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The 3 Interventions to Prevent Meltdowns in Kids on the Autism Spectrum

"Mark, You refer to 'meltdowns' quite frequently in your articles. Is it not similar to a tantrum... if not, what can be done to prevent them?"

A meltdown is not identical to a tantrum (although there is an overlap on occasion). From a biological standpoint, a meltdown is an emotional outburst wherein the higher brain functions are unable to stop the emotional expression of the lower (i.e., emotional and physical) brain functions. 
 
Kids who have neurological disorders are more prone to meltdowns than others (although anyone experiencing brain damage can suffer from meltdowns too).

From a psychological standpoint, there may be several goals to a meltdown, which may or may not be the "rewards" that are consciously desired by the youngster. To many parents and teachers, these goals may seem irrational, inappropriate, and sometimes criminal. 
 
To kids familiar with - or trained to recognize - the psychological causes of such behavior, however, there are clear emotional, cognitive, behavioral, and biochemical correlates to meltdowns.
 
==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

The three major interventions that are usually most effective in preventing a meltdown from manifesting in children with High-Functioning Autism (HFA) include (1) managing emotions, (2) a sensory diet to maintain optimal sensory regulation, and (3) visual supports.

1. Managing emotions:

Most often, the youngster's feelings are way too big for the situation. Managing felt emotions does not come automatically, but can be learned over time with systematic instruction. CBT is one example of an effective therapy for managing emotions.

2. Sensory diet:

Children with High-Functioning Autism usually do not have sensory systems that regulate automatically; rather, they must discover how to keep themselves regulated. This is most often accomplished by employing a sensory diet.

Just as a youngster needs food throughout the course of the day, he needs sensory input – and opportunities for getting away from stimulation – spread out over the whole day. A “sensory diet” is a carefully designed, personalized activity plan that provides the sensory input an autistic child needs to stay focused and organized throughout the day. In the same way that you may soak in a hot tub to relax, kids on the autism spectrum need to engage in stabilizing, focusing activities, too.

Each ASD youngster has a unique set of sensory needs. Generally, a youngster whose nervous system is causing him to be hyperactive needs more calming input, while the youngster who is more under-active or sluggish needs more arousing input.

The effects of a sensory diet are usually immediate and cumulative. Activities that perk up your youngster - or calm him down - are not only effective in the moment, but they actually help to restructure your youngster’s nervous system over time so that he is better able to:
 
(a) handle transitions with less stress,
(b) limit sensory seeking and sensory avoiding behaviors,
(c) regulate his alertness,
(d) increase his attention span, and
(e) tolerate sensations and situations he finds challenging.

3. Visual supports:

 “A picture is worth a thousand words” is the absolute truth. Although each child on the autism spectrum has a unique experience, processing written and spoken words is not considered to be her “first language.” Visual supports can be anything that shows rather than tells. Visual schedules are often used successfully with many ASD children. 
 
Having a clear way to show beginnings and endings to the activities shown on the visual schedule helps the child to have smooth transitions, thus keeping a meltdown from gathering momentum. For the best results, visual supports need to be in place proactively rather than waiting until the child's behavior unravels to pull them out.
 
 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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COMMENTS:

Anonymous said… Meltdowns are not always "temper tantrums." I am a certified Aspie and my meltdowns usually have nothing to do with temper to anger. Meltdowns are the result of overstimulation in some area. It could be related to sensory issues such as a certain noise, or certain colored lights, or it could be a reaction to an emotionally charged situation (we don't understand emotions so when emotions are high it is unnerving and we can't handle it). I recently wrote about a meltdown on my own blog The Christian Aspie. It is a first hand account, through the eyes of an Aspie. It is horrible to experience. There is a lot of anxiety and stress, an out of control feeling. I have had milder meltdowns when people lie to me. I have also had rather serious meltdowns when I have just been overloaded in one way or another (usually sensory related). The thing to remember is that 1. We can't help it. Sometimes I have to stomp or flap my hands to release the pressure. 2. There is nothing you can do about it except to try to get the person into a sensory friendly (low sensory input - low lights, muted sound, isolated, etc) area.

Anonymous said… I think a lot of it is semantics. The closest term to describe a 'Meltdown', is a severe temper tantrum, altho a temper tantrum in a 'normal' child is generally caused by a child that is simply not getting his way and has learned that if he pitches a big enough fit, he will get his way. No Aspie or Aspie parent wants that perception to be used to describe an Aspie meltdown. I think there is also a big difference between a 'meltdown' and a 'shutdown', depending on how the aspie deals with the anxiety and often overwhelming experience of trying to navigate the 'normal' world. Some aspies INternalalize their feelings and emotions, and some EXternalize them. An internal 'meltdown' I would describe more as a 'shutdown'. They may be just as devastating to the child, but don't have the same outward effect on those around them, as a full-blown 'meltdown' can have. Especially if it happens in public. In my opinion, the term 'meltdown' has become way overused by some parents to describe anytime their child, aspie or not, cries or doesn't behave perfectly. I often want to tell these parents, "you apparently have never seen a real meltdown". In our experience, Mark Hutton described a meltdown perfectly, and I think the overuse, and misuse of the term minimizes what Aspies and their caregivers deal with daily. Thank you Mark for clarifying this. 

Anonymous said... A meltdown can be very subtle. Essentially they are overwhelmed with emotion or sensory input. Early on this can be expressed as irritability (early in the meltdown). It can go into a tantrum/screaming fit or just as easily into what I call a shutdown (retreating somewhere "safe" and trying to block the world out).

Anonymous said... A meltdown is NOT the same as a tantrum. A meltdown is involuntary, it is not under the child's control, and it is usually due to sensory overload, something important getting changed unexpectedly, or some kind of "straw that broke the camel's back," when somebody's been under chronic stress and there's a final incident that they just can't take anymore. Good ways to avoid one are to tell a child in advance if something in their plans or schedule is getting changed--not waiting until the last minute. Figure out what kind of environmental/sensory stresses cause them sensory overload, and avoid those, or make sure they have a way to escape if they need to.

Anonymous said... I found my meltdowns used to occur mostly in social situations that were noisy -- too much noise, too many people talking, too much input. I have learned to handle them by staying to the side of a room, so it is not all around me and occasionally having a time out (from the noise) where I would go outside or to the bathroom & just breath and calm down. But them I am over 50 and have had many years to figure out what works. It is not a tantrum which, as I understand it, comes from anger and not having ones own way; it seems to be a sensory overload which explodes.

Anonymous said... Tantrums are typically from not getting their own way. Meltdowns or at least with my son are usually because he got overwhelmed with something and doesn't know how to properly express it to me. Kudos for finding something that works for you!
 
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By

Healthy Diet for Aspergers Children

Question

My son only wants specific foods. How do I ensure a healthy diet for him?

Answer

Youngsters with Aspergers commonly have difficulty when it comes to eating a variety of foods. Textures and smells play a part due to the sensory issues they experience. In addition, having too many choices goes against what is comfortable for these children. Finding a balance will take work and special accommodation.

