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Antisocial Behavior in Aspergers Teens

Antisocial behavior is characterized by diagnostic features such as superficial charm, high intelligence, poor judgment and failure to learn from experience, pathological egocentricity and incapacity for love, lack of remorse or shame, impulsivity, grandiose sense of self-worth, pathological lying, manipulative behavior, poor self-control, promiscuous sexual behavior, juvenile delinquency, and criminal versatility among others. As a consequence of these criteria the antisocial individual has the image of a cold, heartless, inhuman being. But do all antisocial individuals show a complete lack of normal emotional capacities and empathy? Like healthy people, many antisocial individuals love their parents and pets in their own way, but have difficulty loving and trusting the rest of the world. Furthermore, antisocial individuals do suffer emotionally as a consequence of separation, divorce, death of a beloved person or dissatisfaction with their own deviant behavior.

Antisocial individuals can suffer emotional pain for a variety of reasons. Like anyone else, antisocial individuals have a deep wish to be loved and cared for. This desire remains frequently unfulfilled, however, as it is obviously not easy for another person to get close to someone with such repellent personality characteristics. Antisocial individuals are at least periodically aware of the effects of their behavior on others and can be genuinely saddened by their inability to control it. The lives of most antisocial individuals are devoid of a stable social network or warm, close bonds.

The life histories of antisocial individuals are often characterized by a chaotic family life, lack of parental attention and guidance, parental substance abuse and antisocial behavior, poor relationships, divorce, and adverse neighborhoods. They may feel that they are prisoners of their own etiological determination and believe that they had, in comparison with normal people, fewer opportunities or advantages in life.

Despite their outward arrogance, inside antisocial individuals feel inferior to others and know they are stigmatized by their own behavior. Although some antisocial individuals are superficially adapted to their environment and are even popular, they feel they must carefully hide their true nature because it will not be accepted by others. This leaves antisocial individuals with a difficult choice: adapt and participate in an empty, unreal life, or do not adapt and live a lonely life isolated from the social community. They see the love and friendship others share and feel dejected knowing they will never take part in it.

Antisocial individuals are known for needing excessive stimulation, but most foolhardy adventures only end in disillusionment due to conflicts with others and unrealistic expectations. Furthermore, many antisocial individuals are disheartened by their inability to control their sensation-seeking and are repeatedly confronted with their weaknesses. Although they may attempt to change, low fear response and associated inability to learn from experiences lead to repeated negative, frustrating and depressing confrontations, including trouble with the justice system.

As antisocial individuals age they are not able to continue their energy-consuming lifestyle and become burned-out and depressed, while they look back on their restless life full of interpersonal discontentment. Their health deteriorates as the effects of their recklessness accumulate.

Social isolation, loneliness and associated emotional pain in antisocial individuals may precede violent criminal acts. They believe that the whole world is against them, eventually becoming convinced that they deserve special privileges or rights to satisfy their desires. As antisocial serial killers Jeffrey Dahmer and Dennis Nilson expressed, violent psychopaths ultimately reach a point of no return, where they feel they have cut through the last thin connection with the normal world. Subsequently their sadness and suffering increase, and their crimes become more and more bizarre.

Dahmer and Nilsen have stated that they killed simply for company. Both men had no friends and their only social contacts were occasional encounters in homosexual bars. Nilsen watched television and talked for hours with the dead bodies of his victims; Dahmer consumed parts of his victims' bodies in order to become one with them: he believed that in this way his victims lived further in his body.

For the rest of us it is unimaginable that these men were so lonely -- yet they describe their loneliness and social failures as unbearably painful. They each created their own sadistic universe to avenge their experiences of rejection, abuse, humiliation, neglect and emotional suffering.

Dahmer and Nilsen claimed that they did not enjoy the killing act itself. Dahmer tried to make zombies of his victims by injecting acid into their brains after he had numbed them with sleeping pills. He wanted complete control over his victims, but when that failed, he killed them. Nilsen felt much more comfortable with dead bodies than with living people -- the dead ones could not leave him. He wrote poems and spoke tender words to the dead bodies, using them as long as possible for company. In other violent antisocial individuals, a relationship has been found between the intensity of sadness and loneliness and the degree of violence, recklessness and impulsivity.

Violent antisocial individuals are at high risk for targeting their aggression toward themselves as much as toward others. A considerable number of antisocial individuals die a violent death a relatively short time after discharge from forensic psychiatric treatment due to their own behavior (for instance as a consequence of risky driving or involvement in dangerous situations). Antisocial individuals may feel that all life is worthless, including their own.

