My ASD Child: Search results for problematic behavior

Showing posts sorted by relevance for query problematic behavior. Sort by date Show all posts

Early Childhood Intervention for Asperger’s and High-Functioning Autism

“What are the most important treatment strategies or program goals for treating younger children with Asperger Syndrome and High-Functioning Autism?”

Although treatment programs may differ in philosophy and emphasis on particular treatment strategies, they share many common goals. There is a growing consensus that important components of effective early childhood intervention for Asperger’s and HFA include the following:

entry into treatment as soon as a diagnosis is “seriously considered” rather than deferring until a “definitive” diagnosis is made
functional adaptive skills that prepare the youngster for increased responsibility and independence
functional, spontaneous communication skills
implementation of techniques to apply learned skills to new environments and situations (i.e., generalization) and to maintain functional use of these skills
in the educational setting, low student-to-teacher ratio to allow sufficient amounts of one-on-one time and small-group instruction to meet specific individualized goals
inclusion of a family component, including parent training
incorporation of a high degree of structure (e.g., predictable routine, visual activity schedules, clear physical boundaries to minimize distractions, etc.)
ongoing measurement and documentation of the youngster's progress toward educational objectives, resulting in adjustments in programming when needed
promotion of opportunities for interaction with “typically developing” peers to the extent that these opportunities are helpful in addressing specified educational goals
provision of intensive intervention with active engagement of the youngster at least 25 hours per week, 12 months per year
provision of developmentally appropriate educational activities designed to address identified objectives
reduction of disruptive or maladaptive behavior by using empirically supported strategies, including functional assessment (see below)
social skills (e.g., joint attention, imitation, reciprocal interaction, initiation, self-management, etc.)
traditional readiness skills and academic skills as developmentally needed
use of assessment-based curricula that address cognitive skills (e.g., symbolic play, perspective taking, etc.)

Applied Behavior Analysis—

One of the most important methods for treating younger children with Asperger’s and HFA is Applied Behavior Analysis (ABA), which is a process used to systematically change behavior and to demonstrate that the interventions used are responsible for the observable improvement in behavior. ABA techniques are used to:

generalize behaviors to new environments and situations
increase and maintain desirable adaptive behaviors
narrow the conditions under which maladaptive behaviors occur
reduce interfering maladaptive behaviors
teach new skills

ABA focuses on the reliable measurement and objective evaluation of observable behavior within relevant settings (e.g., home, school, community, etc.). The effectiveness of ABA in treating children with Asperger’s and HFA has been well documented through five decades of research by using single-subject methodology and in controlled studies of comprehensive early behavioral intervention programs in university and community settings. Kids on the spectrum who receive early intensive behavioral treatment have been shown to make significant and sustained gains in academic performance, adaptive behavior, IQ, language, and social behavior. Also, outcomes have been significantly better than those of kids in control groups.

Discrete Trial Training—

Comprehensive early intervention programs for kids on the autism spectrum (e.g., Young Autism Project) rely heavily on Discrete Trial Training (DTT) methodology, but this is only one of many techniques used within the field of ABA. DTT methods are useful in establishing learning readiness by teaching foundation skills (e.g., attention, compliance, imitation, discrimination learning, etc.). This methodology has been criticized because (a) there have been problems with generalization of learned behaviors to spontaneous use in natural environments, and (b) the highly structured teaching environment is not representative of natural adult-child interactions. However, traditional ABA techniques have been modified to address these issues. Thus, DTT is still a very useful tool in the therapist’s toolbox.

Functional Behavior Analysis—

Functional Behavior Analysis (FBA) is an important aspect of behaviorally-based treatment of unwanted behaviors in children with Asperger’s and HFA. Most problem behaviors serve an adaptive function of some type and are reinforced by their consequences (e.g., attainment of adult attention; attainment of a desired object, activity, or sensation; escape from an undesired situation or demand). FBA is an empirically-based method of gathering information that can be used to maximize the effectiveness of behavioral support interventions. It includes:

formulating a clear description of the problem behavior
identifying the frequency and intensity of the problem behavior
identifying the antecedents, consequences, and other environmental factors that maintain the behavior
developing hypotheses that specify the motivating function of the behavior
collecting direct observational data to test the hypothesis

FBA also is helpful in identifying antecedents and consequences that are associated with increased frequency of desirable behaviors so that they can be used to evoke new adaptive behaviors.

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

Symptoms of Asperger's and High-Functioning Autism that "Look Like" Misbehavior

As parents of children on the autism spectrum know, there are a multitude of symptoms:

physical (e.g., fine and gross motor skills deficits, sensory sensitivities),
mental (e.g., attention difficulties),
emotional (e.g., shutdowns, meltdowns, obsessions),
and social (e.g., problems reading nonverbal language, difficulty understanding sarcasm).

However, sometimes it becomes extremely difficult for parents to differentiate between (a) behavior problems and (b) symptoms of the disorder that "look like" behavior problems. For example, the Asperger's or high-functioning autistic child who has an allergy or food sensitivity may be cranky during periods of the day. The child who finds it difficult to transition from one activity to the next may experience a meltdown. The child who has difficulty waiting his turn may throw a tantrum. Thus, we need to learn how to adjust our parenting strategies accordingly.

Sometimes, a consequence for misbehavior is indeed warranted. Other times, the "misbehavior" may be the result of something that stresses the child to the point of acting-out his emotions, because he has not learned any other way to cope with the problem in question (yet).

