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

Insomnia in Kids with High-Functioning Autism and Asperger's

“What do you suggest for my 4-year-old boy who has a hard time getting to sleep at bedtime, but can’t take melatonin? He has an allergic reaction to that supplement (gives him headaches). And why does it seem that so many high functioning autistic children have trouble going to sleep – even when they are exhausted?”

Researchers don't know for sure why HFA kids have problems with sleep, but they have several theories. Here are the main ones:
  1. Anxiety: Stress or anxiety is a possible condition that could adversely affect sleep. HFA kids tend to test higher than other kids for anxiety.
  2. Low levels of nighttime melatonin: Melatonin normally helps regulate sleep-wake cycles. To make melatonin, the body needs an amino acid called tryptophan, which research has found to be either higher or lower than normal in kids on the spectrum. Typically, melatonin levels rise in response to darkness and dip during the daylight hours. Studies have shown that some kids with HFA don't release melatonin at the correct times of day. Instead, they have high levels of melatonin during the daytime and lower levels at night.
  3. Sensory sensitivities: HFA and Aspergers kids may have trouble falling asleep or awaken in the middle of the night due to an increased sensitivity to outside stimuli (e.g., touch or sound). While most kids continue to sleep soundly while their mother opens the bedroom door or tucks in the covers, the youngster might wake up abruptly.
  4. Ignoring social cues: Most “typical” kids know when it's time to go to sleep at night thanks to the normal cycles of light and dark and their body's circadian rhythms. But they also use social cues (e.g., kids may see their siblings getting ready for bed). These kids may misinterpret or fail to understand these cues.



Sleep problems are some of the most common problems moms and dads face with their children. Most Aspies have sleep difficulties, and many are actually going through their days sleep-deprived. 
 

Here’s how you can help your child with Aspergers (High-Functioning Autism) get to sleep in a reasonable amount of time – even if he can’t take melatonin:

1. An hour before bedtime, avoid all physically stimulating activities (e.g., running, jumping, climbing, etc.).

2. An overnight sleep study may be recommended for your son, especially if he has excessive daytime sleepiness or problems staying asleep. The sleep study will help determine if he has a diagnosable problem (e.g., pure snoring, obstructive sleep apnea, restless legs syndrome, etc.). These disorders may require specific therapy that your son’s doctor will prescribe.

3. Avoid feeding your son big meals close to bedtime, and don't give him anything containing caffeine less than six hours before bedtime.

4. Avoid scary stories or TV shows prior to bedtime.

5. Establish a consistent and relaxing bedtime routine that lasts between 20 and 30 minutes and ends in your son's bedroom. Maintaining a predictable and soothing bedtime routine is critical with Aspergers children. Bathing, brushing teeth, singing lullabies, and reading books are some suggestions for a nightly routine.

6. Feed your son bedtime snacks that contain the amino acid “tryptophan.” Tryptophan helps the body to produce the sleep-inducing chemical serotonin. Tryptophan-containing foods include dairy products, whole grains, poultry, rice, eggs and sunflower seeds.
 

7. Give your son tools to overcome his worries. These can include a flashlight, a spray bottle filled with "monster spray," or a large stuffed animal to "protect" him.

8. Have him get used to falling asleep with a transitional object (e.g., a favorite blanket or stuffed animal).

9. If your son calls for you after you've left his room, wait a few moments before responding. This will remind him that he should be asleep, and it'll give him the chance to soothe himself and even fall back asleep while he is waiting for you.

10. If your son comes out of his room after you've put him to bed, walk him back and gently - but firmly - remind him that it's bedtime.

11. It's better to read a favorite book every night than a new one because it's familiar.

12. Keep the bedroom as quiet as possible for your son. If outside noise is unavoidable, use a sound machine or stereo to block noise.

13. Make sure your son has interesting and varied activities during the day, including physical activity and fresh air.

14. Make sure your son is comfortable. Clothes and blankets should not restrict movement or be too itchy, and the bedroom temperature shouldn't be too warm or too cold.
 

15. Put some thought into finding your son’s ideal bedtime.  In the evening, look for the time when he really is starting to slow down and getting physically tired. That's the time that he should be going to sleep, so get his bedtime routine done and get him into bed before that time. If you wait beyond that time, then your son may get a second wind.  At that point, he will become more difficult to handle and will have a harder time falling asleep.

16. Remove the television from your son's bedroom. Television stimulates the brain, making sleep difficult to achieve.

17. Set up a reward system. Each night your son goes to bed on time and stays there all night, he gets a star. After three stars, give him a prize.

18. Talk to a sleep psychologist about bright-light therapy. Exposing your son to periods of bright light in the morning may help regulate the body's release of melatonin.

19. To prevent sensory distractions during the night, put heavy curtains on your son’s windows to block out the light, install thick carpeting, and make sure the door doesn't creak.

20. Warn your son that bedtime is in five minutes or give him a choice, for example, "Do you want to go to bed now or in five minutes?" …but do this only once.

By

Junk Food Addiction in Teens on the Autism Spectrum

"My teenage son with high functioning autism has (in my opinion) the absolute worse eating habits ...honestly, potato chips and soda make up about 75% of his diet. He would rather lose game privileges than eat a vegetable. I've given up! Help!!"

We all know that adolescents need to eat well since their bodies are still growing, their brains are still changing, and their hormones may be taking a toll on their moods and energy levels. But we also know that adolescents are prone to eating irregularly, and sometimes quite poorly, particularly as they distance themselves from parental controls and eat more meals away from home.

Pizza, cookies, ice cream, and soft drinks may be the most common foods in their diets at this age. But we have more influence and capacity to affect our adolescents' diets positively than we may think we do. The keys to positive change in the arena of diet and nutrition are positive attitude, planning, and preparation. These keys are already in your hands.

Moms and dads have a particularly strong advantage in this arena because, generally speaking, they have higher incomes than adolescents, and adolescents would rather spend more of their incomes on clothing, music, movies, and other entertainment, and as little as possible on food. Adolescents with ASD level 1, or High-Functioning Autism (HFA), are not much different; the only real difference may be that appropriate diet and nutrition may be even more important to help them keep improving their social skills and relations with peers and grown-ups.

