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The World of Aspergers: Advice to Teachers

"I've come to the frightening conclusion that I am the decisive element in the classroom... As a teacher, I possess a tremendous power to make a child's life miserable or joyous... In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized." - Haim Ginott

Few could disagree with the sentiments expressed by Ginott, at least in theory. Unfortunately, theory doesn't always translate into practice, at least not for kids with the enigmatic and complex disorder known as Aspergers (high functioning autism). Thus, when a crisis occurs, or worse yet escalates, it is often the youngster who is held accountable, and the teacher who is exonerated!

Consultants are rarely asked to look at what the school staff needs to know and do to better understand and address the challenges that accompany Aspergers. Rather, they are all too often directed to focus their efforts on "fixing" the youngster, as though his or her actions are the result of behavioral decisions, rather than the reflection of a neurological impairment.

Could it be that Ginott's words were intended only for educators of typical kids? That is most unlikely. Then what is there about Aspergers that "invites" placing the burden of responsibility with respect to aberrant behavior on the kids who manifest the disability, rather than on those who have the wherewithal to operate with far greater freedom and flexibility (i.e., their educators or caregivers)?

One parent's search for answers to a particularly distressing school situation led her to characterize the plight of her 8 1/2 year old son with Aspergers thusly: "The good news is he's bright, and the bad news is he's bright!" This revealing description makes a poignant, and sadly accurate statement about an educational system that not only fails to understand the youngster with Aspergers, it fails to recognize that such understanding is in fact necessary if positive change is to occur. An analysis of what this parent meant by her statement gives one a window on the topsy-turvy world of Aspergers.

In most disorders, descriptors such as "more able" and "high functioning" are excellent prognostic indicators - hence, the good news. How then can intelligence be considered bad news? The answer to this question lies in the paradoxical nature of Aspergers itself.

Individuals with Aspergers are cognitively intact. That is, they possess normal, if not above-average intelligence. This creates an expectation for success. Further, the pursuit of their restricted repertoires of interests and activities often results in the amassing of impressive facts, and in an expertise beyond their years. Therein lies the problem! Given their enormous strengths, and the expectation that they generate, and given the fact that intelligence is a highly-prized trait in our culture, intellectual prowess in the youngster with Aspergers virtually eclipses the social-emotional and other deficits that are at the heart of the unusual behavior and interests are often seen.

Stated more succinctly, unmindful of their neurologically-based weaknesses, educators and/or clinicians get blinded by the strengths of these kids. This situation inevitably leads to a mental set that can be summed up as follows: "If he/she is that smart, shouldn't he/she know better?" The answer to that question is a resounding "no". In fact, because of the social-emotional and communication deficits, as well as the presence of symptomatology unique to Aspergers, these kids can't "know better" until they are taught simply to know (i.e., to understand).

Consequently, in order to create an hospitable environment for kids with Aspergers in a world that is often inhospitable to their needs, it s vital that educators and other caregivers employ direct teaching strategies to address the following specific areas:
  • Executive dysfunction (i.e., problems in organizational skills/planning)
  • Perspective-taking
  • Problem solving
  • Reading/language comprehension
  • Socio-communicative understanding and expression

Together, these target areas constitute a kind of life skills curriculum for the more able student. Their inclusion in the student's IEP can help to ensure that each of these important skill areas gets the attention it deserves. After all, life skills are far too important to be left to chance! 

Struggling with an Aspergers or HFA student? Click here for highly effective teaching strategies -- specific to the disorder. 


 COMMENTS:

•    Anonymous said... I think schools should be trained on how to help children with different needs, in England alot of the one to ones and the special needs teacher have been cut because there isn't the funding for them as a result loads of children don't have their needs met.
•    Anonymous said... Thank you. I think that is the worst part of aspergers. My 7 year old was diagnosed with this ADHD and aniexty last year. The worst part is people treat him and me as if he is just a bad kid and a bully. Its can be so hard at time. I keep reminding him that people dont understand what they can see and that he is a good kid. We also talk how he has to try with his behavior and cant use his issues as an excuse. Once he learns to work with it it will be a gift.

*   Anonymous said... We give as much info on our Aspy child (triggers and signs) to look out for when his anxiety is rising and how to prevent the meltdown but when you have so many substitute teachers or teachers that treat yur child as a number and not as an individual he keeps getting suspended over trivial matters that could have been avoided if they didn't contribute to his anxiety...

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Preventing Meltdowns in Students with Aspergers and HFA: Strategies for Teachers

In this post, we will look at strategies to prevent autism-related emotional outbursts in the classroom… 

Children diagnosed with Aspergers (AS) and High-Functioning Autism (HFA) require assistance from educators if they battle with behavior issues in school. Listed here are numerous useful techniques that each teacher ought to know.

AS and HFA may co-exist with other conditions including Attention deficit hyperactivity disorder, depressive disorders, and anxiety. But mainly, the disorder has an effect on a youngster’s ability to socialize. These children have a problem recognizing facial expressions, sarcasm, and teasing, and fight to adjust to unanticipated changes in routine. Their passions are usually very narrow, which can limit their capacity to connect with others.

As a result of these challenges, kids on the autism spectrum frequently experience rage, anxiety, depression, and irritation. There are many successful interventions that may be used in the school room to help improve the youngster’s learning experience. These can assist the student in feeling more comfortable and decrease anxiety, paving the way for academic achievement.

1. Create a Plan for Emotional Outbursts— Offer a quiet location for the student that has repeated meltdowns. This may be a trip to the bathroom with a classroom aide, or a visit to the school counselor. A written plan for coping during these times of high anxiety is crucial for an AS or HFA student’s success. Assisting kids on the spectrum inside the school room is an additional challenge for today’s overburdened educators. Nevertheless, with insightful monitoring, parental and professional assistance, and inventive techniques, a love of school and learning is usually fostered in kids with AS and HFA.

2. Make Classroom Rules Clear— Children with AS and HFA thrive on rules, but will frequently disregard them when they're vague or not meaningful. Educators should detail the most crucial school room guidelines and why they exist. An itemized list plainly shown, or a handout of the classroom policies can be quite beneficial.

3. Managing Felt Emotions— Another area by which these kids need practical assistance is in controlling felt emotions. Usually, felt feelings are way too big for the situation. One individual with AS states, “An example in my life is when I discover the grocery store is out of a specific item; I get a visceral reaction very similar to the horror I felt when first hearing about the 9/11 tragedy. I know cognitively the two events have no comparison and, yet, my visceral reaction is present and I need to consciously bring my too big feelings down to something more workable in the immediate situation.”

Managing felt emotions does not come automatically, but can be learned over time with systematic instruction and visual supports.

4. Minimize Surprises in the Classroom— Children on the autism spectrum require organized settings to achieve success. They don't like surprises. Things such as unexpected seating changes or unanticipated adjustments to the routine might lead to anxiousness as well as meltdowns. Educators need to provide sufficient warnings when there is to be a change of plans.

For instance, sending a note home to the moms and dads if a seating change is imminent would be beneficial. A back up plan can be presented to the class in anticipation of schedule changes. When the Friday schedule that usually includes watching an educational film in the afternoon changes if time is short, the teacher should inform the children ahead of time that they will work on free reading or journaling instead, as an example.

