My ASD Child

"Any tips for dealing with a very fragile and overly sensitive child on the autism spectrum ...he's a chronic worrier to say the least and will go back and forth between being extremely shy or very aggressive?" As some parents may have discovered, many young people with Asperger’s (AS) and High Functioning Autism (HFA) are “emotionally fragile” (to coin a term). In other words, these individuals have great difficulty coping with day-to-day stressors, and exhibit unusually withdrawn or aggressive behaviors as a defense mechanism. Emotional fragility is most prevalent in school-age AS and HFA kids. It can manifest itself in many ways, all of which are challenging for the youngster, parents, and teachers. These young people often exhibit a variety of symptoms that cause school psychologists to misdiagnose them with depression, bipolar disorder, or some other disorder. A wrong diagnosis can often lead to the youngster being placed in inappropriate special educatio

A large body of research has documented the difficulties associated with being bullied – and with bullying other kids. Young people who are bullied suffer more anxiety, depression, loneliness, post-traumatic stress – and have a heightened risk of suicide. Kids who bully are more likely than other youngsters to experience peer-rejection, conduct problems, anxiety, academic difficulties, and engage in rule-breaking behavior. Recent research has shown that a substantial number of kids with Asperger’s (AS) and High-Functioning Autism (HFA) who have been a victim of bullying become bullies themselves at some point. A distinguishing feature of AS and HFA children is that they struggle to control their emotions. For example, they may unintentionally prompt kids to bully them again by reacting very emotionally to teasing, threats or physical aggression, and may have similar problems controlling feelings of anger and frustration, predisposing them to retaliatory aggression. Give

A major part of emotional development in “typical” (i.e., non-autistic) kids and teens is how they recognize, label, and control the expression of their feelings in ways that generally are consistent with social norms (i.e., emotional control). Self-regulation of feelings includes recognition and description of feelings. Once a youngster can articulate an emotion, the articulation already has a somewhat regulatory effect. Typical kids are able to use various strategies to self-regulate as they develop and mature. They begin learning at a young age to control certain negative feelings when in the presence of grown-ups, but not to control them as much around friends. By about age 4, they begin to learn how to alter how they express feelings to suit what they feel others expect them to express. By about age 7 to 11 years, “typical” kids are better able to regulate their feelings and to use a variety of self-regulation skills. They have likely developed expectations concern

Question What kind of assessment tools do clinicians use when they are trying to determine whether or not a child or teen has Aspergers or Autism? Answer There are many (with new ones coming along all the time) …so I have listed the “most used” screening tools to date. These include: 1. Aspergers/High Functioning Autism (HFA) Screening Tools 2. Autism Screening Tools 3. Developmental and Behavioral Screening Tools Aspergers/HFA Screening Tools (4 years to adult) — Most Aspergers/HFA screening tools are designed for use with older kids, and are used to differentiate these disorders from other ASDs and/or other developmental disorders (e.g., mental retardation and language delays). These tools concentrate on social and behavioral impairment in kids four years of age and older (up to adulthood), who usually develop without significant language delay. Qualitatively, these tools are quite different from the early childhood screening tools, highlighting more social-conversa

Emotional dysregulation is a term used in the mental health community to refer to an emotional response that is poorly modulated and does not fall within the conventionally accepted range of emotive response. Emotional dysregulation may be referred to as labile mood or mood swings. Possible manifestations of emotional dysregulation include behavioral outbursts (e.g., destroying or throwing objects, aggression towards self or others, anger and rage, etc.). These variations usually occur in seconds to minutes or hours. Emotional dysregulation can lead to behavioral problems and can interfere with a child’s social interactions and relationships at home and school. Emotional dysregulation is quite common in Aspergers and High-Functioning Autistic (HFA) children. In my practice, the most frequently asked question by parents is: “What do I do when my child loses control of his emotions?” When emotional dysregulation is occurring, the best reaction is to ensure the safety of all co

Question My asperger son is almost 16. He doesn't live with me. He's told me on numerous occasions that he's being physically abused. When I've reported it, they either accuse me of coaching him, or accuse him of lying, or of not being able to get him to focus enough to report the abuse. Years ago I did get one report of abuse substantiated, (because of bruises) however, nothing was done about it, and my son is still ignored. If someone could please help me to get help for my son, or just help my son, I would greatly appreciated it. I love him, and I want him to be safe and happy. He doesn't deserve abuse just because he isn't like other kids. Answer In the USA, an estimated 906,000 kids are victims of abuse & neglect every year, making abuse as common as it is shocking. Whether the abuse is physical, emotional, sexual, or neglect, the scars can be deep and long-lasting, often leading to future abuse. You can learn the signs and symptoms

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