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Effective Behavior-Management Techniques for Kids on the Spectrum

"What do you do differently when disciplining a child with ASD relative to how you handle a 'typical' child?"

From the moment you heard about your child’s diagnosis of Asperger’s (AS) or High-Functioning Autism (HFA), you knew life would be more challenging for him or her than for “typical” children. So when you ask your “special needs” child to do something and it's not done, you let it go. Maybe you fear that what you would like your child to do, or not do, is impossible for him or her to achieve?

But the truth is this: If you feel that your child doesn't deserve discipline, it's like telling him or her, "I don't believe you can learn." And if YOU don't believe it, how will your youngster come to believe it?

What professionals call "behavior management" is not about punishing or demoralizing an AS or HFA youngster. Rather, it's a way to set boundaries and communicate expectations in a nurturing, loving way. Correcting your child’s actions, showing him or her what's right and wrong, what's acceptable and what's not, are the most important ways you can show your “special needs” child that you love and care.

Here are some special techniques to help moms and dads discipline a “special needs” youngster with Asperger’s or High-Functioning Autism:

1. Active ignoring is a good consequence for misbehavior meant to get your attention. This means not rewarding “bad behavior” with your attention – even if it's negative attention (e.g., scolding or yelling).

2. Due to developmental delays, kids with AS and HFA may require more exposure to discipline before they begin to understand expectations. You must follow through and apply discipline each time there is an incident in order to effectively send your message. The benefits of discipline are the same whether children have a developmental disorder like AS and HFA or not. In fact, children who have trouble learning respond very well to discipline and structure. But for this to work, moms and dads have to make discipline a priority and be consistent. Disciplining children is about establishing standards — whether that's setting a morning routine or dinnertime manners — and then teaching them how to meet those expectations.

3. Have faith in your youngster. If, after taking her first few steps, your toddler kept falling down, would you get her some crutches or a wheelchair? Of course not. So don't do the same with an AS or HFA youngster. Maybe your youngster can't put on his shoes the first time, or 20th time, but keeps trying. Encourage that! When you believe your youngster can do something, you empower him to reach that goal. The same is true for behavior.

4. Beware of the “over-protective parenting-style.” It’s easy for your whole life to revolve around parenting your “special needs” child. This is a lose-lose situation. You lose the joy of parenting, and your overly-protected child loses the ability to grow and learn.

5. Change (not “lower”) your standards. With an AS or HFA youngster, parents need to learn to live in the present. The milestones of your youngster’s life are less defined, and the future less predictable (though your youngster may surprise you). In the meantime, set the standards for your youngster at an appropriate level.

6. Choose a method of discipline appropriate to the level of the tantrum. Planned ignoring, giving a time-out, and removing privileges or activities important to the youngster are all potential options. AS and HFA kids often require a shorter time-out period and consequences given in smaller doses, especially where their attention spans are affected by their disorder.

7. Before you enter a store, transition from one activity to another, or approach a situation where behavior may deteriorate, discuss with your AS or HFA youngster what will happen, review the family rules, and remind your youngster of the consequences (both good and bad) of misbehavior. For young people on the autism spectrum, this information may need to be broken down into a few very simple instructions and repeated often.

8. Keep your behavior plan simple, and work on one challenge at a time. As your youngster meets one behavioral goal, she can strive for the next one.

==> How to Prevent Meltdowns and Tantrums in Aspergers and HFA Children

9. Develop a plan of action before a behavioral incident occurs. Consider possible settings where you may face a tantrum or meltdown, your reaction, your youngster's needs and response, and the consequences you may use to stop or alter the behavior. AS and HFA kids may have unusual behavioral triggers, so it is important to really know your youngster when developing a plan.

10. Different doesn’t mean delicate. While it is true you have to change your expectations of your AS or HFA youngster, you don’t have to lower your standards of discipline. It’s tempting to get lax and let a “special needs” boy or girl get by with behaviors you wouldn’t tolerate in your other kids. He or she needs to know, early on, what behavior you expect. Many moms and dads wait too long to start behavior training. It’s much harder to redirect a 120 pound youngster than a 45 pounder. Like all kids, your AS or HFA youngster must be taught to adjust to family routines, to obey, and to manage himself or herself.

11. Different doesn’t mean substandard. In a “typical” kid’s logic, being different equates with being second-rate. This feeling may be more of a problem for siblings than for their developmentally-delayed brother or sister. Most kids measure their self-worth by how they believe others perceive them. Be sure your AS or HFA youngster’s siblings don’t fall into this “different equals bad” trap.

12. Don’t compare. Your AS or HFA youngster is special. Comparing him to “typical” children of the same age is not fair.

13. Stick to the same routine every day. For instance, if your youngster tends to have a meltdown in the afternoon after school, set a schedule for free time. Maybe he needs a snack first, and then do homework before playtime.

14. Give as much attention to positive, expected outcomes as you give to negative behaviors. This will help your youngster recognize what to do – as well as what not to do. For AS and HFA kids, it is even more important that the consequence or reward immediately follow the behavior to have the greatest effect and opportunity to teach.

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15. Give your AS or HFA youngster choices, and be sure you like all the alternatives. Initially, you may have to guide her into making a choice, but just the ability to make a choice helps any child feel important. Also, be sure to present the choices in your youngster’s language (e.g., using pictures, pointing, reinforcing verbal instructions, etc.). The more you use this approach, the more you will learn about your youngster’s abilities, preferences, and receptive language skills at each stage of development.

16. Be confident about your parenting skills. Discipline is an exhausting responsibility. There will be great days when you're amazed by your youngster's progress, terrible days when it seems like all your hard work was wasted, and plateaus where it seems like further progress is unlikely. But always remember, behavior management is a challenge for all moms and dads, even those of children who are typically developing. So don't allow yourself to get discouraged! If you set an expectation in line with your youngster's abilities, and you believe she can accomplish it, odds are it will happen.

17. Be sure to praise and reward your youngster for EFFORT as well as “success” (e.g., if he refuses to poop in the toilet, he could be rewarded for using a potty chair near the toilet).

18. Help your youngster build a sense of responsibility. There is a natural tendency to want to rush in and do things for a developmentally-delayed youngster. For these kids, the principle of “teach them how to fish rather than give them a fish” applies doubly. The sense of accomplishment that accompanies being given responsibility raises the youngster’s self-esteem.

19. To understand your AS or HFA youngster's behavior, it helps to become an expert in autism spectrum disorders. So try to learn as much about the unique medical, behavioral, and psychological factors that affect your child’s development. Read up on the disorder and ask the doctor about anything you don't understand. Also talk to members of your youngster's care team and other moms and dads (especially those with children who have similar issues) to help determine if your youngster's challenging behavior is typical or related to his individual challenges.