5. Promote Supportive Friendships— If it seems suitable, educate the class about the disorder. Create empathy by making children conscious of inappropriate words and bullying behaviors. Emphasize the youngster’s talents in classroom lessons to enable him to discover buddies with common interests. When the student on the spectrum appears to be struggling with relationships, group him during classroom activities with the ones that are more kind and understanding. At recess or lunch time, try assigning a classroom pal that will be loyal and guide the youngster through those more chaotic times.

6. Provide Sensory Support— Many kids with AS and HFA also encounter sensory processing issues. Sensitivity to light, sound, touch, taste, and smells can irritate the youngster, making him more likely to act out or withdraw. Consult the moms and dads to determine what these sensitivities are. Minimizing classroom mayhem, noises, and clutter will be a good start.

If at all possible, get the help of an occupational therapist and try to work sensory breaks into the youngster’s school day. Chores such as returning a load of books to the library or even doing a few jumping jacks in the hallway can go a long way in helping the youngster realign and get back to learning.

7. Sensory Diet— Regrettably, medical science doesn't permit us to take a blood sample to measure sensory dysregulation. However, we can figure out and employ a sensory diet to prevent dysregulation, and just like insulin prevents serious consequences for a diabetic, a sensory diet prevents serious troubles for the child on the spectrum. As one adult with AS states, “I spend time every day on sensory integration activities in order to be able to function well in my everyday life.”

A sensory diet employed proactively goes a long way in preventing the first stage of explosive behavior from ever occurring.

8. Visual Supports— An additional critical area of assistance to put in place proactively is visual supports. As one individual with AS states, “I can tell you the saying ‘A picture is worth a thousand words’ is the monumental truth. Although each person with the disorder has a unique experience, processing written and spoken words is not considered by most of us to be our ‘first language.’ For me, the meaning I get from spoken words can drop out entirely when I am under stress, my sensory system is dysregulated or my felt emotions are too big.”

Visual supports can be anything that shows rather than tells. Visual schedules are very commonly used successfully with many kids on the spectrum. Having a clear way to show beginnings and endings to the activities portrayed on the visual schedule supports smooth changes, therefore keeping a meltdown away. For maximum effectiveness, visual supports need to be in place proactively rather than waiting until behavior unravels to pull them out.


Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> 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

____________________

Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.



Comments:

Anonymous said... I feel your pain my daughter deals with being yelled at for crying nd melting down. I will be giving these out to all who deal with her!
Anonymous said... I printed this for my son's teacher. He often yells at him and compares him to the other kids. We have a meeting with him today to discuss my son's attitude...
Anonymous said...I have experienced meltdowns myself, being and individual with AS. I remember some feelings that I had experienced in 6th grade. Whenever my teacher was angry at me, even just the slightest hint that would express any kind of unhappiness because of me, I would feel as though I had just ‘become frozen’, and begin to cry. It became clear to me that she absolutely did not appreciate my behavior, and would draw all attention to me. To this day, I feel like this was not the correct procedure for a meltdown, and that every teacher should know and understand the facts and statements listed in the article above. (Ok, maybe I am currently only in middle school, but I feel that I have made my point.)
Anonymous said...Is there any way he can go to school and see what this sports Day is goiing to be about before Thursday? Or at least talk tothe teacher and have him/her give you allt he details they possibly can that you can relay to your 9 yr old? I know that knowing ahead of time some of the expectations and what is going to go on helps my son sometimes.
Anonymous said...Sports day is on Thursday and already my 9 year old Aspergers son is getting really worked up about. I am dreading it as I know it will end in tears and a meltdown again. Any tips on how to handle it or how to tell the school to handle it.
Anonymous said...Will the school not just let him join in if he wants to or give him a job like helping at the starting lines or making sure he cheers for his classmates. Thats what my son school does - if he wants he takes part if not he gets jobs to do that make him feel important.


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Back-to-School “Quick Tip Sheet” for Parents of Children on the Autism Spectrum

Parents of kids with Asperger’s (AS) and High-Functioning Autism (HFA) have a bigger influence than anyone else on how their children make it through the new school year. Be part of the solution with effective methods that will make this the best school year ever – by participating, organizing, advocating, and any other means necessary.

Here are 10 ways to help your “special needs” child cope with his or her return to school:

1. Adopt the mind-set of “change the environment.” For example, if the educator regularly complains about your youngster's lack of desk-sitting etiquette, save the day with ideas for managing movement, reducing sensory overload, and increasing comfort. Click here for more information on creating an effective learning environment.

2. A “fine motor skill” is the coordination of small muscle movements, usually involving the synchronization of hands and fingers with the eyes. Many AS and HFA children have fine motor skills deficits. Therefore, finding the best writing instrument can make a significant improvement in the quality of their written work – and their classroom behavior. Don't just throw a random box of #2s into your cart and hope for the best. Rather, see if your youngster can benefit from a more specialized approach. Click here for more information on fine motor skills deficits.

3. Create a “contact log.” Getting what your AS or HFA youngster needs from school staff is much easier when you can quote the date you were promised something (e.g., an IEP meeting), when it was promised to occur, and who promised it to you. Instead of leaving all this information to your overworked memory bank, jot it down in a contact log.



4. Keeping your spirits up will be difficult when you're battling educators who don’t understand autism spectrum disorders, dreading report cards, and struggling over homework. But, maintaining a positive “can-do” attitude WILL put your youngster on the road to academic success. When you show your child that you have faith in him, he will begin to have faith in himself. Click here for more information on homework-related issues.

5. Parents of “special needs” students need to learn about the differences between a 504 plan under the Americans with Disabilities Act and an Individualized Education Plan (IEP). Click here for more information on IEPs.

6. Organization is a common problem for many kids on the autism spectrum. Disorganization often results in missed assignments and tests, not having the correct books for homework, etc. Talk with your youngster and get her input on where she needs the most help. Then, the two of you make a plan. When making this plan, consider the following: how homework be communicated (e.g., written down or dictated); if color-coding books by subject would help; what type of binder or folder will be used for loose papers; what type of school bag will work best; what your youngster’s new timetable will be at home and school; whether or not having two sets of school books/tools would be helpful; and if a calendar or diary will be helpful. Click here for more information on organization skills.

7. You are the expert on your child. A simple way to share your knowledge with school staff is by preparing a summary of information on your youngster. The summary should include the following: calming methods, emergency contact numbers, medications, strategies that don’t work, strategies that do work, strengths, and weaknesses. Keep your summary short, and format it so that it is easy to read. Give copies to all school staff who will have interactions with your youngster. Click here for a fact sheet (email or hand-deliver a hardcopy) that provides a short description of AS and HFA – and associated behaviors.

8. Parents are the best advocates for their AS or HFA youngster, because they know their youngster best. However, they can’t be an effective advocate if they don’t have a good working relationship with the individuals involved in their kid’s education. How can moms and dads foster a working relationship with their youngster’s educators, aides, and other school staff in the new school year? Get involved in any parent/teacher organizations. Make and maintain contact with your youngster’s educators before any issues arise. Thank your youngster’s educators when they make a special effort for your youngster. Also, volunteer to help in your youngster’s classrooms, schools, or on field trips. Click here for more information on advocacy.

9. Your youngster doesn't just sit at her desk all day. There are other, less-structured moments that can act like stumbling blocks on the road to academic success. So, stay informed on what your youngster goes through as the school day progresses (e.g., on the bus, at recess, lunch, gym, in the restroom, etc.), and know how intervene.

