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

Finding Which Behavior Problems to Target First: Tips for Parents of Kids on the Autism Spectrum

Your child with High-Functioning Autism (HFA) or Asperger’s (AS) seems to have a multitude of behavioral and emotional issues. Which ones should you attempt to address first? With so many problems, where do you start?

A careful analysis of the most problematic symptoms is crucial, because the choice of interventions is influenced by symptom traits. Moreover, the wide array of symptoms results in the tendency of those closest to the HFA or AS youngster to lose sight, over time, of the intervention targets.

When parents (and teachers) turn their attention to a new troubling cluster of symptoms, an intervention that has been effective may be reinterpreted as ineffective. Being attentive to symptom traits allows the parent to measure effects and introduce helpful responses. 
 
==> Parenting System that Significantly Reduces Defiant Behavior in Teens High-Functioning Autism

The most important traits to consider include the following:
  1. Distribution of the behavior problems
  2. Intensity of the behavior problems
  3. Onset: Time and Location of the behavior problems
  4. Duration of the behavior problems
  5. Ameliorating Factors for the behaviors
  6. Aggravating Factors for the behaviors
  7. Trends of the behavior problems: upward or downward

1. Distribution—

The distribution of behaviors is a term for the frequency of symptoms over time. It may be obvious, but it’s worth underscoring that for most kids on the autism spectrum, the frequency of symptoms changes within days, weeks, and months. Thus, having a good awareness of the course of a symptom is important for monitoring the behavior problem.

The early, short-term effects of a particular behavioral intervention may not be the most reliable ones for predicting the overall effect that intervention delivers. Frequency also is related to settings and circumstances. Aggression or perseverative behaviors often increase or appear under certain circumstances (e.g., when there are many people talking, or when there are crowds). As a result, for behaviors that are periodic, it’s useful to rate the behavior at the time when it’s most frequent or likely to surface, rather than a general rating throughout the day, week, or month. 
 
==> Parenting System that Significantly Reduces Defiant Behavior in Teens High-Functioning Autism

2. Intensity—

Intensity is a measure of the energy the child uses when engaging in the behavior. It also can be helpful to base this rating on the ease with which the child may be redirected to another, different line of behavior.

3. Onset: Time and Location—

The onset of symptoms is often related to a time and a location. The parent’s ability to know when and where symptoms surface, or under what circumstances they surface, is helpful in rating progress. When symptoms are concentrated to specific times or places, parents should first consider behavioral or educational interventions carefully. It may be that greater direction for certain activities, a break from interaction, or modifying the expectations for the HFA or AS youngster in an activity, will go a long way toward reducing maladaptive behaviors.

If a symptom only occurs in one setting, then this may lead the parent to consider intensive behavioral interventions first. More generalized behaviors can lend themselves more to pharmacologic treatments, because it can be difficult to maintain uniform responses across many different settings for behavioral interventions.

4. Duration—

Duration is self-explanatory.

5. and 6. Ameliorating and aggravating and factors—

These can indicate what triggers a behavior or what sustains it.

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

7. Trends—

The reason to consider the trend of a behavior (i.e., whether it’s increasing or decreasing) is that an intervention that is introduced as a behavior is winding down may be wrongly considered as having helped. Often, parents seek treatment for their child when a behavior is peaking in severity. For periodic situations, by the time a therapist intervenes, the behavior may be cycling down by itself. Thus, it’s often helpful to wait before intervening in order to learn about the pattern of a behavior.

Obviously, this can’t be considered when the risks to safety or jeopardy to other aspects of the child’s wellbeing prevent the therapist from taking this time. If there is some doubt about whether symptoms may respond to behavioral treatment, or if one is unsure whether things have improved or remained the same, the therapist should wait.

Case in point—

A 10-year-old girl with autism (high-functioning) was brought to treatment for picking behaviors that had become a part of her bedtime routine. Each night, she would dig at her arms. After extensive efforts by the parents to learn about the pattern of her behavior, it appeared that it was influenced by the course of interactions at school during the day. 

Although the child herself didn’t make the connection between being teased or having arguments with peers and her self-picking, it was possible to use relaxation techniques to reduce the intensity and duration of this behavior. In addition, the child’s mother and father were able to talk with her in the early evening about specific events from throughout the day that created angst before she went to bed. Overtime, the behaviors were significantly reduced (although they didn’t disappear altogether).


Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:
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Family Stress and Establishing Intervention Priorities for Kids on the Autism Spectrum

When prioritizing interventions for the child with High-Functioning Autism (HFA), parents should decide which factors contribute to an adverse family environment.

A common mistake made by doctors and therapists who work with families affected by autism spectrum disorders is to treat the HFA symptoms, when in fact it’s the parent's depression or anxiety that is a major contribution to family strain. (Note: Sibling-conflict may also be a factor contributing to family strain.)

Often, high levels of parental stress lead therapists to prescribe for the “special needs” youngster rather than educate parents and recommend that they obtain therapy. This is not to say that parents and siblings must be infinitely adaptable to the HFA child’s problematic symptoms, or that family problems are always the result of parental issues. The point is that family distress has many sources. 
 

