My Aspergers Child: Help for Parents with Antisocial Children/Teens
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Antisocial Behavior in Aspergers Teens
My Aspergers Child: Help for Parents with Antisocial Children/Teens
Help for Depressed Teens on the Autism Spectrum

Likewise, because of their impairment in non-verbal expression, they may not appear to be depressed. This can mean that it is not until depression is well developed that it is recognized (e.g., in the form of aggression, alcoholism/drug abuse, increased obsessional behavior, paranoia, refusal to go to school/work/college, refusal to leave home, threatened/attempted/actual suicide, and total withdrawal).
In addition, teens with AS or HFA leaving home and going to college frequently report feelings of depression. As one young man said, "I had to deal with anger, frustration, and depression that I had been keeping inside since high school."
Depression in these young people is often related to a growing awareness of their disorder, a sense of being different from their friends, and an inability to form relationships or take part in social activities successfully. Personal accounts by AS and HFA teens frequently refer to attempts to make friends, but with little success. One teen stated, "I just did not know the rules of what you were and were not supposed to do."
Some of these “special needs” teenagers have even been accused of harassment in their attempts to socialize, which only adds to their depression and anxiety. Rodney, a 19-year-old with AS had this to say: "I did not know how to approach girls and ask them to go out with me. I would just walk up and talk to them, whether they wanted to talk to me or not. Some accused me of harassment, but I thought that was the way everybody did it." The difficulties AS and HFA teens have with personal space can compound this sort of problem (e.g., they may stand too close or too far from the person they are talking to).
==> Discipline for Defiant Aspergers and High-Functioning Autistic Teens
Negative childhood experiences (e.g., peer-rejection, teasing, bullying, etc.) can also result in depression, as can a history of misdiagnosis. Another possibility is that the teenager is biologically predisposed to depression.
The depression in teens on the autism spectrum resembles that of teens without the disorder, although the content may be different. For instance, it may show itself through the AS or HFA teen’s particular preoccupations and obsessions.
If parents believe their autistic teen is suffering from depression, an attempt should be made to assess his or her mental state. Symptoms to look for would include:
- aggression
- agitation
- changes in appetite (e.g., decreased appetite, weight loss, increased cravings for food, weight gain)
- crying
- disruptive or risky behavior
- exaggerated self-blame or self-criticism
- extreme sensitivity to rejection or failure
- feelings of sadness
- feelings of worthlessness
- fixation on past failures
- frequent absences from school
- frequent complaints of unexplained body aches and headaches
- frequent thoughts of death, dying or suicide
- frequent visits to the school nurse
- guilt
- increased time spent with special interests to the point of addiction (e.g., spending most of the day playing video games)
- increased/decreased activity
- insomnia or sleeping too much
- irritability, frustration or feelings of anger, even over small matters
- isolation
- loss of interest in, or conflict with, family and friends
- loss of interest or pleasure in normal activities
- neglected appearance (e.g., mismatched clothes and unkempt hair)
- ongoing sense that life and the future are grim and bleak
- poor school performance
- restlessness (e.g., pacing, hand-wringing, an inability to sit still)
- self-harm (e.g., cutting, burning, or excessive piercing or tattooing)
- slowed thinking, speaking or body movements
- the need for excessive reassurance
- tiredness and loss of energy
- trouble thinking, concentrating, making decisions and remembering things
- use of alcohol or drugs
- worsening of autistic traits (e.g., increased proportion of echolalia, the reappearance of stimming, etc.)
You are your adolescent's best advocate. Here are some important tips parents can use that may help lessen the symptoms of depression in their autistic teens:
==> Discipline for Defiant Aspergers and High-Functioning Autistic Teens
Side effects should also be monitored and effort made to ensure that the advantages of treatment outweigh the disadvantages. Also, it is important to identify the cause of the depression, which may necessitate counseling, social skills training, or meeting up with peers with similar interests and values.