10. When the parent is standing up for her youngster's rights, it's important to have a good command of the bureaucratic language – especially when the parent is involved with individuals who throw out lots of elaborate terms to let her know they know more than she does. Thus, learn a few IEP acronyms with a cheat sheet (one is provided below).

Cheat Sheet—

Here are the key terms parents will see and hear as they work with the IEP team: 
  • Transition plan: This part of the IEP is for older students and lays out what your adolescent must learn and do in high school in order to succeed as an adult. He and the IEP team develop the plan together before it takes affect at age 16. The transition plan includes goals and activities that are academic and functional, but they extend beyond school to practical job training and life skills.
  • Special education: This is specially designed instruction to meet the unique needs of your youngster. It should be designed to give her access to the general education curriculum. 
  • Related services: This includes any support services your youngster needs to benefit from special education (e.g., transportation, occupational therapy).
  • Present levels of performance (PLOP): This is a snapshot of how your youngster is doing currently. PLOP describes your youngster’s academic skills (e.g., reading level) and functional skills (e.g., making conversation, writing). The school prepares this report for the IEP meeting. This is the starting point for setting annual IEP goals.
  • Accommodation: This is a change to (or in) your youngster’s learning environment. Accommodations can help him learn and then show what he’s learned without having his deficits get in the way (e.g., if your youngster takes longer to answer questions, he can be given extra time to take a test). Even with accommodations, “special needs” children are expected to learn the same content as their classmates.
  • Standards-based IEP: This alternative to the traditional IEP is only used in some states. A standards-based IEP measures a child’s academic performance against what the state expects of other children in the same grade.
  • Due process: This is a formal process for resolving disputes with a school about special education and IEPs. Other ways to resolve a dispute include mediation and filing a state complaint.
  • Annual goals: The IEP document lists the academic and functional skills the IEP team thinks your youngster can achieve by the end of the year. These goals are geared toward helping her take part in the general education classroom. 
  • Parent report: This is a letter that parents write. It’s a good way for them to document their youngster’s strengths, challenges, and success at school, home, and in the community. By sharing the report with the IEP team, parents give the team a more complete view of the youngster.
  • Modification: A modification is a change in what the child is expected to learn and demonstrate (e.g., the educator may ask the class to write an essay that explores five major battles during a war, but the “special needs” youngster with a modification may only be asked to write about the basic facts of those battles). 
  • Least restrictive environment: Children with documented disabilities must be taught in the least restrictive environment (i.e., they must be taught in the same setting as children without documented disabilities as much as possible). The school must offer services and supports to help the youngster with an IEP succeed in a general education classroom.
  • Individuals with Disabilities Education Act (IDEA): IDEA is a federal law that guarantees all kids with disabilities access to a free and appropriate public education.
  • General education curriculum: This is the knowledge and skills that all children throughout a state are expected to master (curriculum varies from state to state).
  • Supplementary aids and services: These are supports to help your youngster learn in the general education classroom (e.g., special equipment, assistive technology, audiobooks, highlighted classroom notes, etc.).
  • Extended school year services (ESY): Some children receive special education services outside of the regular school year (e.g., during the summer, during Christmas break).
  • Disability: To qualify for an IEP, your youngster must have a disability that is one of the 13 categories listed in the Individuals with Disabilities Education Act. Learning and attention issues usually fit into one of three categories: specific learning disability, speech or language impairment, and other health impairment (e.g., ADHD).
  • Behavior intervention plan (BIP): This is a plan designed to teach and reward positive behavior. The plan usually uses techniques to prevent and stop problematic behaviors. It can also have supports and aids for your youngster. To get a BIP, your youngster must have a functional behavioral assessment (FBA).
  • Progress reporting: This refers to how the school will report to parents on their youngster’s progress on annual goals. 
  • Assistive technology (AT): This includes any device, equipment or software that helps the youngster work around his deficits. AT can help the youngster learn, communicate, and function better in school (e.g., apps that read text aloud).

Starting school is usually a difficult time for kids on the autism spectrum. Every youngster is hesitant to go somewhere new and see a bunch of strangers she has never met before. Moving up a grade means having a new teacher, facing more academic demands, and adjusting to a changing social circle. Children who are starting school for the first time or moving to a new school have to cope with an even bigger adjustment. The good news is that with a little bit of preparation, parents can make those first weeks of school easier for their AS and HFA children.

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

Preventing Meltdowns in Students with ASD: Advice for Teachers

"Do you have any simple, 'cut-to-the-chase' advice I could share with my son's teacher (who seems to know very little about how to handle students on the autism spectrum who 'meltdown')? He is currently in the 6th grade and has a new teacher."

Sure. Here goes...


Students with ASD level 1, or High Functioning Autism (HFA), desperately need support from educators when they struggle with emotional and behavioral issues in school. Here are many helpful strategies that every teacher should know:

HFA can co-exist with other disorders (e.g., ADHD, depression, anxiety). But mostly, this disorder affects the ability to socialize. These youngsters have difficulty recognizing facial expressions, sarcasm, and teasing, and struggle to adapt to unexpected changes in routine. Their interests tend to be very narrow, and this can limit their capacity to relate to others.

Due to these struggles, kids on the autism spectrum oftentimes experience anger, fear, sadness, and frustration. There are several effective interventions that can be employed in the classroom to help improve the youngster’s learning experience. These can assist the student in feeling more comfortable and decrease anxiety, paving the way for academic achievement.
 

1. Make a Plan for Emotional Outbursts— Provide a quiet place for the student who has frequent meltdowns. This may be a trip to the bathroom with a classroom aide, or a visit to the school counselor. A written plan for coping in these periods of high stress is critical for an HFA student’s success.

2. Make Classroom Rules Clear— Students with HFA thrive on rules, but will often ignore them when they are vague or not meaningful. Educators should detail the most important classroom rules and why they exist. A written list prominently displayed, or a handout of the classroom rules can be very helpful.

3. Minimize Surprises in the Classroom— Youngsters on the autism spectrum need structured settings to succeed. They do not like surprises. Things like sudden seating changes or unexpected modifications to the routine could cause anxiety and even meltdowns. Educators should try to provide ample warnings if there is to be a change of plans (e.g., sending a note home to the parent if a seating change is imminent).

A back up plan can be presented to the class in anticipation of schedule changes (e.g., when the Friday schedule that usually includes watching an educational film in the afternoon changes if time is short, the teacher should inform the students ahead of time that they will work on free reading or journaling instead).

4. Promote Supportive Friendships— If it seems appropriate, educate the class about autism spectrum disorders. Develop empathy by making students aware of inappropriate words and bullying behaviors. Highlight the "special needs" youngster’s strengths in classroom lessons to enable him to find friends with common interests.

If the student on the spectrum seems to be struggling with friendships, group him during classroom activities with those that are more kind and empathetic. At recess or lunch, try assigning a “classroom buddy” who will be supportive and guide the youngster through those more chaotic times.

5. Provide Sensory Support— Many kids with HFA also experience sensory processing issues. Sensitivity to light, sound, touch, taste, and smells can irritate the youngster, making him more likely to act out or withdraw. Consult the mom or dad to determine what these sensitivities are. Minimizing classroom chaos, noise, and clutter will be a good start.