Children with Aspergers have sensory issues that may prevent him from registering the feelings of hunger. Therefore, you can’t rely on your child’s hunger to motivate him to eat. Eliminating the foods he loves will create a true battle.

When you begin your attempts to alter your child’s diet, do so quietly. The less fuss, the less likely it will become a bigger deal than it already is. And keep trying. Success may come slowly, but the ultimate goal is improving your child’s diet. Every little victory will bring you one step closer to the
desired result.

The most common trick to entice your child with Aspergers to eat is to change the presentation. Altering the form of a food may work. If your child likes the flavor of strawberries, for instance, but cannot handle the texture, you could toss them in the blender with some yogurt and try giving him a strawberry smoothie.

Another trick you can try is the element of disguise. Many vegetables can be pureed and added to favorites without changing the taste of the texture of the food. One example is adding pureed vegetables to meatloaf or spaghetti sauce. The taste is overpowered by the favored food and the puree blends in undetected. This is sneaky, but a great way to meet the goal of a healthy, balanced diet.

Finally, create a meal/snack routine or schedule. This will appeal to your child’s need for order and structure. Eventually you’ll be able to introduce new foods without being sneaky. He’ll know that mealtime is approaching and he will be expected to try the foods you have prepared.


By

Meltdowns: Intervention and Prevention Techniques That Work

 "What are some ideas that teachers can use to help an autistic child with meltdowns?!"

Meltdowns can be difficult and frightening to children with Asperger’s (AS) and High Functioning Autism (HFA), as well as to their parents and siblings. However, the good news is that with just a few critical changes, the household can move past such episodes fairly easily. The affected child will feel more in control of his or her feelings/reactions and will, hopefully, come to trust that help will always be there.

Here are a few simple strategies that parents and teachers can use to lessen the intensity and frequency of autism-related meltdowns:

1. Initiate some dietary changes: There is no specific diet for AS or HFA children, but removing certain proteins may relieve symptoms. The gluten-free, casein-free diet has the most research and is one of the most common dietary interventions. About 25% of young people on the autism spectrum find relief and improvement with this diet. It excludes gluten, casein, the protein in wheat, and the protein in milk. In theory, these kids improve on the diet because incomplete breakdown of these proteins creates a substance that inflames the gut. Research has shown improvement, and parents anecdotally report success when these two proteins are removed from their child’s diet.

2. Provide a safe zone: A large closet or a pop-up tent can be effective in calming your youngster by providing her with some “alone-time.” Place soothing objects inside (e.g., bean bag, soft blanket, favorite book, iPod, etc.).

3. Teach “cause and effect” early in your child’s life: “Experiential learning” can be difficult for kids with AS and HFA, and it will become increasingly challenging as the youngster matures and grows. If the results of behavior are felt early in life, it will create resiliency for these children. Thus, make a connection between your youngster's misdeed and the discipline that results (i.e., cause and effect). Let him experience the negative consequences of his poor choices whenever possible.

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

4. Employ diversionary tactics: Creating a diversion will take your youngster’s attention elsewhere, thus possibly avoiding a meltdown (e.g., taking a walk, singing a song, making silly faces – anything that makes her laugh).

5. Identify “meltdown triggers”: Do some research on your child’s triggers (especially if they aren’t obvious) to determine what factors were in place that resulted in a meltdown. Create a list of things going on before behavior took a turn for the worse, and see if you can find some patterns.


Shutdowns: The Opposite of Meltdowns




6. Identify some sensory-soothing techniques that work for your child: Find out the colors, textures, sounds and feelings she finds peaceful (e.g., pastel colors, squeeze balls, white noise such as a fan blowing, etc.).

7. Break down large tasks into smaller chunks: By breaking down a particular task into workable steps, you are ensuring your child’s feeling of success, thus raising his self-esteem. The more he has mastery over his environment, the better he will feel about himself.

8. Consistently focus on the positives: Little everyday occurrences that are often ignored need to be noticed and brought to the child’s attention in the form of acknowledgment and praise (e.g., finished eating her vegetables, picked her coat up off the floor, started doing homework without having to be asked, etc.). It's always better for children to feel good about the things they are doing right, rather than to be punished for what they are doing wrong.

9. Be a good role model on how to maintain composure: In the face of adversity, always aim to stay calm – and seek a calm environment to encourage de-escalation.




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

10. Transfer control: As often as possible, allow your child to be in charge of his responsibilities, rather than stepping in and taking over or over-assisting. In the short term, it may seem easier to simply do things yourself, but that's only if you want to continue doing this for your child for the rest of his life. Balance your decision to give the responsibility back to your child by maintaining a supportive and caring attitude, rather than being the “bad guy.”

11. Work as a team: When creating “house rules” for your AS or HFA child, do so WITH her, not just FOR her. In this way, she will buy into the process and will be more likely to cooperate. Social stories and visual cues about the rules can be quite helpful. You can place pictures or text in a place your child normally sees so she can easily access the rules. It’s good to put words next to pictures so the child can learn to associate the meaning.

12. Think structure, structure, structure: Children with AS and HFA need – and even crave – routine and structure. They handle change best if it is expected and occurs in the context of a familiar routine.   A predictable routine allows these kids to feel safe and to develop a sense of mastery in handling their lives.  As this sense of mastery is strengthened, they can tackle larger changes (e.g., walking to school by themselves, going to sleepaway camp, paying for a purchase at the store, etc.). Of course, many changes can't be avoided. But that's why you need to offer your child a predictable routine as a foundation in his life – so he can rise to the occasion to handle big changes when he needs to. While helping AS and HFA kids feel safe and ready to take on new challenges and developmental tasks would be reason enough to offer them structure, it has another important developmental role as well: structure and routines teach them how to constructively control themselves and their environments.

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Other benefits to having a significant amount of structure in your youngster’s life include the following:
  • Structure helps moms and dads maintain consistency in expectations. If everything is an argument, the parent often ends up settling just to keep the peace (e.g., more computer time, more TV, go to bed an hour later, skip brushing teeth for tonight, etc.).  With a consistent schedule, the parent is more likely to stick to healthy expectations.
  • Structure allows children to be in charge of themselves. This feeling increases their sense of competence.  Children who feel more independent and in charge of themselves have less need to rebel and be defiant.
  • Structure allows children to learn the concept of "looking forward" to things they enjoy, which is an important part of making a happy accommodation with the demands of a schedule.  For example, your child may want to go to the playground now, but she can learn that the family always goes to the playground in the afternoon, and she can look forward to it then.
  • Structure eliminates power struggles because you aren't bossing your youngster around.  A particular activity (e.g., brushing teeth, napping, turning off the TV to get ready for bed, etc.) is just what family members do at the designated time of day.  Mom stops being the bad guy, and nagging is greatly reduced.
  • Structure helps children cooperate by reducing stress and anxiety for everyone.  Everybody knows what comes next, they get fair warning for transitions, and no one feels pushed around.
  • Structure helps children learn to take charge of their own activities.  Over time, they learn to feed the dog, brush their teeth, pack their backpacks, etc., without constant reminders from the parent.