Any of the following symptoms can result in a behavior pattern that "looks like" intentional misbehavior (or a disrespectful attitude):

Allergies and food sensitivities
Appearance of hearing problems (but hearing has been checked and is fine)
Can become overwhelmed with too much verbal direction
Causes injury to self (e.g., biting, banging head)
Difficulty attending to some tasks
Difficulty changing from one floor surface to another (e.g., carpet to wood, sidewalk to grass)
Difficulty maintaining friendships
Difficulty moving through a space (e.g., bumps into objects or people)
Difficulty reading facial expressions and body language
Difficulty sensing time (e.g., knowing how long 5 minutes is or 3 days or a month)
Difficulty transferring skills from one area to another
Difficulty transitioning from one activity to another
Difficulty understanding directional terms (e.g., front, back, before, after)
Difficulty understanding group interactions
Difficulty understanding jokes, figures of speech or sarcasm
Difficulty understanding the rules of conversation
Difficulty waiting for their turn (e.g., standing in line)
Difficulty with fine motor activities (e.g., coloring, printing, using scissors, gluing)
Difficulty with reading comprehension (e.g., can quote an answer, but unable to predict, summarize or find symbolism)
Does not generally share observations or experiences with others
Exceptionally high skills in some areas -- and very low in others
Experience sensitivity - or lack of sensitivity - to sounds, textures, tastes, smells or light
Extreme fear for no apparent reason
Feels the need to fix or rearrange things
Fine motor skills are developmentally behind peers (e.g., hand writing, tying shoes, using scissors, etc.)
Gross motor skills are developmentally behind peers (e.g., riding a bike, skating, running)
Has an intolerance to certain food textures, food colors, or the way food is presented on the plate (e.g., one food can’t touch another)
Has an unusually high - or low - pain tolerance
Inability to perceive potentially dangerous situations
Irregular sleep patterns
Makes honest, but inappropriate observations
Makes verbal sounds while listening (i.e., echolalia)
May need to be left alone to release tension and frustration
Meltdowns
Minimal acknowledgement of others
Obsessions with objects, ideas or desires
Odd or unnatural posture (e.g., rigid or floppy)
Often experiences difficulty with loud or sudden sounds
Overly trusting or unable to read the motives behinds peoples’ actions
Perfectionism in certain areas
Play is often repetitive
Prefers to be alone, aloof or overly-friendly
Resistance - or inability - to follow directions
Resistance to being held or touched
Responds to social interactions, but does not initiate them
Ritualistic or compulsive behavior patterns (e.g., sniffing, licking, watching objects fall, flapping arms, spinning, rocking, humming, tapping, sucking, rubbing clothes)
Seems unable to understand another’s feelings
Seizure activity
Short attention span for most lessons
Speech is abnormally loud or quiet
Talks excessively about one or two topics (e.g., dinosaurs, movies, etc.)
Tends to either tune out - or break down - when being reprimanded
Tends to get too close when speaking to someone (i.e., lack of personal space)
Transitioning from one activity to another is difficult
Unaware of/disinterested in what is going on around them
Uses a person’s name excessively when speaking to them
Usually resists change in their environment (e.g., people, places, objects)
Verbal outbursts
Very little or no eye contact

Your child's behavior is observable and measurable (i.e., any action that can be seen or heard). An effective method of examining his or her behavior is the ABC model:

A=Antecedent: The event occurring before a behavior (the event prompts a certain behavior)

B=Behavior: Response to the events that can be seen or heard

C=Consequence: The event that follows the behavior, which effects whether the behavior will occur again (when the behavior is followed by an unpleasant consequence, it is less likely to reoccur; when the behavior is followed by a pleasant consequence, it is more likely to reoccur)

Let’s look at a simple example of how the ABC model works:

Your child is throwing a temper tantrum because he wants your attention. If you respond to the tantrum (whether to comfort or scold), your child's misbehavior is being rewarded by your reaction (even though it’s a negative reaction). Thus, in this situation, it would be best if you waited for the tantrum to stop, and then reward (i.e., reinforce) the calm behavior verbally (e.g., “I like how quiet you are being right now”). In this way, your child learns that he can gain the your attention through more appropriate behavior.

When using the ABC model, always remember that your child is not an experiment, rather he is an individual capable of changing unwanted behavior - when offered the correct means to do so. It's your job to focus on the behavior you would like to increase or decrease. The more you learn about behavior modification techniques, the more tools you will possess to help shape and promote the behavior you want to see more often in your child.

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

How to Create an Effective Behavioral Intervention Plan for Kids on the Autism Spectrum

In this post, we will look at how to create an effective behavioral intervention plan for students with Aspergers and High-Functioning Autism…

Once the IEP team (including the parents) has conducted a functional assessment, the information obtained from that assessment should be used to develop a behavioral intervention plan. The purpose of this intervention plan is to spell out what behaviors are being targeted for change – and how change will be handled.

Certain items in the behavioral intervention plan are required by the Individuals with Disabilities Education Act, while others are simply good information to have included:

description of how the child’s behavior will be handled should it reach a crisis stage (called a “crisis plan”)
definition and description of the behavior being targeted
description of how the success of the interventions will be measured
description of previously tried interventions and how well they did - or didn’t - work in changing behavior
description of the behavior that will replace the inappropriate behavior (called the “replacement behavior”)
description of the interventions that will be used (e.g., who will be involved, specific procedures that will be followed, how data will be collected)
description of when and how information will be shared between the home and school
information about the child that could impact the intervention plan
list of the child’s strengths and abilities
measurable description of the behavior changes that all parties expect to see
schedule for when and how often the plan will be reviewed to determine its effectiveness
statement describing the function or purpose of the targeted behavior

When writing the behavioral intervention plan, make sure that everything is spelled out clearly and specifically so that the intervention plan can be used easily by all parties involved with the child. In most circumstances, the intervention plan should be less than 4 pages in length. If it is longer than that, it may be too difficult for all parties to remember and follow.

The IEP team should make sure that the interventions included are ones that they have the resources and ability to implement consistently (e.g., if “time-outs” are included in the plan, but a time-out space is only available 2 days a week, then it will be more effective to choose a different intervention).

Once the IEP team agrees on the behavior intervention plan, all parties involved must agree to implement it consistently. If even one team member thinks that he or she is unable to support the plan, it needs to be revisited. Inconsistent application of any intervention may result in an increase in the targeted inappropriate behavior, or in the appearance of a new inappropriate behavior.

Sample Behavioral Intervention Plan:

Name: Michael Jones
Grade: 5
Age: 10
School: Big City Elementary School
Date Written: 2/4/13

Strengths of the child:

enjoys praise and positive, social reinforcement
likes science and hands-on activities
usually responds well to educators
wants to be in the general education classes
usually wants to do the same work as his peers
works hard and participates most days

Individualized information about the child:

Biological factors, medication interactions, and anxiety can cause child to react to situations/directions differently on some days. Child will have productive days and not so productive days.
has difficulty with tasks necessitating writing
often works and moves more slowly than peers
Some behaviors associated with Obsessive-Compulsive Disorder and Tourettes are apparent (e.g., tapping, noises/verbalizations, some scratching/ rubbing hands and face, repetitive movements). These behaviors are made worse when child is anxious.

