My ASD Child

Question Our son has autism but it would appear to be a mild condition as he has developed very well and does not exhibit extreme symptoms of the syndrome. However my wife and I have become exasperated of late in trying to teach our child about inappropriate or naughty behaviour. He does not respond to sanctions or punishments and even when he does and the reason for a sanction is explained he does not seem to learn from the sanction so that the behaviour is often repeated again and again and the threat of the same or similar sanction has no effect. Can you make any suggestions? Sanctions include being sent to his room, removal of favourite toys or treats and although he responds/accepts the actual punishment he will not learn the lesson which we are trying to teach him.  Answer Disciplining kids displaying behavior consistent with ASD level 1 (high-functioning autism) will often require an approach which is somewhat unique compared to that of other kids. Finding the

"We think our daughter may have a form of autism due to her severe shyness, excessive need to have things just so, certain rituals she has with food, major touch sensitivity, a lot of anxiety, just to name a few. What are some of the signs to look for to help us decide if an assessment is in order?" Females with ASD, or High-Functioning Autism. often present with a unique set of characteristics that can make diagnosing their disorder very difficult. In addition, their strengths often mask their deficits. There has been considerable discussion among professionals about the way girls with ASD demonstrate their major characteristics. Some girls have obvious social difficulties, whereas others appear to have excellent skills because they imitate the behaviors of others (often without understanding them). There are many females who do not receive a diagnosis, possibly because, compared to males, (a) they have fairly good social skills (particularly when interacting wi

Some kids with ASD [High-Functioning Autism] develop a resistance to (or fear of) change, that then involves being rigid in their approach to their environment. Insistence on sameness, routines and rituals begin. For example: Particular silverware and plates must be used or the ASD youngster refuses to eat or drink. Objects may be stacked or lined up in a repetitive manner. Certain routes must be followed to and from familiar places. Certain items must be placed in particular places and not moved. Confusion about coping in a world that is overwhelming influences this behavior, so the youngster with ASD responds to this uncertainty by being in control of their immediate environment, the objects in that environment, and the people in it. Repetitive motor mannerisms may occur when some kids are excited, anxious, or worried. For others, sensory sensitivities and physical enjoyment may drive repetitive jumping, arm flapping, twiddling of fingers in front of their eyes and cover

It's common for ASD level 1 (high functioning autistic) children of all ages to experience school anxiety and school-related stress. This is often most apparent at the end of summer when school is about to start again, but it can occur year-round. Social, academic and scheduling factors play a major role, as do hidden environmental stressors. Below are some of the anxiety-related factors that both moms and dads and teachers should consider when dealing with ASD children: 1. Many schools now have anti-bullying programs and policies. Though bullying does still happen at many schools, even those with these policies, help is generally more easily accessible than it was years ago. The bad news is that bullying has gone high-tech. Many children use the Internet, cell phones and other media devices to bully other children, and this type of bullying often gets very aggressive.  One reason is that bullies can be anonymous and enlist other bullies to make their target miserabl

It is not uncommon for ASD youngsters to experience great pain and discomfort that goes unreported, unnoticed by others, undiagnosed, and untreated. Enduring pain and allowing it to become chronic is extremely detrimental to your youngster's ability to function, grow, and learn. Untreated pain and discomfort will also seriously affect your child's behavior and ability to communicate with others. Of all the “meltdown triggers” that drive behaviors, experiencing pain and discomfort is extremely significant. This is because pain affects behavior. Think of the last time your youngster was sick and feeling significant pain or discomfort (e.g., flu symptoms, migraine, menstrual cramps, pulled muscle, etc.). Now, think of how being in such pain manifested in his/her behavior. Perhaps he/she: Felt especially vulnerable Just wanted to be left alone Just wanted to crawl under the covers and stay there Lashed out or snapped at family members Lashed out or snapped when anyone made a demand

  Source: https://www.pexels.com/photo/a-young-girl-playing-a-board-game-7943969 Autism spectrum disorder is a neurological condition that can cause a range of social, communication, and behavioral challenges. Many autistic children struggle with anxiety, sensory processing issues, and difficulty transitioning between activities. As a result, everyday tasks can be a challenge. However, there are many things that parents can do to make their autistic child’s life happier and more fulfilling. Here are five of the most important: Teach Them Coping Skills for Dealing With Difficult Emotions Autistic children often have difficulty understanding and expressing their emotions. As a result, they may become overwhelmed by negative emotions like anxiety or anger. It is essential to teach your child coping skills for dealing with these emotions. This can reduce or prevent meltdown episodes and help your child lead a happier life. There are many different coping skills that you can teach your

Has your ASD (high functioning autistic) child given you some indication that he is nervous about starting back to school?  He may have even said, “ I’m not going!!! ” What youngster hasn't dreaded September, the end of summer and the return to school – but for many ASD students, the prospect of school produces a level of fear so intense that it is immobilizing, resulting in what's known as school-refusal behavior. Some children with autism spectrum disorder have been known to be absent for weeks or months.  Some may cry or scream for hours every morning in an effort to resist leaving home. Others may hide out in the nurse's office. Some children who miss school are simply truant (i.e., they'd just rather be doing something else), but sometimes there are genuine reasons to fear school (e.g., bullying, teasing). Anywhere from 5% to 28% of kids will exhibit some degree of school-refusal behavior at some point, including truancy. For children with anxiety-fueled

"I need some advice on how to help a very anxious son (with ASD) to deal with his strong emotions. He is very unsure of himself, needing constant reassurance and last minute accommodations ."   Some kids with ASD [High-Functioning Autism] worry excessively and are often overly tense and uptight.  Some may seek a lot of reassurance, and their fears may interfere with activities. Moms and dads should not discount their youngster’s concerns – even when they seem unrealistic.  Because fretful kids on the autism spectrum may also be quiet, compliant and eager to please, their difficulties may be missed.  The parent should be alert to the signs of excessive worrying so he/she can intervene early to prevent complications. There are 3 different types of worries in these young people: fretting about being separated from the parent (e.g., being overly clingy, constant thoughts about the safety of parents, extreme worries about sleeping away from home, frequent stomachaches and