If possible, get help from an occupational therapist and try to work sensory breaks into the youngster’s school day. Chores such as returning a load of books to the library, or even doing a few jumping jacks in the hallway, can go a long way in helping the youngster realign and get back to learning.

Helping kids with HFA in the classroom is yet another challenge for today’s overburdened educators. However, with insightful monitoring, parental and professional guidance, and creative strategies, a love of school and learning can be fostered in these young people kids.

What To Do When The School System Fails To Meet Your Child's Special Needs

"We've had a rough school year with our son (6 year old with high functioning autism). So glad it's coming to a close in a couple weeks! My husband and I are seriously considering some alternate form of education for him in the next school year. What have other parents done in a situation where the school is simply not meeting their child's special needs?"

All Aspergers and high-functioning autistic (HFA) children are different and will have unique characteristics and behavior. Various traits will be displayed differently in every one diagnosed with the disorder. This can make it difficult for schools to adjust their program or restructure the environment in the classroom to accommodate the "special needs" child. As a result, some parents discover that the traditional school setting is not the best scenario for their child.

If you are considering a different educational route for your youngster, then one of the following alternatives may prove to be a good option:

Home Schooling—

The number of home-schoolers in America continues to grow and now totals more than 1.4 million children. The typical home-schooled child is involved in 5.2 social activities outside the home each week. These activities include afternoon and weekend programs with conventionally schooled children, such as ballet classes, Little League teams, Scout troops, church groups and neighborhood play. They include midday field trips and cooperative learning programs organized by groups of homeschooling families. For example, some Washington, D.C., families run a home-school drama troupe that performs at a local dinner theater.

Increasingly, moms and dads of students with Aspergers and HFA are choosing to home-school their kids. This may be because they are dissatisfied with their youngster's school district, his curriculum, or issues related to his IEP. Some moms and dads may feel they know best how to meet their youngster's educational needs, or they wish to afford their youngster individualized educational opportunities that build on passions and interests and provide one-on-one attention. In the most disconcerting circumstances, kids with the disorder may be home-schooled because they have been taunted and bullied by other children, or because educators have misperceived them as “lazy” or devalued them as “underachievers.”

The superintendent of the school district in which the family resides has the responsibility for the supervision of a home-schooling program. When an initial decision is made to home school a child, a mother or father submits a notarized affidavit to the superintendent indicating the plan to home-school the child. The affidavit should be accompanied by a set of objectives that are to be worked on for that school year. This process may be done at any time in the initial school year; however, in subsequent school years August 1 is the deadline for submission.

The school district is required to provide books to the home-schooling family of the texts used by the children in the school who are in the same grade level as the home-schooled child. There is a wealth of curriculum offerings available to home-schooling families as most major educational publishing houses have come to recognize the home school market. Some families choose to invest in one curriculum and use it exclusively; other families pull resources from various places. The one substantial advantage to educating from a traditional homeschooling model is that the supervisor of the program has the flexibility to make decisions that she feels are best for the child and to use materials that are consistent with the needs and abilities of the child.

Throughout the school year the supervisor of the program should keep a record of the days of instruction and all the subjects logged by the child. Some use a plan book, some use a calendar or computerized log. The supervisor also should be consistently and regularly gathering examples of the work done by the child for the portfolio to be assembled for the end-of-the-school year evaluation.

In addition, tutors may be accessed for various areas that the home school supervisor doesn't feel qualified to teach. Private schools or educational institutions affiliated with religious denominations may offer a more individualized curriculum with one-on-one instruction, but the cost of enrolling your youngster may be prohibitive.

When deciding to home-school, parents should be aware of the advantages and disadvantages of homeschooling so they can prepare for any challenges they may encounter.

Waldorf School Model—

Waldorf schools offer a developmentally appropriate, balanced approach to education that integrates the arts and academics for kids from preschool through twelfth grade. It encourages the development of each youngster's sense of truth, beauty, and goodness, and provides an antidote to violence, alienation, and cynicism. The aim of the education is to inspire in each child a lifelong love of learning, and to enable them to fully develop their unique capacities.”

Though most Waldorf schools are autonomous institutions not required to follow a prescribed curriculum, there are widely-agreed guidelines for the Waldorf curriculum, supported by the schools' common principles. Government-funded schools may be required to incorporate aspects of state curricula.

The Waldorf curriculum has from its inception organically incorporated multiple intelligences. There are thus a few subjects largely unique to the Waldorf schools. Foremost among these is Eurythmy, a movement art usually accompanying spoken texts or music which includes elements of role play and dance and is designed to provide individuals and classes with a "sense of integration and harmony". The arts generally play a significant role throughout the pedagogy and Waldorf education's unique integration of the arts into traditional content has been cited as a model for other schools.

The school considers that each phase of childhood requires different perspectives. This translates into seven-year spans, starting at birth through age twenty-one. Throughout, the emphasis is about sequentially teaching what is good, truthful, and beautiful. By these standards, educators honor the work of all kids. The individual interpretations of each youngster are valued in balance with the contributions of others. Kids are shown with care how to be discriminating, thoughtful, and prudent.

Virtual Charter School—

The virtual charter school is like a “public school in a home environment,” but it is not the same as home schooling. Former U.S. Secretary of Education William Bennett and some others started a company called K12, headquartered in McLean, Virginia. K12 provides the curriculum and management services; the virtual charter school hires the educators and support staff. The head of the school, the controller, and a few others are employees of K12.

Why choose a Virtual Charter School?
  • Academic accountability
  • Co-curricular learning opportunities
  • Community involvement
  • Diamond Model Partnership - parent, teacher, family support coordinator and excellent K12 Inc. curriculum
  • Flexible learning opportunities
  • Safe and nurturing home-based learning environment that offers education at an appropriate pace
  • Socialization and outings
  • State-of-the-art technology

To attend a virtual charter school, the child's mother/father withdraws him from the local school district and enrolls him in the virtual charter school. The school district funding follows the child and encompasses books, materials for art and for science experiments, a computer, and other materials. The child also receives a regular education teacher, a special education teacher, and an IEP, just as in the local school district.

The educators become the educational supports working in partnership with the moms and dads (who have the lead) to educate the youngster and ensure he takes all the state-mandated standardized tests. The mother or father must log time daily on a website and track the child's progress, such as what lessons he has completed; lesson plans are also received via the website. Frequent field trips, all of an educational nature, are planned as a way for the kids, educators, and moms and dads to connect with one another.

Charter Schools—

Charter schools are nonsectarian public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success.

The length of time for which charters are granted varies, but most are granted for 3-5 years. At the end of the term, the entity granting the charter may renew the school's contract. Charter schools are accountable to their sponsor (usually a state or local school board) to produce positive academic results and adhere to the charter contract.

The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: (1) the sponsor that grants them, (2) the parents who choose them, and (3) the public that funds them.

Most states have an educational option called charter schools, in which the school district has received a “charter” from the state. The charter provides rules, such as where it is located and the maximum number of children permitted to attend. With a charter, the school district receives the funding and allocations based on the number of children. The state department of education grants the school district funding to pay for teacher salaries, equipment, and materials to meet the individual needs of each child in a charter school.

Charter schools are considered “public schooling” and must abide by all state regulations. The charter school may have an emphasis on the arts or science with a smaller teacher-child ratio.

