My ASD Child

"My 8 y.o. has been diagnosed with autism (high functioning) recently, and before that was diagnosed with ODD. When we have behavior problems with him, it's hard to know if the particular 'misbehavior' is driven by autism or by ODD. How do we tell the difference, and how do we approach the multitude of behavior issues we are having with him?" It may be tough at times to recognize the difference between a strong-willed or emotional autistic youngster and one with oppositional defiant behavior. Clearly, there's a range between the usual independence-seeking behavior of kids and defiant behavior. It's normal to exhibit oppositional behaviors at certain stages of development. However, your youngster's issue may be more serious if his behaviors: Are clearly disruptive to the family and home or school environment Are persistent Have lasted at least six months The following are behaviors associated with oppositional defiance: Academic problems

 "We're trying not to use the same discipline methods with our autistic child (high functioning) that we use with the other two children, but we fall back into old habits and end up using traditional methods that usually backfire. Any suggestions?" Many kids and teenagers with Asperger’s (AS) and High Functioning Autism (HFA) are prone to behavior problems, and on occasion, aggression. Even though frequently motivated to be near to – and to socially interact with – peers and grown-ups, young people with HFA are deficient in age-appropriate, reciprocal social interaction skills (e.g., those required to participate in cooperative play and related activities). A propensity for socially unacceptable behavior and insensitivity to – or unawareness of – verbal and nonverbal social cues makes these “special needs” kids vulnerable to displaying a variety of behavior problems. Accordingly, parents and teachers must provide appropriate instruction and supports for HFA children

"What are some of the parenting techniques that work best with children on the autism spectrum? As grandparents, we will soon be full-time parents to our 6 yo granddaughter (high functioning)." Inappropriate behavior is common among many children with High Functioning Autism (HFA), especially when comorbid conditions exist as well (e.g., ADHD, OCD, anxiety). Knowing how to create and utilize behavior plans improves the home environment on multiple levels.    The behavior plan is a great management tool for children engaging in unwanted behavior. It serves to teach and reinforce positive behaviors in the “special needs” child – and is a helpful way of documenting the success of the plan. ==> Teaching Social Skills and Emotion Management Common behavioral techniques for parents of kids on the spectrum include: Contingency Management: A child receives a positive outcome or reward if certain conditions are met. Modeling: The special needs child observes siblings re

Negative reinforcement requires the student to work for the removal of an in-place, unpleasant consequence. The student's goal is to get rid of something that is unpleasant rather than to earn something that is desirable. In a negative reinforcement model, instead of working to earn a positive consequence, the student works to distance himself from an aversive consequence. Negative reinforcement is often used in the classroom to manage problem behaviors in Aspergers (high-functioning autistic) children. Educators inadvertently pay attention to a student who may not be complying and withdraw their attention contingent on the student's compliance. Surprisingly, this strengthens rather than weakens the noncompliant behavior. The next time a similar situation occurs, the student again will not comply until confronted with the aversive consequence (i.e. the teacher's attention). Negative reinforcement is often seductive and coercive for educators. It works in the short run

"Why is my 6-year-old son (high functioning autistic) so engrossed in Minecraft, and how can I tell if it is an unhealthy obsession rather than just a fun time activity for him?" The intensity and duration of the child’s interest in a particular topic, object or collection is what determines whether or not it has become an “obsession.” Children with Aspergers and High-Functioning Autism (HFA) will often learn a lot about a thing they are obsessed with, be intensely interested in it for a long time, and feel strongly about it. There are several reasons why these kids may develop obsessions, including: they can get a lot of enjoyment from learning about a particular subject or gathering together items of interest those who find social interaction difficult might use their special interests as a way to start conversations and feel more self-assured in social situations obsessions may help children cope with the uncertainties of daily life obsessions may help children