Using medication in certain cases may reduce the HFA child’s inflexibility, instability, and anxiety, and therefore improve life at home for everyone. However, if the persistent anxiety of raising a youngster on the autism spectrum has fueled depression or anxiety in his or her parent, or has inflamed conflict in the marriage, usually treating only the “special needs” youngster is not enough. To treat issues in the parent(s), or the tension between partners/spouses, it is most likely that specific treatment is needed.

The quantity, scale, and range of difficulties experienced by children with HFA can be confusing. Everyone involved, the child, parents, and even teachers, can be swept up in this difficulty. The first challenge is to create the hierarchy of symptoms - and the problems they create. Often, problems fall into a cluster of symptoms. The primary task of the parent is to determine which symptoms should be targeted first. Creating a hierarchy of specific symptoms lends itself to methods for behavioral modification.

Questions and “order of consideration” when approaching this dilemma include symptoms that (a) threaten the safety of the child, family members, or others; (b) create anxiety for the child; (c) are sources of adversity in the family's life; and (d) jeopardize sustained educational progress.

Safety is the most persuasive reason that kids on the autism spectrum are referred for therapy. Aggression and violent outbursts are common in many on these young people, and they may engage in other types of risky behaviors (e.g., throwing or destroying objects). In addition, there are traits of the disorder that make aggression and self-injury harder to control. 
 

Additional factors that may contribute to problematic behavior in the HFA child include the tendency to engage in repetitive and stereotyped behaviors, rigid adherence to patterns or behaviors, lack of empathy for others, deficits in generalizing from one circumstance to another, and deficits in abilities to soothe and comfort themselves. As a result, the safety to kids on the spectrum - and those around them - are the highest priority.

The child’s emotional distress takes center stage once safety is not a primary worry. Kids on the autism spectrum who are sad, anxious, or continually irritable have great difficulty learning, monitoring themselves, and “reading” their environment. Their emotions override their abilities to recognize events and think through the solutions to everyday problems.

Also, in many cases they can’t respond with the necessary flexibility to the rapidly changing demands of the social world. As a result, emotional distress often destroys opportunities to learn information, increase social relating, and gain new social skills. A child who is constantly upset will not be able to demonstrate his or her actual abilities.

The effects of an HFA youngster's symptoms on a family are diverse, and some symptoms can be extremely challenging. Adverse effects on a family can be difficult to isolate - and harder still to quantify. Sometimes, the symptoms exhibited by kids on the autism spectrum exceed what parents can manage.

The way parents adapt to the “special needs” youngster grows out of a complex interplay of his or her social skills, deficits, temperament, and the limitations and demands of other family members that must be met. 


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

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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…

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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...
By

The Top 5 Social Skills to Teach Children on the Autism Spectrum

Difficulty with social skills is not isolated to kids with High-Functioning Autism (HFA) and Asperger’s. Many of these young people exhibit difficulties with a variety of social skills for numerous reasons.

However, a social skills program developed to address general social impairments doesn’t adequately address the social skills deficits specific to HFA and Asperger’s.

When selecting social goals for intervention, it’s crucial that parents prioritize and address the skill deficits that are most relevant to their child (e.g., eye contact may be a greater priority than negotiation skills, given its significance in social interaction, such as monitoring other’s reactions to indicate interest or engagement).

In addition, it’s important that all instructional activities have an underlying social purpose. Make clear to your child how and why the goals selected are relevant for him or her.

The five broad skills that are particularly relevant to HFA and Asperger’s are: social problem-solving skills, play and friendship skills, emotion-processing skills, conversational skills, and basic interactional skills.

Specific social skills to teach should include the following:

•  Conversation skills need to cover basic elements of how to start, maintain, and end a conversation. The subtler aspects of conversations should be included as well (e.g., asking questions of others, choosing appropriate topics, joining a conversation already underway, making comments, taking turns in conversation, and using nonverbal indicators to express interest).

•  It’s crucial to teach basic friendship and relationship skills. The concept of friendship and the important qualities of being a good friend should be discussed, listed, and practiced (e.g., compromising, following group rules, greeting others, responding to greetings, sharing and taking turns, and joining groups).

•  It’s also important for parents to teach the nonverbal behaviors that are important to social interaction (e.g., appropriate eye contact, social distance, voice volume, facial expression, etc.).

•  Parents should also help their child to understand thoughts and feelings of self and others. You can begin by increasing emotion recognition and vocabulary skills, because most kids on the autism spectrum are not familiar with emotional terms beyond the basics.

•  Perspective-taking and empathy training are two other great skills to teach. Here, you want your child to act out situations in which different people think different things or have different underlying motives.

•  Social problem-solving should be taught (e.g., what to do when your youngster is teased, feels left out, or is told “no”). The focus here is on the development of practical solutions, coping mechanisms, and self-control for difficult interpersonal situations.

•  Make use Social Stories to introduce new social skills. Social Stories are “written illustrations” that present social information. Although they provide some specific guidance about what to do or say in a social situation, they also highlight social cues, the motives or expectations of others, and other information that the child may not have appreciated.