Delta Program—

DELTA is best described as a cooperative endeavor among students, parents, and teachers to develop personalized learning programs which best meet the needs and interests of individual students while providing a shared sense of community effort. An important goal is to help students become responsible, independent learners and contributing community members through experiential learning activities and community involvement.

Since its 1974 inception, the Delta program has become a national model for alternative, “nontraditional” educational programming for eligible kids from grades seven through twelve. Delta is founded on the belief that children are motivated to do their best when they are responsible for their own learning. Classes are not arranged by grade level, but by learning level, from introductory to mid-level to high level.

Delta is a partnership between the child, moms and dads, and staff through shared decision-making. Enrollment does not exceed 200 children at a time in order for educators, administrators, and support staff to provide quality, personalized interactions with children. Children are required to complete all state-mandated requirements for education the same as their peers. The program differs in that each child has an advising team (like an IEP team), and an open campus structure allows for flexibility, experiential learning, and community service projects.

Each semester, children in tandem with their advising team design personal educational schedules by choosing from courses offered in required subject areas. However, as a guide, each course has a difficulty level that ranges from introductory to mid-level to high. When planning child schedules, the set number of credits required in each subject area is taken into account along with the difficulty level. In advance of course enrollment, each Delta child is aware of the course content, learning objectives, and the manner in which his work will be evaluated — all of which serves to promote independence and personal responsibility in learning.

Benefits of Alternative Educational Programming—
  • Alternate educational placements may benefit the youngster with Aspergers or HFA through smaller teacher-child ratios, leading to more individualized attention and quality assurance in your youngster's learning comprehension.
  • Educational curricula in alternate settings may have greater flexibility and provide for enhanced opportunities to reinforce curricula in ways that may be tangible and concrete for the youngster on the autism spectrum, such as regular field trips to museums, businesses, landmarks, and other community attractions.
  • Greater individualized attention may mean that your youngster's personal passions can be used to underscore his learning in ways that might prove difficult or impossible in larger public school classes.
  • Smaller class size may afford instructors the luxury of time to focus attention on meeting the unique educational needs of each youngster.
  • There may be opportunity for creative programming in which the youngster may have myriad choices from which to select when planning class projects, presentations, or reports.

Disadvantages of Alternative Educational Programming—
  • A disadvantage to alternative educational programming and placement may be the cost.
  • Social opportunities may be more limited with smaller or one-child classes unless efforts are made to compensate for this.
  • If a newly designed program is considered, planning, implementation, and start-up time are all factors that may be deterrents for some.

Your local school district or state department of education should be able to provide you with details about a range of education program options, as well as funding options and obligations in order for you to make an informed decision about where your youngster receives his or her education.


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

Teaching Strategies for Aspergers Students

Many kids with Aspergers (high functioning autism) have difficulty understanding social interactions, including nonverbal gestures. They may fail to develop age-appropriate peer relationships, or be unable to share interests or show empathy. When confronted by changes in school routine, they may show visible anxiety, withdraw into silence, or burst into a fit of rage. 

Although children with Aspergers may often appear to have a large vocabulary, sometimes sounding like “little professors,” they can be very literal and have great difficulty using language in a social context. They may like school, but wish the other kids weren’t there.

Here are some important classroom accommodations for educators to consider:

1. Allow more time to complete assignments, tests, and projects.

2. Break assignments and projects down into small sections that can be completed one at a time so that the child does not feel overwhelmed with the work.

3. Create a standard way of presenting change in advance of the event. A key phrase like “Today will be different” may be helpful if used consistently. You may want to explain the changes — for example, a substitute teacher — privately as well as with the class.

4. Create a structured, predictable, and calming environment.

5. Create a unique prompt or signal that you can use with the child to redirect his attention back to the assignment whenever necessary.

6. Create fewer transitions throughout the day. For example, try to create a schedule that eliminates unnecessary movement from one location to another.

7. Enjoy and make use of your child’s verbal and intellectual skills. Fixations can be used by making their chosen subject the center of teaching and using the child’s expertise to raise peer interest and respect (i.e., have him give a report or make a model of his favorite subject to share with the class.)

8. For children with Aspergers, it may be necessary to use more visual instruction, particularly with younger students. Use pictures, images, drawings, and similar aids when discussing vocabulary words, history lessons, scientific subjects, and abstract topics.

9. Foster a climate of tolerance and understanding in the classroom. Consider assigning a peer helper to assist the child in joining group activities and socializing.

10. Have a crisis plan in place in the case of emotional outbursts that might occur due to the student's inability to cope or interact with others. This plan should be coordinated with other educators, specialists, and administration, and may include providing a supervised quiet place for the child to go if needed.

11. In some cases, cooperative learning groups will not only improve social skills but also allow the child to exhibit his abilities in certain subjects. Choose the cooperative groups carefully, and continue to monitor the behavior of the student and his peers.

12. It may be necessary to focus individual lessons around that particular child. If so, continue to work in conjunction with the special education teacher when designing these lessons.

13. Learn the usual triggers and the warning signs of a rage attack or “melt-down” and intervene early, before control is lost. Help your child learn self-calming and self-management skills. Remain calm and non-judgmental to reduce stress, remind yourself that your child “can’t” rather than “won’t” react as others do.

14. Maintain a safe environment. This means controlling other students who would be a distraction or a problem for the child with Aspergers.

15. Place the child at the front of the room, and include him in question and answer sessions within the class.

16. Prepare the student in advance for any changes in routine or other unexpected activities.

17. Provide whatever support and information you can to the parents. Kids with Aspergers Syndrome often have sleep disorders and the family may be sleep-deprived. Other parents show frustration due to the long search for a diagnosis and services. They may also face disbelieving professionals or family members who erroneously blame poor parenting for the behaviors they see.

18. Set firm expectations regardless of the assignment. In many cases, students with Aspergers may not want to do assignments that hold no interest for them. It is important to establish and maintain control within the classroom, and this should include a child with Aspergers as well.

19. Try to provide a predictable schedule. Although this is sometimes difficult to do, students with Aspergers thrive on routine.

20. Use direct teaching to increase socially acceptable behaviors, expected greetings and responses, and group interaction skills. Demonstrate the impact of words and actions on other people during real-life interactions and increase awareness of emotions, body language, etc.

21. Use positive reinforcement of good behavior whenever possible.

Students with Aspergers are very bright and eager kids who can be motivated to do well in the classroom. However, lack of social skills and obsessive behavior can make it difficult at times for them to meet the expectations of their educators. With patience and understanding, the educational experience of these kids can be a positive one.

Teaching Students with Aspergers: The "Ebooks for Educators" Series

Navigating Autism Spectrum Disorder in the Teenage Years: Insights and Strategies

As children with Autism Spectrum Disorder (ASD) approach their teenage years, they enter a transformative stage characterized by numerous changes—physical, emotional, and social. This period can be both exhilarating and overwhelming, not only for the adolescents themselves but also for their families, educators, and caregivers. Understanding the intricacies of this developmental phase and learning how to provide effective support is crucial. It can greatly enhance the adolescent's experience during these crucial years and make families and caregivers feel more informed and prepared.

