My ASD Child

Aspergers (high functioning autistic) kid’s anger presents challenges to educators committed to constructive, ethical, and effective youngster guidance. This post explores what we know about the components of Aspergers kid’s anger, factors contributing to understanding and managing anger, and the ways educators can guide kid’s expressions of anger. Three Components of Anger— Anger is believed to have three components (Lewis & Michalson, 1983): The Emotional State of Anger. The first component is the emotion itself, defined as an affective or arousal state, or a feeling experienced when a goal is blocked or needs are frustrated. Fabes and Eisenberg (1992) describe several types of stress-producing anger provocations that young kids face daily in classroom interactions: Conflict over possessions, which involves someone taking kid’s property or invading their space. Issues of compliance, which often involve asking or insisting that kids do something that they do not

Throughout this article, Jim Dilmon, a young man with Aspergers (AS) shares with us his experiences taking physical education in a generalized education setting. Jim, who is now 25 years old, attended a large public high school in New York. He recently graduated from college and is a teacher in a public school. I was diagnosed with Aspergers when I was 9 years old. Since that time, I have received many educational and social interventions. My experiences have been numerous, some good and some bad. School was tough at times, especially when social interactions came into play. One of the toughest areas for me was physical education. Here, I was bullied, ridiculed, and forced to face up to some of my biggest fears. My experiences in physical education (PE) were mostly negative. The negativity relates to the fact that most tasks in PE were difficult for me; and when I attempted them, my educators were unsupportive and my peers made fun of me. Things were made even more difficul

"I desperately need some advice on how to work with my son's (high functioning autistic) teacher so we can come up with a 'plan' that actually works for him - both academically and behaviorally." Collaboration between parent and teacher facilitates successful education for ALL children. But for young people with Asperger’s and High-Functioning Autism, it’s especially important to have effective communication, consistency on goals and rewards across settings, teamwork planning, and monitoring of interventions. The parent-teacher relationship is ongoing, reciprocal, respectful, and child-centered. This post offers important tips for facilitating effective parent-teacher teamwork: 1. A message notebook may be used so that the educator can communicate what is going on at school – and the mother or father can communicate what is happening at home. Notebook comments from the educator may discuss a youngster's progress, his behavior, attitude, the rate at

It is quite likely that kids with Aspergers will start gym classes just as any other normal kid would, that is with enthusiasm and expectations, but it is important to be careful while mixing gym class and Aspergers together in order to ensure that the experience does not become an uncomfortable one for the youngster with Aspergers. The problems that an Aspergers youngster may have in gym classes may be related to a number of problems that they face due to their unfortunate disorder, like impaired motor skills which make it difficult for them to take quick instructions or make quick movements and thereby to play baseball, soccer or any other physically demanding sports. A gymnasium can be loud and the confusing commotion created there in combination with the players and students yelling and the coach blowing in his whistle can be devastating for certain Aspergers youngster as they are sometimes super-sensitive to noise. Another problem faced by the Aspergers youngster is the fact