Even slight worsening of moods, or additional absent-mindedness due to low blood sugar from skipping a meal, may cause an adolescent with HFA to fall into difficulties in important social situations. Once he or she has created a "social storm," such as a rift with a friend, or opposition to a teacher, the “special needs” adolescent often has more trouble than other adolescents navigating the troubled waters and reaching a safe shore.
 
==> Parenting System that Significantly Reduces Defiant Behavior in Teens with High-Functioning Autism

Using the keys to positive change in the arena of your adolescent's diet and nutrition is not difficult. Here are some examples of simple and direct changes parents can make:

Positive Attitude—

Most of us yearn to have peace at the dinner table and in the home; we would like to provide healthy food, and have our kids eat it with appreciation and without complaints. Yet we may forget that a positive attitude about food has to begin with us.

In many countries and cultures of the world, kids and adolescents are only too glad to have enough food to eat each day. In much of Africa, families still eat all their meals together, and in rural areas there is generally a single bowl of food, a grain or root starch with a vegetable sauce that young and old family members share. Meat is often more of a luxury, or may be offered only in small quantities. Soft drinks and sugary desserts are luxury items, and a regular component of the diet only for relatively wealthy people.

In the United States, by contrast, we often have too much food, and paradoxically, much of it is not healthy or nutritious. Adolescents complain about the food provided for them, and may refuse to eat, or don't eat well at prepared meals with their families, because they have a confusing array of other choices. They often do not view making daily decisions about what is and is not nutritious as their job, and they shouldn't; it is the job of the grown-ups in the community, whether at home or at school, to guide adolescents to eat wisely by providing nutritious food, and by limiting the supply of non-nutritious foods available.

At the same time, eating together is one of the most affirming and basic family-building activities possible; it also links us to other human beings in our own community and other communities; it is one activity that we all have in common, no matter what culture we are from. Our first job, therefore, is to return a sense of pleasure and even joy to family mealtimes, and to eating in general, if it isn't already there. Our second job is to plan for food that is appropriately nutritious, even planning some meals with our adolescents. And our third job is to prepare the food with a calm attitude and with thoughtful attention to the needs of our adolescents, whether it be for portable meals, late-night snacks, or a constant supply of pocket-sized nutritious energy-boosters.

Here are several ways to keep positive attitudes circulating in your home:
  1. Ask family members what their favorite dinners are, and either prepare those meals yourself or allow them to prepare those meals, once a week.
  2. Do not make meal times a time to criticize or moralize; try to open the conversation to everyone, and avoid topics that exclude some people, or are boring for kids or teenagers. In some households, family members are allowed to call out, "Not of general interest!" when inappropriate or boring dinnertime conversation topics are introduced.
  3. Get family members to take turns helping to set the table creatively with attractive, even unusual, centerpieces or decorations. Some of these may even help generate conversation with ordinarily quite adolescents.
  4. Offer only nutritious foods at mealtimes. Try to buy as many fresh foods as possible, and use color contrasts to make the meal appeal to the artist in your son or daughter.
  5. Start each meal together, at the table, and wait for everyone to be there. It helps to share a moment of silent appreciation, a chosen quote, or a prayer if you are so inclined. Let all family members take turns choosing the opening.
  6. Try music and candlelight for a change. Ask your HFA teenager to choose some quiet music that he or she especially likes.

Planning and Preparation—

Turning your kitchen into a generator of good nutrition and better eating habits may feel like a monumental task, but it is entirely manageable if broken down into tasks that only take an hour or less:
  1. Based on your family's list of favorite meals, and the cook's preferences, create a new grocery list featuring fresh foods and non-sugar foods for the main meals.
  2. Go through the refrigerator and the pantry shelves and gradually reduce and eliminate unhealthy foods. These include those foods whose primary ingredient is sugar (i.e., the first ingredient on the label), and foods with artificial ingredients, including preservatives and artificial coloring. Get rid of all soft drinks. Extra salty or fatty foods should also be limited, but these are more problematic for adult health; adolescents can handle some salty, fatty foods because of their higher activity levels. Then don't buy unhealthy foods anymore. If anyone asks, you can tell them you can't afford them. Having to buy these foods themselves will immediately reduce your adolescents' need for them.
  3. Rotate cooking duties. Cooking is a practical skill and art form that all adolescents should master early in life. An adolescent with HFA may especially appreciate feeling self-confident serving tasty food he or she has prepared to friends and family.
  4. Provide some snack foods, portable foods, and quick meals. These in-between food sources are often the culprits in poor nutrition and diet, however, so it is crucial to look closely at ingredients, and change the foods that are available whenever you determine that the current offerings are unhealthy. Make sure that you provide a continual supply of a variety of these meal alternatives, or your adolescent will resort to relying on vending machines and friends; neither source can be relied upon for solely healthy and nutritious food!
  5. See how many canned or already prepared foods you can replace with fresh foods. These foods are often a hidden source of unwanted sugars, preservatives, and other chemical additives that can actually damage your family's health. Try the local health food store for spaghetti sauce and other sauces and dressings free of chemistry experiments; farmer's markets often have homemade jams, hot sauces, pesto, flavored honey, herb vinegars and other specialties. Check the local bakeries for bread; often bakeries sell their day-old bread at a significant discount - and it is still a lot fresher than what you will find at the grocery store!
  6. Pay special attention to breakfast foods. You may have to woo your adolescent to the breakfast table, but it is worth the effort. Breakfast is still the most important meal of the day for regulating energy levels, brain power, and moods.
  7. Preparing food should be a happy, not a harassed, activity. Have a rule in your house that the cook gets to choose the music or radio program while preparing meals, and others are in the kitchen at the same time only if they are contributing to a positive atmosphere.
  8. Whoever does the majority of the cooking in the family should consider what foods he or she enjoys the most, and should check out a few cookbooks featuring their favorite foods from the library. A happy and inspired cook makes good food; inspiring food makes better mealtimes and better nutrition possible.
 
