My ASD Child

"Is there a way to teach a child with high functioning autism to not take the things a parent says so literally? My daughter’s literal mind is completely baffled by sarcasm. She will try to dissect and understand common phrases and end up with some very bizarre ideas about the world. I try to keep my sarcasm to a minimum, but no matter how hard I try to account for her literalism, there are always things that I miss. I end up saying something that confuses the hell out of her, and when I try to explain, it just confuses her even more. As just one example, we were running late getting out the door and on to a doctor’s appointment a few days ago. She was stalling, so I barked, ‘Get those shoes on your feet right now!’ So, she literally picked up her shoes and placed them ON TOP of her feet (I had to laugh). Anyway… how can I help with this issue?" All kids have a "blind spot" in understanding various concepts. For example, some students don't "get"

“I’ve begged my son's school to test him for autism. I’ve had nine meetings with his principal, counselors, and teachers. They insist nothing is wrong with him except he needs more discipline, because he is ‘extremely intelligent’. Even though he has run away from school three times, they still don’t think anything is wrong. It's such a shame that these years of school are being wasted because the school doesn’t want to perform a test. How can I get them to change their mind about this?” In short, you will need to be both a diplomat and an advocate. Being an advocate for a youngster with ASD Level 1, or High-Functioning Autism (HFA), can be tricky. Parents need exceptional communication and negotiation skills – and the confidence to support their youngster’s right to a proper education. Below are some very crucial tips to accomplish this goal in a tactful fashion: 1. Allow school officials to explain their opinions. If parents don’t understand what someone is saying, they

 "I need some useful behavior management strategies for a very out of control 6 yo boy with autism (high functioning). Thanks in advance!" Teaching kids with ASD or High-Functioning Autism (HFA) to manage their own behavior allows parents to spend less time dealing with challenging behaviors at home. Managing your own behavior is called self-control. Self-control skills are used to help HFA children to pay attention to their own behavior. These young people can learn to monitor their own behavior and control their own actions through using self-control techniques.  In order to help a child on the autism spectrum learn to monitor his own behavior, parents should ask themselves the following questions: Are there any factors or challenges that my youngster faces that need to be considered before implementing a self-control plan? Is my youngster able to make an accurate self-assessment of his behavior? What goals do I have for my youngster in using a self-control plan

To make interventions that will decrease anxiety and increase compliance in children with High-Functioning Autism (HFA) and Asperger’s, parents need to create an environment in which their youngster feels comfortable and has an understanding of the events taking place around him or her.  The environment needs to provide: Structure Routine Predictability Organization Consistency Logically explained rules Clear rewards and consequences in response to these rules When this is in place, the “special needs” youngster will begin to feel competent. Here are the 4 steps to creating an optimal environment for young people on the autism spectrum: 1. Reinforcers (i.e., things that increase desired behavior) will need to be very individualized, because kids and teens with HFA and Asperger’s often don’t respond to typical reinforcers. Parents must be well aware of what their youngster views as a reward. Points to consider: Reinforcers can cause difficulties if they are used too f

Hi everybody, my name is Matt. After reading questions and answers to Mark Hutten, I was so sad to hear all the problems parents are having. I know I’m only 10 but I decided to interview my parents what they thought about my autism and how they helped me so that I could share with you: Me: When did you first think I was different? My parents: We noticed when you were about 3 years old, when you decided to stop eating. Me: What did you do? My parents: Well we went to the pediatrician who told us this was normal, and not to force you to eat, that you would eat when you decided to. Well that was a mistake still to this day you won’t touch a lot of foods. Me: What did you think when the psychologist told you I had autism? My parents: We were torn. We were happy in a way that we finally found out why you were acting differently, but sad thinking how can we help you? Me: I don’t understand? My parents: Every parent’s first impulse is thinking “what did I

General Reference— • ATTWOOD, T., Asperger's Syndrome - A Guide for Parents & Professionals, Jessica Kingsley, UK, 1998. This paperback is essential reading for those living or working with a child or adult with Asperger Syndrome. It is written in a clear and concise manner, with plenty of examples, practical suggestions and resource lists. • BARNHILL, G., Right address...wrong planet: Children with Asperger Syndrome becoming Adults, Autism Asperger Publishing Company, 2002. Written by an autism consultant, who has an adult son with Asperger Syndrome, this paperback covers a much needed area - that of adolescence and adulthood. Ms. Barnhill offers both her family perspective and practical advice for those living with/caring for an adult with Asperger Syndrome. • BASHE, P.R. & KIRBY, B.L. The OASIS Guide to Asperger Syndrome, Crown Publishers, 2002. Written by two parents, this paperback deals with the social, emotional and cognitive challenges faced by those with

“Why does my HFA daughter adamantly refuse to eat any new foods? Her diet is severely limited and she literally becomes ill (or does a great job a faking it) if I force her to eat something not on her VERY small list of favorites.” “Taste aversions” can occur both consciously and unconsciously. In many cases, children with Aspergers and High-Functioning Autism (HFA) may be completely unaware of the underlying reasons for their dislike of a type of food. Taste aversions are a great example of some of the fundamental mechanics of classical conditioning. The previously neutral stimulus (e.g., green beans) is paired with an unconditioned stimulus (e.g., dislike of the color green), which leads to an unconditioned response (feeling ill). After this one-time pairing, the previously neutral stimulus (in this example, green beans) is now a conditioned stimulus that elicits a conditioned response (avoiding green beans as well as any other green colored food). Because of their sensitivit

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