#### The Landscape of the Teenage Years for Those with ASD

The teenage years encompass a variety of developmental milestones that can pose unique challenges for youth with ASD. It is a time when social awareness increases, emotional complexity deepens, and the longing for independence intensifies. Here is a closer look at the key areas affected:

1. **Social Development Dynamics**: Adolescents often yearn for companionship and social interaction. For those with ASD, this can manifest as a desire to form friendships, but difficulties may arise due to challenges in interpreting non-verbal cues, understanding group dynamics, and participating in typical teenage activities. Initiatives like social skills groups can be beneficial, teaching nuanced social behaviors through structured role-playing and supervision in a supportive environment.

2. **Emotional Regulation and Sensitivities**: The hormonal shifts that accompany adolescence can lead to heightened emotions, often experienced more intensely by teens with ASD. They may struggle with anxiety, experiencing overwhelming feelings in social settings or environments that are chaotic or loud. Encouraging the use of visual schedules, calming techniques, and mindfulness practices can greatly assist in emotional management and provide vital tools to handle challenging situations effectively.

3. **Quest for Independence**: As teens begin to assert their independence, it’s common for them to seek more autonomy, which can sometimes clash with their ongoing need for support. While many wish to participate in activities like going out with friends or making independent choices, they may still require assistance with practical skills such as time management, personal hygiene, and navigating public transportation. Gradual exposure to independence—combined with structured guidance—can help bridge the gap between childhood dependence and adult self-sufficiency.

4. **Identity Exploration**: Adolescence is a period for self-discovery. For teens with ASD, this can include wrestling with their identity, grappling with how their autism affects their interactions, and often feeling different from their peers. Engaging in activities that highlight their individual strengths and interests, such as creative arts, sports, or technology, can enhance self-esteem and provide a platform for connecting with others who share similar passions.

5. **Academic Adjustments**: With the transition to high school, academic expectations often increase significantly. Teens with ASD might face difficulties with complex assignments, multitasking, and adapting to different teaching styles. Establishing consistent routines, utilizing organizational tools (like planners or apps), and collaborating with educators to create a supportive learning environment can enhance their academic performance and reduce frustration.

#### Anticipating Challenges: What to Watch For

Recognizing the common challenges faced by teens with ASD helps in crafting effective support strategies:

- **Social Skills Development**: Adolescents may still exhibit difficulties in recognizing social cues or initiating interactions with peers. It’s essential to encourage social connections in safe, familiar environments, gradually introducing more challenging situations.

- Heightened Anxiety Levels: Many teenagers with ASD may experience intensified anxiety as they navigate social expectations and academic pressures. Techniques such as deep-breathing exercises or the use of stress-relief tools (like fidget spinners or stress balls) can provide immediate comfort in stressful situations.

- **Communication Nuances**: Communication preferences may still lean towards more structured formats. Teens with ASD often benefit from clear, concise language when discussing plans or expectations, which can help eliminate confusion and reduce anxiety around social interactions.

- **Behavioral Fluctuations**: As they explore their independence, teens may engage in boundary-testing and display new behaviors that can be perplexing. Understanding these behaviors as part of their development and addressing them calmly can foster better family dynamics.

#### Practical Strategies for Support

Equipping adolescents with ASD for success requires a proactive, compassionate approach across various dimensions of their experiences:

1. **Cultivating Social Skills**: Active participation in clubs or groups aligned with their interests can facilitate social connections. Enrolling them in social skills training can also provide them with practical strategies for navigating friendships.

3. Feelings Charts: These visual aids can help teens with ASD identify and express their Emotions, which can be challenging for them. Encouraging the use of these tools can help them better understand and communicate their feelings. Creating an emotionally supportive home environment is crucial. Parents should encourage open conversations about feelings, utilizing tools like 'feelings charts' to help express emotions. Encouraging creative outlets—such as art, music, or writing—can also provide therapeutic avenues for emotional expression.

3. **Promoting Independence with Structure**: Introduce gradual independence at home. For instance, allow them to plan and cook a simple meal or manage a weekly schedule. These small steps can build competence and confidence over time.

4. Open and Clear Communication: Establish lines of communication that are both open and encouraging. Use direct language and check in frequently to ensure they understand expectations and feel heard. This approach can make families and caregivers feel more connected and involved in the adolescent's life, fostering a sense of mutual understanding and support.

5. Educational Collaboration: Work closely with educators to address any academic concerns. Regular communication with teachers is crucial and can help ensure that accommodations—like additional time for tests or modified assignments—are implemented effectively. Educators play a vital role in the support process, and their involvement can make a significant difference in the adolescent's academic journey.

6. **Establishing Support Networks**: Encourage connections with other families facing similar challenges through local support groups or online forums. Sharing experiences and advice can be empowering and reassuring.

7. **Focusing on Strengths**: Identify and nurture their unique interests and talents. Activities such as coding, theater, sports, or art can provide pathways for connection and confidence-building.

8. **Planning for the Future**: Engage in upfront discussions about future aspirations, vocational goals, and personal interests. Providing resources for skills training or internships can empower them in making informed choices about their post-high school lives.

The teenage years are a pivotal time for individuals with ASD, filled with both challenges and opportunities for personal growth. By fostering understanding, open communication, and targeted support, parents and caregivers can guide their teens through this intricate landscape. With patience, empathy, and consistent encouragement, teens with ASD can not only navigate their teenage years successfully but also cultivate a brighter, more fulfilling future as they step into adulthood.

 

 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

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to read the full article...

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

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Dealing with Destructive Behavior in Children with Asperger's and HFA

"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 words mean. The child’s lack of understanding can lead to confusion and frustration, which can escalate into a behavioral issue. Visual communication systems can be useful in teaching and in informing these children of what is planned and what is expected of them.

2. Behavioral issues may be due to difficulties in expressive language. Some researchers suggest that many behavioral issues in kids on the autism spectrum are simply due to poor expressive communication skills. There are numerous communication strategies (e.g., Picture Exchange Communication System, Simultaneous Communication), which can be used to teach expressive communication skills.

3. Food allergies can be a cause of behavior issues (e.g., dairy and wheat products, food preservatives, food coloring). Some AS and HFA children have red ears, red cheeks or dark circles under their eyes, which are often signs of food allergies. Some of the symptoms associated with food allergies include feelings of nausea, headaches, fuzzy thinking, stomach aches, meltdowns and tantrums. Due to these allergic reactions, the youngster may be less tolerant of others and more likely to act out. Since some of these “special needs” kids have poor communication skills, moms and dads may not be aware that their youngster is not feeling well. Have your son or daughter tested if food allergies are suspected.

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

4. In some cases, a behavior problem is a reaction to a request or demand made by the parent or educator. The AS or HFA child may have learned that he can escape or avoid certain undesirable situations (e.g., doing homework) by acting out. A functional assessment of the child’s behavior (i.e., antecedents, consequences, context of the behavior) can divulge certain relationships between the behavior and the function the behavior serves. If avoidance is the function the behavior serves, parents and educators should follow through with all requests and demands made to the child. If the child is able to escape or avoid such requests – even only some of the time – the behavior problem will continue.

5. Behavioral issues may be due to a low level of arousal (e.g., when the child is bored). Certain behaviors (e.g., aggression, destructiveness) may be exciting – and thus appealing – to the child. If it is suspected that behavioral issues are due to under-arousal, the AS or HFA child can be kept busy and active (e.g., with vigorous exercise).