20. Encourage accomplishment by reminding your youngster about what she can earn for meeting the goals you've set (e.g., getting stickers, screen time, etc.).

==> Discipline for Defiant Aspergers and HFA Teens

21. When you catch your youngster doing something right, praise her for it. All children naturally want to please their moms and dads. So, by getting credit for doing something right, they will likely want to do it again.

22. After correcting your youngster for doing something wrong, offer a “substitute behavior.” For example, if he is hitting you to get your attention, work on replacing that with an appropriate behavior such as getting your attention by tapping your shoulder.

23. Provide lots and lots of structure. AS and HFA kids need developmentally- appropriate structure, but it requires sensitivity on your part to figure out what is needed when. Watch your youngster, not the calendar. Try to get inside her head.

24. Always communicate your expectations in a concrete, simple way. For children with AS and HFA, this may require more than just telling them. You may need to use pictures, role playing, or gestures to be sure your youngster knows what he is working toward. Explain as simply as possible what behaviors you want to see. Since consistency is key, make sure babysitters, siblings, other family members, and educators are all on board with your messages.

25. Not every AS or HFA kid responds to natural consequences, so you might have to match the consequence to your youngster's values (e.g., a youngster who may like to be alone might consider a traditional "time-out" rewarding; instead, take away a favorite toy or video game for a period of time).

26. Value your youngster rather than focusing on the disorder. Practice attachment parenting to the highest degree that you can without shortchanging other members of the family. Feeling loved and valued from attachment parenting helps an AS or HFA youngster cope with the lack of a particular ability.

27. View all problematic behaviors as “signals of needs.” Everything an AS or HFA youngster does tells you something about what he or she needs.

28. If your youngster is too aggressive when playing with other children, don't stop the play altogether. Instead, work with your youngster to limit the physicality of the play. Use discipline where necessary (e.g., time-outs, enforced turn-taking, rules like "no touching"), and provide rewards when your expectations are met.

29. Reset your anger buttons. Your AS or HFA youngster will inevitably do some things that will frustrate the hell out of you, but getting angry with him or her will only throw gas on the fire. So, when you catch yourself starting to get angry – YOU take a tie-out. If you’re still angry after the time-out – don’t show it! Put on a “poker face.”

30. Can another mom or dad relate to the trouble you are having with your AS or HFA child? Sharing experiences will give you a yardstick by which to measure your expectations and determine which behaviors are related to your youngster's diagnosis, and which are purely developmental. If you're having trouble finding moms and dads of children with similar difficulties, consider joining an online support or advocacy group. Once you know what behaviors are representative of your youngster's age and disorder, you can set realistic behavioral expectations.


How to Figure-out Why Your Aspergers or HFA Child Behaves the Way She Does 




AS and HFA children need discipline, limits and structure. When they can predict what will happen next in their day, they feel confident and safe. Sure, they will test these boundaries, but it's up to parents to affirm that these standards are important and let their “special needs” youngster know that they believe he or she can meet them.

Young people on the autism spectrum require the same firm structure and guidance as their siblings and peers. While the form and degree of the discipline may differ, the basic rules still apply. Behavior must be addressed as it happens. Consequences must be meaningful and effective. And parents must follow through each time. This requires planning and communication between both parents and kids before an incident occurs. Consistent application of methods over time will produce improved behavior with less effort.

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

Click here to read the full article…

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

Click here for the full article...

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

Click here to read the full article…

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

Click here to read the full article…

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

Click here to read the full article...

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

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

Click here for the full article...
By

Advantages and Disadvantages of Labeling Your Child with an "Autism Spectrum Disorder"

"I know I should take my child to get assessed for ASD. Based on what I've learned from this site, I'm sure he has the disorder. But I'm torn because He may get treated poorly if he has that 'label'. Thoughts?!"

Receiving a diagnosis of Asperger’s (AS) or High Functioning Autism (HFA) can be a mixed blessing. Some individuals are happy with self-diagnosis, while others prefer to get a “formal” diagnosis so they can know for sure whether or not they have an autism spectrum disorder.

If your child receives a formal diagnosis of AS or HFA, there are going to be a number of benefits as well as difficulties associated with getting “the label.” In this post, we will look at the advantages and disadvantages of getting labeled with a developmental disorder.

First, let’s look at some of the disadvantages of labeling:

1. A label is simply a cognitive shortcut (i.e., a term used to represent a series of characteristics), but it is useful only if people are mindful of the fact that they are using it as a shortcut. When people lose that mindfulness, a label becomes a stereotype.

2. All kids have some problematic behaviors. Labels can exaggerate a child’s actions in the eyes of parents, teachers, and others. Adults may overreact to the behavior of a labeled child that would be tolerated in another child.

3. Children on the autism spectrum can’t receive special education services until they are labeled. In many cases, the intervention comes too late. The need to label children before help arrives undermines a preventive approach to the mild learning problems associated with AS and HFA.

4. Labeling a child gives others the ability to “pigeonhole” or make assumptions about him or her based on the diagnosis, or their understanding of the diagnosis. This can lead people to make decisions and judgments about the child based on the diagnosis rather than on the needs and characteristics of the child.

5. Labels perpetuate the notion that children with AS and HFA are qualitatively different from their peers. This is not always true. Children on the high end of the autism spectrum go through most of the same developmental stages as other kids, although sometimes at a slower rate.

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

6. Labels shape the expectations of parents, teachers, peers, and others. Imagine that you are a teacher. What would your reaction be if the principal informed you that the new child in your class has an Autism Spectrum Disorder (ASD)? Research on teacher expectations has demonstrated that what teachers believe about student capability is directly related to student achievement. Thus, if a teacher lowers her expectations of a student on the autism spectrum, statistically speaking, that student will be less likely to perform at the level he or she could without the ASD label.

7. People may confuse the child with the label. When a child is placed in a particular category, people who know some of the traits of that category may attribute ALL known traits to the child. This is called stereotyping. Stereotypes hurt children when people rationalize his or her behavioral problems by citing traits of the label.

8. Research shows that children and teens known to have AS and HFA are more vulnerable to stigma and discrimination – especially from peers (e.g., teasing, bullying, peer-rejection).


Advantages and Disadvantages of Being Labeled "Autistic" 



Next, we will look at some of the advantages of labeling:

1. A label (i.e., a formal diagnosis) provides a framework within which to understand the disorder. By noticing which symptoms seem to show up together, then noticing which cluster of symptoms a particular child seems to fall into, treatment decisions can be informed by what has - or has not - worked for other children with similar clusters of symptoms.

