting.
•    Anonymous said... My son has Aspergers, when I brought up my concerns about his social issues, as well meltdowns and odd quirks, his pediatrician suggested I have him go through some testing at school, and told me to keep the term Aspergers Syndrome in the back of my mind. I went through quite the runaround with the school. They kept telling me he was too smart for there to be an issue, that all kids have meltdowns, most kids are late learning to tie shoes and ride bikes, that it was wrong to put a label on him, that there was some help they could give him without having to actually test him and "label" him. I ended up having to take him to an AS specialist psychologist and spend nearly $1500 on the evaluation. Glad I did it though because she said he has moderate to severe symptoms of autism spectrum disorder and diagnosed him with Aspergers. Once I had that official diagnosis the school couldn't deny it and (grudgingly) agreed to do more tests and put him on an IEP, which has almost completely changed his school life. It just sickens me the way the school handled this. Unfortunately, a lot of people in my small town don't know any better and just go along with what the schools tell them. Very upsetting.
•    Anonymous said... Our ASD specialist does not like giving a diagnosis under 6 years old. We were told at kindy our eldest was poss aspergers when he was 4, we had been asking for help from when he was 18 months old, we saw the same traits in our youngest and he was 2, and so started strategies that we had been given by kindy and the youngest has certainly been easier. At our first school because he was doing fine academically we were told by the RBLT they were unable to provide services and yet school were threatening suspension for behavior. Contacted our Minister of Education and he was given funding for a term. We changed schools and by the 2nd term we had 7 hours funding a week. We are in the process of changing schools again, and they have already organised a TA to help with transition, but he can have a TA as long as he needs it.
•    Anonymous said... There are several good books out there to guide you through the process of getting the services your child is entitled to under federal law. You don't HAVE to hire an attorney to do this, but it you DO have to know your rights. The law is on YOUR side here, and the most important thing you can do in communicating with anyone at your child's school is to do it in WRITING!!!!! The school MUST respond by law to requests in writing for evaluations within a very specific time frame. Do your research and don't be afraid to take them on. They will do everything they can to push your away, but you DON'T have to go! You are your child's best advocate.
•    Anonymous said... This is the reason why my daughter was not diagnosed as HFA until she was 19 years old! By that time she had dropped out of school and had severe social anxiety as well. Now we are trying to undo a lifetime of damage.
•    Anonymous said... This was exactly why it took 3 years to diagnose our son!
•    Anonymous said... Very timely article - thank you! @Laura - how would one even start the process of considering homeschooling? Is there a website you can recommend I take a look at? Are you doing the teaching or does your son have a special ed tutor?
•    Anonymous said... We had a similar issue with our school, we ended up paying almost $3000 for out testing and now my HFA son is attending an autism school worth it in the end, just starting the testing with our 2 year old now....
•    Anonymous said... We had a very similar story to the one above, however, the school in our case still didn't think he needed an IEP. After years of fighting, tearful meetings and disappointment, we were at the point of hiring a lawyer. That's when we discovered homeschooling & it completely changed our son's life.

Please post your comment below…

Parenting Kids with High-Functioning Autism PLUS Attention Deficit Disorder

Question

"My 12 year old was recently diagnosed with having high functioning autism. He doesn't fit the typical mold that I read about, and the neuro-psychologist agreed that he is an unusual case. He is extremely likable, has a good many friends, very polite and well mannered. He does however have the obsessive personality and hyper-focusing that is typical with this disorder as well as fascination with collecting things, bottle caps, shark teeth...which he can look for hours at a time for. He is very smart and has always made great grades and has never had behavior issues at home or at school, which is probably why he flew under the radar until now.

Our struggles have to do with his attention...as if he is ADD (tested negative three times). He literally cannot stay on task and is so easily distracted. After a "pep" talk stating that he "owns" his brain and he can control the urges if he puts his mind to it...he can produce. I know its short term but he doesn’t and he feels great when he knocks out something. Remember, we just found out...so we've always treated him as "normal" as the others, why wouldn't we? And again, he's always risen to the challenge of most anything...with a great attitude. I'm desperately looking for ways to help him stay on task with schoolwork and staying on task? Is there anyone there that might know of something, tips, tricks, etc.? Please let me know."