==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder
==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance
==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder
==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook
==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book
==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism
Aspergers Children & Mental Health Issues
==> 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
Understanding Theory of Mind Deficits in Children with Autism Spectrum Disorder
Theory of mind refers to the ability to understand that other people have thoughts, beliefs, desires, and intentions that are different from one's own. This cognitive skill is crucial for effective social interaction, as it helps individuals predict and interpret the behavior of others. Typically developing children begin to exhibit signs of theory of mind around the age of 2 to 4 years, demonstrating an understanding that others can have different perspectives.
For many children with ASD, developing a robust theory of mind is particularly challenging. This deficit can manifest in various ways:
1. **Difficulty understanding others' perspectives**: Individuals may struggle to comprehend how others think or feel, often leading to misunderstandings in social situations.
2. **Challenges in recognizing emotions in others**: They might have trouble identifying emotional expressions, such as distinguishing between happiness and sadness or recognizing subtle changes in facial expressions.
3. **Trouble predicting others' thoughts or intentions**: Predicting how someone will react or what they are likely thinking becomes challenging, which can hinder effective communication and interaction.
4. **Impairments in empathy or compassion**: A lack of ability to empathize can result in difficulty connecting with others’ emotional states, making it hard to form deep, caring relationships.
5. **Limited ability to engage in reciprocal conversation**: They may find it challenging to engage in back-and-forth dialogue, often dominating conversations or failing to respond appropriately to others.
6. **Difficulty interpreting social cues and body language**: Non-verbal signs, such as gestures, posture, and eye contact, may go unnoticed, leading to awkward or inappropriate social exchanges.
7. **Trouble understanding sarcasm or humor**: Individuals may take statements literally, struggling to understand when someone is joking or using irony, leading to further social misunderstandings.
8. **Challenges in maintaining friendships or social relationships**: The inability to navigate social norms can result in difficulties in forming and sustaining meaningful social bonds with peers.
9. **Impaired ability to follow social norms or rules**: They may overlook basic social guidelines, such as personal space or appropriate topics for discussion, which can result in uncomfortable encounters.
10. **Limited insight into one's own emotions or behaviors**: Self-awareness may be compromised, making it difficult for them to reflect on their own feelings or the impact of their actions on others.
11. **Difficulty with imaginative play or storytelling**: Engaging in pretend play or crafting narratives may present challenges, as they might struggle to envision scenarios or understand different roles.
12. **Challenges in understanding the concept of false beliefs**: They may have a hard time grasping the idea that others can hold beliefs that differ from reality, which is vital for comprehending many social situations.
13. **Trouble distinguishing between reality and fantasy**: Individuals may find it difficult to understand the difference between what is real and what is imagined, affecting their grasp of social contexts.
14. **Limited understanding of social hierarchies or roles**: They might struggle to navigate structured social environments, such as recognizing authority figures or understanding their own place in a group.
15. **Impairments in recognizing social dynamics in groups**: Observing and interpreting group interactions could be challenging, leading to misinterpretation of social relationships.
16. **Difficulty adapting behavior in different social contexts**: They may not be able to adjust their style of communication or behavior based on the situation, which can lead to inappropriate responses.
17. **Limited ability to infer deeper meanings in social interactions**: Subtext and indirect communication, often critical in social exchanges, may not be understood or appreciated.
18. **Trouble with turn-taking in conversations**: They might have difficulty waiting for their turn to speak, leading to interruptions and frustration among peers.
19. **Impaired ability to share experiences or thoughts**: Expressing feelings or thoughts about personal experiences may be challenging, hindering connections with others.
20. **Challenges in emotional regulation in social settings**: They may have trouble managing emotions in social contexts, such as becoming overly anxious or frustrated.
21. **Difficulty understanding the consequences of one's actions on others**: They might act without considering how their behaviors affect those around them, leading to unintentional harm or discomfort.
