Search This Site

Followers

Showing posts sorted by relevance for query academic. Sort by date Show all posts
Showing posts sorted by relevance for query academic. Sort by date Show all posts

Aspergers Summer Camps

The Learning Camp
Vail, Colorado, USA
Camp Type: Residential
Phone: 970-524-2706
The Learning Camp delivers twelve years of building confidence and academic success in males and females 7-14 with ADD, ADHD, Dyslexia and other learning differences. Located in the Vail Valley of CO…

Camp Kodiak
McKellar, Ontario, Canada
Camp Type: Residential
Toll-Free: 877-569-7595
Phone: 705-389-1910
Integrated, non-competitive camp for kids & adolescents with & without ADHD, LD, NLD, & AS. Social skills & academic programs, 50+ sports & activities, professional staff, 2-to-1 ratio, lakeside cabins...

Camp Caglewood
Suwanee, Georgia, USA
Camp Type: Residential | Day | Adult
Toll-Free: 800-979-2829
Phone: 678-405-9000
Camp Caglewood provides weekend camping and day trip programming for kids and adults with special needs...

Camp Discovery
Pacific Palisades, California, USA
Camp Type: Day
Phone: 818-501-5522
Camp Discovery is an outdoor day camp for kids ages 3 – 10 with mild or moderate special needs. Camp Discovery offers a 1:3 therapist to youngster ratio. All of our therapists have special training to...

Social and Sensory Camps
Campbell, California, USA
Camp Type: Day
Phone: 408-871-8711
The Lighthouse Project offers a wide range of summer camps for high functioning kids with Nonverbal Learning Disorders, Asperger's, high functioning Autism, and Attention Deficits...

Camp Buckskin
Ely, Minnesota, USA
Camp Type: Residential
Phone: 218-365-2121
We have been helping young people with AD/HD, LD, and Aspergers to become more successful since 1959. We offer instruction in both traditional camp and some academic activities in our scenic Northwoods…

Oregon Trails
Redmond, Oregon, USA
Camp Type: Residential
Toll-Free: 888-458-8226
Phone: 828-697-6313
Hiking trips for adolescents with Asperger's syndrome or ADHD take place in the Redmond, Oregon area...

Winston Preparatory Summer Enrichment Program
New York, New York, USA
Camp Type: Day
Phone: 646-638-2705 x 688
Winston Preparatory Summer Enrichment provides students with the unique opportunity to participate in an individually designed program aimed to enhance academic skills. Each student receives daily…

Frontier Travel Camp
Miami Shores, Florida, USA
Camp Type: Travel
Toll-Free: 866-750-CAMP
Phone: 305-895-1123
Summer travel program for those with special needs. With quality staff and accommodations, Frontier travels throughout the United States, Canada, Europe, and elsewhere…

Kinark Outdoor Centre
Minden, Ontario, Canada
Camp Type: Residential
Toll-Free: 800-805-8252
Phone: 705-286-3555
The Kinark Outdoor Centre is a program of Kinark Child and Family Services facilitating skill development, social recreation, family enrichment and adventure based programs for kids and families ...

Summit Camp
Honesdale, Pennsylvania, USA
Camp Type: Residential
Toll-Free: 800-323-9908
Phone: 570-253-4381
Sumimt Camp & Travel offers camping for males and females with attention, social, or learning issues...

Camp Huntington
High Falls, New York, USA
Camp Type: Residential
Toll-Free: 866-514-5281
Phone: 845-687-7840
Camp Huntington is a co-ed, residential, seven-week program for kids and young adults with a variety of special needs. Our program is designed to maximize a youngster's potential and develop their…

Trek
Seattle, Washington, USA
Camp Type: Residential
Toll-Free: 888-458-8226
Phone: 888-458-8226
Northwestern adventures for kids with Asperger's, NLD, ADHD, or other social skills needs...

Camp Kirk
Kirkfield, Ontario, Canada
Camp Type: Residential
Toll-Free: 1-866-982-3310
Phone: 416-782-3310
Camp Kirk is a wholesome experience for kids with learning disabilities and/or ADHD, and those with incontinence or enuresis(bed wetting) difficulties set in the beautiful Canadian countryside...

Ko-Ach Adventures
Temagami, Ontario, Canada
Camp Type: Residential | Tours | Family | Adult
Phone: 647-298-1860
Ko-Ach Adventures provides meaningful summer programming to young people and young diagnosed with Autistic Spectrum Disorder, Aspergers Syndrome or a mild to moderate developmental delay...

Turn-About Ranch
Escalante, Utah, USA
Camp Type: Residential
Toll-Free: 866-280-1764
Phone: 435-826-4240
Real ranch. Real values. Real change. Turn-About Ranch is a working horse and cow ranch for adolescents...

Charis Hills
Ingram, Texas, USA
Camp Type: Residential
Toll-Free: 888-681-2173
Phone: 325-247-4999
Charis Hills is a Christian, co-ed, residential summer camp which helps kids with learning differences build confidence and find success. We welcome kids with ADHD, LD, ED, and Asperger’s...

Camp Connect
Bridgewater, Massachusetts, USA
Camp Type: Day
Phone: 508-697-7557
For Kids & Adolescents with Asperger's Syndrome, High Functioning Autism, and related challenges...

Turn-About Ranch
Lake Saranac, New York, USA
Camp Type: Residential
Toll-Free: 888-458-8226
Phone: 828-697-6313

Talisail
Northwestern, Washington, USA
Camp Type: Residential
Toll-Free: 888-458-8226
Phone: 888-458-8226
Talisail is a sailing program for adolescents (13-17 y/o) with Asperger’s, high-functioning Autism, or ADHD/LD, and takes place in the world-class waters of the San Juan archipelago in Northwestern Washington…

Camp Akeela
Thetford Center, Vermont, USA
Camp Type: Residential
Toll-Free: 866-680-4744
Phone: 802-333-4843
Camp Akeela is a co-ed, overnight camp in Vermont. Within a well-rounded and traditional program we emphasize the social growth of our campers, many of whom have been diagnosed with Asperger’s Syndrome…

Camp Northwood
Remsen, New York, USA
Camp Type: Residential
Phone: 315-831-3621
Providing quality programming to a coed population of 165 kids in need of structure and individualization. The Camp Northwood program is oriented toward a population of learning challenged/ADHD...

Talisman Programs
Zirconia, North Carolina, USA
Camp Type: Residential
Toll-Free: 888-458-8226
Phone: 828-697-6313
Talisman Programs are designed specifically for kids and teenagers with ADHD, learning disabilities, Aspergers, and similar social and behavioral needs. Our activities focus on building confidence...

Summit Travel
Honesdale, Pennsylvania, USA
Camp Type: Residential
Toll-Free: 800-323-9908
Phone: 570-253-4381
Sumimt Camp & Travel offers camping for males and females with attention, social, or learning issues...

Camp Kennebec
Arden, Ontario, Canada
Camp Type: Residential
Toll-Free: 1-877-335-2114
Phone: 613-335-2114
Camp Kennebec is an inclusive residential camp for kids with various learning disabilities, ADD/ADHD, Tourette Syndrome, ASD, and other social and behavioural exceptionalities. Camp Kennebec offers...

