My ASD Child

Your child has recently been diagnosed with high functioning autism (also called Asperger’s). You are relieved to know that there is a name for the odd twists and turns your child’s life has taken, yet you are also very concerned about how he or she is going to cope with this life-long disorder. Since you are new to this whole thing, you’re not sure where to start or how to best assist you child. That’s why we have created this step-by-step intervention plan below, to give you a concrete place to begin in helping your son or daughter to have the best possible outcome. Parents’ Step-by-Step Intervention Plan for Recently Diagnosed Children: 1. Take Care of Yourself-- The first step in helping your child has to be about YOU taking care of YOU. Many moms and dads of kids with high functioning autism and Asperger’s feel exhausted, overwhelmed, and sometimes defeated. They talk about difficulties in their marriage and other relationships. While there is no quick fix for resolving

Question My 10-year-old son with Aspergers has a variety of stereotypical behaviors (e.g., he flaps his arms, hops, makes some odd writhing movements). They get worse when he is excited or over-stimulated. At age 10, these behaviors are really sticking-out and can be quite annoying and embarrassing to the rest of the family when we are out with him, in particular his older sister. Do you have any suggestions of what to do about it? Answer Almost all kids with any form of autism tend to repeat behaviors, an action referred to as stereotypic behaviors or perseveration. Your youngster may stare at objects or repeat behaviors that seem to have no purpose for hours at a time. This can be seen in the “flapping” of your child’s hands or other circumscribed, repeated movements, even those that are self-injurious or destructive to others or property. In kids with Aspergers (high-functioning autism), these stereotypic behaviors may diminish and give way to obsessive interests,

“My 8 y.o. son has autism (high-functioning) and is constantly disrespectful, talks back, is stubborn. He thinks that we (parents) are 'being mean' to him. We have tried reward charts, try to be encouraging and positive, have taken away computer and TV, removing the thing he is playing with, setting him in a corner, doing extra chores, and NOTHING works. We are just so discouraged because nothing seems to be getting through. We have read dozens of books and seemingly tried everything. Please help. I am going insane!” Traditional disciplinary techniques often fail to produce the desired results for kids with High-Functioning Autism (HFA) and Asperger’s (AS), mainly because these “special needs” children are unable to appreciate the consequences of their actions. Consequently, punitive measures are apt to exacerbate the type of behavior the punishment is intended to reduce. Disciplining young people displaying autism-related behaviors will require an approach that is somewh

Most young people diagnosed with Asperger’s and High-functioning Autism (HFA) have behavioral and emotional problems to one degree or another. These challenges are most often related to social skills deficits associated with the disorder (e.g., when the youngster fails to take his turn in a playground game, because he doesn't understand the social rules associated with it). Social difficulties frequently involve feelings of anxiety, loss of control, and the inability to predict outcomes. As a result, kids on the autism spectrum usually have problems connected to their inability to function in a world they see as threatening and unpredictable. ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism  The child who feels generally fearful and confused will typically act-out these troubling emotions in rather destructive ways (e.g., tantrums, meltdowns, shutdowns, aggression, etc.). Thus, it is not uncommon for

Disciplining kids displaying difficult behavior associated with ASD or High-Functioning Autism (HFA) will often require an approach that is somewhat different as compared to “typical” kids. Finding the balance between (a) understanding the needs of a youngster on the autism spectrum and (b) discipline that is age appropriate and situationally necessary is achievable when a few effective strategies are applied. These strategies can be implemented both at home and school. Traditional discipline may fail to produce the desired results for kids with HFA, primarily because these children are often unable to appreciate the consequences of their actions. Consequently, punitive measures may worsen the type of behavior that they are intended to reduce, while at the same time, creating anxiety in both the youngster and parent. Behavioral Diary— Parents and teachers should consider maintaining a diary of the youngster's behavior with the goal of discovering patterns or triggers. Recur

Early intervention is key to optimal outcomes for kids on the autism spectrum. There's little doubt that young people with Asperger’s (AS) and High-Functioning Autism (HFA) who undergo therapy at an early age, be it behavioral or developmental, do better than kids who don't. And there's certainly no good reason for parents to wait to provide such therapy. Even a little progress is far better than none, especially when that progress comes in the form of new social skills that allow the special needs youngster to “fit-in” with his or her peer-group. While early intervention is extremely important, intervention at any age can be helpful. Even if your youngster has not been diagnosed with AS or HFA, he may be eligible for early intervention treatment services. The Individuals with Disabilities Education Act states that kids under the age of 3 who are at risk of having developmental delays may be eligible for services. In the U.S., these services are offered through an

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