2. By labeling the disorder, it is easier to address any problems that are associated with it, and allows parents and teachers the opportunity to maximize the positive aspects of the disorder. Young people on the autism spectrum often have a unique ability to focus, and to catalogue detailed information about their areas of interest. In many cases, these talents can be put to very positive, constructive uses. One only needs to look at the celebrities who some suggest may qualify - or may have qualified - for an ASD diagnosis to realize what talents can be associated with what is called a “disorder.”

3. Children and teens on the spectrum have known they face certain difficulties for a long time – without being able to explain why! A label can be a relief because it allows them to learn about their disorder, to understand why they find some things so difficult, and indeed, why they are very good at some things.

4. Diagnoses can serve as a sort of cognitive shortcut. Rather than list all of a child’s symptoms individually, therapists can name the cluster and understand the child more quickly, speeding communication.

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

5. For moms and dads, the diagnosis and label usually provides them with a sense of relief. Many parents say that they have known that something was “wrong,” but felt that they could not get “the problem” properly identified. When such issues are identified and labeled, parents are better able to understand the nature of the challenges and how to address them.

6. Having a diagnosis is the key to getting autism-specific support (i.e., support that is provided by people who understand AS and HFA, as well as the specific difficulties associated with it).

7. Having received a diagnosis, a youngster on the autism spectrum can tell other family members, friends, and classmates about it (if she wants to), perhaps giving them some information about the disorder. This helps others to understand autism. When the people who are close to the AS or HFA child understand that there is a reason for her difficulties, it's much easier for them to empathize with her and offer support.

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8. If a child has AS or HFA, but doesn’t know it, it affects him anyway. If the child does know, he can learn to minimize the negative impact – and leverage the positive!

9. Knowing about AS or HFA gives the child or teen an explanation – not an excuse – for why her life has taken the twists and turns that it has.

10. Labeling providing parents and teachers with a way to learn about the youngster’s specific behavioral difficulties. By learning about the disorder, people can better understand its implications so that parental, teacher, and community expectations of the child are realistic, reasonable, and do not require him to meet standards that are outside his range of abilities.

11. Some adults on the autism spectrum choose to get a diagnosis for reasons connected to work (e.g., to get certain accommodations). Perhaps they are having problems finding a job, they have a job but are worried they will lose it, or they feel misunderstood by their employer or fellow employees.

12. Sometimes, young people on the autism spectrum have been misdiagnosed with mental health problems (e.g., schizophrenia). This may mean they have received inappropriate treatment or services. But with a formal diagnosis of AS or HFA, this can be rectified. Also, some young people do indeed have mental health problems, and these can be better addressed once their spectrum disorder has been identified. 

13. When young people are given the diagnosis of AS or HFA, it can validate their experiences by letting them know that others have similar experiences.

14. Without the knowledge that you have AS or HFA, you are likely to fill that void with other, more damaging explanations (e.g., “I’m a failure, weird, disappointment, not living up to my potential, etc.”).

15. Perhaps most importantly, when an individual knows exactly what he or she is dealing with (in this case, an autism spectrum disorder), accommodations specific to the disorder can be pursued. For example:

a.  an older teen or young adult can use the information to plot a course through college--
  • take classes part time to account for executive functioning/organizational challenges
  • request reasonable accommodations at school or at work
  • choose to live at home to minimize the number of changes all at once
  • prepare for a career that matches interests and abilities
  • join interest-based groups so that socializing has a purpose
  • request a single room to decrease social and sensory demands

b.  a middle-aged or older adult can use the information to--
  • work differently with helping professionals with an emphasis on concrete coaching help
  • renew and/or repair relationships
  • improve on relationships
  • pursue better matches
  • find people who share similar interests
  • find others on the spectrum with whom to compare notes
  • do a life review to understand why careers and relationships have - or have not - been successful
  • customize one’s environment to be comfortable and accommodating to the strengths and challenges of the disorder
  • ask for accommodations at work
  • pursue work that is more suitable.

It is always important to remember that no person is a diagnosis, and that no diagnosis is the person. AS or HFA is merely one quality of an individual. The person will have many other traits and aspects of his or her personality. Parents and teachers are encouraged to learn about the child FIRST, and then explore the way the diagnosis affects his or her functioning.

In a nutshell, labels are useful as a tool. However, as we all know, some people use labels as a weapon.

By

Do We Really Want to “Cure” Asperger’s/High-Functioning Autism?

Is it possible that everyone has a touch of Asperger’s (AS), also called High-Functioning Autism (HFA)? Think about it: all the features that characterize AS and HFA can be found in varying degrees in the “normal” population. For example:
  • A lot of people can engage in tasks (sometimes mundane ones) for hours and hours.
  • A number of “normal” people have outstandingly good rote memories and even retain eidetic imagery into adult life. 
  • Collecting objects (e.g., stamps, old glass bottles, railway engine numbers, etc.) are socially accepted hobbies.
  • Everyone differs in their levels of skill in social interaction and in their ability to read nonverbal social cues. 
  • Many individuals are visual, three-dimensional thinkers.
  • Many people can pay attention to detail – sometimes with painstaking perfection.
  • Many who are capable and independent as grown-ups have special interests that they pursue with marked enthusiasm.
  • Most men - and many women - prefer logic over emotion.
  • Pedantic speech and a tendency to take things literally can also be found in “normal” individuals.
  • The capacity to withdraw into an inner world of one's own special interests is available in a greater or lesser measure to all human beings.
  • There is an equally wide distribution in motor skills.



Other “autistic” traits that many “typical” people experience include:
  • Clumsiness
  • Don't always recognize faces right away 
  • Have a speech impediment early in life
  • Eccentric personality 
  • Flat, or blank expression 
  • Highly gifted in one or more areas 
  • Intense focus on one or two subjects 
  • Likes and dislikes can be very rigid 
  • Limited interests
  • May have difficulty staying in college despite a high level of intelligence
  • Preoccupied with their own agenda 
  • Repetitive routines or rituals 
  • Sensitivity to the texture of foods 
  • Single-mindedness 
  • Unusual preoccupations 
  • Difficulty understanding others’ feelings 
  • Great difficulty with small-talk and chatter
  • Has an urge to inform that can result in being blunt or insulting 
  • Lack of empathy at times
  • Lack of interest in other people 
  • May avoid social gatherings 
  • Preoccupied with their own agenda 
  • Social withdrawal
  • Can often be distant physically and/or emotionally

The list above is by no means exhaustive.

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

It is possible that some people are classified as having AS or HFA because they are at the extreme end of the normal continuum on ALL these features – or one particular aspect may be so marked that it affects the whole of their functioning?