Blooming Acres
Oro Station, Ontario, Canada
Phone: 705-487-3076
The Blooming Acres summer Camp is a therapeutic agricultural, recreational and vocational experience for kids, teenagers and adults diagnosed with Autism, Asperger’s Syndrome and other related…

Circle of Friends Social Skills Camp
Marietta, Georgia, USA
Phone: 770-352-9952
Day camp for social skills training and friendship development for kids with special needs…

Extreme Sports Camp
Aspen, Colorado, USA
Phone: 970-920-3695
Extreme Sports Camp is an overnight summer camp in Aspen, Colorado, where older kids with autism spectrum disorders can safely engage in sustained physical activities and find personal growth through…

Ranch Camp at Down Home Ranch
Elgin, Texas, USA
Phone: 512-856-0128

HI-STEP Summer Social Skills Program Camp
Somerset, New Jersey, USA
Phone: 732-873-1212
HI-STEP (formerly Stepping Stone) Summer Social Skills Program / Camp in New Jersey may serve as Special Education Extended School Year (ESY) program…

Camp Health Hope and Happiness
Seba Beach, Alberta, Canada
Camp Health, Hope & Happiness is the only camp in Alberta that accepts, and provides programs, for individuals who have any type and any degree of disability or illness…

Confidence Connection
Wellelsey, Massachusetts, USA
Serving kids ages 4-12, with Autism/PDD, Asperger’s, developmental and speech/language delays…

The Monarch School Summer Program
Houston, Texas, USA
The Monarch School offers a 5-week summer program with an emphasis on Executive Functioning, Relationship Development, Academic Competence, and Self-Regulation…

Camp Maple Leaf
Wallingford, Vermont, USA
A FUN summer day camp experience (ages 8-17) that teaches social/ relaxation skills to individuals diagnosed with Nonverbal Learning Disabilities, Asperger's Syndrome, PDD, and HFA…

Summer Sensations
Columbia, Maryland, USA
Sensory Motor Full Day Camp carefully designed for kids with sensory processing differences…

Mitchell's Place
Irondale, Alabama, USA
Mitchell's Place developed out of one family's need to provide their son with comprehensive treatment that would address his specific needs and enhance his many strengths…

Rock Climbing Social Skills Group
Huntington Beach, California, USA
Rock Climbing Social Skills Group

Sense Abilities For Kids
Leesburg, Virginia, USA
Our Special Needs Summer Camp offers kids of all abilities to explore their world using touch, movement, body awareness, sight and sound…

St Francis Camp on the Lake
Jerome, Michigan, USA
St Francis Camp serves the needs of our special campers aged 8 - 80. We are located near Jerome MI...

Camp Rise Above
San Diego, California, USA
Camp Rise Above is a specialized summer camp for kids who don’t enjoy the typical summer camps with 30+ kids and low supervision. Our camp is a small group environment where every youngster receives…

Expressions at George School
Newtown, Pennsylvania, USA
Expressions is a day camp designed specifically for males and females ages 7-15 with High Functioning Autism, Apserger's Syndrome, Nonverbal Learning Disabilities and other similar social challenges...

Wediko New Hampshire Summer Program
Windsor, New Hampshire, USA
A 45-day therapeutic residential program that provides academic instruction, experiential education, group therapy, family therapy, milieu therapy, and psychiatric consultation to kids aged 6-18…

YouthCare MGH
Charlestown and Westwood, Massachusetts, USA
Founded in 1969, YouthCare offers a fun-filled seven-week therapeutic day camp for kids through age 14. Each camp day consists of recreational activities as well as therapeutic groups and…

Gulf Islands Film and Television School
Galiano Island, British Columbia, Canada
Intensive weeklong and monthlong media production programs for young people & adults. Students produce short films in teams of four. Rural island off the west coast of B.C.

Advantage Riding Academy
Merrimac, Massachusetts, USA
Horseback riding from the therapeutic to advanced level…

Spectra Academy
Montclair, New Jersey, USA
This is a new program for kids and adolescents with Asperger’s disorder, high functioning autism and those with related social pragmatic difficulties aged 8-14. Kids in this spectrum need…

Camp CARD NE
Ogunquit, Maine, USA
A SUMMER CAMP FARM EXPERIENCE FOR SOCIAL SKILL DEVELOPMENT CAMP CARD NE is a social enrichment program for kids with an autism spectrum disorder…

Camp Maple Leaf
Wallingford, Vermont, USA
A fun camp experience that focuses on social skills and leisure/relaxation skills development for kids and adolescents diagnosed with: Nonverbal Learning Disabilities Asperger's Syndrome…

SL Start
Boise, Idaho, USA
Day camp providing Developmental Therapy and Intensive Behavioral Intervention to kids 3-12...

Cincinnati Occupational Therapy Institute
Cincinnati, Ohio, USA
Summer experiences for kids with sensory processing disorder and other sensory and motor problems...

Camp STAR Summer Treatment for ADHD
Highland Park, Illinois, USA
Camp STAR is an evidence-based DAY camp for kids with behavioral, social and emmotional issues run but clinical staff from the University of Illinois Chicago, and NCYS North Shore Day Camp…

Camp New Connections
Belmont, Massachusetts, USA
Camp New Connections is a Summer Pragmatic Language Program for kids and adolescents with Asperger's Disorder, PDD-NOS, and Nonverbal Learning Disabilities...

Camp Excel
Allenwood (Wall Twp), New Jersey, USA
Camp Excel is a specialized summer camp for kids ADHD and others with Social Skills Challenges. We focus on developing social skills and the social awareness necessary for better relationships...

92nd Street Y Camp Bari Tov and Camp Tova
New York, New York, USA
92nd St. Y’s nurturing day camps for developmentally disabled kids ages 5-13. Bari Tov offers 1-to-1 supervision, while Tova provides a small group structure at our beautiful upstate campground…

Achieve Fluency Learning Camp
Stamford, Connecticut, USA
AFLC is a summer camp for kids with and without special learning needs age 4-12. Our unique program offers kids a great opportunity to receive special attention for their language, academic…


Children with Autism Making Progress
South Pasadena, California, USA
C.A.M.P. is based on the fundamental belief that kids with autism experience life with a super sensitivity unlike typically developing kids…

Schools for Asperger's Children

Sherman Oaks and Culver City, California
Village Glen School—

Sponsored by the The Help Group, the Village Glen School is a therapeutic day school program for kids with challenges in the areas of socialization, communication, language development, peer relations, learning disabilities, and academic performance without significant behavior problems. Many of the clients served at Village Glen experience special needs related to Aspergers and high functioning autism. Visit their web site at: www.villageglen.org

East Bay, California
The Springstone School—

The Springstone School, located in Concord, California, is an independent middle school that promotes and develops academic, social and prevocational skills for clients with Aspergers and Nonverbal Learning Disabilities. The professional and experienced staff fosters values of independence, responsibility and community in preparation for high school, and beyond through intensive, individualized instruction in small structured classrooms.

Contact Information:
The Springstone School
1035 Carol Lane
Lafayette, CA 94549
(925)962-9660
Fax: (925) 962-9558
email: info@thespringstoneschool.org
website: www.thespringstoneschool.org Please visit their web site at: The Springstone School

San Francisco Bay Area, California
Orion Academy—

Orion Academy is a nonprofit College Preparatory Day School located in San Francisco's East Bay area for High School Clients with Neurocognitive Disabilities.

Mission: To educate secondary clients with NLD, Aspergers and Other neurocognitive disorders in a program that equally emphasizes academics, social competency and pragmatic language development.