Treatment Developments—

In the last decade, neurobiological explanations have become available for many of the traits of antisocial behavior. For example, impulsivity, recklessness/irresponsibility, hostility and aggressiveness may be determined by abnormal levels of neurochemicals including monoamine oxidase (MAO), serotonin (5-HT) and 5-hydroxyindoleacetic acid (5-HIAA), triiodothyronine (T3), free-thyroxine (T4), testosterone, cortisol, adrenocorticotropic hormone (ACTH), and hormones of the hypothalamic-pituitary-adrenal and hypothalamic-pituitary-gonadal axes. Other features like sensation-seeking and an incapacity to learn from experiences might be linked to cortical underarousal. Sensation-seeking could also be related to low levels of MAO and cortisol and high concentrations of gonadal hormones, as well as reduced prefrontal grey matter volume. Many antisocial individuals can thus be considered, at least to some degree, victims of neurobiologically determined behavioral abnormalities that, in turn, create a fixed gulf between them and the rest of the world.

It may be possible to diminish traits like sensation-seeking, impulsivity, aggression and related emotional pain with the help of psychotherapeutic, psychopharmacological and/or neurofeedback treatment.

Long-term psychotherapeutic treatment (at least five years) seems effective in some categories of antisocial individuals, in so far as antisocial personality traits may diminish.

Psychotherapeutic treatment alone may be insufficient to improve symptoms. Psycho-pharmacological treatment methods may help normalize neurobiological functions and related behavior/personality traits. Lithium is impressive in treating antisocial, aggressive and assaultive behavior. Hollander (1999) found that mood stabilizers such as divalproex (Depakote), selective serotonin reuptake inhibitors, monoamine oxidase inhibitors (MAOIs) and neuroleptics have documented efficacy in treating aggression and affective instability in impulsive patients. To date there have been no controlled studies of the psychopharmacological treatment of other core features of antisocial behavior.

Cortical underarousal and low autonomic activity-reactivity can be substantially reduced with the help of adaptive neurofeedback techniques.

Conclusions--

It is extremely important to recognize hidden suffering, loneliness and lack of self-esteem as risk factors for violent, criminal behavior in antisocial individuals. Studying the statements of violent criminal antisocial individuals sheds light on their striking and specific vulnerability and emotional pain. More experimental psychopharmacological, neurofeedback and combined psychotherapeutic research is needed to prevent and treat antisocial behavior.

My Aspergers Child: Help for Parents with Antisocial Children/Teens

Help for Depressed Teens on the Autism Spectrum

"The older my teenage son gets, the more depressed he seems to be. I think something may be going on at school that he is hiding from us (perhaps not getting the acceptance from his 'friends' that he wants to like him - IDK). Any suggestions? Anyone else have a teen with ASD who seems depressed 24/7?"

Teens with Asperger’s (AS) and High-Functioning Autism (HFA) are particularly vulnerable to mental health problems (e.g., depression, anxiety). One study found that 65% of their sample of patients with AS presented with symptoms of a psychiatric disorder. However, the inability of AS and HFA teens to communicate feelings of distress can also mean that it is often very difficult to diagnose depression.

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.)

It can be difficult to tell the difference between depression and the normal ups-and-downs that are just part of adolescence. Talk with your teenager. Try to determine whether he or she seems capable of managing uncomfortable emotions, or if life seems overwhelming. If depression symptoms continue or begin to interfere in his or her daily functioning, talk to a mental health professional trained to work with autistic teens. Your family physician is a good place to start, or your child’s school may recommend someone.





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:

1. AS and HFA adolescents may be reluctant to seek support when life seems overwhelming. Encourage your teen to talk to a family member or other trusted adult whenever needed.

2. As long as your teen’s “special interest” (e.g., playing video games) doesn’t interfere with his normal day-to-day functioning (e.g., doing homework, completing chores, taking care of personal hygiene, having a modicum of a social life, etc.), allow him full access to this particular interest. It is most likely a great depression and anxiety reducer.

3. Create an environment where your teen can share concerns while you listen.

4. Do your part to make sure your adolescent eats regular, healthy meals.

5. Education about depression can empower your adolescent and motivate her to stick to a treatment plan.

==> Discipline for Defiant Aspergers and High-Functioning Autistic Teens

6. Encourage your adolescent to carefully choose obligations and commitments, and set reasonable goals. Let him know that it's OK to do less when he feels down.

7. Even if your adolescent is feeling well, make sure she continues to take medications as prescribed.

8. Even light physical activity can help reduce depression symptoms.

9. Help your adolescent plan activities by making lists or using a planner to stay organized.

10. It can benefit you and other family members to learn about your adolescent's depression and understand that it's a treatable condition.

11. Journaling may help improve mood by allowing your adolescent to express and work through pain, anger, fear or other emotions.

12. Make sure your adolescent attends appointments, even if she doesn't feel like going.

13. Many AS and HFA adolescents judge themselves when they aren't able to live up to unrealistic standards (e.g., academically, in athletics, or in appearance). Let your teen know that it's OK not to be perfect.