One of the biggest challenges for parents of children with autism spectrum disorders is dealing with negative behaviors. If meltdowns are an issue for your AS or HFA youngster, the techniques listed above should provide a significant amount of relief for all family members.
More resources for parents of children and teens with High-Functioning Autism and Asperger's:

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

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

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

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

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook
By

"Sensory Diet" for Kids with ASD and Sensory Processing Disorder

Many kids with Asperger’s (AS) and High-Functioning Autism (HFA) struggle with sensory processing challenges, and some have Sensory Processing Disorder (SPD). SPD is a condition in which the child’s brain has trouble receiving and responding to information that comes in through the senses. 

The symptoms of SPD include the following:

Infancy—

•    can’t crawl "on all fours"
•    can’t hold self upright in walker, high chair for more than a few minutes
•    can’t latch on, or suckle to nurse
•    cries when bathed
•    difficulty lifting head when on tummy
•    doesn’t like baby swings, or riding in car
•    doesn’t like to be cuddled, or will not let you put her down
•    extremely active or extremely quiet
•    frequently make fists
•    may only sleep when swinging or riding in car
•    must have absolute quiet to settle down/or must have certain sounds
•    screams hysterically when hungry, wet, cold, or hot
•    seems to never sleep, doesn’t develop sleep patterns
•    struggles when changed
•    takes an unusually long time to nurse or finish bottle
•    tenses, or cries when held in space
•    uses soldier crawl, or scoots rather than use arms to bear weight

Preschool—

•    acts claustrophobic when slightly stuck in clothes
•    acts out aggressively when touched, provoked, or upset
•    afraid no matter what consolation you give
•    afraid of dark
•    afraid of drain in tub
•    afraid of falling in toilet
•    afraid of new places, people
•    always has shoes on, or never leaves them on
•    bites fingers and tongue while eating
•    can’t hold pencil or crayon in correct grip
•    can’t pedal tricycles, bikes, scoot type toys
•    can’t sit through a meal
•    can’t snap, zip, buckle, or tie
•    can’t use scissors
•    can't get comfortable
•    chews with mouth open
•    complains food too hot, or too cold
•    crashes, crashes, crashes
•    cries when fingernails and toenails clipped, or hair cut
•    difficulty doing puzzles, Leggos, stacking blocks
•    difficulty going up or down stairs
•    difficulty guiding utensils to mouth
•    difficulty with push and pull toys
•    dislikes carbonated drinks
•    doesn’t like baths, washing or combing hair
•    doesn’t like belts, or anything snug around waist
•    doesn’t like certain textures; too crunchy, soft, grainy, or slimy
•    doesn’t like feet touched
•    doesn’t like sleeves that hit wrist, or high collars
•    doesn’t like to brush teeth
•    doesn’t recognize need to go potty
•    drops food on floor, all over table, unintentionally
•    easily frustrated, quick to anger
•    falls off of chairs, couches, bed
•    falls out of chairs
•    fidgets and moves around a lot while sitting
•    flits from one activity to another
•    food has no taste, or tastes too strong
•    grabby, hugs too hard, body slams while playing
•    has hard time with spoons and forks
•    has trouble dressing self
•    hates taste of toothpaste
•    hides under furniture
•    jumps, jumps, jumps
•    legs hang, rather than wrap around someone's hips when carried
•    likes certain clothes, usually cotton
•    likes cool or very warm baths
•    likes to be totally covered, or is constantly removing clothing
•    likes very few foods, or will eat anything
•    meltdowns in stores, restaurants, public places
•    messy eater, dribbles food down chin, or can't stand mess on hands
•    over dresses in hot weather, or under dresses in cold weather
•    over stuffs mouth, chokes
•    poor posture
•    potty accidents that go on and on
•    prefers picking/grazing through the day, instead of regular mealtimes
•    prefers unusually hot, or unusually cold food
•    rests head on hands or arms frequently
•    seams in clothing or socks bothersome
•    seems not to listen
•    seems under/over sensitive to pain
•    severe separation anxiety
•    severe temper tantrums, sometimes many per day
•    spills food and drinks frequently
•    spins, spins, spins
•    strong preference for or against playground equipment
•    trouble kicking ball, or catching balloons
•    trouble playing with other children
•    uses sippy cup long after most children have moved on
•    vomits a mouthful when too upset
•    walks into walls, corners, people
•    wants tags removed
•    when excited, over does it, can't calm down
•    withdraws into self, zones out
•    won't carry objects, seem too heavy

Older child—

•    acts wild when in a group
•    bumps into people and things
•    can’t complete more than one direction at a time
•    can’t follow directions without constant verbal reminders
•    can’t judge time
•    clumsy, spacey, lazy
•    craves/avoids touching
•    difficulty hearing adult voices over background sounds
•    difficulty with handwriting
•    dislikes changes in plans or routines
•    doesn’t complete tasks
•    doesn’t like loud noises or commotion
•    easily distracted
•    erratic sleep patterns
•    “falls apart” frequently
•    forgets shoes, socks, homework, assignments
•    has trouble making choices
•    hides when anyone comes over
•    immature, baby talk, cries over inconsequential things
•    impulsive
•    inverting/reversing numbers and letters
•    leaves the table during meals
•    misses when placing objects on table
•    overly excited when people come to house
•    poor speech, articulation
•    poor written work
•    reading and math difficulties
•    short attention span
•    speaks unusually loud/ talks too soft to hear
•    stubborn, uncooperative, defiant
•    unusually low/high energy
•    won't join the group

Children whose bodies need particular types of sensory input tend to do exactly what they need to obtain that input, sometimes in ways parents may not particularly like. The AS or HFA youngster may love to chew on nonfood objects, crash into furniture or other children, hang upside down, jump on the furniture, flap his arms, or spin in circles. This is called “self-stimulatory” behaviors. Some “self-stimulatory” behaviors are an attempt to obtain much-needed sensory input that either revs up or slows down a poorly functioning nervous system. At other times these behaviors act as a coping mechanism until the youngster figures out how to ward off or deal with sensory overload.
 
==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

Three major challenges for parents and teachers who deal with a child who has SPD are (1) recognizing when the youngster is under-reactive or over-reactive in any given moment, (2) calibrating sensory input to meet her where she is, and (3) providing a “just right challenge” to help her move forward into a “just right” state of being. Fortunately, there are proven techniques for reducing under-sensitivities and over-sensitivities, and modifying tasks and environments to support success while the child builds underlying sensory processing skills. Foremost among these techniques is what’s called a “sensory diet.”

Senses that should be included in a sensory diet include the following:

1. Auditory— Auditory input refers to both what you hear and how you listen, and is physiologically connected with the vestibular sense.