If you are interested in more information about this school, please contact Rosemary at 925-377-0789 or visit their web site at www.orionacademy.org

Newbury Park, California
Passageway School—

Day School for kids with Asperger syndrome.

Our Philosophy is to work with kids in small classroom settings. (4 to 7 kids per class). Tailor their education to their IEP's and to work individually on their behaviors thru positive reinforcement. Our class day tends to be very structured. We do allow and encourage the kids to develop their individuality, while maintaining classroom discipline. Our discipline methods are developed according to the needs of the child. We prefer to use reward systems that daily and weekly inspire the child to change his or her behavior.

Contact Shirley Juels at 805-375-4950
or e-mail to: PassagewaySchool@aol.com
or, visit their web site at www.passagewayschool.com

Bethlehem, Connecticut
Woodhall School—

Males residential school.

For information contact:

Woodhall School
PO Box 550, Harrison Lane
Bethlehem, CT 06751-0550
Phone: 203-266-7788

East Haddam, Connecticut
Franklin Academy—

This is a boarding school program.

For more information:

Franklin Academy
106 River Road
East Haddam, CT 06423
Phone:860-873-2700
Fax: 860-873-8861 admission@fa-ct.org
or visit their web site at: www.fa-ct.org

Washington, Connecticut
Glenholme School—

The Glenholme School is a boarding school for "special needs clients situated on over 100 idyllic acres of Connecticut countryside. Kids ages 8-16, at admission, who need a highly structured learning environment can prosper in this safe, nurturing school. It provides a value-based program to show clients the way to academic success."

Visit their web site at: http://www.theglenholmeschool.org/os

Melbourne, Florida
The College Internship Program—

"The College Internship Program at the Brevard Center provides individualized, post-secondary academic, internship and independent living experiences for young adults with Aspergers and Nonverbal learning differences. With our support and direction, clients learn to realize and develop their potential."

For information about their program visit their web site at: www.brevardcenter.org

Carbondale, Illinois
Brehm Preparatory School—

"Empowering Clients with Complex Learning Disabilities to Optimize their full potential."

For more information contact:

Brehm Preparatory School
1245 East Grand Avenue
Carbondale, IL 62901
618.457.0371
fax 618.529.1248
Email to: brehm1@brehm.org
Visit their web site at: www.brehm.org

Baltimore, Maryland
The Millennium School Opening Fall of 2004—

The Millennium Day School in Baltimore, Maryland will open its doors in the Fall of 2004. The school will have a fully integrated social skills curriculum and will serve the needs of kids with Aspergers and related disorders in an inclusive environment. For further information, visit their web site at www.MillenniumSchool.com

Boston, Massachusetts
McLean Hospital - Kennedy Hope Academy—

The Kennedy Hope Academy is a 13-bed residential school providing intensive treatment for kids with pervasive developmental disorders who have serious psychiatric illness or behavior problems.

If you are interested in more information about this program, please contact:
David Rourke, MS
Program Manager
(617) 779-1670
or visit our website at www.mclean.harvard.edu/patient/child/kha.php

Belmont, Massachusetts
Pathways Academy—

McLean Hospital
115 Mill Street
Belmont, Massachusetts 02178
617-855-2847
For more information send an e-mail to Sarah Medeiros at medeirs@mcleanpo.Mclean.org
Visit their web site at www.mclean.harvard.edu/cns/pathways.htm

This school is for AS kids from ages 1st -12th Grade.

McLean Hospital is a Teaching Facility of Harvard Medical School and an Affiliate of Massachusetts General Hospital

Sudbury, Massachusetts
Corwin Russell School—

"The Corwin-Russell School at Broccoli Hall is an independent school for high-potential clients 11-19 years old with varied learning styles, average to superior intelligence, exceptional creativity, attentional issues, untapped interests, talents, and strengths, and disparity between innate ability and past production."

For more information:

Phone: 978-369-1444
E-mail: brochall@aol.com
Or visit their web site at: www.corwin-russell.org

New York, New York
LearningSpring Academy—

A Model School for High-Functioning Elementary School Kids Grades K-5 with Asperger Syndrome and Pervasive Developmental Disorders

For more information visit their webpage at http://www.learningspring.org

Boiceville, New York
ASPIE: The School for Autistic Strenth, Purpose, and Independence in Education—

This Day school is for teens with AS, HFA, PDD and cousin disabilities. Serves clients within busing are of Boiceville, New York.

For more information contact:
Valerie Paradiz, Ph.D.
Program Director
ASPlE
The School for Autistic Strength, Purpose and Independence in Education
P.O. Box 489
Boiceville, NY 12412
(845) 657-7201
email to: info@aspieschool.org
Visit their web site at: www.aspieschool.org

Huntington Station, Long Island, New York
Gersh Academy—

The I Am I Can Program was developed for high functioning clients with Neurobiological Disorders (NBD), including Attention Deficit Hyperactivity Disorder, Tourette’s Syndrome, Aspergers, Childhood-Onset Bipolar Disorder, Obsessive-Compulsive Disorder, Anxiety Disorder and Depression. The program uses a cognitive behavioral approach, allowing clients to better understand their neurobiological limitations and how to self-manage and regulate their symptoms. The Elementary Program (K-5) is a 6:1:1 ratio and the Middle School (6-8) and High School Programs have an 8:1:1 ratio. The Gersh Academy High School is located in Hauppauge. Gersh Academy follows the New York State curriculum and standards.

For More Information Contact:
West Hills Montessori School
165 Pidgeon Hill Road
Huntington Station, NY 11746
Phone: (631) 385-3342
Web site: www.gershacademy.org

Cherry Hill, New Jersey and Medford Lakes, New Jersey
Y.A.L.E. School—

The Y.A.L.E. School offers specialized progarm options for kids with Aspergers. Serves kids ages 8-15. This program offers rich academic environment, speech and language services, social skill training and postive motivational systems.

For additional program information or to schedule a program tour, contact Jim Conley at 856-795-3566 ext. 106 or Dr. Mieke Gooseens at 856-795.3566, ext. 309

Rindge, New Hamsphire
Hampshire Country School—

From their web site:

"...The best candidates for Hampshire Country School are those who will respond to the attention of its faculty, seek the help of its teachers, enjoy being part of a small school community, and enjoy its outdoor activities. Most clients, however, have not had such success elsewhere, and many parents are quite discouraged by the time they first inquire about the school. Many clients have had trouble fitting into the structure of larger schools and many have had difficulty adapting to the demands of peers. Many are more comfortable with adults than with age mates.

Hampshire Country School can provide appropriate structure and support for certain clients with nonverbal learning disabilities, Tourette Syndrome, ADHD, Asperger Syndrome, and other disorders; but it is not a treatment program. It is designed instead to involve and educate the bright, active, and interested side of each child rather than to dwell on the student's limitations and difficulties. Clients who experiment with alcohol, tobacco, or illegal drugs are not accepted; and the school is not set up for clients who are primarily oppositional or confrontational..."

For more information, visit their web site at: www.hampshirecountryschool.org

Toledo, Ohio
LHS Maumee Youth Center for Asperger’s Disorder—

A new residential center for kids and youth ages six to eighteen-plus who have been diagnosed with Asperger’s Disorder is opening. The Center is situated on 13 acres near Neapolis, Ohio, south of Toledo, Ohio. LHS Family and Youth Services, Inc. is a social service agency with headquarters in Toledo, Ohio, serving kids, youth and families through community-based residential treatment group homes and other services.