22. **Limited ability to ask for help or support from others**: They may struggle to reach out when they need assistance, leading them to manage challenges alone instead of leveraging social support.
23. **Impairments in developing theories about others' mental states**: Individuals may not be able to construct hypotheses about what others know, believe, or desire, making social navigation difficult.
24. **Trouble with conflict resolution and negotiation**: They may not understand how to effectively address disagreements, which can escalate tensions in relationships.
25. **Difficulty in forming and maintaining close relationships**: The combination of these deficits can impede the ability to establish trust and intimacy, resulting in shallow or broken connections.
Now, here are some of the positive aspects of Theory of Mind deficits:
1. **Unique Perspectives**: Individuals with theory of mind deficits may have a different way of perceiving the world, leading to alternative insights that can contribute to diverse viewpoints and problem-solving approaches.
2. **Literal Interpretation**: Taking language and behaviors at face value can lead to clear and honest communication, reducing the potential for misunderstandings that often arise from implied meanings.
3. **Creative Thinking**: A different cognitive style can foster creativity, allowing individuals to think outside conventional frameworks and generate innovative ideas.
4. **Focus on Details**: Without the distraction of social nuances, individuals may excel in tasks requiring attention to detail, enabling them to notice patterns and focus on facts.
5. **Directness**: Social interactions may be more straightforward and less fraught with ambiguity, facilitating honest and transparent exchanges.
6. **Reduced Social Pressure**: With a different understanding of social dynamics, individuals may experience less anxiety in social situations, focusing on their interests and strengths rather than conforming to social norms.
7. **Consistency in Thought**: A lack of preconceptions about how others may react allows for a more consistent and clear thought process, which can be beneficial in various contexts.
8. **Genuine Relationships**: Interactions might be based on authenticity rather than social expectations, leading to more sincere and meaningful connections.
9. **Valuable Contributions**: Unique perspectives can offer valuable contributions to group dynamics, providing alternative solutions and fostering inclusive discussions.
10. **Fostering Empathy in Other Ways**: While traditional empathy may be challenging, individuals can express compassion and kindness through actions rather than through social cues, which can be equally powerful.
11. **Innovation and Problem-Solving**: Different ways of viewing situations can lead to innovative solutions and approaches that others might overlook, driving progress and change.
12. **Focus on Interests and Passions**: Individuals might pursue their interests without being sidetracked by social expectations, leading to deeper expertise and fulfillment.
13. **Resilience and Independence**: Navigating the world differently can cultivate resilience and self-sufficiency, as individuals learn to rely on their strengths and abilities.
14. **Awareness of Limitations**: A different perspective may lead to greater self-awareness regarding one's communication styles, fostering personal growth and understanding.
15. **Encouragement of Acceptance**: Highlighting the value of diverse ways of thinking can promote acceptance and understanding within society, encouraging a culture of inclusivity.
While children with ASD may experience theory of mind deficits, there are many strategies that parents, educators, and therapists can employ to support their development:
- **Modeling Emotions**: Regularly expressing emotions and discussing feelings can help children with ASD learn to recognize and interpret emotional cues in themselves and others.
- **Engaging in Role-Playing**: Activities that involve pretending or role-playing can be beneficial. Encouraging your child to act out different scenarios can foster empathy and understanding of others' perspectives.
- **Reading Social Stories**: Reading books that explain social situations and characters’ thoughts and feelings can help children practice theory of mind skills in a safe and structured way.
- **Encouraging Peer Interaction**: Facilitating playdates or group activities can provide opportunities for children to practice social skills and improve their understanding of others.
- **Therapeutic Interventions**: Professional support from speech therapists, occupational therapists, and psychologists can provide targeted strategies to enhance theory of mind and overall social skills.
While it is common for children with Autism Spectrum Disorder to experience theory of mind deficits, there is hope for growth and development. With the right support and interventions, children can learn to navigate social situations more effectively, fostering deeper connections with their peers and family. By understanding and addressing these challenges, parents and caregivers can play a vital role in their child's journey toward improved social understanding and interaction.