Answer

Most kids with High-Functioning Autism (HFA) and Asperger's (AS) do not receive that diagnosis until after age 6. Usually, they are diagnosed with Attention Deficit Disorder as toddlers. Part of the reason is that doctors routinely screen kids for Attention Deficit Disorder (ADD) - but not for autism.

Another reason is that an HFA child's social impairment becomes more evident once he hits school. Finally, doctors are reluctant to label a youngster "autistic." It is okay - and even a badge of honor - to have a "hyperactive youngster," but it is another thing whatsoever to have an "autistic youngster."

Doctors make their diagnoses based on kid's behaviors. Since kids with Attention Deficit Disorder and HFA share similar behaviors, the two can appear to overlap. However, there is a fundamental difference between Attention Deficit Disorder and HFA. Children on the autism spectrum lack what doctors call "social reciprocity" or Theory of Mind.

Theory of Mind is "the capacity to understand that other people have thoughts, feelings, motivations and desires that are different from our own." Kids with ADD have a Theory of Mind and understand other people's motives and expectations. They make appropriate eye contact and understand social cues, body language and hidden agendas in social interactions. HFA children can't.

One author put it this way: kids with Attention Deficit Disorder respond to behavioral modification. With Aspergers (HFA), the syndrome is the behavior.

Both kinds of kids can tantrum, talk too loud and too much and have problems modulating their behaviors and making friends. Both are social failures but for different reasons.

The youngster with Attention Deficit Disorder knows what to do but forgets to do it. HFA children do not know what to do. They do not understand that relationships are two-sided. If a child on the spectrum talks on and on in an un-modulated voice about his particular interest, he simply does not understand that he is boring his friend and showing disinterest in his friend's side of the conversation. On the other hand, the youngster with ADD cannot control himself from dominating the conversation.

 

An HFA youngster can appear unfocused, forgetful and disorganized like a youngster with Attention Deficit Disorder, but there is a difference. The ADD youngster is easily distracted; the HFA child has no "filter." The child on the spectrum sees everything in her environment as equally important. Her teacher's dangling earring is as important as what she writes on the blackboard. The HFA child does not understand that she does not have to memorize the entire textbook for the next test. She does not "get" such rules.

Children on the high-functioning end of the autism spectrum tend to get anxious and stuck about small things and cannot see the "big picture." Kids with Attention Deficit Disorder are not detailed-oriented. The ADD youngster understands the rules but lacks the self-control to follow them. The HFA child does not understand the rules.

If the unfocused HFA child is "nowhere," the obsessive-compulsive and "Fantasy" HFA child is somewhere else. "Fantasy kids" retreat into a world of their own making - a world where everything goes the way they want it to. They play video games for hours or retreat into books and music. Their daydreaming and fantasizing resembles the behaviors of non-hyperactive kids with ADD.

Obsessive-compulsive children with HFA live a world they create from rules and rituals. Like ADD kids, they appear preoccupied and distracted but for different reasons. They appear distracted because they are always thinking about their "rules." Did I tie my shoelaces right? Did I brush my teeth for 120 seconds?

Some authors estimate that 60% to 70% of children with HFA and AS also have Attention Deficit Disorder, which they consider a common comorbidity of the disorder. Other authors say that the two cannot exist together. Still others insist doctors have it all wrong and that the two disorders are the same. The real problem is that there is no hard science. No one knows exactly how slight imperfections in brain structure and chemistry cause such problems.

For this reason, getting the right diagnosis for a youngster who exhibits behavior problems may take years of trial and error. Diagnosis is based on observation of behaviors that are similar for a myriad of disorders. The tragedy is that the youngster often does not receive the correct medications, educational strategies, and behavioral modification techniques that could help him function on a higher level. He falls farther behind his peer group and loses ground when he could be getting appropriate treatments.

==> CLICK HERE for some specific tips to help your child with school work...

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

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

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

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

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

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

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

 

 

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.

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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.

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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.

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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."

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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.

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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.

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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.

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