My ASD Child

"As a teacher, I would like to ask you what method you use to find the real reasons [or triggers] for behavior problems in students with high functioning autism?" In order to identify the underlying causes of difficult behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), a Functional Behavioral Assessment (FBA) must be performed. An FBA is an approach that incorporates a variety of techniques to diagnose the causes and to identify likely interventions intended to address difficult behaviors. An FBA looks beyond the actual problem behavior, and instead, focuses on identifying biological, social, affective, and environmental factors that initiate, sustain, or end the problem behavior in question. The FBA is important because it leads the researcher beyond the "symptom" (i.e., the behavior) to the child's underlying motivation to escape, avoid, or get something (i.e., the cause of the behavior). Behavior intervention plans stemming fr

A “functional analytic approach” to developing effective behavioral modification in children and teens with ASD utilizes a process known as “functional behavioral assessment.”    Functional behavioral assessment involves employing a variety of strategies (e.g., child-centered planning, treatment team meetings, systematic interviews, direct observations, etc.) to formulate hypotheses about why a child behaves the way she does. In order to accomplish a functional behavioral assessment, several assumptions about behavior must be regarded as valid: • Behavior has communicative value. Though it is generally accepted that all behavior has communicative value, it is important to remember that children with ASD generally do not have a behavioral intent to disrupt classroom settings, but instead problematic behaviors may arise from other needs (e.g., self-protection in stressful situations). Although children with the disorder typically have excellent language skills, their ability

“Would you happen to have a snapshot or simple summary of strategies my HFA son’s teacher could use to help him cope with school-related anxiety. He gets stressed-out over something, and then has a meltdown, which his teacher seems unable to deal with effectively. I need something (like a fact sheet) that she can refer to quickly when in the middle of a crisis. Thank you.” Sure thing ! I’ll try to keep it short and to the point... Dear Teacher, In order to create an effective intervention for problem behaviors associated with Asperger's and High Functioning Autism (HFA), follow these steps: 1. Hypothesize the function of the problem behavior (e.g., escape/avoidance, sensory feedback, social attention, wants tangible item or activity, etc.). 2. Gather information . a. Antecedent— Does the problem behavior occur: Following a request to perform a difficult task? Repeatedly, in the same way for long periods of time, even when no one is around?  When a r

"I need some immediate ideas about how to deal with my son's behavior problems. He has Asperger syndrome (high functioning), ADHD and ODD. His behavior is completely out of control and I am at my wits end. Please help! He also has a lot of problems at school. His favorite thing to do when he's upset is to throw and break things." There are no easy, quick fixes to reduce or eliminate severe behavioral issues in children with Asperger’s (AS) or High-Functioning Autism (HFA) (e.g., self-injury, aggressiveness, meltdowns, tantrums, destructiveness, etc.). However, I have a few suggestions that may not require a tremendous amount of time and effort to implement. Let’s look at a few… 1. One reason for behavioral issues may be difficulties in receptive language. Kids on the autism spectrum often have poor auditory processing skills. As a result, they often don’t understand what others are saying to them; they hear the words, but they don’t understand what the

In order to create an effective intervention for problem behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), parents need to take into consideration a variety of aspects. Let’s first look at “The 4-Step Plan”: 1. Hypothesize the Function of the Behavior: Escape/Avoidance Sensory Feedback  Social Attention  Wants tangible item or activity 2. Gather Information: a. Antecedent: Does the behavior occur… Following a request to perform a difficult task? Repeatedly, in the same way, for long periods of time, even when no one is around?  When a request for an item or activity is denied?  When you are attending to other children in the room? b. Consequence: When the behavior occurs, do you… Allow your child to engage in inappropriate behavior? Attend to your child?  Leave him or her alone?  Negotiate or give the desired item/activity? 3. Plan an Intervention: a. Based on information gathered, are environmental changes neede

Parent management training (PMT) is an adjunct to treatment that involves educating and coaching moms and dads to change their Aspergers child’s problem behaviors using principles of learning theory and behavior modification. Purpose— The aim of PARENT MANAGEMENT TRAINING is to decrease or eliminate an Aspergers child’s disruptive or inappropriate behaviors at home or school and to replace problematic ways of acting with positive interactions with peers, moms and dads and such authority figures as teachers. In order to accomplish this goal, PARENT MANAGEMENT TRAINING focuses on enhancing parenting skills. The PARENT MANAGEMENT TRAINING therapist coaches parents in applying such strategies as rewarding positive behavior, and responding to negative behavior by removing rewards or enforcing undesirable consequences (punishments). Although PARENT MANAGEMENT TRAINING focuses on specific targeted behaviors rather than on the youngster's diagnosis as such, it has come to be

"I need some advice on how to help my child (autistic) deal with his revengeful attitude. He's quick to fly off the handle whenever he thinks he's been treated unfairly (quite a black-and-white thinker)." A youngster with ASD level 1, or high functioning autism, who is vindictive is demonstrating that something is wrong. His rage and hostility are symptoms of an underlying problem. It may be the result of (a) the expression of emotions, attitudes and behavior that have been inadvertently or purposefully conditioned; (b) an expression of emotional distress; (c) an attempt to cope with sensory sensitivities; and/or (d) a physical, developmental, neurological or mental illness. Symptoms of a vindictive or revengeful child include the following: angry and irritable mood argues with parents and teachers behavior causes significant problems at home and school blames others for his or her misbehavior deliberately annoys siblings and peers is easily annoyed

"Any methods for preventing problem behaviors in an out of control child with an autism spectrum disorder? Please help with advice!" For many children with Asperger’s (AS) and High-Functioning Autism (HFA), problematic behaviors are common. The term “problematic behavior” is a controversial one, but it’s intended to suggest that certain behaviors present a “problem” for parents, siblings, peers, teachers, therapists, etc. This helps to prevent internalizing the cause of the behaviors and blaming the “special needs” child. This is a very important concept in AS and HFA, because it’s unlikely that any behavior which causes difficulties for parents and others is intended vindictively or maliciously. There is usually some other, unidentified, cause that provokes problematic behavior. Young people on the autism spectrum derive no enjoyment by being a problem to others. Most problematic behaviors occur in the presence of parents and siblings (probably because AS and