Your youngster should be aware of his or her personal target goal and should be “reinforced” for meeting it throughout the social skills training you implement (e.g., reinforcement charts posted on the wall, goal or point cards, cups in which the goal is affixed and tokens are placed, etc.).

For new or emerging skills, the child can be reinforced the moment the skill is displayed spontaneously. 

For more information on teaching social skills to children with HFA and Asperger's, click on the link below:

==> https://www.social-skills-emotion-management.com
 
 
More resources for parents of children and teens with High-Functioning Autism and Asperger's:
 
By

Making the Abstract Concrete: Teaching Social Competence to Kids on the Autism Spectrum

Many children on the autism spectrum don’t understand abstract concepts. They have trouble reading between the lines. If a person says, “I’m so angry I could spit,” they may wait and watch for the person to spit. Social competence requires an ability to think abstractly.

If the child has difficulty in this area, he or she may fail to understand facial expressions, have difficulty keeping emotions in check, have problems taking turns, interrupt others while they are speaking, prefer talking to adults rather than other kids, share information in inappropriate ways, talk too much about their favorite topic, or withdraw from conversations with peers entirely.

Similar to teaching many academic skills, teaching social competence involves abstract skills and concepts. Because kids with High-Functioning Autism (HFA) and Asperger’s tend to be concrete and literal, the abstract nature of these interpersonal skills (e.g., kindness, reciprocity, friendships, thoughts, and feelings) makes them especially difficult to master.

A first crucial step is to define the abstract social skill or problem in clear and concrete terms (e.g., knowing when your friend is joking versus being mean). The behavior must be clearly put into action and the youngster taught to identify it and differentiate it from other behaviors (e.g., Is this a friend or not a friend? Is this a quiet or a loud voice? Was I being teased or not? Am I following directions or not?).

Examples of making the abstract concrete include:
  • “If-then” rules can be taught when the social behaviors involved are predictable and consistent (e.g., “If someone says ‘thank you,’ then you say ‘you're welcome’.”).
  • Kids on the autism spectrum who are learning eye contact may respond better to the more concrete “point your eyes” than to “make eye contact” or “look at me.” 
  • Personal space can be defined concretely as “an arm away” or “a ruler away” instead of “too close.”

Short menus of behavior options can be presented for particular social situations for these young people to choose among (e.g., three things you can do to deal with teasing).

Visually-based instruction is another great way to make the abstract concrete. Many kids with HFA and Asperger’s – even those who have considerable verbal skill – demonstrate a visual preference oand learn best with visually-cued instruction. Incorporating visual cues, prompts, and props to augment verbal instruction can make abstract social skills more tangible and easily understood.

Other visually-based instruction may include:
  • A large “Z” made of cardboard can be used to depict the back-and-forth flow of a conversation.
  • Examples of intermediate and finished products can be used to demonstrate steps in activities or projects. 
  • Kids on the spectrum can be taught to look at the eyes of others using a cardboard arrow. They can be instructed to hold the arrow on the side of their face next to their right eye, and point it at the eyes of the person to whom they are speaking. This aligns their face and eyes in the correct direction. Once this skill has been practiced using this concrete visual cue, use of the arrow can be faded out.
  • Pictures can be used to define concepts or clarify definitions.
  • Voice volume or affect intensity can be depicted visually in a thermometer-like format.
  • Written lists can be used to summarize discussion topics.

Such visual prompts can be faded out eventually, and the skill can be practiced in more natural contexts.

For more information on teaching social competence to kids on the autism spectrum, click on the link below:
 
 
 
More resources for parents of children and teens with High-Functioning Autism and Asperger's:
 
By

Adjusting the Physical Environment to Decrease Anxiety and Increase Compliance in Kids on the Spectrum

To make interventions that will decrease anxiety and increase compliance in children with High-Functioning Autism (HFA) and Asperger’s, parents need to create an environment in which their youngster feels comfortable and has an understanding of the events taking place around him or her. 

The environment needs to provide:
  • Structure
  • Routine
  • Predictability
  • Organization
  • Consistency
  • Logically explained rules
  • Clear rewards and consequences in response to these rules

When this is in place, the “special needs” youngster will begin to feel competent.

Here are the 4 steps to creating an optimal environment for young people on the autism spectrum:

1. Reinforcers (i.e., things that increase desired behavior) will need to be very individualized, because kids and teens with HFA and Asperger’s often don’t respond to typical reinforcers. Parents must be well aware of what their youngster views as a reward. Points to consider:
  • Reinforcers can cause difficulties if they are used too frequently. Not only will they lose their potency, but problems will arise over the giving - or not giving - of the reward.
  • Parents need to make sure their youngster is aware of how the reward/consequence system works. 
  • Natural consequences can be highly effective and will remove the "giving" or "denying" of the reward from parents (e.g., "If you finish your morning routine within 10 minutes, you will have time to play your favorite video game before school. If you take too long, you will not be able to play"). 
  • Incorporating the child’s obsessions into a reinforcement system is an appropriate way of offering a strong reinforcer and of also controlling access to the obsession. 
  • Favored activities should follow less favored or challenging activities.
 