The LHS Maumee Youth Center for Asperger’s Disorder serves up to twenty kids and youth in its residential program. Most kids and youth placed in the residential setting will tend to be aggressive and have multiple diagnosis/needs.

All staff, in addition to their undergraduate and graduate work, are trained in the core competencies of residential child and youth care and will be trained by experts in the autistic spectrum disorder field.

For additional information on the Center, or to make an inquiry regarding a potential referral to the Center, please contact Steve Plottner at splot@infinet.com or by phone at 419-798-9382.

Houston, Texas
The Monarch School—

The Monarch School is a therapeutic day school located in Houston. Their prime mission is to help kids develop executive functioning skills, relationship development and ownership of learning and to prepare all of the clients for success.

About 1/4 of the clients are AS with the other's having ADHD, LD, Bi-polar disorder, Tourettes and other dx.

The school is for kids from 4-16 and they will be adding one additional HS year each year for the next two years. It is a non-profit, private school and the staff to student ratio is 20 staff to 60 clients.

For more information visit their website at www.monarchschool.org

Friends of Special Schools at http://specialneedskids.com

Friends of Special Schools is a non-profit organization formed in 1997 by parents and friends of kids with special needs. This webpage is a wonderful resource for information on special needs schools. In addition to links to many schools and programs, they also offer a small scholarship fund.


High-Functioning Autism and Struggles in Adolescence

“I have a very lonely and depressed 17 year old son with high functioning autism that spends all of his time (except for going to school) in his bedroom playing video games. I don’t totally understand why he is always so down in the dumps. I wish there was something I could do to help him find some friends and start enjoying life. Any suggestions?”

Adolescence is probably the most miserable and complicated years for many young people with ASD level 1, or High-Functioning Autism (HFA). This is not true of everyone – some do extremely well. Their indifference to what peers think makes them indifferent to the intense peer pressure of adolescence. They can flourish within their specialty and become accomplished in their area of interest (e.g., music, history, etc.).

Unfortunately, many HFA adolescents become more socially isolated during a period when they crave friendships and inclusion more than ever. In the rough-and-tough world of middle and high school, these adolescents often face rejection, isolation and bullying. To make matters worse, school becomes more demanding in a period when these young people have to compete for college placements. Issues of sexuality and a desire for independence from moms and dads create even more problems.

In the adolescent world where everyone feels insecure, young people that appear different or “odd” are voted out of “the group.” HFA teens often have strange mannerisms (e.g., talk in a loud un-modulated voice, avoid eye contact, interrupt others, violate others physical space, steer the conversation to their favorite “odd” topic, etc.). Many of these young people appear willful, selfish and aloof, mostly because they are unable to share their thoughts and feelings with others. Isolated and alone, these adolescents are simply too anxious to initiate social contact.
 

Many adolescents on the spectrum are stiff and rule-oriented and act like little adults, which is a deadly trait in any adolescent popularity contest. Friendship and all its nuances of reciprocity can be exhausting for these teenagers, even though they want it more than anything else.

HFA teenagers typically don’t care about current fads and clothing styles (concerns that obsess everyone else in their peer group). Also, these adolescents may neglect their hygiene and wear the same haircut for years. Some autistic teens remain stuck in grammar school clothes and hobbies (e.g., unicorns, Legos, dolls, etc.) instead of moving into adolescent concerns like FaceBook and dating. HFA males often have little motor coordination, which leaves them out of high school sports (typically an essential area of male bonding and friendship).

Adolescents on the autism spectrum are not privy to street knowledge of sex and dating behaviors that other adolescents pick up naturally. This leaves them naive and clueless. HFA males can become obsessed with Internet pornography and masturbation. They can be overly forward with a female peer who is simply being kind, and then they can get accused of stalking the girl. HFA girls may have fully developed bodies, but no understanding of flirtation and non-verbal sexual cues, thus making them susceptible to harassment – and even date rape.

Loneliness and depression can lead to problems with drugs, sex and alcohol. In their overwhelming need to “fit in” and make friends, some adolescents on the spectrum fall into the wrong crowd. Typical adolescents who abuse drugs and alcohol may use the autistic teen's naivety to get him or her to buy/carry drugs and alcohol for their group.

Many adolescents on the spectrum, with their average to above average IQs, can sail through elementary school, and yet hit academic problems in middle and high school. They now have to deal with 5 to 7 different teachers instead of just 1 or 2. The likelihood that at least one teacher will be indifferent - or even hostile - toward making special accommodations is almost certain. The HFA teenager now has to face a series of classroom environments with different classmates, odors, distractions, noise levels, and sets of expectations.

HFA adolescents, with their distractibility and difficulty organizing materials, face similar academic problems as young people with ADHD. A high school term paper or a science project becomes impossible to manage, because no one has taught the youngster how to break it up into a series of small steps. Even though the academic stress on autistic students can be overwhelming, school administrators may be reluctant to enroll them in special education at this late point in their educational career.

Adolescence is an emotional rollercoaster for all teens. But, the hormonal changes of adolescence coupled with the problems associated with having an autism spectrum disorder mean that HFA adolescents can easily become emotionally overwhelmed. Childish tantrums can reappear. Males often act-out by physically attacking the teacher or a schoolmate. They may experience "meltdowns" at home after another day filled with harassment, bullying, pressure to conform, and rejection. Depression and drug/alcohol abuse become real concerns, as the adolescent now has access to a vehicle, drugs and alcohol.

The parent of an adolescent with HFA often faces many problems that others parents don’t. As the teen approaches adulthood, time is quickly running out for teaching him or her how to become an independent adult. The parent may face issues like vocational training, teaching independent living, and providing lifetime financial support. Meanwhile, the immature autistic teen is often indifferent – and even hostile – to the parent’s concerns.

Once HFA youngsters enter the adolescent years, they are harder to control and less likely to listen to their parents. They may be tired of parents nagging them to “pay attention to people when they’re talking to you” … “comb your hair” … “you need a shower” … “get up, it’s time to get ready for school” …and so on. They may hate school because they are dealing with so much anxiety, social isolation and academic failure.
 
==> 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

Here are some ways moms and dads of HFA adolescents can help:

1. Because of their sensitivity to textures, HFA adolescents often wear the same clothes day in and day out. This is unacceptable in middle or high school. One idea that has worked for some moms and dads is to find an adolescent of the same age and sex as your teen, and then enlist that person’s help in choosing clothes that will enable your teen to blend in with his or her peers.

2. Most adolescents with ASD level 1 can learn to drive, but their learning process may take longer because of poor motor coordination. Once they learn a set of rules, they are likely to follow them to the letter. However, these teens may have trouble dealing with unexpected situations on the road. Have your teen carry a cell phone, and give him or her a printed card that explains autism spectrum disorders. Teach him or her to give the card to a police officer and phone you in a crisis.

3. Alcoholic and drugs often react adversely with a person’s prescriptions, so you have to teach your teenager about these dangers in the event he or she is taking any medications. Also, since most HFA adolescents are very rule-oriented, try emphasizing that drugs and alcohol are illegal.

4. If your adolescent is college-bound, you have to prepare him or her for the experience. You can plan a trip to the campus and show your adolescent where to buy books, where the health services are, and so on. Teach your adolescent how to handle everyday problems, like where to buy deodorant, what to do if you oversleep and miss a class, etc.