The argument could be made that the difference between someone with AS/HFA and the “typical” individual who has a complex inner world is that the latter DOES take part appropriately in two-way social interaction, while the former does NOT. Also, the typical person, however elaborate his inner world, is influenced by his social experiences, whereas the person with AS/HFA seems cut off from the effects of outside contacts.




So, now a new question arises: Is it possible that AS and HFA are simply reflections of object-oriented individuals (i.e., those who have a preference for ideas, tasks and objects) versus people-oriented individuals (i.e., those who prefer social interaction over all else)? If so, does this preference make for a “disorder”?

Also, if we should view AS/HFA as a disorder, whose problem is it? Is it a problem for the person with the disorder, or for the people who have dealings with the affected person? If “normal” people have difficulty with AS/HFA individuals, but AS/HFA individuals are O.K. with themselves, then it would seem that the “typicals” own the disorder.

What if we stopped viewing AS and HFA as abnormal? Many individuals on the autism spectrum embrace their condition. Rather than seeking a “cure,” they seek respect for “neurodiversity.” They want to show that autism does NOT mean “limited,” rather it is simply a different way of thinking and viewing the world. Individuals with differently wired brains have always existed – some of them geniuses because of their autistic traits, not despite them.

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

Neurodiversity is the idea that neurological differences (e.g., AS, HFA, ADHD) are the result of natural variation in the human genome (i.e., an organism’s complete set of DNA). This represents a new way of looking at disorders that were traditionally characterized as medically or psychologically abnormal.

Neurodiversity is a viewpoint that is not universally accepted, although it is increasingly supported by science.  This science proposes that disorders like AS and HFA have a stable prevalence in human society as far back as we can measure.  We are realizing that developmental disorders emerge through a combination of genetic predisposition and environmental interaction – not the result of injury or disease. 

Talk of “cure” feels like an attack on the very being of many AS and HFA individuals. Some hate that word for the same reason other groups dislike talk of “curing gayness.” Thus, shouldn’t the accommodation of neurological differences be a similarly charged civil rights issue? If their diversity is part of their true nature, shouldn’t they have the right to be accepted and supported “as is?” 

Neurodiverse individuals have contributed many great things to human society.  If those contributions were truly influenced by neurological differences, then an attempt to “cure” such differences would seem to be extremely damaging to humanity.


Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> 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



COMMENTS:
  • Anonymous said… This is an excellent article! In my experience the window of 'neurotypical' is getting narrower and narrower. I have to chuckle when I hear all the labeling and categorizing of people these days - aren't 'labeling' and 'categorizing' hallmarks of Aspergers and HFA? What does that say about our society? People with Aspergers and HFA don't need to be cured. Neurotypicals need to be less rigid in their thinking regarding the wonderful range and diversity of the human brain:)
  • Anonymous said…I know I may be biased, partly due to the fact that I am Autistic. Yet I see many things on that list that apply to me and I don't see some of them as being entirely positive. Autism is generally identified as a multitude of these factors acting as either deficits or the brain's attempt at compensating for these deficits. If one is low functioning the factors contributing towards their Autism may almost be crippling. I am high functioning and I was torn to pieces before even attempting this post, yet I ferl strongly enough to attempt to advocate for those of us who tend to live with society's expectation that we should be the second coming of "Rain Man". Yet even as I undertake a course at Uni for Disability Studies, and don't see the academic value of this article, I do see where it is coming from. I do however, have to ask a question, can't these factors existing in almost everyone, be simply accredited to Human Diversity? Why must we glorify Autism and state (dangerously), that everyone has a degree of Autism in them? Because that in my perspective, sensationalises the stereotype that we all possess superhuman abilities. Sorry for the spiel, I do respect the article, but it is an important idea to raise.
By

Raising a Child on the Autism Spectrum: The Impact on the Family

A diagnosis of Asperger’s (AS) or High-Functioning (HFA) not only changes the life of the youngster diagnosed, but also that of parents and siblings. Many moms and dads of an AS or HFA youngster must deal with a significant amount of stress related to expensive therapies and treatments, therapy schedules, home treatments, managing job responsibilities, and juggling family commitments.

While some children on the spectrum and their families cope well with the additional challenges that autism brings, for many others, the impact can be overwhelming.  Children with AS and HFA face many issues (e.g., the persistent challenge of trying to “fit-in” with their peer group, frustration at not being able to express how they feel, daily anxiety because they can’t make sense of what is happening around them, etc.). As a result, these kids often develop stress-reducing behaviors that can make them appear odd and/or defiant. Some moms and dads even avoid taking their “special needs” youngster out to public places rather than face the reactions from those who don’t understand the disorder. This may cause not only the autistic youngster, but the entire family to become housebound.



Other stressors that often impact family life in various adverse ways include the following:

Financial Impact—

Parents of AS and HFA kids may face a significant financial burden. Autism-related expenses for treatment and therapies are very costly and may not be covered by some private health insurers. The copays moms and dads incur for office visits and medications may lead to financial debt. According to research, parents with an autistic youngster undergo an average loss of 14% in their entire family income. Working full-time becomes difficult for both the mother and father. So, they have to endure the increased expenses in spite of having a lowered household income. Full-time employment is crucial for providing health insurance. Thus, losing a full-time job often severely affects the family’s financial status.

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

Sibling Impact—

A youngster with AS or HFA also affects his “neurotypical” (i.e., non-autistic) brothers and sisters. The siblings experience many of the same stressors faced by their parents. In addition, moms and dads may not be able to offer them full parental-support, because they are engulfed in meeting the needs of the “special needs” youngster. These families often experience a more intense form of sibling rivalry than is seen in “typical” families. Then there is the challenge of trying to reduce the jealousy and resentment that results when so much attention is focused on one youngster, as well as the frequent limitations on doing common family activities.

Brothers and sisters of an AS or HFA child may suffer from being in a stressful environment, are often unable to socialize because of the difficulties at home, and may be unable to go out as a family. Some siblings become care-takers for their “special needs” sibling in an effort to help their mom and dad.

Parents and professionals alike often lose sight of the need to help siblings understand the disorder. These siblings need an opportunity to voice their questions, concerns, and emotions. An important issue is helping them identify their negative feelings as “normal” and reduce the guilt that often complicates their behavior toward their sibling. Learning that they are not alone in their situations and in their feelings is vital to a healthy attitude and the ability to cope. Thus, support groups for siblings of autistic kids can be very helpful.

Marital Impact—

A study in the Journal of Family Psychology states that moms and dads of kids on the autism spectrum had a 9.7% greater chance of getting divorced than other married couples. Marital stressors often include: financial stress, trying to find appropriate childcare, accepting their youngster’s diagnosis at different times and in different ways (which causes conflict), and not having time to spend together due to numerous commitments and inconsistent schedules.