2. At home and school, develop a daily routine so that the HFA or Asperger’s youngster knows what he or she is doing - and when. Points to consider:
  • Posting a schedule and reviewing it when the youngster becomes "stuck" can provide the necessary prompt to move on.
  • As parents review the schedule, they not only lessen anxiety, but also provide an opportunity to discuss appropriate responding. 
  • Compliance is not a struggle between the parent and child, but rather simply a matter of following the schedule. 
  • For teenagers, rather than using a written schedule, parents could use a desk calendar or day planner, which accomplishes the goal of providing a visual guide.
  • Parents should establish a routine for only a small portion of the day if they feel a day-long schedule would be too great a change for their youngster (e.g., create a schedule for an activity, such as going to the store, as an easier place to start). 
  • The child should view the schedule as a “guide.” A guide will serve to decrease anxiety, which in turn decreases behavior issues. 
  • When developing a schedule, number the items on it (e.g., 1, 2, 3 and so on), but avoid assigning times to each event or activity. It’s difficult to do things to the minute, and failure to do so can lead to further distress for the youngster.

3. The parent-child relationship with the HFA or Asperger’s youngster must be consistent in both word and action. Points to consider:
  • Interactions must be stable, allowing the youngster to anticipate how he or she will respond.
  • Make requests and follow through. Don't make second requests, and don't plead.
  • Make the rules and stick to them! Going "easy" on the child or giving him or her a "break" from the rules periodically will hinder the parent’s effectiveness.
  • Parents must be highly organized and pay attention to details as they create a structured environment for their youngster; however, they must also be able to remain flexible within this structure. By doing so, they will provide the structure their youngster needs to learn to be flexible as well.
  • The child must see the parent as a predictable person – a person in control, who is calm, and who keeps his/her word. 
  • The child must also see the parent as someone who can help him/her understand the world around him/her. 
  • And the child must view the parent as his or her helper or problem-solver. If the parent is only seen as a problem-causer, his or her effectiveness will be minimal.

4. The physical environment must be consistent. Points to consider:
  • Use the letters of the youngster's name placed on a chart to keep track of consequences. Throughout the day, if letters have been received, they can slowly be erased for positive responding. This provides a good visual response for appropriate behaviors, and parents can deliver this feedback (depending on the youngster's needs) every ten minutes, fifteen minutes, two hours, or whatever the parent thinks will work best.
  • Use charts with stickers to keep track of reward systems. 
  • Use consistent materials that are clearly marked and accessible (e.g., toys that are within easy reach and stored in or near the area they will be used).
  • Parents need to identify clear physical boundaries (e.g., a planned seating arrangement in school or a planned play area at home). 
  • In all locations, parents need to identify consistent areas where specific activities are completed (e.g., homework is always completed at the desk or kitchen table).
  • Expectations, rules, rewards, and consequences should be visually available – and must be clearly described to the youngster.
  • Certain designated areas/activities should have consistent behavioral expectations, which are explained to the youngster (e.g., "At my desk I do calm sitting; calm sitting is modeled and practiced”).

The creation of an effective environment will take time and will require parents to examine more details than they knew existed. The reward, however, will be the relief of watching the HFA or Asperger’s youngster leave his or her anxieties and problematic behaviors behind. Parents will see the child begin to really trust them and take chances he never thought he could. Parents will witness their child’s gradual and steady steps into a larger world. 

By

Informal Quiz for Parents: Does My Child Have High-Functioning Autism?

“We suspect that our 6 y.o. son has autism (the high functioning end of the spectrum). I know you can’t diagnose a child with an autism spectrum disorder via the internet, but is there an informal quiz or test that will give us a hint as to whether or not we should pursue a formal assessment? And where do we go to have him checked?”

Of course, parents will only know for sure if their child has High-Functioning Autism (HFA) by getting a professional diagnosis. Having said that, if you answer “no” to most of the questions below (1 - 21), seeking a formal assessment would be warranted:
  1. Are people important to your child? 
  2. Can your child easily dress him/herself?
  3. Can your child easily tie his/her shoes?
  4. Can your child keep a two-way conversation going?
  5. Can he/she ride a bicycle (even with stabilizers)?
  6. Does your child care about how he/she is perceived by the rest of the group?
  7. Does your child enjoy joking around?
  8. Does he/she enjoy sports?
  9. Does your child find it easy to interact with other children?
  10. Does your child have friends, rather than just acquaintances?
  11. Does he/she join in playing games with others easily?
  12. Does your child make normal eye-contact?
  13. Does your child mostly have the same interests as his/her peers?
  14. Does he/she often come up to you spontaneously for a chat?
  15. Does he/she play imaginatively with other children, and engage in role-play?
  16. Does your child prefer imaginative activities such as play-acting or story-telling, rather than numbers or a list of facts?
  17. Is it important for him/her to fit in with a peer group?
  18. Is your child good at turn-taking in conversation?
  19. Is your child’s reading comprehension appropriate for his/her age?
  20. Was your child speaking by 2 years old?
  21. When your child was about 3 years old, did he/she spend a lot of time pretending (e.g., play-acting being a super-hero, or holding teddy's tea parties?
 __________