5. If the pressure on your adolescent to conform is too great, if she or he faces constant harassment and rejection, if the principal and teachers do not cooperate with you, then it may be time to find another school. The adolescent years are often when many moms and dads decide it is in their adolescent’s best interest to enter special education or a therapeutic boarding school. In a boarding school, professionals will guide your son or daughter academically and socially on a twenty-four hour basis. They do not allow males to isolate themselves with video games. Everyone has to participate in social activities. Also, counseling staff helps with college placements. 
 

If you decide to work within a public school system, you may have to hire a lawyer to get needed services. Your HFA adolescent should have an Individual Education Plan (IEP) and accommodations for the learning disabled. This may mean placement in smaller classes, having a tutor, and obtaining special arrangements for gym and lunchtime. Teach your adolescent to find a safe place at school where he or she can share emotions with a trusted professional. The safe place may be the offices of the school nurse, guidance counselor, or a psychologist.

6. You MUST teach your adolescent about sex. You should NOT "talk around" the issue. You will have to be specific and detailed about safe sex and teach your adolescent to tell you about inappropriate touching by others. He or she may need remedial “sex education” (e.g., females need to understand that they are too old to sit on laps or give hugs to strangers, and males may have to learn to close toilet stall doors and masturbate only in private).

7. Teach your adolescent how to initiate contact with others. Teach how to leave phone messages and arrange details of social contacts (e.g., finding transportation to a school event). Encourage your adolescent to join high school clubs (e.g., chess or drama). It is not necessary for you to tell your teen’s peers that he or she has an autism spectrum disorder – let your teen do that. Many adolescents with HFA are enjoying each other's company through Internet chat rooms, forums and message boards.

8. Most summer and part-time jobs involve interaction with the public (e.g., movie usher, fast food worker, store clerk, etc.). This means they are not always a good fit for an adolescent with HFA. Some of these young people can find work in their field of special interest or in jobs that have little interpersonal interaction. Others have spent joyful summers at camps designed for “special needs” individuals like them.

As you prepare your adolescent for the workforce, keep in mind that individuals with HFA often do not understand office politics. They have problems with the basics (e.g., handling criticism, controlling emotions, showing up on time, working with the public, etc.). This does not mean they can’t hold down a job. Once they master certain aspects of employment, Adolescents and young adults on the spectrum are often able to work at high levels as accountants, research scientists, computer programmers, and so on.

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

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


PARENTS' COMMENTS:

•    Anonymous said... an instrument could help -my boy plays drums and loves it ...more confidence anyway...
•    Anonymous said... Aspies have a VERY hard time finding, making and keeping friends. When I was a teen I lost ALL of my friends my 9th grade year. Every last one. I was depressed and suicidal. I couldn't understand what I was doing wrong and why no one liked me!!! I do now though and today I know that I have Aspergers and so do two of my four children. We also believe my husband has it as well.  Computers/games/electronics allows us to focus on something else other that ourselves (Aspies are also VERY egocentric) and to escape. It helps us turn off our brains. It is comfort and it is release. The world of books is also comparable. For me, when I wasn't on the computer (I spent a lot of time programming - taught myself to do it when I was 8 yrs old), on my nintendo or my atari, I was reading. Those were probably the only things that kept me alive. If I'd had nowhere to escape to, I probably would have killed myself back then just to get that escape! Anyway, that's just my insight based on my own experiences. My two aspie kids also do this as well, especially my son, who also seems "mopey" all the time. He deals with being understimulated and a total lack of an ability to display emotion. So he might be REALLY excited about something but you would never know it based on his body language and facial expression. Hope this all helps!!!
•    Anonymous said... Attending church & going to youth group functions is a tremendous blessing for my 15 yr. Old.
•    Anonymous said... Certified Classical Homeopath
•    Anonymous said... Find your state's autism society or advocacy organization and see if there are support/social groups for his age. If there aren't then start one! These nonprofit agencies offer wonderful support. I have found church and sports organizations that aren't affiliated with special needs groups specifically to be a mine field. You never know how accepting they can be but there are plenty of people out there in your position and you just need to connect with them! Also, look into letting him start community college. My son it only 10 but I have friends who have older Aspergers kids and they find their niche in community college where people tend to be more mature about accepting people into their groups. I live in Washington state and I came from Colorado where I had a wonderful resource outlet! If you are anywhere near me or would like some help finding some resources you can PM me! I don't mind helping anyone find support!
•    Anonymous said... get him some professional help asap - find a therapist who specializes in adolescents on the spectrum, or a social skills group. Homeopathy can work wonders; find a CCH and get him treated asap. Do not take this lightly.
•    Anonymous said... Good suggestions so far. I would also suggest encouraging more social interaction online. My husband is an Aspie who was not diagnosed until in his 30's but when he was a teenager he struggled immensely with in person interactions and relationships but was able to connect much easier online and this was back before the internet It may seem counterintuitive but for those with asperger's it can provide a place to belong, access to friends, and socialization in a way that is more comfortable for them which may help with the lonely depressed feeling. I also strongly agree with the suggestion to find him a therapist who works specifically with Aspies and look for a social skills group. Most importantly, remember that his way of interacting with the world may be different than yours and that there is nothing wrong with that. Make sure you are not trying to make him into the version of him you want for him - support him being who he is and what he needs to be happy. Hope that helps!
•    Anonymous said... I would agree with Tristan. My son is 5 and if he gets too much screen time (ie. computer,tv, even Leapster) his behavior is much worse. We are working online with a Biomedical Dr named Dr. Woeller. He has given us great advice on all natural supplements for balanced behavior!
•    Anonymous said... My 8 year old spends every available minute glued to a computer, or game console. We did not want to stop him from his one interest but were concerned that it was not healthy. He is now learning HTML programming so he can make his own web pages and hopefully he will go on to game programming later. We take him to all the conventions (comic con, Supa nova etc) as he loves to dress up as his fav game/anime characters and he even did Cosplay in front of a couple thousand people this year. I don't think taking the computer away is the answer. Sometimes they are ok but my son just gets angry, frustrated and depressed. Try engaging with them. We play games with my son online now. We play League of Legends with him and have our own mine craft server
•    Anonymous said... My aspie son helped his depression and anxiety with working out. Specifically LA Boxing workouts. Also list out his favorite non computer activities and find events related. For example my son liked yu gi oh cards so i started taking him to tournaments. Also when i limited computer time to weekends his depression and behavior improved. Best of luck. Address issues as early as you can.
•    Anonymous said... Really my son is exactly the same, as been put down to asperges and been a teenager, he asnt been certified anything
•    Anonymous said... similiar situation here too
•    Anonymous said... Sounds like my son
•    Anonymous said... This is an awesome article. It is helpful to hear someone put into words what you continue to observe but can't really understand. Thanks for posting.
•    Anonymous said... very helpful thank you.
•    Anonymous said... Depressed aspies need counseling. I've found that to be the best solution
•    Anonymous said... Hi my newly diagnosed daughter is 14 years old. She also plays "Sims" most of her free time for hrs. She has managed to keep one close friend from Primary School who she meets now & again. They play computer games all day when they meet up. I was just thinking whilst standing washing up a minute ago....the word isolation came in my mind. That's what I feel like as a caring parent so heaven knows how she feels. Just had an hr & half of calming her down after 2 and half hrs at her short stay medical school. She is staying there until age 16 as no other provision available at her age as starting GSCE's. She has been put on Prozac as her depression was getting so bad. It has helped lots. It enables her to socialise for about 3 hrs without meltdown or fatigue. I feel for you.....it is so hard. I am researching, reading all the time about Asperger's. My daughter has started blogging her experiences, passions etc. I hope for her to connect with othet teens with Aspergers over the internet to widen her friend base? Good luck with you son.
•    Anonymous said... I know it's not the answer for most people, or even possbile, but just over a year ago I began to home educate my daughter and the change is marked now she is not using all her 'spoons' to deal with copng with large numbers of people she can and does want to socilaize - on her own terms. she is more likely to chat on line with friends that she also meets up or has round now than play the same computer games or just watch her DVDs (and has had two major meltdowns in one year since I took her out of school), She didn't have any firends or want any and rejected fgirls that tried to befriend her while at school. Try to remember your teen is surrounded by too many noisy NTs all day and once removed from the situation will find and make friends on their own terms, so things will improve once they are older. I would also recommend 'Freaks, Geeks and Aspergers' by an Aspie teen Luke Jackson. And don't ever expect a teen with autism to ever socialize as much as NT one, they just won't want to, however many social skills workshops and classes they may have attended, their brain is just wired up differently. If they are unhappy with the situation a club or on line chat room around an interst will give then a shaed interest as a beginning to make friends.
•    Anonymous said... Like minded kids help as they're all into similar stuff like minecraft and strategy games or top trumps etc. My lad has 1 firm friend and that's enough. When I was younger I had a few friends -and that's all I wanted. The depression came from deep thought (usually depressing and confusing when you start to wonder how you were born without your own say-so ) or getting worn down with constant punishment for untidy/careless work, arguing with teachers as if you are their peer or forgetting homework/equipment (anything you think is unimportant to you rly) My own insights usually help me deal with my son apart from when I'm in the moment picking at details in an argument - Then I'm just as bad as he is ! I wonder if this rings true with anyone else.. if so maybe I should write my own book Hehe.
•    Anonymous said... Mine same but 17yr son. He only has one year of school. I'm trying to get every day filled with at least one outdoor activity. He only has a 3 day week @ school so the other days he has voluntary work for a few hours a day,
•    Anonymous said... my daughter does sims all day!!! Also depressed, nearly 13 now, very similar from what you write, we are going through tough times right now...
•    Anonymous said... My daughter is depressed.... No enthusiasm for living, for doing things or making contact with others; she must be very self critical whilst comparing herself to other girls of her age who seem to be living without a care... at times she stays in her bed playing on ipad.. just like the other Aspies. So sad to watch.   