2. Proprioception— Proprioceptive input (i.e., sensations from joints, muscles and connective tissues that lead to body awareness) can be obtained by lifting, pushing, and pulling heavy objects, including the child’s own weight. He can also stimulate the proprioceptive sense by engaging in activities that push joints together (e.g., pushing something heavy), and pull joints apart (e.g., hanging from monkey bars).

3. Smell— Olfactory input comes through the nose and goes straight to the most primitive, emotional part of the brain. So, if your AS or HFA youngster is upset by something being “stinky” – it’s no wonder. Certain odors can stimulate, calm, or send her into sensory overload.

4. Tactile— The tactile sense detects pain, light touch, deep pressure, texture, temperature, and vibration. This includes both the skin covering your body and the skin lining the inside of your mouth. For the AS or HFA child, oral tactile issues can contribute to picky eating and feeding difficulties.

5. Taste— Taste input is perceived by your tongue, but how you interpret or experience it is strongly influenced by your sense of smell.

6. Vestibular— This is the sense of movement centered in the inner ear. Any type of movement will stimulate the vestibular receptors, but swinging, spinning, and hanging upside down provide the most intense, longest lasting input.

7. Visual— Visual input can often be overstimulating for an AS or HFA youngster with sensory issues.

The goal of a sensory diet is to give your AS or HFA youngster the right kind of sensory input in regular, controlled doses so there’s no need for him to resort to undesirable behaviors. For example, rather than bouncing off the walls during lunch, he can bounce for a few minutes on a mini-trampoline before it’s time to sit down to eat. Rather than chewing on a crayon, he can munch on a “Gummi bear.” Instead of crashing into the furniture to get deep pressure stimulation, he can jump into a safely placed “crash pad” or punching bag.

The starting point in creating a sensory diet that meets your AS or HFA child’s unique needs is to look at her behaviors, especially those that are a bit odd. In general, a youngster whose nervous system is “hyper” needs more calming input, while the youngster who is more “slothful” needs more arousing input. While each child’s likes and dislikes are different, activities that are more rapid and less predictable tend to be more alerting – while slow, rhythmic, and repetitive activities tend to be more soothing.

Finding the perfect activity to achieve that optimal state takes some detective work and creativity on the parent’s part. Few kids are always tired or always wired. The right combination of sensory input is something parents will need to figure out together with the child, and preferably with the assistance of an occupational therapist.
 Below is a sample sensory diet that was created for Andrew, an 8-year-old youngster with Asperger’s and SPD. A separate program was created for Andrew with the school, including an inflatable seat cushion for wiggling while remaining seated, frequent movement breaks, and providing chewy oral comfort snacks during handwriting class.


Sample Sensory Diet--

 In the morning:
  • Eat crunchy cereal with fruit and protein
  • Jump on mini-trampoline as directed
  • Listen to recommended therapeutic music
  • Massage back
  • Use vibrating toothbrush

After school:
  • Artwork time (e.g., drawing, clay projects, painting projects, etc.)
  • Do ball exercises as directed
  • Eat crunchy and chewy snacks
  • Go to playground for at least 20 minutes
  • Listen to therapeutic music
  • Massage feet 
  • Mini-trampoline
  • Push grocery cart
  • Spinning as directed

 At dinnertime:
  • Provide crunchy and chewy foods
  • Help with dinner preparations (e.g., mixing, chopping, blending, etc.)
  • Help set table

 At night: 
  • Warm bath with bubbles and calming essential oil
  • Massage during reading time
  • Burn scented candle prior to falling asleep

Here is a list of 50 activities to consider when creating your child’s unique sensory diet:

1.  Bang on pots and pans.

2. Climb up and down stairs.

3. Create a scrapbook (lots of pasting and working with different textures).

4. Do cartwheels, swim, jumping jacks, and dance.

5. Do jumping jacks, floor pushups or wall pushups.

6. Do wheelbarrow walking, with ankles held.

7. Dress up in fun costumes to get used to the feel of unfamiliar clothing.

8. Drink thick liquids through a straw.

9. Eat chewy or crunchy foods or chew gum.

10. Encourage child to walk barefoot in the grass, sand, or dirt.

11. Encourage play with make-up, face painting, and costumes.

12. Get a firm massage.

13. Get a white noise machine, tabletop rocks-and-water fountain, or aquarium.

14. Go swimming.

15. Go to the beach or sit still and listen to the rain, thunder, etc.

16. Go to the playground and use slides and swings.

17. Have child finger-paint, play with glitter glue, or mix cookie dough and cake batter.

18. Have child hang upside down from playground equipment, do somersaults, or ride a loop-de-loop rollercoaster.

19. Have child play with foamy soap or shaving cream, and add sand for extra texture.

20. Have child vacuum, carry books from one room to another, help wash windows or a tabletop, and transfer wet laundry from the washing machine to the dryer.

21. Have the child sit very quietly and try to identify the sounds he/she hears (e.g., traffic, people taking, planes, etc.) and where it’s coming from.

22. Help child garden and repot indoor plants.

23. Hold the youngster’s arms and spin in a circle as he/she lifts off the ground.

24. Inhale favored essential oils or other fragrances.

25. Jump on a mini-trampoline, bouncy pad, or mattress placed on the floor.

26. Let child run in circles or ride a carousel.

27. Let the youngster drink plain seltzer or carbonated mineral water to experience bubbles in his/her mouth (flavor it with a little juice).

28. Listen to birds singing and try to identify what direction a given bird is calling from.

29. Listen to favorite music with headphones.

30. Listen to natural sound recordings of rain falling, ocean waves, bird songs, etc.

31. Make a “burrito” by rolling child up in a blanket.

32. Play a musical instrument.

33. Play in a sandbox or use a sensory bin filled with uncooked rice and beans.

34. Provide the youngster with a musical instrument and encourage him/her to play and even take lessons.

35. Provide the youngster with frozen foods (e.g., popsicles, frozen fruit) and mixed temperature foods (e.g., hot fudge sundae, hot taco with cold toppings).

36. Put on a play or making a mini movie with a video camera.

37. Rake leaves, push heavy objects like firewood in a wheelbarrow.

38. Ride a tricycle or bicycle.

39. Rock in a rocking chair, glider, or on a hobby horse.

40. Sculpt, sew, weave, crochet or knit.

41. Sit in a quiet “safe space” with soft lighting.

42. Spin on a Sit N’ Spin, Dizzy Disc Jr., or office chair.

43. Squish between sofa cushions to make a “sandwich.”

44. Swing on a hammock.

45. Take a warm bath or shower.

46. Try Sound Eaze CDs that desensitize autistic kids to everyday sounds (e.g., balloons popping, vacuum cleaners, flushing toilets, thunder, barking dogs, alarms, and other sounds these children find distressing).