If you answer “yes” to most of these questions (1 – 17), seeking a formal assessment is also warranted:
  1. Does your child appear to notice unusual details that others miss?
  2. Does your child try to impose routines on him/herself, or on others, in such a way that causes problems?
  3. Does your child do or say things that are tactless or socially inappropriate?
  4. Does he/she have an interest that takes up so much time that he/she does little else?
  5. Does your child have an unusual memory for details?
  6. Does your child have any unusual and repetitive movements?
  7. Does he/she have difficulty understanding the rules for polite behavior?
  8. Does your child have odd or unusual phrases?
  9. Does your child like to do the same things over and over again, in the same way all the time?
  10. Does your child often turn conversations to his/her favorite subject rather than following what the other person wants to talk about?
  11. Does he/she sometimes lose the listener because the listener gets bored with what your child is talking about?
  12. Does your child sometimes say "you" or "your child" when he/she means to say "I"?
  13. Does your child tend to take things literally?
  14. Has your child ever been diagnosed with a language delay, ADHD, hearing or visual difficulties, or a physical disability?
  15. Have teachers ever expressed any concerns about his/her development?
  16. Is his/her voice unusual (e.g., overly adult, flat, or very monotonous)
  17. Is your child’s social behavior very one-sided and always on his or her terms?

High-Functioning Autism can be hard to diagnose. There are a number of reasons for this: 
  • Kids with HFA are, by definition, of average or above average intelligence.
  • The “high-functioning” child may develop a means to hide, manage, or overcome the symptoms associated with the disorder.
  • He or she may do well in school, communicate effectively, and pass an IQ test with flying colors.
  • The child’s language skills may mask certain symptoms.  
  • Due to the fact that HFA carries with it a lot of strengths, the child’s strong points may carry him or her through early elementary school with only minor behavioral and/or social issues.
  • When told often enough to “make eye contact” or “stop talking about the same things over and over again,” kids on the spectrum are often able to either hide, control, or even overcome the need to present obvious symptoms.  When this occurs, the overt signs of HFA are not present, making a diagnosis difficult.
  • With girls on the autism spectrum, certain behaviors associated with the disorder may simply be considered "feminine" rather than problematic (e.g., shyness, discomfort with public speaking, difficulties with motor coordination, confusion over social communication in situations such as team sports, etc.). Also, girls with HFA behave differently than boys with HFA (e.g., they tend to be less aggressive, more imitative, and more likely to work hard to "fit in").

Your child’s doctor can make a referral to a professional who specializes in autism spectrum disorders. This is the individual who can cut through the haze and come up with a proper course of action.


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

Students on the Autism Spectrum: Strategies that Can Guarantee Their Academic Success

In an ideal world (which none of us will ever experience), your child’s educational experience would include the strategies listed below, all of which will optimize the potential for academic success – intellectually, emotionally and socially.

Strategies that can guarantee the success of kids with High-Functioning Autism (HFA) and Asperger’s (AS) include the following:

1.  In an ideal world, the HFA or AS youngster’s school has an extensive, in-depth knowledge of autism spectrum disorders (e.g., principal, vice principal, dean, teachers, administration staff, etc.). This guarantees that whoever has contact with your youngster in the course of the school day is aware of his or her needs and understands that the disorder is neurobiological in nature – and not a behavioral issue.

So, ask what specific training the staff at your youngster’s school has had, and check that this is updated regularly. This is particularly relevant for your child’s classroom teacher. If no specific training has been undertaken at your youngster’s school, insist that this is rectified promptly.

2.  Check the anti-bullying policy of your youngster’s school. This should be a whole-school policy that has a proven and consistent grievance-address policy, with successful follow-up procedures. The policy needs to tackle the needs of victims and actions of perpetrators alike. 
 
==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism

3.  Hopefully, your youngster’s school recognizes the need for continuous, open communication between home and school. This can be achieved by a daily phone call between special-education staff and parents each day, with relevant information being relayed to your youngster’s teacher. Most parents of kids on the autism spectrum understand that sometimes seemingly harmless incidents in their youngster’s day (e.g., before, during, or after school) can have a huge impact on his or her behavior.

Knowing that all behavior is a form of communication, one can’t possibly hope to understand the message the “special needs” youngster is trying to convey unless one has all the facts. Continual communication gives those caring for the HFA or AS youngster at school and home the “big picture."

4.  It will be very helpful if your youngster’s classroom is aesthetically autism-friendly (e.g., using visual aids, maintaining a low sensory “volume" in the classroom – such as minimizing noise, light, smell, and extremes in temperature).

5.  Kids on the autism spectrum cope best in schools with small class sizes. This option is less a reality these days, when education systems worldwide are struggling to survive with less funding. However, there are many other procedures parents can monitor to make certain their “special needs” youngster is being educated in an optimal setting.