14. Participation in sports, school activities, or a job can help keep your adolescent focused on positive things, rather than negative feelings or behaviors.

15. Positive relationships can help boost your adolescent's confidence and stay connected with others. Encourage him to avoid relationships with peers whose attitudes or behaviors could make depression worse.

16. Sleeping well is important for all adolescents, especially those with depression. If your adolescent is having trouble sleeping, ask your physician for advice.

17. Talk to your adolescent about the changes you're observing and emphasize your unconditional support.

18. Talking with other AS or HFA adolescents facing similar challenges can help your adolescent cope. Local support groups for depression are available in many communities. Also, support groups for teens with autism spectrum disorders and depression are offered online.

19. Work with your adolescent's therapist to learn what might trigger depression symptoms. Make a plan so that you and your adolescent know what to do if symptoms get worse. Also, ask family members or friends to help watch for warning signs.

20. Your adolescent may feel like alcohol or drugs lessen depression symptoms, but in the long run, they worsen symptoms and make depression harder to treat.

If all efforts to reduce your AS or HFA teen’s depression fail to produce effective results, medication may be a good last resort. However, they do not make an impact on the primary social impairments that underlie autism spectrum disorders. As with any treatment for depression, adjustments may have to be made to find the appropriate drug and dosage for that particular teenager.

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.


Aspergers Children & Mental Health Issues

Individuals with autism or Aspergers are particularly vulnerable to mental health problems such as anxiety and depression, especially in late adolescence and early adult life (Tantam & Prestwood, 1999). Ghaziuddin et al (1998) found that 65 per cent of their sample of patients with Aspergers presented with symptoms of psychiatric disorder. However, as mentioned by Howlin (1997), "the inability of individuals with autism to communicate feelings of disturbance, anxiety or distress can also mean that it is often very difficult to diagnose depressive or anxiety states, particularly for clinicians who have little knowledge or understanding of developmental disorders". Similarly, because of their impairment in non-verbal expression, they may not appear to be depressed (Tantam, 1991).This can mean that it is not until the illness is well developed that it is recognized, with possible consequences such as total withdrawal; increased obsessional behavior; refusal to leave the home, go to work or college etc.; and threatened, attempted or actual suicide. Aggression, paranoia or alcoholism may also occur.

In treating mental illness in the patient with autism or Aspergers, it is important that the psychiatrist or other health professional has knowledge of the individual with autism being assessed. As Howlin (1997) says, "It is crucial that the physician involved is fully informed about the individuals usual style of communication, both verbal and non-verbal". In particular it is recommended, if possible, that they speak to the parents or care-givers to ensure that the information received is reliable, e.g., any recent changes from the normal pattern of behavior, whilst at the same time respecting the right of the person with autism to be treated as an individual. Wing (1996) asserts that psychiatrists should be aware of autistic spectrum disorders as they appear in adolescents and adults, especially those who are more able, if diagnostic errors are to be avoided. Attwood (1998) also stresses the importance of the psychiatrist being knowledgeable in Aspergers. Tantam and Prestwood (1999), however, state that treatments for anxiety and depression that are also effective for individuals without autism are effective for individuals with autism. They go on to say that practitioners and psychiatrists with no special knowledge of autism or Aspergers can be of considerable assistance in treating these conditions. Typically, however, it is of great advantage if the psychiatrist has experience of autism/Aspergers.

This post will concentrate on mental health in individuals with high-functioning autism or Aspergers although references will be made to autism per se where appropriate. Emphasis will be on depression, anxiety and obsessive compulsive disorder, but it is important to realize that individuals with Aspergers also experience other problems, such as impulsive behavior and mood swings. To date there has been little research in this area but, as Carpenter (2001) has found, these can sometimes be incapacitating. Treatment can include conventional mood stabilizing drugs, but helping the person to improve their self-awareness is also important.

Depression—

Depression is common in individuals with Aspergers with about 1 in 15 individuals with Aspergers experiencing such symptoms (Tantam, 1991). Individuals with Aspergers leaving home and going to college frequently report feelings of depression as demonstrated by the personal accounts that can be found at www.users.dircon.co.uk/~cns/index.html As one young person says, "I also had to deal with anger, frustration, and depression that I had been keeping inside since high school". A study by Kim et al (2000) also found depression to be more common in children aged 10-12 years with high-functioning autism/Aspergers than in the general population of children of the same age.

Depression in individuals with Aspergers may be related to a growing awareness of their disability or a sense of being different from their peer group and/or an inability to form relationships or take part in social activities successfully. Personal accounts by young individuals with Aspergers frequently refer to attempts to make friends but "I just did not know the rules of what you were or were not supposed to do" www.users.dircon.co.uk/~cns/jeanpaul.html Indeed, some individuals have even been accused of harassment in their attempts to socialize, something that can only add to their depression and anxiety; "I also 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 that." www.users.dircon.co.uk/~cns/jeanpaul.html

The difficulties individuals with Aspergers have with personal space can compound this sort of problem. For example, they may stand too close or too far from the person to whom they are speaking.