Quick and Easy Snacks—

Simple examples of healthy snack foods include:
  • apples and peanut butter
  • carrots
  • celery
  • cheese and wholegrain crackers
  • cherry tomatoes and Ranch dressing
  • fruit/nut mixes (e.g., peanuts and raisins)
  • granola or homemade granola bars
  • quick breads and muffins made from scratch
  • whole yogurt with fresh fruit and honey
  • yogurt and fruit "smoothies" made in the blender

Portable foods need to be hard, or in a hard container, so that they are not squashed and unappetizing by the time your adolescent gets around to remembering to eat them. Apples and granola bars are a good start; sometimes try beef, elk, venison or bison jerky from friends who make their own jerky, and more farmers and ranchers are starting to offer these products for sale.

Find a healthy cookie recipe. Using whatever basic chocolate chip cookie recipe your family prefers, cut the sugar by one-quarter cup, and substitute one-half cup quick oats for one-half cup of the flour required. Add chopped nuts, and even coconut flakes, if you prefer. Use real butter rather than margarine. Making a variation of these cookies each week, and filling the cookie jar will provide a more nutritious treat than store-bought cookies.

Quick meals should be meals that HFA adolescents can cook for themselves in the afternoon after school, or late at night when returning from an evening out, or if they are up late studying. Provide instruction in how to prepare basic pasta, and then make sure that a variety of interesting pasta shapes and sauces are readily available and that your adolescent knows how to find the necessary ingredients and pots and pans by him or herself. Egg-based meals are another example. Make sure that your adolescent knows how to prepare basic scrambled eggs, omelets, fried or poached eggs, hard-boiled eggs, and French toast. With just these two basic food sources in his or her cooking repertoire, your adolescent can create a dozen different healthy meals.

Rather than using direct praise for positive changes in your adolescent's eating habits (which may feel too intrusive or excessive for what he or she will rightly regard as a very basic part of life), ask your adolescent to cook for the family (e.g., "You’re really a good cook; can I get you to cook for everyone one night this week?"). This question will make your adolescent feel both self-confident, and needed. For an adolescent with HFA, these are the marks of growing into adulthood and family membership as the contributing person that he or she wants to be deep down.


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

==> Videos for Parents of Children and Teens with ASD
 
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PARENTS' COMMENTS:

•    Anonymous said... Wow. This is great info. Keep sharing people. This sounds like my 12yr old son. It's so hard changing his behavioral issues:(
•    Anonymous said... That's not just your opinion. That IS the worst kind of diet. But I don't understand this sort of "problem" when I see it. My son has Asperger's and would prefer to eat cookies and pancakes (or anything with syrup!) 24/7. My solution? I don't let him. Don't BUY potato chips and soda. Set an example as the parent and don't eat/drink that garbage either. Explain the importance of eating well. He is high-functioning so he can grasp that. Slowly introduce new foods. Find what he likes and buy more and more of it and find different, healthier way to prepare it. Example: my son loved/loves McDonald's chicken nuggets. I told him they're garbage and okay for a "treat" but not all the time. Started buying frozen chicken nuggets at home. Then evolved to making them fresh. Then started preparing different chicken dishes breading the chicken and baking it. Find what he likes, spin off that. SLOWLY incorporate new things and make sure you're eating them - and enthusiastically - too.
•    Anonymous said... My daughter is 10 and has always had severe food issues since she was a toddler. Most of it is texture related. The absolute hardest thing about her eating issues is that no matter how much we teach her about how good food is and she understands what is good for the body and what is not, she refuses to eat at all lately. So the heartless and flippant and totally typical "advice" that kids will eat when they are hungry enough doesn't work so well when you have a child with mental/social issues such as this. The food issues are SERIOUS in many kids with Autism, and for parents who ae trying so hard and unable to convince their kids to eat right it is heart breaking. I have tried the vitamin route but I know she isn't getting enough nutrition. She battles frequent and severe constipation. Going glucose free hasn't helped much. She will eat crackers, raw broccoli florets (rarely), carrots, a few select types of nuts, apple juice, and that's about it. I used to be able to get her to eat cheese, apples, strawberries, yogurt, those horrible chicken nuggets (the only meat i've ever gotten her to willingly eat), and macaroni. I know we will have to have some psychiatric help or my child will starve herself. But there are only a precious few child psychiatrists in my state that will accept the insurance plan we have. Our appts are 6 months apart. TELL ME HOW THE HELL I AM SUPPOSED TO GET HELP FOR MY CHILD WHO WON'T EAT?! If you haven't experienced this problem with your own kid, then you just don't have a clue what it is like.
•    Anonymous said... my 5 yr old son w/Asperger & SPD just finished 6 weeks of therapy for feeding. In the beginning, he only ate crackers, cookies, dry cereal, french fries & he drank chocolate milk, juice & Pedia Sure. After therapy, he now eats just about everything!! Spaghetti, Soup, Roast beef, squash, broccoli, greens, okra, etc.!! His therapist explained her method as:: Use a "social story". Read before each meal or every bite. Use a divider plate (3-5) separate compartments. Only put 2-5 small (baby spoon) bites in each compartment. The food consists of 1 favorite, 1 sort of likes & 1-2 new foods. He chooses which food to start with, but he has to take a bite of each food. Also, my son did better in the beginning when we ate alone!! Other family members at the table were distracting & our efforts failed!!! After 4 weeks of eating alone or w/me, now he eats w/all of us!! The short social story is:: It's time to eat, so I can grow!! The foods on my plate will help me grow tall and be strong. I may see foods I have not eaten before. This is ok. I won't know what it tastes like unless I take a bite and try it. After I take a bite, then I will know if it is yummy or not. After I take a bite, and if I don't like it, it will be ok to say "No Thank You, I don't like it". But I have to take a bite to know for sure. I'm ready to grow taller & be strong! Then begin! FYI: don't start out with strong smelling foods (cabbage, greens, etc), this may stall your efforts. We began w/ (new) chicken & dumplings-2 bites, (loves)yogurt- 2 bites & (sort of likes) green beans-2 bites. He realized he loves the dumplings & wanted more than 2 bites!! Some foods were not as sucessful, but many are!!! Even though therapy has ended, we will continue using the social story therapy @ home until he is more comfortable without it!! I don't want any set-backs!! Good luck to you all!!
•    Anonymous said... If you don't buy it he can't eat it. Someone has to be the parent. All kids would live on junk food if they had the option, Aspergers or not! I have sat with my son and made a list with him of the vegetables that he can tolerate and also how he prefers them cooked (baked, mashed, stif-fry), and that is what i serve him. He is happy with that because he is not served the ones he really hates. It is also easy to hide vegies in things like meatloaf, rissoles, soups, spag bol. Grate or even blend once cooked. You may find that removing junk food from their diet will help with behavioural issues too.
•    Anonymous said... I totally understand. We have stopped trying to make our son eat vegies and just started making sure he takes a multi-vitamin everyday. Its so much easier. You have to pick your battles and this is one we have decided not to fight.
•    Anonymous said... I told my son about the dangers of aspartame and he cut it totally out of his diet once he realised it was bad for his brain, his moods have improved and he''s developed a sort of obsession with apples, he'll eat 10 in one go if they're there (because once he starts with the eating he doesn't seem able to stop) I found forbidding or persuading just didn't work, so I decided to inform him (a knowledge of neuroscience has helped) he seems keen to take more control of his eating, and I find empowering him makes everyones life easier x
•    Anonymous said... I feel for you. Not everyone's situation is the same. If it were so easy for all of us JUST to prohibit it, I am sure you would have by now. It doesn't always have to do with having "sense" either. The advise that someone will eat when they get hungry enough is pretty scary too. I think the best suggestions are the ones that are cautious and respectful. That is what we are supposed to be modeling. Empowering with knowledge is fantastic! Don't forget to surround yourself with understanding/supportive people. It is really hard to accomplish better eating habits when you don't have positive support.
•    Anonymous said... Good to see other people have some sense. I read the question and thought "well, stop buying poisonous garbage. problem solved."
•    Anonymous said... Don't keep the soda & chips in the house. He can't eat what he doesn't have access to & he will eventually get hungry enough to eat what's in the house.
•    Anonymous said... I can speak from experience... My son is 1 month GFCF and he's a totally different kid. He's 14 and has always had bowel issues. This has completely gone away. His skin has cleared up. He's less stinky and greasy. He is sleeping much better!! I think there's something to it for sure! Also, I've noticed his anxiety has lessened... And he's about to start his first year of high school!
•    Anonymous said... I don't buy those things or keep them in the house. At that age you can't prevent him from getting them. All your can do is explain that those things aren't foods and will harm his body and then lead by example and hope for the best. My twelve year is the same way in that he will choose the least healthy food he has access to. frown emoticon
•    Anonymous said... My 15 year old son is the same way. He would eat pop tarts, and rolls with cream cheese all day everyday if I allowed it. He is very limited in what he eats. He will eat chicken cutlet if it's breaded or a burger. But he won't go near a vegetable or fruit. He doesn't eat in school either, even if he skips breakfast. He would sooner go hungry . I have tried refusing to let him have those things but... I have seen him make himself sick rather then eat. At that point we talked to dr and now just try to change what he eats and use vitamins but reality of it is. I'm in the same boat as you with me son.. I use a little trick though... I hide veggies in things I can bake like if I make chocolate chip muffin. He will eat those ..
•    Anonymous said... My son is same way. Junk food all the time. We found out awhile back, he also has RAD (reactive attachment disorder), in which the patient's symptoms is of craving sugar/sugary products....
•    Anonymous said... Our 16 year old would live on Raman and diet coke if we let her
•    Anonymous said... This is normal.our sons just like this.we try to get him to eat different things but its effortless.he will go all day at school and be hungry and not eat all day if its not his foods.his passion to not eat things is greater than the hunger.we have to limit his chips and we make him drink water but he would live like that forever we get tired of fighting but keep trying.
•    Anonymous said... We discovered dairy sent our son hyperactive, much calmer without it.
 