Previously implemented interventions:

Time-outs, negative reinforcement, and positive reinforcement with tangibles were ineffective interventions. There was some success with a token economy using concrete reinforcers.

Problematic behaviors:

Behavior 1— Incomplete assignments

Baseline: averaging 5 incomplete assignments per week for last 5 weeks

Function of the behavior:

allows child to express/feel in control of a situation when he’s uncomfortable with something
relieves anxiety by avoiding a task he dislikes or finds frustrating

Replacement behavior:

complete assignments in study period or at home
ask for help (e.g., asking for assistance, modifications or breaks)

Interventions:

Modify assignments by reducing the number/length of responses required for each concept. Where possible, reduce the amount of writing required.
Grading: Teacher establishes a minimum for each assignment. If child does more than the minimum number of responses required, he gets credit/extra credit for each extra response that is correct (no penalty for incorrect responses). If child doesn’t complete the minimum, he is counted off for the missing responses.
Child will have a scheduled study period each day. If he has all assignments completed, he can participate in other activities.

Documentation:

number of incomplete/missing assignments in each class
assignment grades

Amount of improvement expected:

no more than 2 incomplete assignments per week for 3 consecutive weeks

Behavior 2— Unable/unwilling to work in class

Baseline: 20% of assignments completed and 35% completed in class

Function of the Behavior:

allows child to express/feel in control of a situation when he’s uncomfortable with something
relieves anxiety by avoiding a task he dislikes or finds frustrating

Replacement Behavior:

at least attempt each assignment
verbalize frustration and/or need for modification

Intervention:

Child is given 1 prompt to start assignment. After that, refusal is ignored (any behavior disturbing others will be dealt with according to classroom rules and consequences and child earns a 0 on that assignment).
Child receives 2 points for every assignment he attempts (e.g., does at least 1/4th of the assigned task) and 5 points for every completed assignment. Points can be spent before lunch and before child goes home on items/activities on his reinforcement menu (child must have input on what’s on the menu).
Child will be given the option of completing an assignment in the resource room for full credit.
Child will receive instruction/guidance in how to express needs from the school counselor. Child will earn 5 points for appropriately (according to the guidelines taught by the school counselor) expressing frustration and/or need for help/modifications.

Documentation:

record % of assignments attempted and % of assignments completed
record frequency and duration of time in the resource room for this behavior

Amount of improvement expected:

at least 60% completed and 75% attempted in class for at least 3 of 4 weeks

Behavior 3— Using profanity around peers

Baseline: average of 8 incidents per week for last 5 weeks

Function of the behavior:

vent anger/frustration in a situation less threatening than with teachers/peers
relieving feeling of anxiety due to Tourettes or Obsessive-Compulsive Disorder
attention-getting

Replacement behavior:

recognize anxiety or anger/frustration and get help to vent appropriately (e.g., cool down time, removing self from situation, talking with teachers/peers)
get attention by interacting appropriately with peers

Intervention:

when child is verbally inappropriate, he is directed to remove himself to a different location and is not allowed to participate in the activity (e.g., recess) for 5 minutes
provide opportunities for child to practice interacting appropriately with peers (e.g., reading with them)
praise for appropriate verbal interaction

Documentation:

record number of times child asks for help with anxiety or anger/frustration
record number of times child is verbally inappropriate with peers

Amount of improvement expected:

no more than an average of 4 incidents per week for 3 consecutive weeks

Schedule for review:

documentation review at least each nine weeks when grade cards are distributed

Provisions for home coordination:

On Fridays, a note will be sent home with weekly grade for each class number of inappropriate verbalizations toward peers and number of times child requested resource room and/or cool down.
Assignment notebook sent home daily. Assignments will be marked as attempted, completed or not attempted.

Crisis management plan:

If an injury or property damage occurs as a result of Michael’s behavior, a police report will be made and he will be suspended according to district policy. The IEP team will meet as soon as possible within 10 days to review the behavior intervention plan and make modifications where necessary.
If Michael endangers himself or others while in isolation, physical restraint will be used by staff members trained in Mandt procedures.
If Michael is not able to demonstrate compliance within 30 minutes, or if he has had more than 3 timeouts, he will be seen by support staff as soon as possible.
If Michael endangers himself or others, he will be isolated from his peers and mother or her designee will be called. Michael will remain in isolation until it is determined that he is no longer in imminent danger of hurting himself or others. He will finish his school day in the resource room.
Michael will be given a cue that he can use with staff to indicate that he is getting upset and needs to cool down. Once he gives the cue, he can choose from the following options: (a) ask to see a support staff member, (b) go to the resource room, (c) walk in the hall or outside (a staff member will accompany child, but will not talk to child).
If staff sees that Michael is becoming upset and is not using his cue for help, staff will say, “You’re getting upset. I need you to see a support staff member, or go to the resource room, or take a walk in the hall or outside with a staff member.” If Michael is unable to cool down, he will be directed to go to time-out where he will remain until he can demonstrate compliance.

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

Investigating and Resolving "Problem Behavior" in Kids on the Autism Spectrum

"I need to understand my son better (ASD, age 7) so we can you come up with some consequences that are appropriate and not so punitive as to remove all possibility of improvement. Please help!"

If you have a youngster with High-Functioning Autism (HFA) who exhibits problematic behavior, you have probably felt like an investigator, searching for clues and seeking hidden motivations.

You may have come up with some quick and easy explanations for your youngster's behavioral issues (e.g., ones offered by parents at the park, your mother-in-law, and even by behavioral experts), but your youngster often has something completely different up his sleeve. Operating according to the easiest explanation will often make matters worse.

Even though there are explanations for your HFA youngster's “bad” behavior that take some of the fault from him, the effects of the behavior are unfortunate and must be addressed. For example, your youngster may push one of his friends or break a toy because of autism-related challenges not under his control, but he still has to face the consequences associated with this behavior.