47. Use a vibrating item (e.g., Squiggle Wiggle Writer, vibrating pillow, or oral vibrator).

48. Use a weighted blanket, vest, lap pad, or other weighted item.

49. Use sandpaper to smooth a woodworking project, or make things out of clay (try using a potter’s wheel).

50. Wear a heavy knapsack or pull a luggage cart-style backpack, or mow the lawn with a push mower.

In summary, a sensory diet is a term used to describe sensory activities that are used to treat children with SPD. If your AS or HFA youngster has symptoms of SPD, your physician can refer you to an occupational therapist for an evaluation. If it is discovered that your child does have SPD, the therapist will create a “menu” of activities. He or she will have you perform these activities in a particular order to create a sensory “meal.” Just like nutritional diets, the sensory diet is designed for your youngster’s sensory needs. The occupational therapist will create a plan of activities for you to do throughout the day.
 
Note: BrainWorks simplifies the process of creating sensory diets and teaches self-modulation through its use.  Click here to join BrainWorks.
 
By

Aspergers & Associated Conditions

“Our son is diagnosed with AS. He has stomach problems, difficulty sleeping, and can’t stand loud noises of any kind. Is this part of AS, or are these totally separate issues?”

It’s very likely that these issues are part of the Aspergers (AS) condition. There are a number of concerns that often accompany a child with Aspergers and High-Functioning Autism. Here are the primary ones:

1. Fragile X syndrome is a genetic disorder and is the most common form of inherited intellectual disability, causing symptoms similar to Aspergers. The name refers to one part of the X chromosome that has a defective piece that appears pinched and fragile when viewed with a microscope. Fragile X syndrome results from a change, called a mutation, on a single gene. This mutation, in effect, turns off the gene. Some people may have only a small mutation and not show any symptoms, while others have a larger mutation and more severe symptoms. Around 1 in 3 kids who have Fragile X syndrome also meet the diagnostic criteria for Aspergers, and about 1 in 25 kids diagnosed with Aspergers have the mutation that causes Fragile X syndrome. Because this disorder is inherited, kids with Aspergers should be checked for Fragile X, especially if the mom or dad wants to have more kids. Other family members who are planning to have kids may also want to be checked for Fragile X syndrome.



2. Some moms and dads of kids with Aspergers report that their youngster has frequent gastrointestinal (GI) or digestion problems (e.g., stomach pain, diarrhea, constipation, acid reflux, vomiting, bloating, etc.). Food allergies may also cause problems for kids with Aspergers. It's unclear whether kids with Aspergers are more likely to have GI problems than typically developing kids. If your youngster has GI problems, a doctor who specializes in GI problems, called a gastroenterologist, can help find the cause and suggest appropriate treatment. Some studies have reported that kids with Aspergers seem to have more GI symptoms, but these findings may not apply to all kids with Aspergers. For example, a recent study found that kids with Aspergers in Minnesota were more likely to have physical and behavioral difficulties related to diet (e.g., lactose intolerance or insisting on certain foods), as well as constipation, than kids without Aspergers. The researchers suggested that kids with Aspergers may not have underlying GI problems, but that their behavior may create GI symptoms (e.g., a youngster who insists on eating only certain foods may not get enough fiber or fluids in his or her diet, which leads to constipation). Some moms and dads may try to put their youngster on a special diet to control Aspergers or GI symptoms. While some kids may benefit from limiting certain foods, there is no strong evidence that these special diets reduce Aspergers symptoms. If you want to try a special diet, first talk with a doctor or a nutrition expert to make sure your youngster's nutritional needs are being met.

3. Some kids with Aspergers have some degree of intellectual disability. When tested, some areas of ability may be normal, while others—especially cognitive (thinking) and language abilities—may be relatively weak (e.g., a youngster with Aspergers may do well on tasks related to sight such as putting a puzzle together, but may not do as well on language-based problem-solving tasks). However, most kids with Aspergers often have average or above-average language skills and do not show delays in cognitive ability or speech.

4. One in four kids with Aspergers has seizures, often starting either in early childhood or during the teen years. Seizures, caused by abnormal electrical activity in the brain, can result in: (a) staring spells; (b) convulsions, which are uncontrollable shaking of the whole body, or unusual movements; (c) a short-term loss of consciousness, or a blackout. Sometimes lack of sleep or a high fever can trigger a seizure. An electroencephalogram (EEG), a nonsurgical test that records electrical activity in the brain, can help confirm whether a youngster is having seizures. However, some kids with Aspergers have abnormal EEGs even if they are not having seizures. Seizures can be treated with medicines called anticonvulsants. Some seizure medicines affect behavior; changes in behavior should be closely watched in kids with Aspergers. In most cases, a doctor will use the lowest dose of medicine that works for the youngster. Anticonvulsants usually reduce the number of seizures but may not prevent all of them.

5. Many kids with Aspergers either over-react or under-react to certain sights, sounds, smells, textures, and tastes. For example, some may: (a) have no reaction to intense cold or pain; (b) experience pain from certain sounds (e.g., a vacuum cleaner, ringing telephone, sudden storm, etc.) and cover their ears and scream; (c) dislike or show discomfort from a light touch or the feel of clothes on their skin. Researchers are trying to determine if these unusual reactions are related to differences in integrating multiple types of information from the senses.

6. Kids with Aspergers tend to have problems falling asleep or staying asleep, or have other sleep problems. These problems make it harder for them to pay attention, reduce their ability to function, and lead to poor behavior. In addition, moms and dads of kids with Aspergers and sleep problems tend to report greater family stress and poorer overall health among themselves. Fortunately, sleep problems can often be treated with changes in behavior (e.g., following a sleep schedule or creating a bedtime routine). Some kids may sleep better using medications such as melatonin, which is a hormone that helps regulate the body's sleep-wake cycle. Like any medication, melatonin can have unwanted side effects. Talk to your youngster's doctor about possible risks and benefits before giving your youngster melatonin. Treating sleep problems in kids with Aspergers may improve the youngster's overall behavior and functioning, as well as relieve family stress.

7. Tuberous sclerosis is a rare genetic disorder that causes noncancerous tumors to grow in the brain and other vital organs. Tuberous sclerosis occurs in 1 to 4 percent of people with Aspergers. A genetic mutation causes the disorder, which has also been linked to mental retardation, epilepsy, and many other physical and mental health problems. There is no cure for tuberous sclerosis, but many symptoms can be treated.

8. The particularly high comorbidity with anxiety often requires special attention. One study reported that about 84 percent of Aspergers kids also met the criteria to be diagnosed with an anxiety disorder. Because of the social differences experienced by those with Aspergers (e.g., trouble initiating or maintaining a conversation, adherence to strict rituals or schedules), additional stress to any of these activities may result in feelings of anxiety, which can negatively affect multiple areas of one’s life, including school, family, and work.

Children with Aspergers may also be diagnosed with:
  • ADHD
  • Bipolar disorder
  • Obsessive compulsive disorder
  • Tourette syndrome
  • Clinical depression
  • Visual problems

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

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

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

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

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

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

 ==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

By

Learning Your Child’s “Triggers”: Help for Destructive Behavior in Kids on the Autism Spectrum

"We are in need of some strategies to curb our son's destructive behaviors, which usually vacillates between periods of being quiet and withdrawn to periods of full out tantrumming (yelling, throwing things)."