 Post your comment below…

By

Dual Diagnosis in Kids on the Autism Spectrum

“Is it common for children with asperger’s or high functioning autism to also have oppositional defiant disorder?”

While it is common for many children and teens on the autism spectrum to exhibit some of the traits of Oppositional Defiant Disorder (ODD), only about 10% of these young people actually have an ODD diagnosis.

ODD often occurs with other behavioral and mental health conditions (e.g., Autism and ADHD). In fact, it has been estimated that over 50% of the kids suffering from ODD are also suffers of some other disorder. There are plenty of other conditions that are more common in kids suffering from ODD with the majority of these centering around pronounced learning difficulties.

ODD is often diagnosed when the youngster with Asperger's (AS) or High-Functioning Autism (HFA) is in his or her teenage years. The symptoms, which vary in severity, include being irritated and annoyed by authority figures, which in turn leads to them becoming uncooperative and generally defiant.

Experts suggest that ODD affects around 10% of kids on the autism spectrum. ODD will be diagnosed by a specialist when the youngster has displayed a persistent pattern of disobedience towards authority figures (i.e., parents, teachers, etc.).
 
==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Diagnosing conditions like ODD is actually quite difficult. However, you can use the list of symptoms below as a starting point. The ODD child:
  • speaks to others in a hateful manner
  • refuses to do anything when asked
  • is argumentative with adults
  • displays touchy, or irritable tendencies
  • displays persistent and prolonged tantrums
  • displays of defiance
  • deliberately tries to upset his or her peers
  • blames others for his or her own mistakes
  • appears to often be angry or irritable

Just because a youngster with AS or HFA is acting up doesn’t necessarily mean that he or she has ODD. It’s perfectly normal for all young people – including those on the spectrum – to test the boundaries, especially at the ages of 2 to 3, and during the teenage years. This is normally nothing to worry about as most of these children will grow out of it eventually.

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

There are a number of things that parents can do to successfully parent a youngster diagnosed with both AS or HFA - and ODD. Here are just a few tips:

1. You have to show that you are in control. Although kids with ODD have a lack of respect for authority figures, you must retain control. Create a "rules contract" to help with this. Write down your expectations on paper. This works because it is a more “formal system,” which the youngster may respond to since it is similar to the way he or she is managed at school. This contract will also help these young people realize that they are responsible for what they do. They need to learn that there are consequences for their actions. Once ODD is diagnosed, at least you know the reason behind the defiant behavior. You can also look into treatment options and therapy with your doctor’s advice.

2. If you are particularly concerned about your youngster, then you might want to take him or her to see
your family doctor. If the doctor is concerned that your youngster is presenting significant symptoms of ODD, then he will refer you to a psychiatrist who is familiar with young people that have such behavioral problems.