Kids with “special needs” can drain enormous amounts of time, energy, and money. Marital problems are reported to be present to a greater degree because of the lack of time for nurturing the marriage – plus the frequent problem of moms and dads disagreeing on what needs to be done for the youngster.

Another source of marital stress is that often one parent is more effective in managing the difficult behaviors of the AS or HFA child. The reduced couple’s “quality time” together is especially problematic, because there is more that needs to be discussed and dealt with (e.g., feelings of grief and disappointment) that may never get processed. The ability to enjoy the positive features of the “special needs” youngster and to grasp what all family members gain from having to address the autism-related challenges can only take place after having grieved the loss of what parents and siblings had expected from that youngster at birth.

The first step to sorting out the difficulties arising in the marriage is understanding the way autism affects it. Family counseling can help moms and dads deal with communication and marital problems. Parents should also consider joining support groups where they can meet other moms and dads with autistic kids. Also, they must take care of themselves too, besides caring for their “special needs” youngster.




Emotional Impact—

Autism brings with it a lot of emotional ups and downs for the all family members, which start prior to the diagnosis and continue indefinitely. A study in the journal “Pediatrics” states that moms of kids on the spectrum often rated their status of mental health as fair or poor. Compared with the general population, their stress level was much higher. Besides having higher stress levels, moms of AS and HFA kids may experience:
  • Anger at themselves, spouse, or doctors
  • Despair because of the disorder’s incurable nature
  • Embarrassment over their youngster’s behavior in public
  • Feeling overwhelmed
  • Feeling socially isolated
  • Frustration at the difference between the parenting experience they are having and the one they had envisioned
  • Guilt from thinking that they may be responsible for their youngster’s disorder
  • Resentment toward their youngster – yet guilt due to the resentment

Moms and dads can become isolated, depressed, and emotionally and physically exhausted from looking after their AS or HFA youngster – and fighting for support. They may feel judged by society, guilty that their youngster is missing out on friendships due to social skills deficits, and frustrated at not knowing how best to help their child.  In some families, at least one parent can’t work due to care-taking responsibilities, which puts a financial burden on the family.  Often, AS and HFA children have disturbed sleep patterns, so they need constant supervision, which is physically exhausting.  As the child grows up, he may become too strong to handle if he throws a temper tantrum.  Some moms and dads believe that they will be the primary care-taker for life, and they are often worried about what will happen to their “special needs” youngster when they die.

The AS or HFA youngster may miss out on valuable social, educational, leisure and life experiences that others his age take for granted. As a result, the child’s confidence and self-esteem deteriorates, which may lead to depression and other mental health problems. Teens on the autism spectrum are especially vulnerable, often being bullied by their classmates or excluded from their peer group. For older teens, the transition into adulthood is just as bleak, because many do not have the social and communication skills needed to live independently or get a job. Many times, these teens simply stay at home or walk the streets through most of their adult lives, and a few tragically break the law and commit crimes often related to their lack of social understanding.

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

On a Positive Note—

Here’s the good news: Children on the autism spectrum have many more strengths than weaknesses. Parenting these children has many positives that outweigh the negatives. So, if you're troubled from hearing about all the "deficits" challenging children with AS and HFA – join the club! But for every downside, there is an upside. These positives are worth celebrating. Here a just a few examples:

They Are Less Materialistic— Of course, this is not universally true, but in general, children with AS and HFA are far less concerned with outward appearance than their “typical” peers. As a result, they worry less about brand names, hairstyles and other expensive, but unimportant, externals than most children and teens do.

They Are Not Tied to Social Expectations— If you've ever bought a car, played a game or joined a club to fit in, you know how hard it is to be true to yourself. But for children with AS and HFA, social expectations can be honestly irrelevant. What really matters to them is true liking, interest and passion -- not keeping up with the current trends and fads.

They are Passionate— Of course, not all AS and HFA children are alike. But many are truly passionate about the things, ideas and special interests in their lives. How many "typical" children can say the same?

They Have Terrific Memories— How often do typical children forget directions, or fail to take note of colors, names, and other details? Children with AS and HFA are often much more tuned in to details. They may have a much better memory than their typical peers for all kind of critical details.

They Live in the Moment— How often do typical children fail to notice what's in front of their eyes because they're distracted by social cues or random chitchat? Children with AS and HFA truly attend to the sensory input that surrounds them. Many have achieved the ideal of mindfulness.

They Play Fewer Head Games— Most AS and HFA children don't play games -- and they assume that you won't either. It's a refreshing and wonderful change from the typical B.S. that tarnishes too many typical relationships!

They Rarely Judge Others— Who's in better shape? Richer? Smarter? For children with AS and HFA, these distinctions hold much less importance than for typical kids. In fact, they often see through such surface appearances to discover the real person.

They Rarely Lie— We all claim to value the truth, but almost all of us tell little white lies …all, that is, except children with AS and HFA. To them, truth is truth -- and a good word from a child on the spectrum is usually the real deal.

As one 12-year-old boy on the spectrum stated, “I'm glad that some people recognize the strengths of Asperger's syndrome. People shouldn't look at us as just weird. They should know our positive traits too.”


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
By

Guiding ASD Teens Through Adolescence To Adulthood

Parenting any ASD adolescent has its challenges. When he or she has Asperger’s (AS) or High Functioning Autism (HFA), the challenges are even greater. While most young people on the autism spectrum attend regular school, have friends, and participate in the same activities as their peers, they possess certain traits - and face certain obstacles - that “typical” adolescents don’t. For example:
  • Adolescents on the autism spectrum might imitate what they have learned in books or movies, and their voices might sound flat or boring.
  • Many AS and HFA adolescents prefer to be alone and may not show an interest in making friends. 
  • Some are quiet and withdrawn. 
  • They often don’t understand the importance of eye contact – and may avoid it altogether. 
  • They have trouble understanding jokes or sarcasm.
  • Some AS and HFA adolescents don’t understand socially acceptable ways to express frustration, and may become aggressive or throw tantrums.
  • Most of these young people are socially awkward since they have difficulty processing social cues, (e.g., body language, sarcasm, humor, figurative language, emotional responses, and facial expressions). These nuances of social interaction may fall unnoticed to the adolescent.
  • Sometimes they seem insensitive or look unemotional, but often they just don't know how to express how they're feeling. It doesn't mean they don't have feelings – it’s just more difficult for them to show those feelings or understand the feelings of others.
  • Many of these adolescents have trouble coping with change, and may not react well to changes in routine.
  • Most report that they feel "sensory overload" (e.g., they have heightened senses that can make noises seem louder and more startling, and lights may seem brighter). 
  • Regarding sexuality, special issues that may need to be addressed for these adolescents include: communicating about inappropriate behavior, dealing with menstrual cycles, distinguishing between appropriate and inappropriate touching, maintaining physical boundaries with others, physical changes, and refraining from self-touch.
  • The hallmark of AS and HFA is “social development” issues. These adolescents have trouble interacting with others. The part of the brain that recognizes and displays human emotion has developed differently, and a smile or a frown does not hold the same emotional significance as it does for a “typical” teenager.
  • AS and HFA traits can include fixation on objects and ideas, or making repetitive motions or using repetitive speech.