•    Anonymous said... Do your research and find a social skill activity program. Have him volunteer. Limit the video time, offer comic books or graphic novels as an alternative.
•    Anonymous said... Find a HFA support group where he can connect with kids like him. My 8 year old has the same issue. If we let him he would play video games all day but we have him in sports. He is a diver. He still struggles with social aspects but he is learning! Get him out and sooner the better
•    Anonymous said... I have the exact same issue with my 16 year old son. He doesn't accept his diagnosis, never has, and there is no way he would let me take him to a social group of similar kids..ughh
•    Anonymous said... My almost 16yr old is/was exactly the same (except now works instead of school).. Went through months of deep depression , is only coming out of it now.. I think backing off too much pressure helped my son ALOT, he also did not want to join social groups/outings still doesn't. It breaks your heart as a mum to watch them sit in their room or on computer with no friends, but to be honest, he tells me he is happier doing that than being forced out being made to be sociable. I think they all eventually find their feet, grow into their own skin, however you want to put it.. But by me always showing I was there for him and as said previously, taking the pressure off him, he is beginning to show signs of being happy once again . If you ever need a chat, please message me, I completely understand your concern and heartbreak xx
•    Anonymous said... My son is thirteen, doesn't like sports and he also doesn't accept a label. It's a daily challenge coaxing him away from screens. In order to keep screen time, he is required to have a daily set amount of social time with the family. My son says has made many friendly connections through his video games.


Post your comment below…

Six-Step Plan for Teachers of Aspergers Students

Following the six-step plan, detailed below, will help prepare you for the entrance of a youngster with Aspergers (high functioning autism) in your classroom, as well as foster inclusion throughout the school. The steps are as follows: (1) educate yourself; (2) reach out to the moms and dads; (3) prepare the classroom; (4) educate peers and promote social goals; (5) collaborate on the implementation of an educational program; and (6) manage behavioral challenges.

Step 1: Educate Yourself—

As the person responsible for the education and behavior management of all your children, including a youngster with Aspergers, you must have a working understanding of Aspergers and its associated behaviors. Different behaviors are very much a part of Aspergers. When kids with Aspergers do not respond to the use of language or act out in class, it is typically not because they are ignoring you, trying to clown around, or waste class time. These behaviors may be more related to their Aspergers, and they may be having difficulty interpreting language and expressing their needs in socially acceptable ways. It is important to find ways to create a comfortable environment for your children with Aspergers so that they can participate meaningfully in the classroom.

Learning about Aspergers in general and about the specific characteristics of your child will help you effectively manage this behavior and teach your class. You have already started your education by reading this guide. Below are some helpful hints that can guide everyday school life for young people with Aspergers. They can be applied to individuals with Aspergers across the school years and are applicable to almost all environments.

Operate on “Asperger time.” “Asperger time” means, “Twice as much time, half as much done.” Children with Aspergers often need additional time to complete assignments, to gather materials, and to orient themselves during transitions. Provide this time or modify requirements so they can fit in the time allotted and match the child’s pace. Avoid rushing a youngster with Aspergers, as this typically results in the youngster shutting down. When time constraints are added to an already stressful day, the child can become overwhelmed and immobilized.

Manage the environment. Any changes―unexpected changes, in particular―can increase anxiety in a child with Aspergers; even changes considered to be minor can cause significant stress. Whenever possible, provide consistency in the schedule and avoid sudden changes. Prepare the youngster for changes by discussing them in advance, over-viewing a social narrative on the change, or showing a picture of the change. The environment can also be managed by incorporating child preferences that may serve to decrease his or her stress. For example, when going on a field trip, the child might be assigned to sit with a group of preferred peers. Or if the field trip is going to include lunch, the child has access to the menu the day before so he or she can plan what to eat.

Create a balanced agenda. Make a visual schedule that includes daily activities for children with Aspergers. It is essential that the demands of the daily schedule or certain classes or activities be monitored and restructured, as needed. For example, “free time,” which is considered fun for typically developing youth, may be challenging for children with Aspergers because of noise levels, unpredictability of events, and social skills problems.

For a youngster with Aspergers, free time may have to be structured with prescribed activities to reduce stress and anxiety. A good scheduling strategy is to alternate between preferred and non-preferred activities with periods in the schedule for downtime. It is important to distinguish free time from downtime. Free time refers to periods during the school day when children are engaged in unstructured activities that have marked social demands and limited teacher supervision. Lunch time, passing time between classes, and time at school before classes actually begin all meet the criteria for free time. These activities are stressful for many children with Aspergers. Downtime, on the other hand, provides an opportunity for the youngster or youth with Aspergers to relax or de-stress. Children’ downtime may include using sensory items, drawing, or listening to music to relieve stress. During downtime, excessive demands are not made on the children.