Other precipitating factors are also seen in many individuals without autism who are depressed and include loneliness, bereavement or other form of loss, sexual frustration, a constant feeling of failure, extreme anxiety levels etc.

Childhood experiences such as bullying or abuse may also result in depression, as can a history of misdiagnosis. Another possibility is that the person is biologically predisposed to depression (Attwood, 1998). However, there are, of course, many other factors that may trigger the depression and this list should not be taken as exhaustive.

Tantam and Prestwood (1999) describe the depression of someone with Aspergers as taking the same form as in individuals without the condition, although the content of the illness may be different. For example, the depression might show itself through an individual’s particular preoccupations and obsessions and care must be taken to ensure that the depression is not diagnosed as schizophrenia or some other psychotic disorder or just put down to autism. It is important to assess the individual’s depression in the context of their autism, i.e. their social disabilities, and any gradual or sudden changes in behavior, sleep patterns, anger or withdrawal should always be taken seriously.

Symptoms of depression can be psychological (poor concentration/memory, thoughts of death or suicide, tearfulness); physical (slowing down or agitation, tiredness/lack of energy, sleep problems, disturbed appetite (weight loss or gain)); or affects of mood and motivation (e.g., low mood, loss of interest or pleasure, hopelessness, helplessness, worthlessness, withdrawal or bizarre beliefs etc.) Individuals with depression can also experience periods of mania.

Lainhart and Folstein (1994) cite three approaches that need to be made in diagnosing depression in a person with autism. The first concerns a deterioration in cognition, language, behavior or activity. The complaint is rarely couched in terms of mood. Secondly, it is important to take the patients history to establish their baseline, patterns of activity and interests. It is this pattern with which the presenting patterns can be compared. Thirdly, an attempt should be made to assess the patient’s mental state, both directly and through the parent or care-giver, if present. Examples would include reports of crying, difficulties in separating from their parent/care-giver for an interview, increased/decreased activity, agitation or aggression. There may be evidence of new or increased self-injury or worsening autistic features, such as increased proportion of echolalia or the reappearance of hand-flapping.

Attwood (1998) also refers to the inability that some individuals with Aspergers have in expressing appropriate and subtle emotions. They may, for example, laugh or giggle in circumstances where other individuals would show embarrassment, discomfort, pain or sadness. He stresses that this unusual reaction, for example after a bereavement, does not mean the person is being callous or is mentally ill. They need understanding and tolerance of their idiosyncratic way of expressing their grief.

In treating depression, medications used in general practice may be prescribed (Carpenter, 1999). It is important to realize, however, that such agents do not make an impact on the primary social impairments that underlie autism. See Gringras (2000) for a discussion on the use of psychopharmacological prescribing for children with autism or Santosh and Baird (1999) for a analysis of psycho pharmacotherapy in children and adults with intellectual disability (including autism). As with any treatment for depression, adjustments may have to be made to find the appropriate drug and dosage for that particular person. Side effects should also be monitored and effort made to ensure the benefits of the treatment outweigh the penalties (Carpenter, 1999). It is also important to identify the cause for the depression and this may involve counseling (see below), social skills training, or meeting up with individuals with similar interests and values.

Anxiety—

Anxiety is a common problem in individuals with autism and Aspergers. Grandin (2000) writes that, at puberty, fear was her main emotion. Any change in her school schedule caused intense anxiety and the fear of a panic attack. Anxiety attacks started shortly after her first menstrual period. Muris et al (1998) found that 84.1% of children with pervasive developmental disorder met the full criteria of at least one anxiety disorder (phobia, panic disorder, separation anxiety disorder, avoidant disorder, overanxious disorder, and obsessive compulsive disorder). This does not necessarily go away as the child grows older. Attwood (1998) states that many young adults with Aspergers report intense feelings of anxiety, an anxiety that may reach a level where treatment is required. For some individuals, it is the treatment of their anxiety disorder that leads to a diagnosis of Aspergers.

Individuals with Aspergers are particularly prone to anxiety disorders as a consequence of the social demands made upon them. As Attwood (1998) explains, any social contact can generate anxiety as to how to start, maintain and end the activity and conversation. Changes to daily routine can exacerbate the anxiety, as can certain sensory experiences.

One way of coping with their anxiety levels is for persons with Aspergers to retreat into their particular interest. Their level of preoccupation can be used a measure of their degree of anxiety. The more anxious the person, the more intense the interest (Attwood, 1998). Anxiety can also increase the rigidity in thought processes and insistence upon routines. Thus, the more anxious the person, the greater the expression of Aspergers. When happy and relaxed, it may not be anything like as apparent.