Adolescents with AS and HFA need time to gradually learn and practice adult life-skills (e.g., finding a job, managing finances, doing laundry, preparing meals, driving a car, arranging medical appointments, etc.). They may not be ready for adult responsibilities at the same age as their “typical” peers. Thus, it’s very important that parents help their “special needs” teenagers learn to be comfortable with their own situation and abilities.

Below are some suggestions for how parents can guide their AS and HFA teenagers through adolescence – and prepare them for adulthood:

1. AS and HFA adolescents can learn appropriate behaviors, and many of them work hard to learn emotional interpretation and response. Also, they DO feel emotions (e.g., empathy); however, it’s learning to express these emotions in a way others understand that is difficult. The earlier the symptoms of AS and HFA are addressed, the more likely it’s that the adolescent will have better success in his or her social interactions.

2. Adolescents on the autism spectrum need to know both the mechanics and morals connected with sex. Books and classes have suggestions about how to handle the topic.

3. Assign age-appropriate chores. Your “special needs” teenager can begin with simple tasks (e.g., setting the table, taking out the garbage, etc.). Later, she can take on larger tasks (e.g., preparing a simple meal once a week for the family).

4. Base your support and expectations on your teen's abilities, level of emotional security, and history – not on her chronological age or what her peers are doing.

5. Celebrate and enjoy each milestone your teen reaches on the road to self-sufficiency. But at the same time, understand that you are going to have frustrations, and that this phase is going to bring a whole new set of stressors.

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

6. Check with your adolescent's school about any transition services the district may provide.

7. Don’t rescue your teenager by paying off her debts or by making excuses to her teacher for a failing grade. Let her feel the consequences, and the lessons will be long lasting.

8. Emphasize that your teen’s main responsibility at this stage in life is to get an education. It’s difficult to become a successful, self-supporting grown-up in contemporary society without at least a high school diploma. If marks and test results start to decline, be sure to show concern and take measures to reverse the trend as quickly and as forcefully as possible.

9. Enroll your teenager in a life-skills class, and also teach these skills at home.

10. Explain how you will help your adolescent move into adult life. AS and HFA adolescents need to know how long they can live at home and whether or not their mom and dad will help them with their first apartment rental, pay college tuition, keep them on the family health insurance, etc.


11. Explore substitutes or assistance for skills that are not manageable. As the parent, you are the best judge of when your adolescent is ready to partially or fully manage adult tasks.

12. Get your teen involved in peer-mentoring groups to learn life and job skills.

13. Group video instruction can help teens with AS and HFA learn important social skills. While the diagnosis rate for AS and HFA for 14- to 17-year-olds has more than doubled in the past five years, very few strategies have been found to help these teens develop the social skills they need to be successful. Studies have shown AS and HFA teens are more likely to pay attention when an innovative technology delivers the information. Video-based group instruction is important, given the often limited resources in schools that also face increasing numbers of students being diagnosed with AS and HFA.

14. Have your teenager meet with other AS and HFA adolescents with similar challenges. This can make her feel not so alone and ostracized.

15. Include your teenager in groups (e.g., support, therapy, social and sports groups).

16. Lead by example. Teens absorb attitudes, behaviors and habits from their parents. When they see the family wage-earners going to work daily, and both mom and dad cooperating to do cleaning, cooking and other household chores, they come to understand that everyone needs to contribute to the welfare of the family.

17. Make a list of the skills you believe your “special needs” teen will need in the outside world. Do this as you go through your day – working, shopping, paying bills, cooking and performing other normal tasks. Writing the list yourself will make you aware of behaviors that you can model and share with your adolescent. Show the list to his teachers, doctor, therapist and any other caregiver who helps him. Ask these people to review and add to the tasks, using their knowledge of your teen’s abilities and problems. Also, turn the everyday activities from your list into “teaching moments” (e.g., at the grocery store, you can ask your teen to find the least expensive canned peaches; wait at a bus stop and demonstrate how to pay the fare, find a seat and get off at the right stop; show your teen simple cooking and cleaning methods, etc.).

18. One of the greatest gifts you can give your AS or HFA adolescent is the ability to handle his emotions. Teaching him how to identify, reflect on, and deal with his feelings by the time he leaves home is one of the best ways to prepare him for adulthood. In fact, this emotional strength and ability will take your child much farther in life than intellectual ability or a specific ability (e.g., athletic or artistic ability).

19. Provide ongoing emotional and tangible support even after your young adult moves out of your home. Moms and dads who visit frequently, assist with household management, help to fill out tax forms, etc., help their adult children not feel too overwhelmed as they adjust to life away from parents.

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

20. Remember that under Federal law (Individuals with Disabilities Education Act), by the time a special education student reaches age 16, the school is to provide a plan that may include help obtaining further education, getting a job, or living independently. Moms and dads need to advocate for these services. Communicate respectfully, clearly, and often with your school's "transition coordinator" about your teen's transition plan.

21. See that your adolescent gets enough experience in normal social etiquette (e.g., talking to a store clerk, relating to friends at a party, asking for information, etc.).

22. Seek out social-skills classes sponsored by local schools, community centers, colleges or charitable foundations.

23. Teach and re-teach your adolescent adult life-skills (e.g., balancing a checkbook, paying off a credit card balance, cooking, laundry, car maintenance, making doctor appointments, etc.). Provide abundant opportunities for supervised practice.

24. The most important thing moms and dads can do is to “let go” of their “special needs” teen and let him experience success -- and failure -- on his own. No matter how complex the special need is, that teenager will be striving for a state of independence. He wants that, just like all teens want independence. As true as this may be, it can be challenging emotionally for moms and dads to transition from a protective, advocatory role and to permit new degrees of autonomy.

25. The next time you talk to your AS or HFA adolescent about a problem she is facing, help her to reason on how her choices reflect on her. Help her to see how her choices either enhance her reputation or tarnish it, which in turn will help or hurt her future prospects.