Share the agenda. Children with Aspergers have difficulty distinguishing between essential and nonessential information. In addition, they often do not remember information that many of us have learned from past experiences or that to others come as common sense. Thus, it is important to state the obvious. One way to do this is to “live out loud.” Naming what you are doing helps the youngster with Aspergers accurately put together what you are doing with the why and the how. In addition, “living out loud” helps the child to stay on task and anticipate what will happen next.

Simplify language. Keep your language concise and simple, and speak at a slow deliberate pace. Do not expect a child with Aspergers to “read between the lines,” understand abstract concepts like sarcasm, or know what you mean by using facial expression only. Be specific when providing instructions. Ensure that the youngster with Aspergers knows what to do, how to do it, and when to do it. Be clear, and clarify as needed.

Manage change of plans. When planning activities, make sure the child with Aspergers is aware that the activities are planned, not guaranteed. Children with Aspergers need to understand that activities can be changed, canceled, or rescheduled. In addition, create backup plans and share them with the youngster with Aspergers. When an unavoidable situation occurs, be flexible and recognize that change is stressful for people with Aspergers; adapt expectations and your language accordingly.

For example, a teacher could state, “Our class is scheduled to go to the park tomorrow. If it rains, you can read your favorite book on dinosaurs.” Prepare children for change whenever possible; tell them about assemblies, fire drills, guest speakers, and testing schedules. In addition to changes within the school day, recurring transitions, such as vacations and the beginning and end of the school year, may cause a youngster with Aspergers to be anxious about the change. Children with Aspergers may require additional time to adjust to the new schedule and/or environment.

Provide reassurance. Because children with Aspergers cannot predict upcoming events, they are often unsure about what they are to do. Provide information and reassurance frequently so that the child knows he is moving in the right direction or completing the correct task. Use frequent check-ins to monitor child progress and stress.

Be generous with praise. Find opportunities throughout the day to tell young people with Aspergers what they did right. Compliment attempts as well as successes. Be specific to ensure that the child with Aspergers knows why the teacher is providing praise.

Step 2: Reach Out to the Parents—

It is vitally important to develop a working partnership with the moms and dads of your child with Aspergers. They are your first and best source of information about their youngster and Aspergers as it manifests itself in that youngster’s behavior and daily activities. Ideally, this partnership will begin with meetings before the school year. After that, it is critical to establish mutually agreed-upon modes and patterns of communication with the family throughout the school year. Your first conversations with the family should focus on the individual characteristics of the child, identifying strengths and areas of challenge. The family may have suggestions for practical accommodations that can be made in the classroom to help the youngster function at his or her highest potential. In these conversations, it is critical to establish a tone of mutual respect while maintaining realistic expectations for the course of the year.

Building trust with the moms and dads is very important. Communication with families about the progress of the child should be ongoing. If possible, schedule a monthly meeting to discuss the youngster’s progress and any problems he or she may be having. If regular telephone calls or meetings are hard to schedule, you can exchange journals, e-mails, or audiotapes with families. While the information you exchange may often focus on current classroom challenges, strategies employed, and ideas for alternative solutions, do not forget to include positive feedback on accomplishments and milestones reached. Families could respond with their perspective on the problem and their suggestions for solutions. Families can also support you from home in your social and behavioral goals for your child with Aspergers.

Open, ongoing communication with families of children with Aspergers creates a powerful alliance. Be aware that some families may have had negative experiences with other schools or educators in the past. You will have to help them work through that. If you make the effort to communicate with the family about the progress of their youngster and listen to their advice and suggestions, they will accept you as their youngster’s advocate and thus be more likely to give you their complete support.

Step 3: Prepare the Classroom—

Having learned about the individual sensitivities and characteristics of your child with Aspergers, you now have the information you need to organize your classroom appropriately. There are ways that you can manipulate the physical aspects of your classroom and ways you can place kids with Aspergers within the classroom to make them more comfortable without sacrificing your plans for the class in general. Use the search bar at the top of this page for more information about specific approaches for structuring the academic and physical environment to address the particular behaviors, sensitivities, and characteristics of your individual child with Aspergers.

Step 4: Educate Peers and Promote Social Goals—

Perhaps the most common myth about kids with Aspergers is that they do not have the ability, motivation, or desire to establish and maintain meaningful relationships with others, including friendships with peers. This, for the most part, is not true. There is no doubt that kids with Aspergers have social deficits that make it more difficult for them to establish friendships than typically developing kids. However, with appropriate assistance, kids with Aspergers can engage with peers and establish mutually enjoyable and lasting relationships. It is critical that educators of kids with Aspergers believe this to be true and expect children with Aspergers to make and maintain meaningful relationships with the adults and other kids in the classroom.

Clearly stated social skills, behaviors, and objectives should be part of the IEP and assessed regularly for progress. While teasing may be a common occurrence in the everyday school experience for young people, kids with Aspergers often cannot discriminate between playful versus mean-spirited teasing. Educators and moms and dads can help kids with Aspergers recognize the difference and respond appropriately. A more serious form of teasing is bullying. It is important for educators and school staff to know that children with Aspergers are potentially prime targets of bullying or excessive teasing and to be vigilant for the signs of such activities to protect the youngster’s safety and self-esteem.

One strategy for educators could be to assign a “buddy” or safe child in the classroom. In this way, the child with Aspergers would have a friend to listen to them and to report any potential conflicts with other children. Also, educators should routinely check in with the child with Aspergers and/or the moms and dads to ensure the comfort of the child in the classroom. In addition to the “buddy” strategy described above, it may also be important to educate typically developing children about the common traits and behaviors of kids with Aspergers.

The characteristics of Aspergers can cause peers to perceive a youngster with the disorder as odd or different, which can lead to situations that involve teasing or bullying. Research shows that typically developing peers have more positive attitudes, increased understanding, and greater acceptance of kids with Aspergers when provided with clear, accurate, and straightforward information about the disorder. When educated about Aspergers and specific strategies for how to effectively interact with kids with Aspergers, more frequent and positive social interactions are likely to result.

Many of the social interactions occur outside the classroom in the cafeteria and on the playground. Without prior planning and extra help, children with Aspergers may end up sitting by themselves during these unstructured times. To ensure this does not happen, you may consider a rotating assignment of playground peer buddies for the child with Aspergers. The child will then have a chance to observe and model appropriate social behavior of different classmates throughout the year. This “circle of friends” can also be encouraged outside of school. The academic and social success of young people with Aspergers can be greatly enhanced when the classroom environment supports their unique challenges. Peer education interventions, such as those listed in the Resources section of this guide, can be used with little training and have been shown to improve outcomes for both typically developing peers and young people with developmental disorders, such as autism and Aspergers.

Step 5: Collaborate on the Educational Program Development—

The next key step in your preparations will be to participate in the development and implementation of an educational program for your child with Aspergers. It is critical to develop this plan based on the assessment of the youngster’s current academic skills and his or her educational goals, as defined in the IEP.

A Brief Legislative History…

Congress passed the Education of All Handicapped Kids Act in 1975 and reauthorized it in 1990 as IDEA. This legislation guarantees that all children with disabilities will be provided a free and appropriate public education (FAPE). It also states that children with disabilities should be placed in the least restrictive environment (LRE), where they can make progress toward achieving their IEP goals, meaning that as much as possible, kids with disabilities should be educated with kids who are not disabled. Finally, it states that children with disabilities must have an IEP, which describes the child’s current level of functioning, his or her goals for the year, and how these goals will be supported through special services.