One potentially good way of managing anxiety is to use behavioral techniques. For children, this may involve teachers or parents looking out for recognized symptoms, such as rocking or hand-flapping, as an indication that the child is anxious. Adults and older children can be taught to recognize these symptoms themselves, although some might need prompting. Specific events may also be known to trigger anxiety e.g., a stranger entering the room. When certain events (internal or external) are recognized as a sign of imminent or increasing anxiety, action can be taken for example, relaxation, distraction or physical activity.

The choice of relaxation method depends very much on the individual and many of the relaxation products available commercially can be adapted for use for individuals with autism/Aspergers. Young children may respond to watching their favorite video. Older children and adults may prefer to listen to calming music. There is much music on the market, both from specialist outfits and regular music stores that is written specifically to bring about a feeling of tranquility. It is important the person does not have social demands, however slight, made upon them if they are to benefit. It is also important that they have access to a quiet room. Other techniques include massage (this should be administered carefully to avoid sensory defensiveness), aromatherapy, deep breathing and using positive thoughts. Howlin (1997) suggests the use of photographs, postcards or pictures of a pleasant or familiar scene. These need to be small enough to be carried about and should be laminated in order to protect them. Howlin also stresses the need to practice whichever method of relaxation is chosen at frequent and regular intervals in order for it to be of any practical use when anxieties actually arise.

An alternative option, particularly if the person is very agitated, is to undertake a physical activity (Attwood, 1998). Activities may include using the swing or trampoline, going for a long walk perhaps with the dog, or doing physical chores around the home.

Drug treatment may be effective for anxiety. Individuals may respond to buspirone, propranilol or clonazepam (Santosh and Baird, 1999) although Carpenter (2001) finds St. Johns Wort, benzodiazepines and selective serotonin reuptake inhibitors (SSRI) antidepressants to be more effective. As with all drug treatments it may take time to find the correct drug and dosage for any particular person. Such treatment must only be conducted through a qualified medical practitioner.

Whatever method is chosen to reduce anxiety, it is crucial to identify the cause of the anxiety. This should be done by careful monitoring of the precedents to an increase in anxiety and the source of the anxiety tackled.

Obsessive compulsive disorder—

Obsessive compulsive disorder (OCD) is described as a condition characterized by recurring, obsessive thoughts (obsessions) or compulsive actions (compulsions) (Thomsen, 1999). Thomsen goes on to say that obsessive thoughts are ideas, pictures of thoughts or impulses, which repeatedly enter the mind, whereas compulsive actions and rituals are behaviors which are repeated over and over again.

Baron-Cohen (1989) argues that the stereotypic obsessive action seen in children with autism differs from the child with OCD. As Thomsen (1999) explains, the child with autism does not have the ability to put things into perspective. Although terminology implies that certain behaviors in autism are similar to those seen in OCD, these behaviors fail to meet the definition of either obsessions or compulsions. They are not invasive, undesired or annoying, a prerequisite for a diagnosis of OCD. The reason for this is that individuals with (severe) autism are unable to contemplate or talk about their own mental states. However, OCD does appear often to coincide with Aspergers, although there is very little literature examining the relationship between the two (Thomsen, 1999).

Szatmari et al (1989) studied a group of 24 children. He discovered that 8% of the children with Aspergers and 10% of the children with high-functioning autism were diagnosed with OCD. This compared to 5 per cent of the control group of children without autism but with social problems. Thomsen el at (1994) found that in the children he studied, the OCD continued into adulthood.

Individuals with Aspergers can sometimes respond to conventional behavioral treatment to help reduce the symptoms of OCD. However, as with anyone, this will only be effective if the person wants to stop their obsessions. An alternative is use medication to reduce the anxiety around the obsessions, thus enabling the person to tolerate the frustration of not carrying out their obsession (Carpenter, 2001).

Schizophrenia—

There is no evidence that individuals with autistic conditions are any more likely than anyone else to develop schizophrenia (Wing, 1996).

It is also important to realize that individuals have been diagnosed as having schizophrenia when, in fact, they have Aspergers. This is because their odd behavior or speech pattern, or the persons strange accounts or interpretations of life, are seen as a sign of mental illness, such as schizophrenia. Obsessional thoughts can become quite bizarre during mood swings and these can be seen as evidence of schizophrenia rather than the mood disorder that actually are. However, should someone with Aspergers experience hallucinations or delusions that they find distressing, conventional antipsychotic medications can be prescribed? However, it is recommended that only the newer atypical antipsychotics are used, as individuals with Aspergers often have mild movement disorders (Carpenter, 2001). Cognitive behavior therapy and other psychological management methods may be effective.