3. Too many moms and dads do not have the necessary tools to deal with ODD. They will normally react (rather than respond) when their youngster starts showing defiance by (a) giving in, (b) threatening, (c) yelling, or (d) negotiating. This isn’t the ideal thing to do, because you are showing your son or daughter that he or she can get what they want by behaving in an unacceptable manner.

4. Always deal with your youngster in a calm manner – no matter how frustrated you may be at the time.

5. Introduce rules, rewards and consequences to create wanted behaviors and reduce unwanted ones. A strongly defined structured environment will go a long way in preventing defiant behavior, or managing it if it should appear.
 
==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

6. When the youngster does something right, praise that behavior and reinforce what he or she has done. Whenever your youngster does something for you, be sure to let him or her know that you are grateful.

7. You no doubt know that kids on the spectrum need structure. The problem is that it can be difficult to decide on the right type of structure. Regular parenting techniques (e.g., time-outs, grounding) often don’t work with Asperger/ODD kids, because they will often simply use the time to plot some sort of revenge.

8. Carefully pick your battles – you can’t possibly win every one! Make sure that you pick the ones you can win, and then make sure that you DO win them.

9. ONLY talk over problems when your defiant youngster when he or she is calm.

10. NEVER give in to temptation and join in with the shouting. A "shouting match" always puts the ODD child in a one-up position relative to the parent.

11. Don't offer "false rewards" that are just intended to make your youngster feel better. Rewards that are given for the sole purpose of getting the child to calm down and act right will have worse repercussions in the long run – guaranteed!

12. Even though I mentioned “rewards” earlier, understand that rewards for observed positive behavior are the best way to deal with the ODD child.

==> More parenting methods for dealing with oppositional, defiant behavior in kids on the autism spectrum...

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


 PARENTS' COMMENTS:

* Anonymous said... My 10 year old daughter has both, but as she ages, her temper gets calmer and she hasn't slammed a door in two years!!
* Anonymous said... We switched to gluten free diet. Her fits are almost none!
•    Anonymous said...Sometimes these discussions drive me crazy. especially when very revelvant age appropriate behaviours are blamed on our kids DX. Our kids might not proces all things the same but they can be taught. My 9 boy is mouthing off at present, thinks he is 16 and the boss and is pretty disrespectful. so are most of the 9 yo NT boys at his school. the only difference is that its taking jax and myself a very pain staking process to get to understand what is his business and what isnt and what is called disrespectful. many dx to do with behavioural issues that dont have specific proving (ADHD does) are more for the parent then the child. I dont mind if you have a go at me. lets just look at behaviours according to were a child is at, what they might be able to process or express.
•    Anonymous said...Yes Mine sure has ODD!
•    Anonymous said...Yes My son is ADHD, Aspergers, Mood Disorder NOS, ODD and insomnia. Recently his psychiatrist removed the ODD because he believe's that my son is not "defiant". He believes that my son's "defiance" is triggered by things that bother him because of his Aspergers such as, change in routine, over stimulation and from being so tired from his insomnia.
•    Anonymous said...Yes My son was diagnosed at 4 with ADHD and ODD and at 9 he got the Asperger diagnosis.
•    Anonymous said...Yes The Autism Discussion Page on FB is a wealth of information as well. I love the Parenting Asperger's Children page too.
•    Anonymous said...Yes The more I dealt with all of this with my own daughter, the more I realized all these labels are just that; fancy designations slapped onto observed behaviors. They don't necessarily indicate there's a specific "cure" (such as a medication) for the issue, or even a single "right" way to deal with it. In that sense, I agree that ODD is a "B.S. diagnosis". The opposition and/or the defiance is observable and real ... but those are just normal human responses to what happens around them and to them. Why does ANYONE behave this way? Usually, it's a defense mechanism of some sort.
•    Anonymous said...Yes V.S. Ramachandran and other prominent neuroscientists say that ODD is a b.s. diagnosis: look for the processing and/or anxiety issue underlying the behavior, rather than claiming opposition and defiance constitute a disorder in themselves.
•    Anonymous said...Yes We talk it out also when situations come up Lori. We try to 1) see if the situation really warranted the reaction. 2) What could we do differently the next time the situation arises. 3) What kind of outcome do we expect with our behavior? Do we want a positive reaction or a negative one? I try to get my son to see that everything he does has a consequence, be it positive or negative(That is what our therapist has suggested.) We role play to show the positive and negative solutions of certain behaviors ie anger/rage usually will have a negative reaction with people whereas if we can be calm and deal with the situation without yelling we can have a positive resolution. It is a slow process though.
•    Anonymous said...Yes Yes our Boy has a combo of everything!
•    Anonymous said...Yes YES! I just recently figured out that this is what my 9 year old daughter has, in addition to AS. We are having a lot of issues with her rage, and violence. ANY suggestions?? I would LOVE to hear. She is so smart, it makes it difficult to discipline her. Nothing seems to matter to her.
•    Anonymous said...Yes Yes. ASD in general has many other things that occur - ODD, ADD, ADHD, OCD, etc. It's different for every child. My 13 yr old is a rager as well Monica. He has gotten better as he matures but still struggles with things that us NTs could care less about. What I have read and heard from other Psychologists is that Their brains are so emotionally centered (especially in the heat of the moment) that their rational side doesn't work until after the meltdown/rage. They can train their brain to work more rationally but it takes work. My son is working with his Psychologist using role play to 1) Figure out if the situation is Fight or Flight (worth the energy to fight with words/fists or not) 2) Figure out the consequences of the first decision. 3) Act - which sometimes means going back to #1. NTs do this figuring unconsciously, ASD brains do not. At home, we talk through situations as they come up with the same 1, 2, 3 idea as he is getting agitated. The more you help guide them to the more accepted response, the better they will behave when not around you (School, etc). The most important thing I think is to make sure they understand that their emotions are valid, even if you personally don't agree with their feelings at the time. They need to feel understood, appreciated, and SAFE. Listen to their reasoning and then guide them to the more acceptable response.
•    Anonymous said...Yes, I have 2 with Aspies and ODD

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Loneliness & Friendships in Children on the Autism Spectrum

"Is it common for a child with high functioning autism to shun peers who attempt to be friends with him? My son seems to prefer to play alone and I worry how this will impact his relationships in the future."