6.  Most children with HFA and AS experience periods of excess energy and will benefit from regular energy “burns" throughout the day. This could be in the form of a brisk walk, a short jog, or a set of star jumps or other callisthenic exercise (e.g., skipping, hopping, etc.). The need to burn excess energy usually occurs about halfway through each classroom session (i.e., morning, middle, and afternoon).

Your youngster’s successful behavior in the classroom can be greatly enhanced by implementing regular energy “burns" into his or her day. If the teacher or assistant isn’t available to supervise this, an alternative is having the youngster run errands or messages for the teacher.

7.  If possible, your youngster’s school has a “safe space" that he or she can go to when stressed, anxious, angry or agitated. This space needs to be sensorily “quiet" with soft furnishings. Accessing this space should never be used as a form of punishment, rather the youngster should be encouraged to remove himself or herself from an escalating situation before overload and meltdown occur – and rewarded for using this strategy.

The youngster shouldn’t be “rushed" to return to the classroom, because this will only increase his or her agitation. All kids (including those on the autism spectrum) strive to be the same as their peers, and this “internal driving force" ensures the HFA or AS youngster will rejoin his or her class as soon as he/she is physically and emotionally able to.

8.  Ideally, the classroom teacher will be mindful of the fact that all social interaction will have a cumulative effect on your “special needs” youngster, which will affect the successful outcome of group activities, seating arrangements, and ‘buddy’ systems.

9.  Wouldn’t it be great if your youngster’s school had a strong Social-Skills program in place that he or she participates in at least once a week for a minimum of 1 ½ hours. This program would incorporate problem-solving and case-specific scenarios, physical activity, group and team work, developing friendship skills, and decoding language and facial expressions.
 
  • Developing group work skills enables kids on the spectrum to participate more successfully in activities in class and at home. The “mechanics" of group work need to be explained to the HFA or AS child in a step-by-step process for greatest understanding.
  • Discussions about what makes a good friend, what good friends do in various situations, how friends act, what friends say to each other, how they share, how they play together, how they include each other in games, etc., form the basis of teaching friendship skills.
  • Using real-life scenarios of incidents that happen in the playground at school helps kids on the spectrum to transfer their knowledge to their interactions with their peers.
  • Specific skills need to be directly taught about appropriate ways to join a game, co-operating with others, and turn-taking. 
  • Self-recognition by the HFA or AS youngster of his or her need for rigidness and rule-following – and highlighting that not all kids think this way – helps to explain the often confusing nature of the school environment to the “special needs” child.
  • Problem-solving specific scenarios that have occurred in the lives of kids on the spectrum helps them to develop a “bank" of appropriate responses and strategies to use in real-life situations.
  • The language component should aim to assist the youngster to recognize and decode literal or conflicting statements in language (e.g., idioms and oxymorons). It also assists the child in identifying the meanings of facial expressions and body language. This will help him or her to develop the use of more appropriate facial expressions and body language in interactions with peers.
  • The physical activity component will assist the youngster’s co-ordination, fine and gross motor skills, spatial awareness, vestibular systems imbalance, and physical fitness levels.

Regular access to an all-encompassing Social-Skills program such as this - in a group comprised of both kids on the autism spectrum and their neurotypical peers - provides the HFA or AS youngster with the building blocks of social dexterity for life. It also fosters tolerance and understanding in their neurotypical peers.

This list of school strategies is by no means comprehensive, nor is it intended to be. Rather, it’s meant to list the minimum accommodations every school should make for kids with HFA and AS. It’s a foundation to build on in partnering with your youngster’s school to create an IEP for your youngster that allows him or her to achieve his/her fullest potential.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:
 
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The SOCCSS Strategy for Teaching Social Skills to Kids on the Autism Spectrum

“Is there a simple method I can implement to teach my son (high functioning) how to be more social in a positive way? Currently, he has problems interacting with peers in a way that does not cause conflict (and resultant rejection from those peers)?”

A great technique, the Situation, Options, Consequences, Choices, Strategies, Simulation (SOCCSS) strategy, is relatively simple and is used to help kids who have High-Functioning Autism and Asperger’s with social interaction problems, as well as teach them how to put interpersonal relationships into a sequential form.

SOCCSS helps these “special needs” children understand problem situations and lets them see that they have to make choices about a given situation, with each choice having a consequence.

The steps of SOCCSS are as follows, and can be used by both parents and teachers:

1. Situation: When a social problem arises, the parent or teacher helps the child to understand the situation by first identifying (a)who was involved, (b) what happened, (c) the date, day, and time of occurrence, and (d) reasons for the present situation.

2. Options: The child, with the assistance of the adult, brainstorms several options for behavior. At this point, the parent or teacher accepts all of the child’s responses and does not evaluate them. This step encourages him or her to see more than one perspective and to realize that any one situation presents several behavioral options.

3. Consequences: Then the child and adult work together to evaluate each of the options generated. The parent or teacher is a facilitator, helping the youngster to develop consequences for each option rather than dictating them.