6. Occasionally a youngster with AS or HFA may exhibit a behavior problem at school but not at home, or vice versa (e.g., the mom or dad may have already created a technique to stop a behavioral problem at home, but the educator is unaware of this technique). Parents and educators should discuss the youngster’s behavioral issues since one of them may have already discovered a solution to handle a particular problem.

7. Often times, powerful medications are prescribed to children on the autism spectrum to treat their behavior problems (the most common one being Ritalin). A survey conducted by the Autism Research Institute revealed that 45% of over 2,000 moms and dads felt that Ritalin made their youngster’s behavior worse.

8. Some moms and dads are giving their AS and HFA kids safe nutritional supplements (e.g., Vitamin B6 with magnesium, DMG). Nearly half have reported a reduction in behavioral issues as well as improvements in the youngster’s general well-being.

9. The AS or HFA child’s level of arousal should be considered when developing a technique to deal with behavioral issues. Sometimes “bad” behavior occurs when the child is overly-excited. This can occur when she is anxious or when there is too much stimulation in the environment. In this case, interventions should be aimed at calming the child (e.g., with vigorous exercise, vestibular stimulation, deep pressure, etc.).

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

10. If the AS or HFA youngster’s behavior is worse at school but not at home, there are many possible reasons. For example:
  • Cleaning solvents: Custodians use powerful chemicals when cleaning the school environment. Even though the smell may be gone in a few hours, chemical residue is still in the air and on surfaces. Breathing these chemicals often affects children with sensitivities in this area. Children often place their hands and face on the tables and floors, thus cleaning solvents may end up in the youngster’s mouth and can alter brain functioning as well as behavior. Many educators who have wiped the desks with water or a natural cleaning solution prior to class each morning have reported significant improvements in their “special needs” students.
  • Florescent lighting: Many kids on the autism spectrum report that florescent lights bother and distract them during classroom activities. Also, researchers have observed more repetitive, self-stimulatory behaviors under florescent lighting compared to incandescent lighting. When possible, educators may want to turn off the florescent lighting in their classroom for a few days to see if there is a decrease in behavioral issues for some of their “special needs” children. During this experiment, the educator can use natural light from the windows or incandescent lights.
  • Lack of consistency, routine, or structure: Children on the autism spectrum crave structure. It helps them feel safe, and facilitates the ability to concentrate.



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

==> 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

Violent Children on the Spectrum: What Parents and Teachers Can Do

Question

I am a special education teacher. I have an autistic (high functioning) student that hits impulsively. We have tried behavior modification, social stories, sensory exercises, and music therapy. She will say what she did was wrong and we will role play the correct behavior. She still hits and is getting in a lot of trouble. There is no pattern or functional cause. I want to help her but am running out of ideas. Does you have any suggestions??

Answer

There is a great concern about the incidence of violent behavior among kids and teens with High-Functioning Autism (HFA) and Asperger's (AS). This complex and troubling issue needs to be carefully understood by parents, educators, and other grown-ups. HFA and AS kids as young as preschoolers can show violent behavior. Moms and dads and other adults who witness the behavior may be concerned; however, they often hope that the young child will "grow out of it." Violent behavior in a youngster at any age always needs to be taken seriously. It should not be quickly dismissed as "just a phase they're going through!"

Faced with a world in which they find it difficult to interact socially, communicate clearly, and control their own behavior, kids on the autism spectrum sometimes respond with aggressive behavior. Aggression - physical and verbal - is a common characteristic of the disorder, and can be directed toward inanimate objects, moms and dads and other family members, educators, peers, and even toward the youngster herself. An observant parent or teacher can take practical steps to soothe and redirect a violent youngster.

Range of Aggressive Behavior—

Violent behavior in kids and adolescents with the disorder can include a wide range of behaviors. Kids who exhibit aggressive behavior intend to deliberately hurt others. Aggression can manifest in a number of ways including:
  • biting
  • cruelty toward animals
  • destroying public or personal property
  • explosive temper tantrums
  • fighting
  • fire setting
  • hitting
  • kicking
  • pushing
  • spitting
  • threats to hurt others (including homicidal thoughts)
  • throwing objects
  • use of weapons

Factors Which Increase Risk of Aggressive Behavior—

Numerous research studies have concluded that a complex interaction or combination of factors leads to an increased risk of violent behavior in HFA/AS kids and adolescents. These factors include:
  • being the victim of physical abuse and/or sexual abuse
  • brain damage from head injury
  • combination of stressful family socioeconomic factors (poverty, severe deprivation, marital breakup, single parenting, unemployment, loss of support from extended family)
  • emotional problems
  • exposure to violence in media (TV, movies, etc.)
  • exposure to violence in the home or community
  • frustration
  • genetic (family heredity) factors
  • limited communication or problem solving skills
  • low self esteem
  • presence of firearms in home
  • previous aggressive or violent behavior
  • spending time with peers who are aggressive
  • stress
  • temperament
  • use of drugs and/or alcohol

What are the "red flags" for aggressive behavior in kids?

Kids on the spectrum who have several risk factors and show the following behaviors should be carefully evaluated by a Child and Adolescent Psychiatrist:
  • Becoming easily frustrated
  • Extreme impulsiveness
  • Extreme irritability
  • Frequent loss of temper or meltdowns
  • Intense anger

Moms and dads and educators should be careful not to minimize these behaviors in kids.

What can be done if a youngster shows aggressive behavior?

Whenever a mother/father or other adult is concerned, they should immediately arrange for a comprehensive evaluation by a qualified mental health professional. Early treatment by a professional can often help. The goals of treatment typically focus on helping the youngster to:
  • accept consequences
  • be responsible for his/her actions
  • express anger and frustrations in appropriate ways
  • learn how to control his/her anger

In addition, family conflicts, school problems, and community issues must be addressed.

Can anything prevent aggressive behavior in this population?

Research studies have shown that much violent behavior can be decreased or even prevented if the above risk factors are significantly reduced or eliminated. Most importantly, efforts should be directed at dramatically decreasing the exposure of kids and adolescents to violence in the home, community, and through the media. Clearly, violence leads to violence.

In addition, the following strategies can lessen or prevent violent behavior:
  • Early intervention programs for violent youngsters
  • Monitoring the child's viewing of violence on TV/videos/movies
  • Prevention of child abuse (use of programs such as parent training, family support programs, etc.)
  • Sex education and parenting programs for adolescents

Treatment—

To be effective, treatment approaches for aggressive children need to take these factors into account:

‘Me against the world’ attitude. Kids who become aggressive have often learned to see the world as a cold and hostile place. They develop a habit of thought that attributes hostile intentions to others. This attitude leaves them little choice but to fight virtually all the time. If, for example, another youngster bumps up against them in the hallway at school, they immediately take offense, certain that they were attacked. They cannot imagine that perhaps the bumping was just clumsiness on the other youngster's part or an attempt to tease that really wasn't hostile.

Always the victim. Even while they are the aggressors, aggressive children almost always think of themselves as victims--of unfair educators, of other bullies, of prejudice--and believe that their aggressive acts are therefore totally justified.

Distorted thinking. Aggressive kids come to believe that overpowering another child is a mark of strength and worth, and that violence is a legitimate way to resolve conflict. Popular media support this idea, with wrestlers who pound their opponents without mercy and so-called action heroes who slaughter foes by the truckload. For good or bad, the government unwittingly encourages the idea that "might makes right" when it engages in shows of strength celebrating the Army and police. Aggressive kids needn't look far for evidence that force is what really counts.