It is hard to know if kids with ASD level 1, or High-Functioning Autism (HFA), are as lonely as their moms and dads believe they are. Psychologists do know that playing with a friend, making a friend, and being with a friend are "overwhelming skills" for HFA kids. Many relationships make little sense to kids on the spectrum, because they are almost totally preoccupied with their own agendas.

Teaching HFA kids much needed social skills is a formidable task for moms and dads and educators. It is not like teaching how to ride a bicycle or tie a shoe, but rather trying to teach something no one formally taught you. How did you learn how to read a room? How do you teach someone how to read a room, especially someone who has no understanding of other people's emotions and body language? Kids on the spectrum have no idea about how to reason socially and come up with proper courses of action in social situations. For example, one youngster with AS got lost in the school corridors on her way to gym. She had forgotten the route, but she didn’t think to simply follow her peers to the gym.
 

Nonetheless, therapists emphasize the need to teach autistic kids social skills, because they desperately need them to get along in life. The youngster’s lack of social understanding colors every other experience in his or her life. But the question of whether kids on the spectrum are truly lonely and want friends is a different discussion. Like all kids, some are extroverted while others are more withdrawn. Like all kids, they probably vary in their need for social interactions.

When researchers ask children with HFA about friendship, they are usually very negative. They think of friendship with other kids as too much work and often prefer to connect with grown-ups. For example, when one teacher was forcing a 6-year-old to participate in a playgroup with other kids, he said, "I hate kids. I don't play with kids. I'm not a kid. I was born a grown-up." One “autistic child” stated, "If you like being on your own, then be happy with your own company and don't let anyone convince you that it is wrong." This child’s advice to "pushy moms and dads" is this: Never force your youngster to socialize, because most autistic kids are happy to just be by themselves.

However, these kids might be happier by themselves because social activity has caused them so much pain in the past. In one study, gifted kids with HFA could not describe friendship in positive terms (e.g., "a friend is someone who is nice to you"). They had only negative associations (e.g., "a friend is someone who does not hit you"). These kids told interviewers only about how mean peers had been to them and seemed to lack any idea of what reciprocal friendship really means.

But as young people on the spectrum go through the teenage years, most realize that they are missing out by not “fitting in.” It is at this point in their lives that they crave friendships, but this unfulfilled desire (on top of high school pressure to conform, constant rejection and harassment) can often cause depression and anxiety in HFA adolescents. They grow more isolated even as they crave more interaction with others. Young kids with autism often believe everyone in their kindergarten is the same and everyone is a friend. Autistic adolescents know better.
 

Some research shows that the more time HFA kids spend socializing, the happier they are. Autistic kids can - and do - form friendships. When they do, research shows that even one friendship will speed up their entire social development. Many adults on the spectrum have written about compassionate people who took the time to form friendships with them as children, and by doing so, changed their lives for the better.

Families of children with HFA often talk about their own feelings of loneliness. They tell therapists that marriage to an HFA husband or wife feels like living alone. An autistic spouse often does not attend to details like anniversaries, may not connect with his or her kids on an emotional basis, and may not benefit from marriage counseling.

A mom or dad of a youngster on the spectrum may feel rejection when their youngster refuses to cuddle or express affection. The youngster's needs are unrelenting, and yet the parents’ rewards are sometimes rare. Siblings hide their lonely feelings about living in a family where one youngster monopolizes their parents’ precious time, and they miss the normal give and take of sibling relationships. Many siblings believe that the HFA child's disability is actually an advantage – a passport to special attention, recognition and privilege.

Helping kids with HFA develop social skills will no doubt become easier in the future. Every day, parents and educators are developing better techniques. Researchers are closing-in on the genetic and environmental causes of autism spectrum disorders and may someday develop a cure. There is promising new research being conducted in a comprehensive study of friendship and loneliness in children on the spectrum. Someday, the answers will be clearer for children and teens with HFA – and for the parents who love them.
 



 

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

==> Videos for Parents of Children and Teens with ASD
 
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 PARENTS' COMMENTS:

•    Anonymous said...  Like a few others here, my son isolates, prefers to be on his own. He also gets frustrated with others and finds them "stupid" (his words). He can't be bothered with people.
•    Anonymous said... actually, my aspie son seeks friendships but many boys end up bullying him because they think he is strange. he's very lonely as a result.
•    Anonymous said... He isolates....I have tried to get him out among peers. It is upsetting and obviously "painful." He has two friends, one with his similar obsessions and one who has tried to keep in touch. I hate watching this but don't even know how to begin changing.
•    Anonymous said... my a/s husband and daughters tend to isolate them self too,they love to spend time on thier obsessions or hobbies.only tend to be friends with others who share same hobby,the more i pushed it made them more stubborn,they love being who they are,
•    Anonymous said... No one seems smart enough(in his mind) for my son. He gets really frustrated with average people. He has plenty of friends and calls on them when he feels tolerant. Otherwise he is happy to be in his world
•    Anonymous said... They are very selective in who they associate with. It is quite normal to find both sides of this coin in any child on the spectrum. An example my daughter will not play with her peers but is quite social with older children.
•    Anonymous said... Both of my boys would rather be with adults than kids their own age
•    Anonymous said... My son has a very difficult time making and keeping friendships. It also doesn't help trying to have him be friends with normal developing children because the parents don't understand the different dynamics of the Aspergers child.
•    Anonymous said... Yes, because they don't understand its out of there comfort zone. My son is 8 and I keep putting him in situations to make friends. Last year on the first day I found a classmate that was new to the school and introduced them. They have developed a good friendship now. Or the best they can under the circumstances. I also have him in sports (which) he likes so he has to interact with others. He still prefers to be by himself but at least he is getting exposure.
•    Anonymous said... It is so difficult to just sit back and let your child isolate themselves instead of joining the group. But they just choose not to see it the way we do. If we push then all hell breaks loose. Welcome to the catch 22 of my struggles
•    Anonymous said... But what can we do NOW to develop social skills in our ASD teens? What can we do for the NT siblings and spouses that are hurting so much? I am so glad to see more research being done but what can we do NOW to teach these social skills to our ASD teens? What can we do NOW for the NT siblings and spouses that are hurting so much? It is really quite damaging and unhealthy for them.