Summary of the deficits:
1. Difficulty understanding others' perspectives
2. Challenges in recognizing emotions in others
3. Trouble predicting others' thoughts or intentions
4. Impairments in empathy or compassion
5. Limited ability to engage in reciprocal conversation
6. Difficulty interpreting social cues and body language
7. Trouble understanding sarcasm or humor
8. Challenges in maintaining friendships or social relationships
9. Impaired ability to follow social norms or rules
10. Limited insight into one's own emotions or behaviors
11. Difficulty with imaginative play or storytelling
12. Challenges in understanding the concept of false beliefs
13. Trouble distinguishing between reality and fantasy
14. Limited understanding of social hierarchies or roles
15. Impairments in recognizing social dynamics in groups
16. Difficulty adapting behavior in different social contexts
17. Limited ability to infer deeper meanings in social interactions
18. Trouble with turn-taking in conversations
19. Impaired ability to share experiences or thoughts
20. Challenges in emotional regulation in social settings
21. Difficulty understanding the consequences of one's actions on others
22. Limited ability to ask for help or support from others
23. Impairments in developing theories about others' mental states
24. Trouble with conflict resolution and negotiation
25. Difficulty in forming and maintaining close relationships.
==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder
==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance
==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder
==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook
==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book
==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism
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Affective Education for Children and Teens on the Autism Spectrum
Typical kids are able to use various strategies to self-regulate as they develop and mature. They begin learning at a young age to control certain negative feelings when in the presence of grown-ups, but not to control them as much around friends. By about age 4, they begin to learn how to alter how they express feelings to suit what they feel others expect them to express.
==> 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
==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism
==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance
==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism
==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook
==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
COMMENTS:
• Anonymous said… I needed this today. My so. Had an "emotional flooding" moment and let me know that kids walk away from him or ignore him completely when he tries to talk to them. How do i get services for social and cognitive behavior help at age 14?
• Anonymous said… I wish we could have found people that actually knew how to do this. My daughter is now 22 and things have not gotten any easier. We put her in 3 different places when she was younger and none of them helped at least not long term.
• Anonymous said… I would like to know if anyone here has a HFA adult age now that cusses them out constantly and nothing at all is ever their fault.
• Anonymous said… My daughter is 18 and heading to college in the fall. I've always wanted her to be able to get this kind of help. I've tried in my own way, but it's hard. So nervous to let her go. Don't give up smile emoticon
• Anonymous said… Once my son got to high school...he became more discerning of people's motives. After a while he could care less what anyone said or thought about him (negatively ). He had a few friends in Anime Club and pretty much ignored the bullies.
• Anonymous said… So very true!! It breaks my heart every time our son THINKS a kid is either making fun of him, when he or she is not and it's just "typical kid banter". Or like recently, when a boy at his middle school was taking GREAT advantage of him because he knew how desperately our son wanted friends. He just didn't see the insincere behavior and thought it was what friendship is supposed to be. Just killed me when he figured it out after we talked to him about the "bad thing" that happened. frown emoticon But there is a bright spot to this. It can be taught and learned, understanding certain social cues and how to watch for them. He's getting there. It's just that, for so many others, this sort of thing is instinctive. For our kiddos, we have to help them, point things out, role play, help them learn it. Merry Christmas everyone!!!
• Anonymous said… That's is all we all can do with a child with Aspergers is try in our own way. What worked yesterday may not work today so we just keep trying. smile emoticon
• Anonymous said… This is exactly my son too
• Anonymous said… You are not alone, my son is 11. Place after place he went and all they would do is CBT. Now we live where there is an Autism center and he's too old, their age cut off is 8.
• Anonymous said…. It's hard when you just want to make everything ok. Milan is not on the spectrum but he struggles socially and it's so hard to watch or answer why his five year old brother has so many friends and party invites
Please post your comment below…
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