Never safe. The violent youngster sees the world as an unsafe place in which there are only victims and victimizers, so he (unconsciously) chooses to be one of the latter. The power and delight he takes in hurting others, in combination with his already numbed emotions, can make for a lethal mixture.

Self-esteem. For some kids, violence toward other kids may be a powerful source of self-esteem, particularly if they lack other confirmation of their human worth. In many cases, the problem is not lack of self-esteem as much as lack of self-esteem related to positive, peaceful accomplishments.

The loss of empathy. Aggressive kids often don't even recognize (much less feel) the suffering of others. Empathy develops early in infancy. Most nine-month-old infants register concern if they see their moms and dads crying, for example. Kids who have been emotionally traumatized learn to protect themselves from further emotional damage by shutting off their own feelings along with any empathic feelings they might have for others.

Specific Strategies for Parents and Teachers—

Acknowledge your child’s feelings while setting boundaries. Maintain eye contact with your youngster and find ways to help him verbalize his anger. Let him know that it’s okay to be angry but hurting others in not acceptable behavior. You can say, "I understand that you’re angry but I expect you to (state the boundary)."

Acknowledge your role. When one youngster is acting out, the family will blame him for the family's dysfunction. Oftentimes, you will see a family that will present a disruptive youngster for treatment ... this is the sacrificial lamb for the family's toxicity. Parents need to examine their own behavior, and if need be, the entire family should seek counseling.

Be selective about the types of television programs your kids watch. Don’t let them view shows that depict violence as humorous, or as a way to deal with problems.

Clearly State Expectations. Power struggles will be reduced when the youngster knows what is expected of him.

Don't get into a power struggle with a youngster. Sometimes aggressive kids know that if they struggle long enough with their parents (e.g., yelling, screaming, throwing temper tantrums in a crowded store, etc.), they will get their way. Be firm in disciplining your youngster and let them know that there boundaries that they have to observe.

Evaluate Outside Influences. If aggressive behavior has developed suddenly or has gotten worse over time, then find out if the youngster has a food allergy. Other factors to consider are environmental conditions, change in medication or a change in the home or school setting. Some drugs cause aggression. Seasonal or food allergies can cause discomfort that the youngster can't describe, leading to extreme behavior.

Every youngster has currency. Use it! There's not a youngster born that doesn't have currency, whether it's toys, clothes, games, or television. Access to this "currency" needs to be contingent upon proper behavior (e.g., if a youngster throws a temper tantrum in a crowded store, he should not be rewarded with a toy or a coloring book). He needs to (a) understand the consequences of his behavior, (b) be able to predict the consequences of his actions with 100% accuracy.

Identify Triggers to Aggression. Sometimes violent outbursts are predictable. For example, does wearing a warm winter sweater cause him to become angry? Maybe the fabric feels uncomfortable against his skin, or the smell of the drier sheet is offensive to him. Examine every component of a situation that seems to trigger aggressive actions and making adjustments.

• If you know that your child is prone to frequent aggressive outbursts, always be prepared to avert trouble by sticking close by when he is playing with others.

Maintain a unified front. Sometimes aggressive kids know that if they engage in "divide and conquer" tactics with their parents, they will be able to get their way. If you're together, if you're unified and if you're there for each other, then all of a sudden there's strength in numbers.

• Make sure that your kids have opportunities to expend excess energy by getting plenty of physical activity each day.

Obtain a proper diagnosis from a psychologist. Many times, mothers/fathers are quick to make evaluations of their kid's unruly behavior, such as blaming aggressiveness on ADHD, attention deficit hyperactivity disorder. Parents need to revisit their evaluations, because a youngster's violence may be stemming from other issues. Don't make judgments until you get to the root of the problem.

• One of the best ways to teach your youngster nonviolence is to control your own temper. If you express your anger in quiet, peaceful ways, he’ll probably follow your example.

Reduce Stress. Sometimes stress over not being able to verbalize frustration causes aggressive behavior. If a youngster is angry that he can't button his coat, but is unable to describe how he feels about lacking that skill, he could act out inappropriately. Examining the root problem and addressing it may help to curb angry behavior. Calm reactions on the part of the parent or teacher are important here.

Remove kids from the stimulant that triggers violent outbursts.

Seek a Doctor's Advice. Medication may be needed, especially if the youngster's behavior is hazardous to him or those around him. The U.S. Food and Drug Administration has not approved a medication specifically for HFA or AS. But some drugs used to treat other conditions have been shown to be useful in treating young people with an autism spectrum disorder. A health care professional can help you determine whether medication will be helpful for your aggressive youngster.

Simplify the Environment. Arrange furniture in a sensible way for the youngster so that he can easily maneuver through rooms. If a youngster often tries to escape through a certain door, change the path of the room so that he is unlikely to go near that door. Keep surfaces clear, taking special care to place breakables and dangerous or messy items out of reach. Organize and structure the youngster's living space to minimize frustration. Again, labels can help the youngster understand where things belong and make him less likely to become overwhelmed or anxious. Restrict access to items that tend to cause power struggles.

• Since kids tend to repeat behaviors that are reinforced, it is important for you to provide them with consistent, positive attention for behaviors that are acceptable.

Stop being intimidated by your youngster. Many moms and dads are afraid to discipline an unruly youngster for fear that their youngster will hate them for being an authority figure. Your youngster doesn't have to like you or even love you, but he does have to respect the parent-youngster relationship and realize that there will be consequences for negative actions. Recognize that you don't have to be your youngster's friend, but you do have to be his parent.

• Your surroundings can set the tone for calm or chaos. So minimize stress levels in the immediate environment.

Pharmacologic Treatment of Aggression—

Medications are frequently used in the management of aggression, and current psychopharmacologic treatment strategies involve treating aggression as part of each particular syndrome.

Antidepressants— Antidepressants reduce fear, irritability, and anxiety, emotions that are in the same spectrum as agitation. Current findings point to decreases in negative mood and aggressive attacks, as well as positive changes in personality traits after antidepressant treatment.

Antipsychotics— Antipsychotic medications are not recommended for people who do not have a psychotic or bipolar disorder. Lorazepam or another nonspecific sedating agent is preferred.

Benzodiazepines— Lorazepam is a good choice to treat acute agitation or aggression, particularly when the cause is not clear. Benzodiazepines also have a risk for abuse, and therefore should not be used on a regular basis.

Beta Blockers— Beta-adrenergic blockers, especially propranolol, have been used to treat aggressive behavior in a number of diagnoses, including autism.

Mood Stabilizers— Mood stabilizers are primarily used for the treatment of bipolar disorder and as an adjunct treatment for schizophrenia. They are also used to treat aggression, although they are not prototypical for this purpose.

Before prescribing medication for aggression, the clinician should ensure that the child or adolescent has a medical evaluation to rule out contraindications to treatment and to determine whether the aggressive symptoms might improve without the use of drugs (e.g., cognitive-behavioral therapy). Psychiatric evaluation is also necessary to determine whether depression, anxiety, substance abuse, or other problems are present. Treatment of these conditions may also result in reduced symptoms of aggression.

==> Preventing Aggressive Behavior in Aspergers and HFA Children

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