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How Parents Can Help Their Aspergers and HFA Teenagers: 25 Crucial Tips

Bottom line: Mothers and fathers of adolescents with Aspergers and high-functioning autism (HFA) face many problems that other parents don’t – and never will ...period!

Time is running out for teaching their Aspergers or HFA teen how to become an independent grown-up. As one mom stated, "There's so little time, and so much left to do." Parents with teens on the autism spectrum are getting ready to face issues like vocational training, teaching adult social skills and independent living, and providing lifetime financial support for their youngster (if needed). In the meantime, their childlike (and sometimes childish) teen is often indifferent – and even hostile – to the parent’s concerns for the future.

Once an Aspergers or HFA teen enters the teenage years, his mother/father has to use reasoning and negotiation, instead of providing direction. Like all teens, the teen on the spectrum is harder to control and less likely to listen to his parents. He may be tired of mom nagging him to “look people in the eyes,” brush his teeth, and wake up in time for school. He may hate school because he is dealing with social ostracism or academic failure there. So what is a parent to do? Can it get any more difficult for crying out loud!?
 

O.K. Take a deep breath and relax for a moment. Here are some ways that parents with Aspergers and HFA adolescents can deal effectively with some common, everyday issues:

1. Alcoholic drinks or drugs often react adversely with your youngster's prescriptions, so you have to teach your youngster about these dangers. Since most teens o the spectrum are very rule-oriented, try emphasizing that drugs and alcohol are illegal.

2. As you prepare your adolescent for the workforce, keep in mind that people with Aspergers and HA often do not understand office politics. They have problems with the basics, such as handling criticism, controlling emotions, showing up on time, and working with the public. This does not mean they cannot hold down a job. Once they master certain aspects of employment, Aspergers and HFA teens are often able to work at high levels as accountants, research scientists, computer programmers, and so forth.

3. Because of their sensitivity to textures, teens on the spectrum often wear the same clothes day in and day out. This is unacceptable in middle or high school. One idea that has worked for some moms and dads is to find an adolescent of the same age and sex as yours, and then enlist that person to help you choose clothes that will enable your youngster to blend in with other adolescents. Insist that your adolescent practice good hygiene every day.

4. Celebrate your teen’s humor, creativity, and passion.

5. Do you want to understand the Aspergers or HFA teen`s actions? Just ask yourself: What behavior would make sense if you only had 10 seconds to live?

6. Don’t argue or nag. Instead, either (a) decide that the issue is aggravating but not significant enough to warrant intervention, or (b) make an appointment with your teen to discuss the issue.

7. Forgive your teen and yourself nightly. You didn’t ask to live with the effects of the disorder any more your teen did.

8. If it is working, keep doing it. If not, do something else.

9. If the pressure on your youngster to conform is too great, if he faces constant harassment and rejection, and if your principal and teaching staff do not cooperate with you, then it may be time to find another school. The teenage years are often when many moms and dads decide it is in their youngster’s best interest to enter a special education setting. If you decide to work within a public school system, you may have to hire a lawyer to get needed services. Your youngster should have an Individual Education Plan (IEP) and accommodations for the learning disabled. This may mean placement in small classes, tutors, and special arrangements for gym and lunchtime. He should receive extra time for tests and examinations. Teach your youngster to find a "safe place" at school where he can share emotions with a trusted staff member. The safe place may be the school nurse, guidance counselor, or psychologist.

10. If your adolescent is college-bound, you have to prepare him for the experience. You can plan a trip to the campus, and show him where to buy books, where the health services are, and so forth. Teach him how to handle everyday problems such as "Where do you buy deodorant?" and "What if you oversleep and miss a class?" 
 

11. Instead of punishing wrong behavior, set a reward for the correct behavior you would rather replace it with. Rewards should be immediate, frequent, powerful, clearly defined, and consistent.

12. Keep a sense of humor!!!

13. Know that teens on the spectrum are emotionally younger than their chronological age. So if your 15-year-old is still acting like a 10-year-old, things are going as expected.

14. Know that teenagers with the disorder have only 2 “time frames”: (a) Now and (b) Now. There is no future. There is only now. The past is non-negotiable.

15. Most Aspergers and HFA teens can learn to drive, but their process may take longer because of their poor motor coordination. Once they learn a set of rules, they are likely to follow them to the letter – a trait that helps in driving. However, these teens may have trouble dealing with unexpected situations on the road. Have your youngster carry a cell phone and give him a printed card that explains the disorder. Teach him to give the card to a police officer and phone you in a crisis.

16. Most summer and part-time jobs (e.g., movie usher, fast food worker, store clerk, etc.) involve interaction with the public. This means they are not always a good fit for an adolescent with Aspergers or HFA. Some teens on the spectrum can find work in their field of special interest, or in jobs that have little interpersonal interaction. Other adolescents have spent joyful summers at camps designed for adolescents like them.

17. Negotiate, negotiate, and negotiate. Moms and dads need to model negotiation, not inflexibility. Don’t worry about losing control. The mother and/or father always gets to decide when negotiation is over and which compromise is accepted.

18. Pick your fights carefully. Is the issue at hand worth chipping away at your relationship with your teen? Can your teen really control the offending behavior at this moment?

19. Plan ahead. Give warnings before transitions. Discuss in advance what is expected, and what the results might be. Have the teen repeat out loud the terms he just agreed to.

20. The teenage years are tough enough for every adolescent – but throw Aspergers or HFA in the mix, and you got a real challenge!

21. When your teenager was little, you could arrange play dates for him. Now you have to teach him how to initiate contact with others. Teach him how to leave phone messages and arrange details of social contacts such as transportation. Encourage him to join high school clubs like chess or drama. It is not necessary to tell his peers that he has a disorder – let him do that himself. Many adolescents with Aspergers and HFA are enjoying each other's company through Internet chat rooms, forums and message boards.

22. When tempers flare, allow everyone to cool off. Problem solving can only occur during times of composure. 
 

23. You absolutely have to teach your adolescent about sex. You will not be able to "talk around" the issue. You will have to be specific and detailed about safe sex, and teach your youngster to tell you about inappropriate touching by others. Your youngster may need remedial "sex education". For example, a girl needs to understand she is too old to sit on laps or give hugs to strangers. A boy might have to learn to close toilet stall doors (and masturbate only in private).