A full understanding of the situation can help you come up with some consequences that are effective and not so punitive "as to remove all possibility of improvement" (as you say). And the best way to come to a full understanding is through good detective work.

One way to be a good detective is to observe behavior by using a functional behavioral assessment (i.e., observing your youngster and noting everything that happens before, during, and after problem behaviors). With a few weeks of observation, you can often uncover the things that provoke your youngster (e.g., the itchy sweater he is wearing, the long wait in the gym after the bus drop-off, the breeze coming through a classroom window, etc.).

----------

Here’s is an example of a functional behavioral assessment:

Student’s name: Ricky

Issue: Ricky had difficulty transitioning from resource room to physical education class

Location: The resource room

People involved: Resource teacher and classmates

Antecedent (i.e., what occurred before the incident): Resource teacher states, “It’s time for everyone to put their drawing materials away and get ready to go to the gym.”

Behavior #1 (i.e., what occurred during the incident): Ricky continued to draw in his art notebook. He glanced at classmates who had moved to the doorway.
Consequence #1 (i.e., what resulted at this stage of events): Resource teacher talked with the students for about one minute. She looked at Ricky and told him to put his pencil down and to get in line.

Behavior #2: Ricky turned his back to the teacher and threw his pencil on the floor.
Consequence #2: Teacher approached Ricky and told him to pick up the pencil.

Behavior #3: Ricky got up and picked up the pencil and took it to the art supplies drawer. Then he ran to the front of the classroom and climbed under the teacher’s desk.
Consequence #3: Teacher bent down to be at eye level with Ricky under the table and told him he was wasting everyone’s gym time, and that he needed to come out from under the desk and get in line.

Behavior #4: Ricky reached out his hand.
Consequence #4: Teacher took Ricky’s hand and led him to the end of the line.

Behavior #5: Ricky waved goodbye and smiled to his teacher and walked with the others to the gym.
Consequence #5: Teacher smiled, waved back and stated, “I’ll see you again tomorrow.”

Hypothesis (i.e., best guess as to why the behavior occurs based on the assumption that other antecedents, behaviors and consequences showed a similar pattern): Ricky was seeking attention from his resource teacher

Goal (i.e., corrective action plan): Teach Ricky a more appropriate way to seek his teacher’s attention

Objectives (i.e., potential strategies used to accomplish the goal):

allow Ricky to ask a classmate to walk next to him on the way to gym
allow Ricky to be “line-leader”
allow Ricky to be the "timer" who pushes the two-minute warning buzzer
post Ricky’s name on the "hard workers of the week" bulletin board
praise Ricky for a specific work-related behavior or academic response just before asking students to line up for gym time

Although the example above involved problematic behavior at school, the same method can be applied by parents for behavior at home. The more you learn about your youngster’s disorder and his unique quirkiness, the better you will be able to discover the true motive behind the behavior and apply appropriate discipline (or leniency if warranted).

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

More Structure Equals Less Behavioral Problems

Here is a personal example of applying functional behavioral analysis (see if you can identify the antecedent, behavior, and consequence):

One of my child clients with High-Functioning Autism was experiencing meltdowns pretty much daily whenever he was in special education class, which he attended for one hour each morning for writing practice since his penmanship was poor. As most people know who work with children on the autism spectrum, they tend to have poor writing abilities due to fine motor skills deficits.

I was asked by Michael's parents to go to the school and sit in the classroom to investigate. Here is what I observed:

Michael entered the classroom and took his seat, which was in the rear of the room nearest the door that led to the hallway. As he began to practice writing, he would get frustrated and erase what he had written repeatedly to the point where he wore several holes in the paper. At that point, he picked up his paper, tore it into tiny pieces and threw it on the floor. This resulted in the teacher escorting Michael to another room where he was isolated from the other students for a period of time.

To make a long story short, on the day of my investigation, I took my seat in the very back of the classroom behind Michael. I immediately noticed that since we were sitting near the exit, most of the hallway noise was very audible. I also knew that based on personal experience, many children with High-Functioning Autism and Asperger's have hearing sensitivities.

As I sat there, I had the thought that it would be difficult for even me to concentrate with the hustle and bustle right on the other side of the door. So purely on a hunch, we moved Michael to the front of the room furthest away from the door. We were pleasantly surprised to see that Michael was able to stay focused on his writing at that point and was not making as many mistakes, thus reducing his frustration-level.

So the hypothesis was this: Michael was unconsciously distracted by the noises in the hallway, which contributed to his frequent writing mistakes and frequent erasing. This in turn resulted in the writing paper being torn, which was the tipping-point for Michael to slip into a total state of frustration.

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

Obviously, the corrective action was to move Michael to an area of the classroom that was less noisy and distracting. It also appeared to help that he was near the teacher and could receive frequent one-on-one assistance.

As a mother or father, you will need to develop a trained eye for your AS or HFA child, as well as an intuitive understanding of what makes him tic. Your youngster needs you to read all the hidden cues. He also needs to follow his own instincts, which may be telling him that something's too difficult, too uncomfortable, etc. Your youngster has no choice but to follow his instincts. Knowing this can help you be more empathetic and skilled in addressing difficult behavior.

Not all hidden cues are worth following. When you're investigating your youngster's confusing behavior, red herrings may show up (e.g., his eagerness to end a stressful situation by accepting blame even when it’s not his fault, your preconceived notions of “whodunit,” another youngster's self-protecting accusations, another adult's spin on the situation, etc.).

If it feels to you like something is awry, chances are it is. Keep an open mind even in the face of seemingly “solid evidence,” and allow for the possibility that things may not be what they seem. Your intuition is still worth following – all “evidence” to the contrary.

Of course, there will be times when you have developed a wonderful hypothesis based on a good-faith investigation, but for some reason it just doesn’t pan-out (e.g., there is a missing piece of the puzzle that would make the picture so much clearer and turn your guesswork into certainty – if you could just find it; the strategies that have always worked in the past don't get the job done this time; the explanation you've developed through your intuition is not what is really going on, etc.).

Always keep an eye out for that “missing link,” even if you seem to have resolved the situation to an acceptable degree. That little bit of extra information can resolve things more completely, and can help you prevent a particular problem behavior from occurring again.

Resources for parents of children and teens on the autism spectrum:

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

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.