Destructive behavior (e.g., hitting and kicking, throwing objects, damaging property, screaming, etc.) is common in some kids with Aspergers and High-Functioning Autism (HFA). This type of behavior can be disturbing and possibly dangerous, and requires a specific parenting approach as well as additional supervision to ensure the safety of everyone involved. 
 
Since children on the spectrum do not respond well to traditional disciplinary strategies, parents must come up with an approach that doesn't accidentally reward unwanted behavior.

While the disorder is incurable, learning and development is possible with the proper treatment and education. Moms and dads should embrace early intervention opportunities whenever possible, as these can help kids develop strategies for dealing with some of the more challenging behaviors associated with Aspergers and HFA. In addition to developing coping mechanisms for destructive behavior, early intervention can help provide a greater degree of independence as these youngsters get older.



Kids on the autism spectrum generally have specific “triggers” that signal danger or disruption to their feelings of comfort and security. These young people tend to develop their own “cues” in response to these trigger events (i.e., warning signals that parents can “read” to understand that the youngster is having difficulty).  These cues may include any of the following:
  • becoming quiet or withdrawn
  • changes in speech patterns
  • complaining
  • exhibiting a fear or avoidance response
  • facial expressions
  • feeling ill
  • getting irritable
  • nervous tics
  • sweating

When parents anticipate these triggers or observe these cues, they should provide assurance, support and attention as quickly as possible. If parents miss these cues, kids on the spectrum may escalate their behavior to a point where they completely lose control.  
 
==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

Because parents and teachers see kids in different situations, it is essential that they work together to share information about triggers and cues. This is best done on a regular basis (e.g., during the IEP meeting or a periodic review meeting) rather than in response to a crisis. However, when a crisis does occur, those who work with the youngster should meet to briefly discuss specific concerns and how to best address his/her needs in the current situation.

Tips for reducing and eliminating destructive behavior in children on the autism spectrum:

1. Aspergers and HFA kids have difficulties with social skills and self-management, and will need instruction in anger-control, tolerance of individual differences, and self-monitoring.

2. Children with the disorder interpret very literally; therefore, moms and dads need to choose their words carefully to insure their youngster will not misinterpret what they are trying to get across.

3. Consider changing your child’s diet. A gluten-free/casein-free diet is a popular diet for aggressive kids on the spectrum. Gluten is a protein found in wheat, rye, barley and some oats, and casein is a protein found in milk.

4. Eliminate sensory issues. If your youngster has sensory issues that are overwhelming, he can become aggressive. Loud noises, bright lights, lots of people, and irritating touches often cause problems for some of these young people An occupational therapist can help by doing a Sensory Profile to determine if your youngster has any sensory defensiveness.

5. Food allergies are an often overlooked cause of destructive behavior. Some children may have red ears, red cheeks, or dark circles under their eyes. These are often signs of food allergies. Some of the symptoms associated with food allergies are headaches, tantrums, feelings of nausea, difficulty concentrating, and stomach aches. As a result, the youngster is less tolerant of others and is more likely to act out. Since many of these kids also have poor communication skills, parents may not be aware that their son or daughter is not feeling well. The youngster should be tested if food allergies are suspected. If the child tests positive for certain foods, then these products should be eliminated from the diet.




6. Give your child the opportunity and space to calm down when he’s upset. If he needs to release some physical energy, find some non-destructive activities he can engage in.

7. Let your youngster know he can count in his head until the negative feeling goes away. This will help him realize that eventually the feeling does start to alleviate on its own, even if he doesn’t act on it.

8. Make sure your youngster understands that, while you understand he gets frustrated sometimes, destroying property is not acceptable – not in your home, or in the rest of the world either. Be clear in your expectations and what the consequences will be if he does destroy property.

9. Many children with the disorder can be helped to comprehend behavior they observe - but poorly understand - through the use of “social stories.” The parent’s explanation of what is happening can be reduced to a social story. A storybook can then be kept by the youngster to help reinforce the information on a concrete, basic level. 
 
==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

10. Many parents are giving their autistic kids safe nutritional supplements, such as Vitamin B6 with magnesium and Di-methyl-glycine (DMG). Nearly half have reported a reduction in behavioral problems as well as improvements in their youngster’s general well-being.

11. Moms and dads often feel furious when their youngster damages or destroys property. This is understandable. Property destruction is a personal violation, and it hurts to have a son or daughter treat something that you’ve worked hard for with such little respect. But, once you make up my mind that you will hold your child accountable for anything he purposely destroys, making sure he pays for things by controlling the money you usually chose to spend on him, you won’t feel as angry. You will be able to respond more calmly, because you know he will be held accountable. And once he learns that he pays for the damages, it may only take a few times for him to choose to handle things differently.

12. Often times, a behavior problem is a reaction to a request or demand made by parents. The child may have learned that he can escape or avoid such situations (e.g., doing chores or homework) by acting out. A functional assessment of the child’s behavior (i.e., antecedents, consequences, context of the behavior) may reveal certain relationships between the behavior and the function the behavior serves. If avoidance is the function the behavior serves, parents should follow through with all requests and demands they make to the child. If the child is able to escape or avoid such situations, even only some of the time, the behavior problem will likely continue.

13. Remember that any change in routine may result in emotional or behavioral upset. If the youngster’s environment must be changed (e.g., the absence of a parent), try to maintain as much of the normal routine as possible (e.g., meals, play, bedtime) in the new environment.  In addition, try to bring concrete elements from the youngster’s more routine environment (e.g., a toy, blanket, game, etc.) into the new environment to maintain some degree of “sameness” or constancy.

14. Some kids break their own things when they’re upset or angry. If your youngster gets angry, throws his iPad and it breaks, the natural consequence is that he no longer has an iPad. Don’t buy him a new one!

15. Talk with your youngster during a calm moment about things he can do instead of breaking things when he gets upset.

16. Teach your youngster to use journaling, music, drawing, clay, or any other non-destructive activity he might be interested in to release feelings.

17. Try behavior intervention. Behavior specialists work with kids who have difficult and aggressive behaviors. They observe them in their environments to determine the underlying cause of the behaviors.

18. Your job as a mother or father is to prepare your youngster for the “real world.” In the real world, if you destroy property, there are consequences (e.g., financial, legal, etc.). You want to respond to your youngster’s destructive behavior in a way that leaves no doubt about what he will experience should he engage in this behavior outside your home.

19. It is important to consider the child’s level of arousal when formulating a strategy to treat behavioral problems:
  • Over-arousal. Sometimes behavioral problems occur when the child is overly-excited. This can occur when the child is anxious and/or when there is too much stimulation in the environment. In these cases, treatment should be aimed at calming the child.
  • Under-arousal. Behavioral problems may be due to a low level of arousal, such as when the child is passive or bored. Behaviors such as aggression and destructiveness may be exciting, and thus appealing to some of these kids. If parents suspect behavior problems are due to under-arousal, the child should be kept busy or active.