4. Choices: The child selects the option or options that will have the most desirable consequences for him or her.

5. Strategy: Next the child and adult develop an action plan to implement the selected option.

6. Simulation: Lastly, the child is given an opportunity to role-play the selected alternative. Simulation may be in the form of (a) role play, (b) visualization, (c) writing a plan, or (d) talking with a peer.

This strategy offers many benefits to the youngster on the autism spectrum. It allows him or her to (a) understand that many options may be available in any given situation, (b) realize that each option has a naturally occurring consequence, and (c) develop a sense of empowerment by acting on the environment (i.e., these children realize that they have choices, and by selecting one, they can directly determine the consequences of their actions).

 More resources for parents of children and teens with High-Functioning Autism and Asperger's:
 
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Angry Outbursts in Teenagers on the Autism Spectrum

Question

My son is 13 years old; he has been previously diagnosed with high functioning autism, adhd and obsessive compulsive disorder. My son lived with his father for six months while I recovered from a nervous breakdown. When I got custody of him again he was very aggressive, would hit his 6 year old brother and call him names and put him down. My ex gave him no discipline from what I gather from my son, he told me he had to raise his six year old brother for them six months. He blames me for the divorce between me and his father. I have bipolar and he doesn’t seem to understand that I am different too and that I need him to cooperate and help me as much as possible. He’s too focused on his ocd, his adhd and his autism and he uses all of these things for an excuse for all of the negative behaviors he is having.

In the last past year he has changed 3 schools, and moved to a new area, which he says he hates. I’m wondering if he will adjust to the new setting and new rules that I have for him. I think some of it is the teenage years; he uses profanity often and shows aggression to get his way no matter what the consequences. I want to help my son but I don’t know what to do. His brother is totally opposite; he does what I tell him and goes by all of the rules.

How do I get my son to show me respect and work on his attitude without so many angry outbursts which could get me evicted from our apartment? I go with the flow to keep things as quiet as possible but things get worse, if I threaten to take his games he threatens and has went as far as walking out of the door leaving me to find him. Am I dealing with autism, Adhd, compulsive disorder or just an unruly teenager? I think it is all of them. I was wondering if there is an autism training center that could come in and work with my son. I am desperate at this point and will do anything to help my child to stay on the right track, I worry that he is headed for suicide or prison. I am very concerned for him, he’s happy as long as I cater to him, but when I stand up for what I think is right he rebels and I pay dearly. Please help.

Answer

Parents of High-Functioning Autistic (HFA) and Asperger's (AS) children/teens will face many behavior problems (e.g., aggression and violent behavior, anger, depression, and many other problematic behaviors). Part of the problem stems from (a) the conflict between longings for social contact and (b) an inability to be social in ways that attract friendships and relationships.
 

HFA and AS adolescents possess a unique set of attitudes and behaviors:
  • Adolescents with the disorder tend to be physically and socially awkward, which makes them a frequent target of school bullies. Low self-esteem caused by being rejected and outcast by peers often makes these adolescents even more susceptible to “acting-out” behaviors at home and school.
  • These teenagers rely on routine to provide a sense of control and predictability in their lives. Another characteristic of the disorder is the development of special interests that are unusual in focus or intensity. These young people may become so obsessed with their particular areas of interest that they get upset and angry when something or someone interrupts their schedule or activity.
  • Adolescents on the autism spectrum often suffer from “mindblindness,” which means they have difficulty understanding the emotions others are trying to convey through facial expressions and body language. The problem isn’t that adolescents with Aspergers can’t feel emotion, but that they have trouble expressing their own emotions and understanding the feelings of others. “Mindblindness” often give parents the impression that their HFA or AS teen is insensitive, selfish and uncaring.
  • They can be extremely sensitive to loud noise, strong smells and bright lights. This can be a challenge in relationships as adolescents on the spectrum may be limited in where they can go on, how well they can tolerate the environment, and how receptive they are to instruction from parents and teachers.
  • Social conventions are a confusing maze for adolescents with the disorder. They can be disarmingly concise and to the point, and may take jokes and exaggerations literally. Because they struggle to interpret figures of speech and tones of voice that “neuro-typicals” naturally pick up on, they may have difficulty engaging in a two-way conversation. As a result, they may end up fixating on their own interests and ignoring the interests and opinions of others.

Focus on prevention and on helping your son to develop communication skills and develop a healthy self-esteem. These things can create the ability to develop relationships and friendships, lessening the chances of having issues with anger.

Anger is often prevalent in HFA and AS when rituals can't get accomplished or when the teen's need for order or symmetry can't be met. Frustration (over little things that usually don't bother others) can lead to anger and sometimes violent outbursts. This kind of anger is best handled through cognitive-behavioral therapy that focuses on maintaining control in spite of the frustration of not having their needs met.

Rest assured, communication skills and friendship skills can be taught to teens (and even adults) on the spectrum, which can eliminate some of the social isolation they feel. This can avert or reverse many anger control issues.


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

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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.

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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…

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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."

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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.

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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.

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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.