Click here to read the full article…

---------------------------------------------------------------

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.

Click here for the full article...

--------------------------------------------------------------

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…

------------------------------------------------------------

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."

Click here to read the full article…

------------------------------------------------------------

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.

Click here to read the full article...

------------------------------------------------------------

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.

Click here for the full article...

------------------------------------------------------------

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.

Click here for the full article...

Behavioral Interventions for Children with ASD [Level 1]

"We're trying not to use the same discipline methods with our autistic child (high functioning) that we use with the other two children, but we fall back into old habits and end up using traditional methods that usually backfire. Any suggestions?"

Many kids and teenagers with Asperger’s (AS) and High Functioning Autism (HFA) are prone to behavior problems, and on occasion, aggression. Even though frequently motivated to be near to – and to socially interact with – peers and grown-ups, young people with HFA are deficient in age-appropriate, reciprocal social interaction skills (e.g., those required to participate in cooperative play and related activities).

A propensity for socially unacceptable behavior and insensitivity to – or unawareness of – verbal and nonverbal social cues makes these “special needs” kids vulnerable to displaying a variety of behavior problems. Accordingly, parents and teachers must provide appropriate instruction and supports for HFA children to progress and experience success at home, school, and in the community.

Traditional discipline may fail to produce the desired results for kids with HFA, mostly because they have difficulty appreciating the consequences of their actions. Therefore, punitive measures are apt to exacerbate the type of behavior the punishment is intended to reduce, while at the same time giving rise to distress in both the parent (or teacher) and child.

The same basic behavior management model that is used with “typical” kids can also be applied when crafting management supports for kids on the autism spectrum. That is, teams of parents and professionals should cooperatively:

target socially valid and pivotal responses for change
ensure careful measurement of targeted responses selected for change
systematically analyze behaviors that are identified for change relative to their functions and environmental and antecedent factors connected to their occurrence
select and systematically implement and evaluate appropriate interventions and treatments

==> Teaching Social Skills and Emotion Management

Behavioral interventions entail manipulation of antecedent conditions (i.e., what happens immediately prior to the behavior problem) as well as use of consequences for targeted behaviors. Approaches that seem to work best with these young people give them an opportunity to participate in developing and implementing their own behavior management systems. Thus, whenever possible, HFA kids should be involved in their own program development and implementation.

In order to be successful, behavioral interventions should be applied consistently across all areas of the youngster’s life. Also, the longer a particular problematic behavior has been evident, the longer it will take to change it. Therefore, it may take a while for the chosen strategies to be effective. The job for parents and teachers is to focus on the behavior they would like to increase or decrease.

One specific behavioral intervention that has been found to be useful with many kids on the spectrum is cognitive behavior modification. This is a strategy that teaches the child to monitor his own behavior or performance, and to deliver self-reinforcement at established intervals. In this technique, the locus of behavior control is shifted from an external source (e.g., the parent or teacher) to the child.

Cognitive behavior modification can be used to facilitate a variety of behavior changes, including following various specific house and classroom rules, and attending to assigned tasks at home and school. The following is an example of this technique:

One AS teen was assisted in monitoring and changing his "stalking" behavior at school. The teen had become a concern to school officials and his mother because of his serial interest in attractive girls in his school (none of whom he knew personally). His obsession with any one female student typically lasted less than a week. But during this time, he attempted to walk with these girls from class to class, sit with them at lunch, etc., at every opportunity.

Even though the female students protested loudly and did not encourage the AS teen’s interest in any way, it had no impact on his behavior! Furthermore, negative consequences for this behavior (e.g., detention, suspension) only seemed to exacerbate the problem.

However, the AS teen did respond positively to a cognitive behavior management program. His school counselor and homeroom teacher used a videotaped sequence of his stalking behavior to assist him in understanding that his behavior was inappropriate. He then was:

instructed to use a self-monitoring system structured by the school's bell system for signaling transitions
taught to use a self-recording system related to his contact with his peers
taught to use a self-reinforcement system

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

The self-reinforcement he selected was to spend time with classmates who agreed to sit with him at lunch and walk with him during class transitions. Social skill instruction related to his behavior during these peer contacts also proved to be beneficial.

It is crucial that parents and teachers recognize – and plan for – problems related to aggression and violence. Not all HFA children have these problems, and most are not inherently aggressive. Nonetheless, it is important to recognize that problems of aggression in some of these young people do arise from time to time.

The social deficits connected with HFA (e.g., difficulty in engaging in age-appropriate reciprocal play) frequently create problems and frustrations that may escalate into aggressive responses and counter-actions. For instance, one youngster with AS had difficulty interacting with friends as a result of not understanding commonly known and accepted social rules, As a result, he gave the appearance of being rude and unwilling to follow generally understood game rules.

With some planning on the part of parents and teachers – and hard work on the part of the HFA child – social skills can be learned and practiced on a daily basis. It may not come naturally, but it is very possible for young people on the autism spectrum to discover the basic ability in socialize in an acceptable manner.

Resources for parents of children and teens on the autism spectrum:

More articles for parents of children and teens on the autism spectrum:

---------------------------------------------------------------

--------------------------------------------------------------

------------------------------------------------------------

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.

Click here for the full article...

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

Multisystemic Therapy for "At-Risk" Youth on the Autism Spectrum

"What therapy (or therapies) are recommended for struggling teenagers on the high functioning end of the autism spectrum?"

Not all teenagers enjoy the "happy-go-lucky" days of adolescence. Unfortunately, there are those who suffer from development disorders such as Asperger’s (AS) and High-Functioning Autism (HFA). When things start to go wrong (e.g., behavioral problems, meltdowns, poor academic performance, etc.), parents often despair of not being able to effectively help their child.

Arguments are waged as to the management of “special needs” teens who act-out aggressively at home or school, commit crimes, or even attempt suicide. Sadly, our society has impoverished resources to address such issues, and while some hospitals are available, all too often the answer is jail. However, research has demonstrated that “troubled” young people on the autism spectrum do not need to be hospitalized or incarcerated to get the help they need. A home-based model of therapy called Multisystemic Therapy (MST) offers treatment services to these teenagers, as well as their parents and siblings.