20. If all else fails, it may be necessary to try medication to reduce destructive behavior. Discuss medication with your youngster’s doctor, neurologist or behavior specialist. Determine as a team the best approach to treating him with the proper medication. Keep in mind that medication is not necessarily permanent, and if it doesn't work, just stop it.
 
COMMENTS:

•    Anonymous said... After many years and many different approaches, my 16 year old son with aspergers is finally learning to use words instead of fists! It isn't always perfect, but it is so much better.
•    Anonymous said... And DMG if others have had success. Son take 3meds but would like to think there is hope he could ween off prescription meds and with the therapy he is receiving g and maturation.....he could get by with less Rx' s.
•    Anonymous said... Curious...why the B6? Has anyone tried that, with positive results?
•    Anonymous said... Ditto everything Ms Musgrave said. Our 17 yr old was diagnosed at age 13-14, and now seems to be on a better path after yrs of anxiety and stress on both him and I. Would also be curious about the B6 and
•    Anonymous said... I have tried B6 with my son and it gave my son horrible nightmares to the point he would keep himself awake. I researched the vitamin to find out that it is actually a normal reaction. Everyone is different, I know this, but I want to give a heads up to anyone wanting to try it.
•    Anonymous said... It is so true about the disciplinary actions that parents try to enforce. They often work on other siblings, but when it comes to an Asperger child you are pretty much at a loss. Some people often say, well have you done this or try this. I know they think they are trying to help, but unless you have an Asperger child, you have no idea what parents go through every single day. School is a another story...most teachers don't know what to do with an Aspergers child, some have never heard of Aspergers Syndrome. So we battle with the education portion of trying to teach teachers about Aspergers and how Aspergers children respond and act about different things and also dealing with other students that have no idea what's going on. We have three very special boys, one is just extra special. Just a day in the Musgrave life...just keep praying.
•    Anonymous said... So important
•    Anonymous said... Will has ADHD and is doing so much better now. Much more comfortable in himself. That is a big adjustment too.

Post your comment below…
By

Aspergers Teens and Game Addiction

"I have a partner and many family members with Asperger’s, but the worst affected is 19. He has very limited social skills, his eating pattern is poor, and so is his sleeping pattern. But he is addicted to a game on his computer. How do we as parents encourage him to spend less time on the computer, eat better, and sleep more?"

Playing electronic games provides repetition, consistency, and security in his life. Also, electronic games are predictable. He can count on the same actions and results every time he plays the games. People with Asperger’s Syndrome and High-Functioning Autism want to feel safe and secure in their activities. The electronic games allow him to follow predetermined rules that result in predictable outcomes.

It sounds like your son is concentrating on electronic games at the expense of his health. He spends time in front of a video screen that could be better spent learning new eating habits and practicing better sleeping patterns.

Check into Asperger’s support groups for your son; there might be one in your local area. Support groups give advice on daily living skills and healthy lifestyles. Encourage your son to join one of these groups; he will meet people who are his age and may be experiencing similar difficulties with Asperger’s Syndrome. In addition to information, a support group can give your son the opportunity to talk about his feelings about Asperger’s and the help necessary for him to cope with adult responsibilities.

Another resource for your son is an Asperger’s specialist who can inform and teach your son social skills. A specialist, such as a psychiatrist, might prescribe Melatonin, which will help your son sleep better at night.

Your son is in his late teens, and he is fast approaching adulthood. You can use reasoning and negotiation instead of rules and orders. However, if the excessive computer use continues, you might need to move it into a room that restricts his access to it. Also, the computer can be used as a reward if your son tries new foods and establishes a regular pattern of sleep. Although your son is getting older, there are rules that are still effective in changing his behaviour; you should establish those rules in your household.

In terms of nutrition, many autistic children suffer from food allergies, overgrowth of intestinal yeast, and sensitivity to sugar and dairy products. Consult a doctor to see if your son needs to adjust his diet. Changing your son’s diet to wheat-free, dairy-free, and sugar-free products requires patience because people with Asperger’s can be very strong-willed, and implementing change can be difficult for both of you. See if other family members will adopt a diet similar to your son’s; this will make him feel integrated into the family. Also, read diet books, look into websites, and read advice from nutritionists.

Your son’s sleep patterns can be changed with consistent hours. He needs to establish a time that he will go to bed each evening and get up each morning. If he complains that he cannot get to sleep or wake up at a given time, tell him that there are parts of our bodies called circadian rhythms, and they help our bodies rest. If your son can get to bed at a specific time several nights in a row, the circadian rhythms in his body will reset and help him go to sleep and wake up at a given time each evening and morning. Remove all distractions from his bedroom to help him concentrate on rest and sleep.

By

The Connection Between "Leaky Gut Syndrome" and Autism Spectrum Disorders

“We are concerned that our son with autism (high functioning) may have a leaky gut. How can we know for sure? Is this part of the disorder? What can be done to help with this problem?”

RE: “How can we know for sure?”  

The only way to know for sure is to do an intestinal permeability test, which is the most common test for Leaky Gut Syndrome (LGS). Your child will ingest a specified amount of a solution containing lactulose and mannitol (water-soluble sugar molecules). Over a period of six hours, you will test your son’s urine for elevated levels of lactulose and mannitol.

Read the results. Mannitol is absorbed quite easily, while lactulose has larger molecules and is usually only partially absorbed by the intestines. Leaky gut syndrome is very likely if the levels of both sugars in the collected urine are high.

Part of the problems inherent in LGS is that the body is naturally designed to fight off foreign particles. Food particles that leak into the gut are “foreign” and cause the body to put the immune system into overdrive. Here are a few of the specific symptoms that indicate there may be a problem with a permeable intestinal tract:
  • skin rashes
  • shortness of breath
  • recurrent infections
  • bed-wetting
  • asthma
  • poor immunity
  • nervousness
  • diarrhea
  • discomfort in the abdominal area
  • disorientation
  • fatigue
  • gas
  • heartburn
  • indigestion
  • memory problems
  • mood swings
  • constipation
  • confusion
  • chronic pain
  • bloating
  • anxiety
  • aggressive behavior



RE: “Is it part of the disorder?”  

Some researcher suggests that LGS is a contributing factor to Asperger’s (AS) and High Functioning Autism (HFA). The digestive tract lining becomes irritated and permeable. Thus, undigested food particles leak into the blood stream, which can lead to disturbances in brain function.

RE: “What can help with this problem?”  