24. You do not have a standard teen. You can view the issue as a disability, or you can view it as wonderful uniqueness – or you can view it as both! The "disability” viewpoint will help because it eliminates blame, sets reasonable expectations thereby minimizing anger, and points the way for moms and dads and educators to see themselves as "therapists" – not victims. The “wonderful uniqueness” viewpoint will help because you really are in for a special – and often quite enjoyable – experience as a parent of a child on the autism spectrum.

25. You will make it through this – you have no choice. Always keep the following ideas in the back of your mind:
  • a teen with Aspergers or HFA is still a child with thoughts and feelings – you are the adult this youngster looks to for support and guidance
  • negative behaviors usually occur because the teen is spinning out of control, not because he is evil
  • the client in “Aspergers” is the whole family
  • the teenager who needs love and understanding the most will always ask for it in the most unloving ways
  • this is hard work – and it is also hard work for your teen

Resist your impulse to strive and struggle to CHANGE your teenager …don’t strain to get desired results. Instead, enjoy the process of the work you are doing in raising him or her. The results you so desperately desire will come independently of your striving for them. Why? Because (a) you are doing a great job of parenting in spite of your opinion about your “parenting-skills” and (b) teens on the spectrum are late-bloomers. They “get it” eventually.

Take heart. Good luck. And don’t forget to take care of yourself!!!
 
More resources for parents of children and teens with High-Functioning Autism and Asperger's:    
 
 
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How to Respond to a Frustrated Child on the Autism Spectrum

“Any advice for helping my child (high functioning) to manage frustration over seemingly small things? Even something as minor as losing a game of checkers turns into a major riot, which in turn aggravates me to no end.”

Young people with ASD level 1, or High Functioning Autism (HFA), are easily frustrated. Living in the "typical" world can be confusing, and they need to have someone there to translate and explain every day events to them. All kids get frustrated, and all kids need to learn to manage those frustrations. As a parent, your challenge is to communicate effectively and to try not to get frustrated yourself. Here's how:

1. When something irritates you, tell your HFA youngster what you are feeling so he can learn to recognize emotions in others and label them in himself. Then talk (out loud) yourself through the frustration so that your youngster can hear your “positive spin” on the situation  (e.g., “This is really not a big deal” … “I need to calm down” … “Relax and take a few deep breaths” … “It’s okay, I can deal with this”).

2. Any time you encounter frustration while in the presence of your HFA youngster, imagine that she will replicate your exact behavior every single time she is frustrated for the rest of her life—so proceed carefully! Take care not to raise your voice too loudly, or be disrespectful to others. If you do any of these things, make sure to tell your youngster that you made a mistake behaving in that way and need to make a better choice next time.

3. Make sure that your youngster is given a few opportunities to play with other kids in situations where close adult supervision is not required. Parents should be responsible for ensuring their child’s safety, but other than that, try to let your child and his peers work out problems among themselves. When kids play independently, they learn how to deal with frustration in ways other than letting grown-ups solve their problems.

4. Do not accidentally teach your HFA youngster that expressing frustration inappropriately (e.g., screaming or hitting) is a good way to get your attention, even if it is negative attention. Ignore these behaviors if they're not causing serious harm, and give lots of positive attention for times when your youngster handles a potentially frustrating situation in a healthy manner, and point out specifically what he did effectively. 
 

5. When you see your youngster become frustrated, try not to mirror that frustration in your own voice or behaviors. Instead, focus on staying calm and talking your youngster through the situation in a gentle voice, guiding him to mirror you. Acknowledge that he is frustrated, but stress the importance of continuing to try to do something that he may find difficult.

6. Give ample attention to acceptable behaviors so that your HFA youngster learns about positive consequences as well. Use a behavior chart as a visual aid to assist her in developing awareness regarding how she handles her frustrations. Place a sticker, happy face or star onto the chart whenever she remembers to manage her reactions in a positive way. Keep track of how many stickers she has accumulated, and reward her with a special activity once she reaches a predetermined goal.

7. Keep your youngster’s world as predictable and routine as possible. If HFA kids feel confident and secure in general, they will be able to handle minor setbacks and frustrations.

8. Look for opportunities to challenge your “special needs” child. Routinely ask her to do things that are slightly beyond what she has been capable of doing in the past. Do not jump in to help her. If you see her struggling, instead of immediately helping, try to prompt her by offering hints to make the situation easier. If she is really having difficulty and does not seem to be making any progress, break the task down into small steps. If necessary, guide her through (or even do the first step for her), and then back off again. Your youngster should be hearing the following phrase over and over again: “Try it yourself first, and if you have a problem doing it, I’ll help you get started.”

9. Use your youngster’s teacher as a resource. Ask for suggestions about how the school deals with frustration in students in general, as well as for specific tips about helping your youngster. The more that you can be consistent with what the school is doing, the easier it will be for your youngster to internalize the lessons that you and the teacher are trying to teach.

10. Help your youngster learn the important skill of “delayed gratification.” Autistic kids do not yet have the brain development or experience to effectively cope when they have to wait for what they want, so parents have to give them practice developing this skill. As much as possible, have your child wait for what she wants, even if it's just for a minute or two. Talk to her about how to distract herself while she is waiting for something.

11. Every evening, review the day with your youngster to discuss how she handled various situations throughout the day. Always bring attention to the positive behaviors she displayed during the day. Reiterate the consequences that occurred in different scenarios to help her understand how her behavior affected both herself and others.

12. If your son or daughter is an adolescent, remember that all adolescents struggle with testing limits, learning to make their own decisions, and learning to function independently. All adolescents struggle with making and keeping friends, with finding success at school, and even with the development of romantic relationships. Your autistic teen may be more frustrated than a “typical” teen, but he may not have the skills to handle those frustrations. So, set appropriate limits while trying to give your teenager some leeway to function independently.




An ASD youngster can grow frustrated when an obstacle arises in his effort to achieve a goal. However, frustration can prove a valuable emotion; it can motivate the youngster to surmount the obstacle with an extra spurt of determination and initiative. Parents can use the techniques listed above to help their “special needs” children deal effectively with day-to-day frustrations.
 

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

==> Videos for Parents of Children and Teens with ASD
 
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