AS and HFA teens with serious emotional and/or behavioral problems (e.g., substance abuse, severe depression, suicidal thoughts, delinquency, severe anxiety, antisocial behaviors, etc.) have been successfully treated through Multisystemic Therapy. This therapy shows a more hopeful and positive approach and focuses on how to help moms and dads assist their “special needs” teens and how to teach these teens to cope effectively with their schools and communities. In addition, this therapy has been found to be an effective alternative to hospitalization and incarceration.

There is heated debate in our society about the proper roles of psychotherapies and medications for teens “at risk,” as well as teens already suffering. But, what we know for sure is that AS and HFA teens who go untreated: (a) often suffer in silence, (b) can’t learn, (c) tend to act-out their emotions rather than articulate them, (d) have great difficulty forming healthy relationships with friends and family, and (e) tend to isolate themselves from constructive social contacts. Some of these “special needs” teens are placed on a trajectory for jail rather than college at a very early age.

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

Multisystemic Therapy is a mental health service that focuses on changing how these young people function in their natural settings (i.e., at home, school, in the neighborhood, etc.). It is designed to promote positive social behavior while decreasing problematic behavior (e.g., substance abuse, delinquency, violence, etc.). Therapy involves the following:

The family sets treatment goals, and the therapist suggests strategies to accomplish them. Specific treatments are used within therapy.
The interventions are individualized to the family's strengths and weaknesses and address the needs of the AS or HFA youngster, family, peers, school, and neighborhood.
Treatment teams usually consist of crisis caseworkers, professional counselors, and psychiatrists or psychologists who provide clinical supervision.
Therapists focus on strengthening the ability of moms and dads to raise “special needs” teens who have complex problems.
Therapists working in the home have small caseloads and are available 24-hours-a-day, 7-days-a-week.
Therapists identify strengths in the families and use these strengths to develop natural support systems and to improve parenting skills.
Therapy is a collaboration between the family and the therapist.

Multisystemic Therapy gets its name because it involves treatment that addresses each of the “systems” that factor into an adolescent’s health and well-being (e.g., his or her social circle, school environment and interactions with teachers, neighborhood environment, family, and home environment).

During therapy, therapists typically meet with the entire family in the home where they focus on such things as assessing and improving parenting skills, as well as the quality of the relationships the adolescent has outside the home (e.g., relationships with peers and the larger community). As a rule, therapists (a) are available to their clients at all times, (b) only work with a small number of families at any given time, and (c) place special emphasis on positive critiques during the therapeutic process. A typical course of therapy lasts for about four months. During this time, therapists typically meet with their families several times a week.

In clinical trials, Multisystemic Therapy has proven effective in reducing long-term rates of criminal offending in serious juvenile offenders – and in reducing their rates of out-of-home placements. Positive long-term effects of Multisystemic Therapy – even 4 years post-treatment – were found. Also, it was found that this therapy reduced long-term rates of re-arrest by 25% to 70% compared with control groups.

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

Multisystemic Therapy:

increases family cohesion and school attendance compared with hospitalization
is an effective alternative to psychiatric hospitalization with “special needs” teens in a psychiatric emergency
is successful in preventing a significant proportion of teens from being hospitalized
reduces symptoms of internalizing distress and depression
significantly decreases behavior problems

In addition, families who received Multisystemic Therapy were significantly more satisfied with their treatment than were families whose teenager was hospitalized.

There is an urgent need for clinically-effective, cost-effective methods to manage antisocial and criminal behavior in “special needs” teens. Oppositional Defiant Disorder, as well as Conduct Disorder, is increasingly prevalent in today’s society and is associated with a range of negative outcomes.

Quantitative reviews carried out for the National Institute for Health and Clinical Excellence have identified Multisystemic Therapy as one of the most promising interventions for (a) reducing antisocial or offending behavior and (b) improving individual and family functioning. If you have an AS or HFA teen who is acting-out in self-destructive ways, consult your family doctor for a referral to a mental health professional.

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

Obsessions in Kids on the Autism Spectrum

"Why is my 6-year-old son (high functioning autistic) so engrossed in Minecraft, and how can I tell if it is an unhealthy obsession rather than just a fun time activity for him?"

The intensity and duration of the child’s interest in a particular topic, object or collection is what determines whether or not it has become an “obsession.” Children with Aspergers and High-Functioning Autism (HFA) will often learn a lot about a thing they are obsessed with, be intensely interested in it for a long time, and feel strongly about it. There are several reasons why these kids may develop obsessions, including:

they can get a lot of enjoyment from learning about a particular subject or gathering together items of interest
those who find social interaction difficult might use their special interests as a way to start conversations and feel more self-assured in social situations
obsessions may help children cope with the uncertainties of daily life
obsessions may help children to relax and feel happy
obsessions may provide order and predictability
obsessions may provide structure

Many children with Aspergers and HFA have sensory sensitivity and may be over- or under-sensitive to sights, sounds, smells, taste and touch. This sensitivity can also affect children’s balance ('vestibular' system) and body awareness ('proprioception' or knowing where our bodies are and how they are moving). Obsessions and repetitive behavior can be a way to deal with sensory sensitivity.

Although repetitive behavior varies from child to child, the reasons behind it may be the same:

a source of enjoyment and occupation
a way to deal with stress and anxiety and to block out uncertainty
an attempt to gain sensory input (e.g., rocking may be a way to stimulate the balance or vestibular system; hand-flapping may provide visual stimulation)
an attempt to reduce sensory input (e.g., focusing on one particular sound may reduce the impact of a loud, distressing environment; this may particularly be seen in social situations)
some adolescents may revert to old repetitive behaviors (e.g., hand-flapping, rocking if anxious or stressed)

Reality to a child on the autism spectrum is a confusing, interacting mass of events, people, places, sounds and sights. Set routines, times, particular routes and rituals all help to get order into an unbearably chaotic life. Trying to keep everything the same reduces some of the terrible fear.

Many children with the disorder have a strong preference for routines and sameness. Routines often serve an important function. For example, they introduce order, structure and predictability and help to manage anxiety. Because of this, it can be very distressing if the child’s routine is disrupted.

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

Sometimes minor changes (e.g., moving between two activities) can be distressing. For others, big events (e.g., holidays, birthdays, Christmas, etc.), which create change and upheaval, can cause anxiety. Unexpected changes are often most difficult to deal with.