IEPs are an important focus of the six-step plan, and they are discussed in greater detail below. Because the challenges associated with Aspergers affect many key aspects of development, the impact of the disorder on education and learning is profound. Therefore, kids with Aspergers are considered disabled under the IDEA guidelines and are legally entitled to an IEP plan and appropriate accommodations from the school to help them achieve their developmental and academic goals.

Individualized Education Program…

IEPs are created by a multidisciplinary team of education professionals, along with the youngster’s moms and dads, and are tailored to the needs of the individual child. The IEP is a blueprint for everything that will happen to a youngster in school for the next year. Special and general education educators, speech and language therapists, occupational therapists, school psychologists, and families form the IEP team and meet intermittently to discuss child progress on IEP goals.

Before the IEP team meets, an assessment team gathers information together about the child to make an evaluation and recommendation. The school psychologist, social worker, classroom teacher, and/or speech pathologist are examples of educational professionals who conduct educational assessments. A neurologist may conduct a medical evaluation, and an audiologist may complete hearing tests. The classroom teacher also gives input about the academic progress and classroom behavior of the child. Moms and dads give input to each specialist throughout the process. Then, one person on the evaluation team coordinates all the information, and the team meets to make recommendations to the IEP team. The IEP team, which consists of the school personnel who work with the child and families, then meets to write the IEP based on the evaluation and team member suggestions.

IEPs always include annual goals, short-term objectives, and special education services required by the child, as well as a yearly evaluation to see if the goals were met. Annual goals must explain measurable behaviors so that it is clear what progress should have been made by the end of the year. The short-term objectives should contain incremental and sequential steps toward meeting each annual goal. Annual goals and short-term objectives can be about developing social and communication skills, or reducing problem behavior. Appendix E (page 61) provides more information on IEP and transition planning for children with Aspergers, including writing objectives and developing measurable IEP goals for learners with Aspergers.

As a general education teacher, you will be responsible for reporting back to the IEP team on the child’s progress toward meeting specific academic, social, and behavioral goals and objectives as outlined in the IEP. You also will be asked for input about developing new goals for the child in subsequent and review IEP meetings. This resource can decrease the time spent documenting the child’s performance in a comprehensive manner.

Step 6: Manage Behavioral Challenges—

Many children with Aspergers view school as a stressful environment. Commonplace academic and social situations can present several stressors to these children that are ongoing and of great magnitude. Examples of these stressors include:
  • Anticipating changes, such as classroom lighting, sounds/noises, odors, etc.
  • Difficulty predicting events because of changing schedules
  • Interacting with peers
  • Tuning into and understanding teacher’s directions

Children with Aspergers rarely indicate in any overt way that they are under stress or are experiencing difficulty coping. In fact, they may not always know that they are near a stage of crisis. However, meltdowns do not occur without warning. There is a pattern of behavior, which is sometimes subtle, that can indicate a forthcoming behavioral outburst for a young person with Aspergers. For example, a child who is not blinking may well be so neurologically overloaded that they have “tuned out.” They may appear to be listening to a lesson when, in fact, they are taking nothing in. Tantrums, rage, and meltdowns (terms that are used interchangeably) typically occur in three stages that can be of variable length. These stages and associated interventions are described below. The best intervention for these behavioral outbursts is to prevent them through the use of appropriate academic, environmental, social, and sensory supports and modification to environment and expectations.

The Cycle of Tantrums, Rage, and Meltdowns and Related Interventions…

Rumbling-

During the initial stage, young people with Aspergers exhibit specific behavioral changes that may appear to be minor, such as nail biting, tensing muscles, or otherwise indicating discomfort. During this stage, it is imperative that an adult intervene without becoming part of a struggle.

Intervention-

Effective interventions during this stage include: antiseptic bouncing, proximity control, support from routine and home base. All of these strategies can be effective in stopping the cycle of tantrums, rage, and meltdowns and can help the youngster regain control with minimal adult support.

Rage-

If behavior is not diffused during the rumbling stage, the young person may move to the rage stage. At this point, the youngster is disinhibited and acts impulsively, emotionally, and sometimes explosively. These behaviors may be externalized (i.e., screaming, biting, hitting, kicking, destroying property, or self-injury) or internalized (i.e., withdrawal). Meltdowns are not purposeful, and once the rage stage begins, it most often must run its course.

Intervention-

Emphasis should be placed on youngster, peer, and adult safety, as well as protection of school, home, or personal property. Of importance here is helping the individual with Aspergers regain control and preserve dignity. Adults should have developed plans for (a) obtaining assistance from educators, such as a crisis teacher or principal; (b) removing the child from the area [removing the upset child from the peer group is far less memorable for the peers than is moving the entire peer group away from the upset child]; or (c) providing therapeutic restraint, if necessary. Especially in elementary and middle school, every effort should be made to prevent allowing a child to have a meltdown in view of peers as this behavior tends to “define” the child in the peers’ minds in years ahead.

Recovery-

Following a meltdown, the youngster with Aspergers often cannot fully remember what occurred during the rage stage. Some may become sullen, withdraw, or deny that inappropriate behavior occurred. Other individuals are so physically exhausted that they need to sleep.

Intervention-

During the recovery stage, kids are often not ready to learn. Thus, it is important that adults work with them to help them to once again become a part of the routine. This is often best accomplished by directing the youth to a highly motivating task that can be easily accomplished, such as an activity related to a special interest. If appropriate, when the child has calmed sufficiently, “process” the incident with the child. Staff should analyze the incident to identify whether or not the environment, expectations, or staff behavior played a role in precipitating the incident.

Pulling It All Together—

The six-step plan presents a constructive framework for how to approach the inclusion of a youngster with Aspergers in your classroom. Specific strategies for developing and providing academic, environmental, and social supports are given in the Appendices of this guide. Your classroom is already a diverse place, including many children with varying backgrounds, talents, difficulties, and interests. With the increasing inclusion of children with Aspergers, the challenges associated with managing a diverse classroom into today’s educational environment will grow. Just as every youngster with Aspergers is different, so is every school environment. It is quite likely that there will be constraints -- environmental, interpersonal, financial, and administrative -- on the ways that you can implement the approaches suggested in the Guide.

Despite the challenges, your hard work makes a difference in the lives of all the kids in the classroom. It is clear, though, that kids with Aspergers may need more help and support than some of your typically developing children.

As you learn more about kids with differences and how to support their inclusion in the classroom, you will become a mentor to other educators who may be facing this challenge for the first time. Many of the skills that make you a powerful educator will help you succeed in the tasks ahead of you. Your curiosity will fuel your education about Aspergers and other disorders on the autism spectrum; your communication skills will help you create a meaningful alliance with the moms and dads of the youngster with Aspergers in your class.

Most of all, your collaboration skills will help you work as a key part of the team that will support the youngster with Aspergers throughout the course of the school year. The reward for your patience, kindness, and professionalism will be the unique sense of satisfaction that comes with knowing that you have helped a youngster with a special need and will have made a difference in that young person’s life! 

Struggling with an Aspergers student? Click here for highly effective teaching strategies -- specific to the Aspergers condition.

My child has been rejected by his peers, ridiculed and bullied !!!

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…

How to Prevent Meltdowns in Children on the Spectrum

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...

Parenting Defiant Teens on the Spectrum

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…

Older Teens and Young Adult Children with ASD Still Living At Home

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…

Parenting Children and Teens with High-Functioning Autism

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...

Highly Effective Research-Based Parenting Strategies for Children with Asperger's and HFA

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...