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PARENTS'  COMMENTS:

*   Anonymous said... I'd like to say to you this. My son has Aspergers/Oppositional Defiant Disorder. He too present with anger, negativity and outbursts with authority figures. One thing I learned early on, NEVER walk on broken glass waiting to get cut! Never let things go with ease to avaoid a melt down. Set clear limits he understands with clear consequences he also understands. Get your child the help hhe needs NOW before it's too late with the laws in your State. Many parents of Spectrum children do not understand the Laws that protect the child and hinder the parents. As with my son, at the age of 14 in our State children have the RIGHT to not participate in therapy of any sort including Mental Health Services. If and when your child is made aware of the Laws you should be prepared as we were not as we did not even know the Law existed. My son is as I've said now 17. He is reminded daily that no matter what his diagnosis are, he is bound by the same laws as the rest of the world. Dealing with anger outbursts are horrifying to say the least. It takes a toll on your entire family dynamics. Having a younger child watch this behavior will lead them to issues with outbursts as well. I also have a 7 yr old who learns from his brothers behavior. We do the same, set limits, make rules and make consequences clearly understood and FOLLOW THROUGH! NEVER let your guilt for the diagnosis to interfere with following through! This will by far be your biggest mistake. For yourself, establish a support system, keep time for yourself, try to stay positive at all times and again use your support system. If and when violence erupts, call the police to intervene and make sure they are aware of the diagnosis before they arrive for it can cause a bigger problem as well as a negative outcome all around.
 
•    Anonymous said… Communication is hard and understanding is wanted. Those that act out are in pain themselves..
 
•    Anonymous said… I have been dealing with this for 16 years. Therapy is a on going process. If the behavior is out of control. I would suggest a inpatient treatment facility. This will allow for continued therapy and behavior modification. Trust me.. I know this well. You are not along.
 
•    Anonymous said… I know this comment may sound soft and shallow, but believe me, as a single parent of an autistic/Asperger's son prone to violent outbursts just like the rest of you, all I can offer is for you the parent to take care of yourself. For me it was Transcendental Meditation. It calms me like nothing else and for some bizarre reason it calms my son, even though he's not the one meditating. I'm not affiliated and not trying to pitch them, but you need to do something CALMING for yourself. Every child is different and requires a unique strategy to cope, and so does every parent. Bless everyone here and let's try to keep our heads and hearts clear.
 
•    Anonymous said… Well i give my son 1 for being good and its been working i got him on ssi and he had outbursts 3 times before i decided this and i took one day at a time and for 5 days my son been good no outbursts and i give him options too like if he cant do something for a example my son he wanted to go yesterday to dollar General i said play on ur phone or color or drawl or eat popsicle something to distract him from what he wants til u can do it when ur ready . Take 1day at a time and be calm with him at all times i just started this 2 months ago and im handling it pretty well and he has asperger's and odd so i understand
 
•    Anonymous said… Wow! My son is 15 and this is my life right now, although luckily without the physical aggression. I have to admit it is nice to know I'm not the only one dealing with these severe behavior issues!
 
•    Anonymous said… your beautiful boy sounds like my 8yr old grand son , but these kids live in a completely different world to ours they like to do what they do eat what they eat and if left alone they survive just as well as if we never said a word the more we tell them and yell the worse they get .I have seen the outbursts and man its scary .
 
*     Anonymous said... Not enough focus on reaching out to others on the spectrum, other teens getting together. Organized by the supports already in place to have purposed get togethers for the teens. They just don't cut it , in high school. Highschool is a dead bully zone. Kids there are mean mean mean, if anyone is a bit 'off' they can make their life miserable, too miserable. I would not have my kid enter high school at all, and focus on get togethers with other aspergers kids, and just do it that way, engaging them in activities in the community.

*     Anonymous said...I really dont know what to do my 12 year old shouts at me and says the most horrible things most days and calls me and her sister names im a single mum of 3 and finding it hard to cope ive asked for help since she was 4 and no one does anything she has no therapy and we have no help at all just me because while at school etc she wants to be the same as everyone else she tells them shes fine and the works ok but what she does is bottle all her anxieties frustrations things that havent gone as shes wanted all day etc and lets rip at me when she gest home if something isnt how she wants or she cant have what she wants or things dont go as she expects she has meltdowns that can last hours ive said i will speak to school to see if there is anything they can do to help us she said if i speak to school or anyone else about her shes going to tell them i hit and hurt her i dont do either but do have to hold her when in meltdown to prevent her hurting herself me or someone else or damaging property until shes in either a safer place or calms down i have had a dislocated shoulder a torn rotary cuff in my shoulder which needed surgery to repair and still has limited movement shes broken 3 of my toes and i often end up bruised and sore muscles i have health conditions that mean the above and stress makes me really poorly she knows this but in meltdown does not care at all i do not hit h.  Id stayed out on sat nt my mum had her for the night so i could have a day/nt off her nanna treated her to sweets her favourote programme then on the way home took her clothes shopping she had a good time id been home 10 min and she'd reduced me to tears with shouting at me and calling me names and i got up this morning to the same today i really dont know what to do im so tired and drain from it all ���� im worried about what her future will be

Please post your comment below…

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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.

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