Some children on the spectrum have daily timetables so that they know what is going to happen, when. However, the need for routine and sameness can extend beyond this. You might see:

a need for routine around daily activities such as meals or bedtime
changes to the physical environment (e.g., the layout of furniture in a room), or the presence of new people or absence of familiar ones, being difficult to manage
compulsive behavior (e.g., the child might be constantly washing his hands or checking locks)
rigid preferences about things like food (e.g., only eating food of a certain color), clothing (e.g., only wearing clothes made from specific fabrics), or everyday objects (e.g., only using particular types of soap or brands of toilet paper)
routines can become almost ritualistic in nature, having to be followed precisely with attention paid to the tiniest details
verbal rituals, with a child repeatedly asking the same questions and needing a specific answer

Children's dependence on routines can increase during times of change, stress or illness and may even become more dominant or elaborate at these times. Dependence on routines may increase or re-emerge during adolescence. Routines can have a profound effect on the lives of children with Aspergers and HFA, their family and care-takers, but it is possible to make a child less reliant on them.

Obsessions versus Hobbies—

Most of us have hobbies, interests and a preference for routine. Here are five questions that can help us distinguish between hobbies/interests versus obsessive behavior:

Can the child stop the behavior independently?
Does the child appear distressed when engaging in the behavior or does the child give signs that he is trying to resist the behavior (e.g., someone who flaps their hands may try to sit on their hands to prevent the behavior)?
Is the behavior causing significant disruption to others (e.g., moms and dads, care-takers, peers, siblings)?
Is the behavior impacting on the child’s learning?
Is the behavior limiting the child’s social opportunities?

If your answer to any of the questions above is 'yes', it may be appropriate to look at ways of helping your youngster to reduce obsessive or repetitive behavior. Think about whether, by setting limits around a particular behavior, you are really helping your youngster. Is the behavior actually a real issue for him, for you, or for other people in his life?

Focus on developing skills that your youngster can use instead of repetitive or obsessive behavior. Try to understand the function of the behavior, then make small, gradual changes and be consistent. Here are some ideas to help you:

1. Coping with change: If unexpected changes occur, and your youngster is finding it hard to cope, try re-directing them to a calming activity, or encourage them to use simple relaxation techniques such as breathing exercises. You could use praise or other rewards for coping with change. In the long term, this may help make your youngster more tolerant of change.

2. Explore alternative activities: One way to interrupt repetitive behavior is for a youngster to do another enjoyable activity that has the same function (e.g., a youngster who flicks their fingers for visual stimulation could play with a kaleidoscope or a bubble gun; a youngster who puts inedible objects in their mouth could have a bag with edible alternatives that provide similar sensory experiences such as raw pasta or spaghetti, or seeds and nuts; a youngster who rocks to get sensory input could go on a swing; a youngster who smears their poop could have a bag with play dough in it to use instead).

3. Intervene early: Repetitive behaviors, obsessions and routines are generally harder to change the longer they continue. A behavior that is perhaps acceptable in a young child may not be appropriate as they get older and may, by this time, be very difficult to change. For example, a youngster who is obsessed with shoes and tries to touch people's feet might not present too much of a problem, but a teenager doing the same thing - especially to strangers - will obviously be problematic. It will help if you can set limits around repetitive behaviors from an early age and look out for any new behavior that emerges as your youngster gets older. Making your youngster's environment and surroundings more structured can help them to feel more in control and may reduce anxiety. If anxiety is reduced, the need to engage in repetitive behavior and adhere strictly to routines may also, in time, be reduced.

4. Pre-planning: You may be able to help your youngster to cope with change, or activities and events that could be stressful, by planning for them in advance. Change is unavoidable, but it can be really difficult for many children with the disorder. You may not always be able to prepare for change a long time in advance, but try to give your youngster as much warning as possible. Gradually introducing the idea of a new person, place, object or circumstance can help them cope with the change. Try to talk about the event or activity when everyone is fairly relaxed and happy. Presenting information visually can be a good idea, as your youngster can refer to it as often as they need to. You could try using calendars so that your youngster knows how many days it is before an event (e.g., Christmas) happens. This can help them feel prepared.

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

Your youngster might also like to see photos of places or objects in advance so they know what to expect (e.g., a picture of their Christmas present) or a photo of the building they are going to for an appointment. Using social stories could also be helpful. These are short stories, often with pictures, that describe different situations and activities so that children with Aspergers and HFA know what to expect. Pre-planning can also involve structuring the environment.

For example, a student with HFA might go to use a computer in the library at lunchtime if they find being in the playground too stressful – or if a youngster has sensory sensitivity, minimizing the impact of things like noises (e.g., school bells) or smells (e.g., perfumes or soaps) can help them to cope better. It is possible that more structured environments may reduce boredom, which is sometimes a reason for repetitive behavior. You might prepare a range of enjoyable or calming activities to re-direct your youngster to if they seem bored or stressed.

5. Self-regulation skills: Self-regulation skills are any activities that help your youngster to manage their own behavior and emotions. If you can help your youngster to identify when they are feeling stressed or anxious and use an alternative response (e.g., relaxation techniques or asking for help), you may, in time, see less repetitive or ritualistic behavior. Research has also shown that increasing a child’s insight into an obsession or repetitive behavior can significantly reduce it. This includes children with quite severe learning disabilities.

6. Set limits: Setting limits around repetitive behavior, routines and obsessions is an important and often essential way to minimize their impact on your youngster's life. You could set limits in a number of ways depending which behavior concerns you. For example, you can ration objects (e.g., can only carry five pebbles in pocket), ration places (e.g., spinning only allowed at home), and ration times (e.g., can watch his favorite DVD for 20 minutes twice a day). Everyone involved with your youngster should take the same consistent approach to setting limits. Have clear rules about where, when, with whom and for how long a behavior is allowed. You could present this information visually, with a focus on when your youngster can engage in the behavior. This may help if they feel anxious about restricted access to an obsession or activity.

7. Social skills training: Teaching social skills (e.g., how to start and end a conversation, appropriate things to talk about, how to read other people's 'cues') may mean someone with Aspergers or HFA feels more confident and doesn't need to rely on talking about particular subjects (e.g., a special interest).