Psychological Treatments—

A primary psychological treatment for mood disorders is cognitive behavioral therapy as it is effective in changing the way a person thinks and responds to feelings such as anxiety, sadness and anger, addressing any deficits and distortions in thinking (Attwood, 1999). Hare and Paine (1997) list ways in which the therapy can be adapted for use with individuals with Aspergers: having a clear structure e.g., protocols of turn-taking; adapting the length of sessions therapy might have to be very brief e.g., 10-15 minutes long; the therapy must be non-interpretative; the therapy must not be anxiety provoking as any arousal of emotion during therapy may be very counterproductive; group therapy should not be used. It is also important that the therapist has a working knowledge and understanding of Aspergers in a counseling setting i.e., the difficulty individuals have dealing things emotionally, finding it best to deal with things intellectually. The therapist and client can work towards explicit operational goals, the focus being on concrete and specific symptoms. Attwood (1999) gives a succinct overview of the components of the counseling process. Hare and Paine (1997) stress that such therapy is not a treatment or even an amelioration of the characteristics of Aspergers itself. It merely opens the psychotherapeutic door for individuals with such a diagnosis.

Catatonia—

Catatonia is a complex disorder covering a range of abnormalities of posture, movement, speech and behavior associated with over- as well as under-activity (Rogers, 1992; Bush et al, 1996; Lishman, 1998).

There is increasing research and clinical evidence that some individuals with autism spectrum disorders, including Aspergers, develop a complication characterized by catatonic and Parkinsonian features (Wing and Shah, 2000; Shah and Wing, 2001; Realmuto and August, 1991).

In individuals with autistic spectrum disorders, catatonia is shown by the onset of any of the following features:

a. difficulty in initiating completing and inhibiting actions
b. increased passivity and apparent lack of motivation
c. increased reliance on physical or verbal prompting by others
d. increased slowness affecting movements and/or verbal responses

Other manifestations and associated behaviors include Parkinsonian features including freezing, excitement and agitation, and a marked increase in repetitive and ritualistic behavior.

Behavioral and functional deterioration in adolescence is common among individuals with autistic spectrum disorders (Gillberg and Steffenburg, 1987). When there is deterioration or an onset of new behaviors, it is important to consider the possibility of catatonia as an underlying cause. Early recognition of problems and accurate diagnosis are important as it is easiest to manage and reverse the condition in the early stages. The condition of catatonia is distressing for the individual concerned and likely to exacerbate the difficulties with voluntary movement and cause additional behavioral disturbances.

There is little information on the cause or effective treatment of catatonia. In a study of referrals to Elliot House who had autistic spectrum disorders, it was found that 17% of all those aged 15 and over, when seen, had catatonic and Parkinsonian features of sufficient degree to severely limit their mobility, use of speech and carrying out daily activities. It was more common in those with mild or severe learning disabilities (mental retardation), but did occur in some who were high functioning. The development of catatonia, in some cases, seemed to relate to stresses arising from inappropriate environments and methods of care and management. The majority of the cases had also been on various psychotropic drugs.

There is very little evidence about effective treatment and management of catatonia. No medical treatment was found to help those seen at Elliot House (Wing and Shah, 2000). There are isolated reports of individuals treated with anti-depressive medication and electro-convulsive therapy (ECT) (Realmuto and August, 1991; Zaw et al, 1999).

Given the scarcity of information in the literature and possible adverse side effects of medical treatments, it is important to recognize and diagnose catatonia as early as possible and apply environmental, cognitive and behavioral methods of the management of symptoms and underlying causes. Detailed psychological assessment of the individuals, their environment, lifestyle, circumstances, pattern of deterioration and catatonia are needed to design an individual program of management. General management methods on which to base an individual treatment program are discussed in Shah and Wing (2001).

Conclusion—

Individuals with Aspergers can experience a variety of mental health problems, notably anxiety and depression, but also impulsiveness and mood swings. They may be misdiagnosed as having a psychotic disorder and it is therefore important psychiatrists treating them are knowledgeable about autism and Aspergers. Conventional drug treatment can be used to treat depression, anxiety and other disorders. Behavioral treatments and therapies can also be effective. However, any treatment must be careful tailored to suit an individual and overseen by a qualified practitioner. However, any psychotropic medicine should be used with extreme caution and strictly monitored with individuals with autism due to their susceptibility to movement disorders, including catatonia.