Here are some important tips for your son:
  1. Start a gluten- and casein-free diet.
  2. Avoid spicy foods.
  3. Avoid a diet that is high in carbohydrates, caffeine content, and drugs such as ibuprofen and antacids – all of which work to reduce the impermeable nature of the intestinal walls. 
  4. Vitamins and minerals that can be used in the treatment of LGS include: vitamins A, C, and E; selenium; methyl sulfonyl Mmethane (MSM); glutamine; digestive enzymes; co-enzyme Q10; and beta carotene.
  5. Other dietary supplements to treat LGS include: virgin coconut oil; olive leaf extract; lactoferrin; lactobacillus; Kolorex Intenstical Care capsules; garlic; bovine colostrums; Barley grass powder; and aloe vera juice.
  6. Shark liver oil often tops the lists of supplements that can be used to treat LGS.

Lastly, frequently track your son’s progress, and make sure to use a systematic approach for introducing different elements. After you dial-in the best diet to treat his LGS, the results can be dramatic. However, consult with your pediatrician before starting any new diet plan.




More resources for parents of children and teens with High-Functioning Autism and Asperger's:

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

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

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

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

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
By

What are some other conditions that Aspergers children may have?

Most Aspergers (high functioning autistic) children and teens have at least one comorbid (i.e., co-existing) condition in addition to their autism diagnosis as listed below:

1. Co-occurring mental disorders— Kids with Aspergers can develop mental disorders (e.g., anxiety disorders, attention deficit hyperactivity disorder (ADHD), depression, etc.). Research shows that children and teens with Aspergers are at higher risk for some mental disorders than those without Aspergers. Managing these co-occurring conditions with medications or behavioral therapy, which teaches kids how to control their behavior, can reduce symptoms that appear to worsen a youngster's Aspergers symptoms. Controlling these conditions will allow kids with Aspergers to focus more on managing their disorder.

2. Fragile X syndrome— Fragile X syndrome is a genetic disorder and is the most common form of inherited intellectual disability, causing symptoms similar to Aspergers. The name refers to one part of the X chromosome that has a defective piece that appears pinched and fragile when viewed with a microscope. Fragile X syndrome results from a change, called a mutation, on a single gene. This mutation, in effect, turns off the gene. Some children may have only a small mutation and not show any symptoms, while others have a larger mutation and more severe symptoms. Around 1 in 3 kids who have Fragile X syndrome also meet the diagnostic criteria for Aspergers, and about 1 in 25 kids diagnosed with Aspergers have the mutation that causes Fragile X syndrome. Because this disorder is inherited, kids with Aspergers should be checked for Fragile X, especially if the moms and dads want to have more kids. Other family members who are planning to have kids may also want to be checked for Fragile X syndrome.


3. Gastrointestinal problems— Some moms and dads of Aspergers kids report that their youngster has frequent gastrointestinal (GI) or digestion problems (e.g., stomach pain, diarrhea, constipation, acid reflux, vomiting, bloating, etc.). Food allergies may also cause problems for kids with Aspergers. It's unclear whether these kids are more likely to have GI problems than neurotypical kids. If your youngster has GI problems, a doctor who specializes in GI problems, called a gastroenterologist, can help find the cause and suggest appropriate treatment. Some studies have reported that kids with Aspergers seem to have more GI symptoms, but these findings may not apply to all Aspergers kids. For example, a recent study found that kids with Aspergers in Minnesota were more likely to have physical and behavioral difficulties related to diet (e.g., lactose intolerance or insisting on certain foods), as well as constipation, than kids without Aspergers. The researchers suggested that kids with Aspergers may not have underlying GI problems, but that their behavior may create GI symptoms (e.g., a youngster who insists on eating only certain foods may not get enough fiber or fluids in his or her diet, which leads to constipation). Some moms and dads may try to put their youngster on a special diet to try to control Aspergers or GI symptoms. While some kids may benefit from limiting certain foods, there is no strong evidence that these special diets reduce Aspergers symptoms. If you want to try a special diet, first talk with a doctor or a nutrition expert to make sure your youngster's nutritional needs are being met.

4. Intellectual disability— Many kids with Aspergers have some degree of intellectual disability. When tested, some areas of ability may be normal, while others—especially cognitive (thinking) and language abilities—may be relatively weak. For example, a youngster with Aspergers may do well on tasks related to sight (e.g., putting a puzzle together) but may not do as well on language-based problem-solving tasks. Kids with Aspergers often have average or above-average language skills and do not show delays in cognitive ability or speech.

5. Seizures— One in four kids with Aspergers has seizures, often starting either in early childhood or during the teen years. Seizures, caused by abnormal electrical activity in the brain, can result in: (a) staring spells, (b) convulsions (i.e., uncontrollable shaking of the whole body) or unusual movements, and (c) a short-term loss of consciousness or a blackout. Sometimes lack of sleep or a high fever can trigger a seizure. An electroencephalogram (EEG), a nonsurgical test that records electrical activity in the brain, can help confirm whether a youngster is having seizures. However, some kids with Aspergers have abnormal EEGs even if they are not having seizures. Seizures can be treated with medicines called anticonvulsants. Some seizure medicines affect behavior; changes in behavior should be closely watched in kids with Aspergers. In most cases, a doctor will use the lowest dose of medicine that works for the youngster. Anticonvulsants usually reduce the number of seizures but may not prevent all of them.

6. Sensory problems— Many kids with an autism spectrum disorder either over-react or under-react to certain sights, sounds, smells, textures, and tastes. For example, some may: (a) have no reaction to intense cold or pain, (b) experience pain from certain sounds – and sometimes cover their ears and scream (e.g., vacuum cleaner, a ringing telephone, a sudden storm, etc.), and (c) dislike or show discomfort from a light touch or the feel of clothes on their skin. Researchers are trying to determine if these unusual reactions are related to differences in integrating multiple types of information from the senses.

7. Sleep problems— Kids with Aspergers tend to have problems falling asleep or staying asleep, or have other sleep problems. These problems make it harder for them to pay attention, reduce their ability to function, and lead to poor behavior. In addition, moms and dads of Aspergers kids with sleep problems tend to report greater family stress and poorer overall health among themselves. Fortunately, sleep problems can often be treated with changes in behavior (e.g., following a sleep schedule, creating a bedtime routine, etc.). Some kids may sleep better using medications such as melatonin, which is a hormone that helps regulate the body's sleep-wake cycle. Like any medication, melatonin can have unwanted side effects. Talk to your youngster's doctor about possible risks and benefits before giving your youngster melatonin. Treating sleep problems in kids with Aspergers may improve the youngster's overall behavior and functioning, as well as relieve family stress.

8. Tuberous sclerosis— Tuberous sclerosis is a rare genetic disorder that causes noncancerous tumors to grow in the brain and other vital organs. Tuberous sclerosis occurs in 1 to 4 percent of children with Aspergers. A genetic mutation causes the disorder, which has also been linked to mental retardation, epilepsy, and many other physical and mental health problems. There is no cure for tuberous sclerosis, but many symptoms can be treated.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

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

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

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

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

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism
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Understanding the Role of Risperidone and Aripiprazole in Treating Symptoms of ASD

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by social communication challenges and restricted, re...