8. Understand the function of the behavior: Obsessions, repetitive behavior and routines are frequently important and meaningful to children on the spectrum, helping them to manage anxiety and have some measure of control over a confusing and chaotic world. For others, the behavior may help with sensory issues. Take a careful look at what you think might be causing the behavior and what purpose it might serve. For example, does your youngster always seem to find a particular environment (e.g., a classroom) hard to cope with? Is it too bright? Could you turn off strip lighting and rely on natural daylight instead?

9. Visual supports: Visual supports (e.g., photos, symbols, written lists or physical objects) can really help children with Aspergers and HFA. A visual timetable could help your youngster to see what is going to happen next. This makes things more predictable and helps them to feel prepared. It may lessen their reliance on strict routines of their own making.

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

Visual supports like egg timers or 'time timers' can help some children with an autism spectrum disorder to understand abstract concepts like time, plan what they need to do, when in order to complete a task, and understand the concept of waiting. Visual supports can also be useful if your youngster asks the same question repeatedly. One parent wrote down the answer to a question, put it on the fridge and, whenever her son asked the question, told him to go to the fridge and find the answer. For kids who can't read, you could use pictures instead of words.

10. Make use of obsessions: Obsessions can be used to increase your youngster's skills and areas of interest, promote self-esteem, and encourage socializing. You may find you can look at a particular obsession and think of ways to develop it into something more functional. Here are some examples:

A child with a special interest in historical dates could join a history group and meet others with similar interests.
A child with knowledge of sport or music would be a valuable member of a pub quiz team.
A strong preference for ordering or lining up objects could be developed into housework skills.
An interest in particular sounds could be channeled into learning a musical instrument.
An obsession with rubbish could be used to develop an interest in recycling, and the youngster given the job of sorting items for recycling.

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

COMMENTS:

•   Anonymous said… Mine is 17 and still obsessed. I think we have every game, plus the cards, and watch the cartoon. HELP!
•   Anonymous said… My 14 year old- obsessed with Pokemon. Sets him noticeably apart from his peers, and is definitely an issue. frown emoticon
•   Anonymous said… my 25 year old son with ASPERGERS is obsessed with stunt riding.. he is getting good at it. came 12th in the british stunt championships last year. wink emoticon
•   Anonymous said… My Aspie son was too at that age. Rest assured, he will move on to other things but with just as much obsession! Whatever makes them happy.....
•   Anonymous said… My lad of 21 now he has aspergers.was mad on pokemon and digimon.
•   Anonymous said… My son is obsessed with this too!
•   Anonymous said… My teenager( Aspergers) at age 6 was obessed with Spongebob. We would turn the Television and he could repeat the episode without pictures or words. I think that they just love different things and have a likeable interest. My normal 6 year old is obsessed with Sonic. He is at the top of his class and this is the 2nd 9weeks weeks of report cards. He wants every character. At least it is a good thing and not something bad.
•   Anonymous said… Pokemon was created by an autistic man, so I can see why they can become an interest.
•   Anonymous said… Sounds familiar our 12 year old loves pokemon magic the gathering mine craft and Spider-Man
•   Anonymous said… This is an excellent article! Our 7-year-old grandson is obsessed with Minecraft. We have to curb his enthusiasm for discussing Minecraft every single minute of the day, or we would go completely batty! We tell him that although he loves Minecraft, not everyone shares his interest, and it's important to find out what other people's interests are, and not to monopolize conversations talking about his interests only.
•   Anonymous said… When our Aspergers son got into Pokemon it was actually a HUGE help for him socially. Since all the kids were into it, he actually had common interests and they could all talk Pokemon. We saw a lot of social growth during this phase so the obsession was actually very healthy for him.

* Anonymous said...I have a 9 year old son. He was assessed two years ago by a Dr. at Stanford University. I went in there thinking he would come out with a diagnosis for ADHD Inattentive at the bare minimum, but instead we walked out an hour later being told he was only dyslexic. I still don’t understand how that one was the official diagnosis because I really don’t see a connection with him. He doesn’t have troubles reading, and he never complains about the letters looking different. Fast forward to today. At 9 years old his mannerisms are starting to really stick out from other kids his age. You can’t really play it off as him being a “little” boy because he is acting sort of immaturely for a 9 year old. He is also very in tune with remembering dates to when certain people were born. When certain musicians first played a rock and roll song and when movies we’re first released. He then compares that to something like when he was born. “Mom you know that movie, (movie title) came out on November five, 1987”. (He says “five” rather than saying “fifth). Then he says, “that means it came out 27 years before I was born!” Mind you, no one inquired about the song or asked him anything about it but he’s correct on the dates and feels the need to tell you about it. He’s also obsessed with space and Roblox right now and loves informing you on all things associated with them. With all his knowledge of dates and times in history, he absolutely struggles in school. He’s in speech because he has a little trouble speaking and pronouncing sounds. He’s also in “Learning Lab” getting extra one-on-one help with school work with a school resource teacher. Ask him to write an essay about a certain topic and he can’t form thoughts and write them down. The teacher wants a intro. paragraph, main body and a conclusion. He writes random sentences that are not cohesive and go way off track. Have him read a one page, age appropriate news article written for kids and he can’t answer a 5 question quiz afterwards of what they just read. It’s very interesting how he can be so correct with recalling dates off the top of his head but his short term memory is so much different. I just feel like something is going on with this wonderful child of mine. He’s so quirky and ridiculously sweet, I love him to bits but I’m concerned about him. :-/

My ASD Child

Search This Blog

Early Childhood Intervention for Asperger’s and High-Functioning Autism

Symptoms of Asperger's and High-Functioning Autism that "Look Like" Misbehavior

How to Create an Effective Behavioral Intervention Plan for Kids on the Autism Spectrum

Investigating and Resolving "Problem Behavior" in Kids on the Autism Spectrum

Behavioral Interventions for Children with ASD [Level 1]

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

Multisystemic Therapy for "At-Risk" Youth on the Autism Spectrum

Obsessions in Kids on the Autism Spectrum

Understanding the Role of Risperidone and Aripiprazole in Treating Symptoms of ASD