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



References—

• Attwood T. (1998) Aspergers syndrome: a guide for parents and professionals. London: Jessica Kingsley.
• Attwood T. (1999) Modifications to cognitive behaviour therapy to accommodate the unusual cognitive profile of people with Aspergers syndrome. Paper presented at autism99 internet conference ( http://www.autismconnect.org ).
• Baron-Cohen S. (1989 ) Do autistic children have obsessions and compulsions? British Journal of Clinical Psychology, Vol. 28 (99), 193-200.
• Bush G. et al (1996) Catatonia. I. Rating scale and standardising examination. Acta Psychiatrica Scandinavica, Vol. 93 , pp. 129-136
• Carpenter P. (1999) The use of medication to treat mental illness in adults with autism spectrum disorders . Paper presented at autism99 internet conference ( http://autismconnect.org ).
• Ghaziuddin E., Weidmer-Mikhail E. and Ghaziuddin N. (1998) Comorbidity of Asperger syndrome: a preliminary report. Journal of Intellectual Disability Research Vol. 42 (4), pp. 279-283.
• Gillberg C. and Steffenburg S. (1987) Outcome and prognostic factors in infantile autism and similar conditions: a population based study of 46 cases followed through puberty. Journal of Autism and Developmental Disorders, Vol. 17 (2), pp. 273-287.
• Hare D.J. and Paine C. (1997) Developing cognitive behavioural treatments for people with Aspergers syndrome. Clinical Psychology Forum, no. 110, pp. 5-8.
• Howlin P. (1997) Autism: preparing for adulthood. London: Routledge.
• Kim J. et al (2000) The prevalence of anxiety and mood problems amongst children with autism and Asperger syndrome. Autism, Vol. 4(2), pp. 117-132.
• Lainhart J.E. and Folstein S.E. (1994) Affective disorders in people with autism: a review of published cases. Journal of Autism and Developmental Disorders, Vol. 24 (5), pp. 587-601.
• Lishman W. A. (1998) Organic psychiatry: the psychological consequences of cerebral disorder pp. 349-356. Oxford: Blackwell.
• Muris P. et al (1998) Comorbid anxiety symptoms in children with pervasive developmental disorders. Journal of Anxiety Disorders, Vol. 12 (4), pp. 387-393.
• Realmuto G. and August G. (1991) Catatonia in autistic disorder; a sign of comorbidity or variable expressions? Journal of Autism and Developmental Disorders, Vol. 21 (4), pp. 517-528.
• Rogers D. (1992) Motor disorder in psychiatry: t owards a neurological psychiatry. Chichester: Wiley.
• Santosh P.J. and Baird G. (1999) Psychopharmacotherapy in children and adults with intellectual disability . The Lancet, Vol 354 , July 17, pp.233-242.
• Shah A. and Wing L. (2001) Understanding and managing catatonia in autism. A clinical perspective. To be published.
• Szatmari P., Bartoluci G. and Bremner R. (1989) Aspergers syndrome and autism: comparison of early history and outcome . Developmental Medicine and Child Neurology, Vol. 31 , pp. 709-720.
• Tantam D. (1991) Asperger syndrome in adulthood . In U. Frith (ed.) Autism and Asperger Syndrome, pp. 147-183 Cambridge University Press.
• Tantam D. and Prestwood S. (1999) A mind of one's own: a guide to the special difficulties and needs of the more able person with autism or Asperger syndrome.
• Thomsen P.H. (1994) Obsessive-compulsive disorder in children and adolescents. A 6-22 year follow-up study. Clinical descriptions of the course and continuity of obsessive-compulsive symptomatology . European Child and Adolescent Psychiatry, Vol. 3 , pp. 82-86.
• Thomsen P.H. (1999) From thoughts to obsessions: obsessive compulsive disorder in children and adolescents. London: Jessica Kingsley.
• Wing L. (1996) The autistic spectrum: a guide for parents and professionals. London: Constable.
• Wing L. and Shah A. (2000) Catatonia in autistic spectrum disorders. British Journal of Psychiatry, Vol. 176 , pp. 357-362.
• Zaw F. K. et al (1999) Catatonia, autism and ECT . Developmental Medicine and Child Neurology, Vol. 41 , pp. 843-845.

Understanding Theory of Mind Deficits in Children with Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that affects how individuals communicate, interact with others, and perceive the world around them. One significant area where children with ASD often face challenges is in the development of what is known as "theory of mind."

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.


 
 
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.

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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.

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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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Affective Education for Children and Teens on the Autism Spectrum

A major part of emotional development in “typical” (i.e., non-autistic) kids and teens is how they recognize, label, and control the expression of their feelings in ways that generally are consistent with social norms (i.e., emotional control). Self-regulation of feelings includes recognition and description of feelings. Once a youngster can articulate an emotion, the articulation already has a somewhat regulatory effect.

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.



By about age 7 to 11 years, “typical” kids are better able to regulate their feelings and to use a variety of self-regulation skills. They have likely developed expectations concerning the outcome that expressing a particular feeling to others may produce – and have developed a set of behavioral skills to control how they express their feelings. By the teenage years, they adapt these skills to specific social relationships (e.g., they may express negative feelings more often to their mom than to their dad because they assume their dad will react negatively to displays of emotion). “Typical” teens also have heightened sensitivity to how others evaluate them.