26. Very few young adults on the autism spectrum are ready for full "independent" living. They all need ongoing support and encouragement from parents as they learn to negotiate the adult world. “Launching” AS and HFA individuals from the “nest” brings some unique challenges. Initially, "interdependence" rather than "independence" is a more fitting goal for these young people as they begin to venture into the world.

27. When a problematic issue arises, try reversing roles. Ask your adolescent what advice she would give you if you were her child. Have her do research to come up with reasons to support – or challenge – her thinking. Discuss the matter again within a week.

28. When your adolescent shows that she is handling her social life, schoolwork, and part-time employment well, you can start to gradually loosen the apron strings and trust her with more responsibility. This may be the time to go on a short vacation and leave your adolescent home alone to look after herself and the house. Soon she'll be off to college or university (hopefully), and she needs to practice being on her own.

29. Write down one or two areas in which you could extend a little more freedom to your “special needs” teenager. Explain to her that you are extending this freedom on a trial basis. If she handles it responsibly, in time she can be granted more. If she does not do so, the freedoms she has been granted will be curtailed.

30. Your AS or HFA teen needs to be socialized. Give her plenty of opportunities to mix amicably with other people of all age groups. She should visit restaurants, movies, and malls and learn to behave appropriately in all circumstances. Grown-ups don’t live in isolation. They need to interact graciously with different types of people in a variety of milieus. As your teenager matures, she should improve her social skills so she can converse pleasantly with anyone in diverse situations.

As mentioned earlier, young people on the autism spectrum need extra time to learn and practice adult life-skills, because their “emotional age” is much younger than their “chronological age” …in other words, you may have a teenager who is 17-years-old chronologically, but emotionally more like 14-year-old. So, the earlier you begin helping out in this area – the better!

==> Videos for Parents of Children and Teens with ASD
By

Creating an Effective Learning Environment for ASD Students: Tips for Special Education Teachers

Many special education teachers are encountering students with Asperger’s (AS) and High Functioning Autism (HFA) for the first time – and have expressed some anxiety about this. So in this post, we will discuss a few ideas and techniques that will help facilitate an effective learning environment for these “special needs” students.

The first step would be to get acquainted with some of the associated traits. AS or HFA students may exhibit many of the characteristics listed below. These are usually not isolated ones; rather, they appear in varying degrees and amounts in most children on the autism spectrum:
  • spontaneous in expression
  • often can’t control emotions
  • find it difficult, if not impossible, to stay on task for extended periods of time if not interested in the subject matter
  • low tolerance level
  • high frustration level
  • poor concept of time
  • weak or poor self-esteem
  • coordination problems with both large and small muscle groups
  • difficulty in following complicated directions
  • difficulty remembering directions for extended periods of time
  • inflexibility of thought 
  • poor auditory memory (both short-term and long-term)
  • poor handwriting skills
  • difficulty in working with others in small or large group settings
  • easily confused
  • easily distracted
  • difficulty attending to relevant stimuli 
  • expressive language difficulties 
  • language comprehension difficulties 
  • organizational difficulties 
  • preference for familiar routines and consistency 
  • resistance to change 
  • sensory processing difficulties 
  • social relations difficulties

Special education teachers use varied strategies to help promote learning. While each student with AS and HFA is different, there are standard methods that can be employed. Some of the most common of these are individualized instruction, problem-solving assignments, and working in small groups. If, for example, an AS or HFA child needs special accommodations or modifications to take a test, educators can provide the appropriate assistance (e.g., extending the time needed to take the test, or reading the questions aloud).

The terms accommodations and modifications do not mean the same thing. Sometimes teachers get confused about what it means to have an “accommodation” and what it means to have a “modification.”

An accommodation is “a change that helps the child overcome - or work around - the deficit.” Allowing a child who has trouble writing to give her answers orally is an example of an accommodation. This child is still expected to know the same material and answer the same questions as fully as the other kids, but she doesn’t have to write her answers to show that she knows the information.

A modification means “a change in what is being taught to - or expected from - the child.” Making an assignment easier so the child is not doing the same level of work as the other kids is an example of a modification.

==> The Complete Guide to Teaching Students with Aspergersand High-Functioning Autism

In a nutshell, special education involves adapting the content, methodology, or delivery of instruction. Accommodations and modifications are most often made in the following areas:
  • Instruction (e.g., using a student/peer tutor, reducing the reading level, reducing the difficulty of assignments, etc.)
  • Materials (e.g., giving copies of your lecture notes, providing audiotaped lectures or books, etc.)
  • Scheduling (e.g., breaking up testing over several days, giving the child extra time to complete assignments or tests, etc.)
  • Setting (e.g., having the student work one-on-one with you, working in a small group, etc.)
  • Student response (e.g., using a word processor for written work, allowing answers to be given orally or dictated)

Below is a list of helpful tips related to special education, as well as suggestions for accommodations and modifications for the AS and HFA student:

1. Color code items. For example, put some red tape on a math text book along with red tape on the math note book. Color-coding items helps the AS or HFA youngster with organization.

2. Consult other educators and administrators when you have difficulty, or don’t know how to work on a certain skill or goal. You don’t constantly have to reinvent the wheel when you teach children with IEPs. Teaching children with special needs can be overwhelming, but with help from other staff members and a positive attitude, it can be one of the most rewarding jobs in education.

3. Create a weekly progress note to send home. These progress notes can be very simple with a blank for an accomplishment the child made, a goal to continue working on, and any special comment or news about the child. The mother and father will also appreciate quick phone calls when their children achieve a goal that they have been struggling with.

4. Develop lesson plans based on your youngsters’ IEPs. If you have a resource room, then you may have individual lesson plans for each of your “special needs” children. For example, if you have 8 children on your case load, then you may have 8 different math plans or 8 different reading lessons. This can be complicated and hard to organize. Make sure to use your paraprofessionals to help you teach your children and follow their IEPs.

5. Get rid of clutter! If your classroom is cluttered, this can be very distracting for AS and HFA children.

6. Give ongoing feedback.

7. Give repetition and clarification regularly.

8. If you are a regular classroom teacher with an AS or HFA child in your class, then your lesson plan for that child may look more like a modification of a lesson or assignment (e.g., if one of the IEP goals is for the child to stay in his seat for 5 minutes without getting up, then you will work on this goal when you assign a math worksheet or during writing workshop). It helps to make notes in your plan book when you are working on a certain IEP goal.

9. Keep instructions and directions “chunked.” Offer one step at a time, and don't overload the child with too many pieces of information at once.

10. Keep lessons concrete. Use visual and concrete materials as much as possible.

==> The Complete Guide to Teaching Students with Aspergersand High-Functioning Autism

11. Larger size font is sometimes helpful.

12. Let the AS or HFA youngster deliver oral responses instead of written where appropriate to demonstrate understanding of concept.

13. Make parent communication a weekly goal for positive and constructive messages. Moms and dads of AS and HFA children often are tired of hearing negative things about their kids. It’s important to communicate with them about all aspects of their youngster’s progress and behavior.

14. Make sure there are visual clues around the room to help.

15. Make use of Graphic Organizers.

16. Observe AS and HFA children carefully, and keep detailed notes. Your note system may look different than other educators' systems, but you have to find one that works for you. You may use note cards, labeled with each child's name, or you may use one note card for each subject and record notes about all children on the same card during math or reading class. Some educators prefer to use sticky labels. They write one note per label about a youngster. When class is over, they transfer their labels to the student folders and have detailed notes with the date of each observance. It’s extremely important to keep notes about children with AS and HFA so you can update their IEPs with correct information.

17. Pay close attention to lighting. Sometimes preferential lighting can make the world of difference.

18. Read your youngsters’ IEPs carefully and take note of the goals that they should work on throughout the quarter. Many children with AS and HFA have several different goals they are working on in multiple areas, so you will probably have to check IEPs often or have a certain system for referring to what each child is working on.

19. Think critically about seating arrangements. Seat the youngster away from distractions whenever possible.

20. Try “ability grouping” (i.e., have a few peers that can support the AS or HFA child experiencing difficulties).

21. Use assistive technology when available.

In addition, consider offering the following:
  • a “chill-out” area (i.e., a quiet location to enable the child to calm down and relax)
  • a buddy, and let the buddy know what his or her role is (i.e., supportive)
  • a study carrel or alternate place to work for specific tasks
  • a tracking sheet of expected assignments for the week or day 
  • auditory supports to keep the child from having too much text to read 
  • close proximity to the teacher
  • extra time for the processing of information
  • headphones to remove extraneous noises
  • organization tips (let moms and dads know about the organization tips they can use to support their children at home)
  • photocopied notes to avoid having the children copying from the board or chart paper
  • reminders on the desk (e.g., charts, number lines, vocabulary lists, etc.)
  • scribing - or a peer for scribing - when necessary
  • speech-to-text software applications
  • time extensions as necessary
  • time management tips and skills (e.g., have sticky notes on the child's desk to remind the child of how much time he or she has to complete tasks)

Be selective when determining the accommodations that will best help the “special needs” child. If the accommodations don't work after a specified period of time, try something else. Remember, the IEP is a working document, and its success will depend on how closely the contents are implemented, monitored and revised to meet the child's needs.

Rarely are there specific lesson plans for special education. Educators can take existing lesson plans and provide accommodations and modifications to enable the AS or HFA child to have optimum success. Below is a list of reflective questions to ask yourself as a special education teacher. This may seem like a lot of questions to ask yourself to ensure that all children have maximized learning opportunities, but once you get into the habit of this type of reflection as you plan each lesson, you will soon be an expert at ensuring that the inclusional classroom operates effectively:
  • Are the instructional materials selected with all of the children in mind?
  • Are the instructional materials you select conducive to meeting the needs of the AS or HFA youngster?
  • Can they see, hear or touch the instructional materials to maximize learning? 
  • Do the children have an element in choice for the learning activities? 
  • Do the children understand the vocabulary necessary for the specific concept you are going to teach? 
  • Do they have a longer time line?
  • Do you have alternate means of assessment for children with AS and HFA (e.g., word processors, oral or taped feedback)?
  • Do you need to teach the child specific learning skills for the lesson (e.g., how to stay on task, how to keep organized, how to get help when stuck, etc.)?
  • Does the child have a peer that will help?
  • Does the youngster have reduced quantities of work?
  • Does what the children do extend or lead them to new learning?  
  • Does your lesson focus completely on the content?
  • Have you addressed the multiple learning styles? 
  • Have you built in time for a break or change in activity?
  • Have you maximized assistive technology where appropriate? 
  • Have you provided checklists, graphic organizers, or/and outlines? 
  • How will you ensure that these children are understanding the lesson material?
  • How will you introduce the new vocabulary to these children?
  • How will your overview engage them?
  • If you are using overheads, are there extra copies for children who need to have it repeated? 
  • Is there a need to focus first on the vocabulary prior to starting the lesson? 
  • What are your visuals, and are they appropriate for all?
  • What other hands-on instructional materials can you use to ensure that these children will understand learning concepts? 
  • What strategies are in place to help re-focus the youngster, continue to build self-esteem, and prevent him or her from being overwhelmed?
  • What type of review will be necessary? 
  • What will ensure that these children are engaged? 
  • What will you use to demonstrate or simulate the learning concept? 
  • What will your overview look like?

 ==> The Complete Guide to Teaching Students with Aspergersand High-Functioning Autism

Here is a summary of techniques to help you with the “inclusional classroom,” which will assist in meeting the needs of your special education children:
  • AS and HFA children have agendas which I regularly have them - and myself - refer to.
  • Clarifications and reminders are given regularly as needed.
  • Extra assistance is provided when needed through a peer or myself.
  • Home/school communication is in place for those children requiring it.
  • I allow additional “wait time” for my AS and HFA children.
  • I have a special carrel or private location for test-taking and or seat-work for those requiring “freedom of distractions.” 
  • I have eliminated as much clutter and can and keep distractions to a minimum.
  • I have procedures that are well understood by the children to keep noise levels at an acceptable level. 
  • I never begin instructions until I have all my students’ undivided attention.
  • I never present instructions orally alone. I always provide graphic organizers, written or graphical instructions too.
  • I provide my AS and HFA children with regular, ongoing feedback – and always promote their self-esteem.
  • My AS and HFA children are aware of my cueing and prompting system, which helps them stay on task.
  • My AS and HFA children are within close proximity to me or my assistant.
  • My classroom expectations are clearly understood – as are my consequences for inappropriate behaviors.
  • Praise for “catching them doing it right” occurs regularly.
  • Use of behavior contracts to target specific behaviors is in place.
  • Work is organized into workable “chunks.”

Although there is a range of interventions designed for children on the autism spectrum, there is no one intervention or approach proven effective for EVERY student. To gain the most from any intervention or teaching technique requires a careful review of the parent's vision for their son or daughter, the child’s ability to communicate, how he or she prefers to communicate, and the child’s cognitive ability, learning style, adaptive behavior and independent daily living skills. 

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
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The Distinction Between Meltdowns and Tantrums in Children with Autism Spectrum Disorder (ASD)

Children diagnosed with Autism Spectrum Disorder (ASD) often communicate their internal experiences and emotional states in ways that may di...