Unfortunately, young people on the autism spectrum do not develop emotionally along the same lines and time-frame as “typical” children do. Children with Asperger’s (AS) and High-Functioning Autism (HFA), after all, have a “developmental disorder” – their emotional age is younger than their chronological age. Thus, they must be taught emotion management and social skills. Affective education (i.e., teaching children about emotions) is an effective way to accomplish this goal.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
 
Affective education is a crucial stage in a course of Cognitive Behavioral Therapy (CBT) and an essential component for children and teens with AS and HFA. The main goal is to learn why one has emotions, their use and misuse, and the identification of different levels of expression.

A basic principle is to explore one emotion at a time as a theme for a project. The choice of which emotion to start with is decided by the Cognitive Behavioral therapist, but a useful starting point is happiness or pleasure. A scrapbook can be created that illustrates the emotion. For younger kids, this can include pictures of people expressing the different degrees of happiness or pleasure, but can be extended to pictures of objects and situations that have a personal association with the feeling, (e.g., a photograph of a rare rock for a child with a special interest in rock collecting).

For older teens, the scrapbook can illustrate the pleasures in their life. The content also can include the sensations that may elicit the feeling (e.g., aromas, tastes, textures). The scrapbook can be used as a diary to include compliments, and records of achievement (e.g., certificates and memorabilia). At a later stage in therapy, the scrapbook can be used to change a particular mood, but it also can be used to illustrate different perceptions of a situation.

If therapy is conducted in a group, the scrapbooks can be compared and contrasted. Talking about dinosaurs may be an enjoyable experience for one group member, but perceived as terribly boring for another. Part of affective education is to explain that, although this topic may create a feeling of well-being in the one participant, his attempt to cheer up another person by talking about dinosaurs may not be a successful strategy (perhaps producing a response that he did not expect).

One of the interesting aspects noticed is that group members with AS and HFA tend to achieve enjoyment primarily from knowledge, interests, and solitary pursuits, and less from social experiences, in comparison with “typical” group members. They are often at their happiest when alone.

Affective education includes the clinician describing – and the AS or HFA child discovering – the prominent cues that indicate a particular level of emotional expression in facial expression, tone of voice, body language, and context. The face is described as an information center for emotions. The typical errors that young people on the autism spectrum make include not identifying which cues are relevant or redundant, and misinterpreting cues. The clinician uses a range of games and resources to “spot the message” and explain the multiple meanings (e.g., a furrowed brow can mean anger or bewilderment, or may be a sign of aging skin; a loud voice does not automatically mean that a person is angry).

Once the key elements that indicate a particular emotion have been identified, it is important to use an “instrument” to measure the degree of intensity. The clinician can construct a model “thermometer,” “gauge,” or volume control, and can use a range of activities to define the level of expression. For instance, the clinician can use a selection of pictures of happy faces and place each picture at the appropriate point on the instrument.

During the therapy, it is important to ensure that the AS or HFA child shares the same definition or interpretation of words and gestures and to clarify any semantic confusion. Clinical experience has indicated that some young people on the spectrum can use extreme statements (e.g., “I am going to kill myself”) to express a level of emotion that would be more moderately expressed by a “typical” child or teen. During a program of affective education, the clinician often has to increase the AS or HFA child's vocabulary of emotional expression to ensure precision and accuracy.




The education program includes activities to detect specific degrees of emotion in others – but also in oneself – using internal physiologic cues, cognitive cues, and behavior. Technology can be used to identify internal cues in the form of biofeedback instruments (e.g., auditory EMG and GSR machines). The AS or HFA child – and those who know him well – can create a list of physiologic, cognitive, and behavioral cues that indicate an increase in emotional arousal. The degree of expression can be measured using one of the special instruments used in the program (e.g., the emotion thermometer). One of the aspects of the therapy is to help the child perceive his “early warning signals” that indicate emotional arousal that may need cognitive control.

When a particular emotion and the levels of expression are understood, the next component of affective education is to use the same procedures for a contrasting emotion. For example, after exploring happiness, the next topic explored could be sadness; feeling relaxed could be explored before a project on feeling anxious. The child is encouraged to understand that certain thoughts or emotions are “antidotes” to other feelings (e.g., some activities associated with feeling happy may be used to counteract feeling sad).

Some young people with AS and HFA can have considerable difficulty translating their feelings into conversational words. There can be a greater eloquence, insight, and accuracy using other forms of expression. The clinician can use prose in the form of a “conversation” by typing questions and answers on a computer screen, or by using certain techniques (e.g., comic strip conversations that use figures with speech and thought bubbles). When designing activities to consolidate the new knowledge on emotions, one can use a diary, e-mail, art, or music as a means of emotional expression that provides a greater degree of insight for both the child and clinician.

Other activities to be considered in affective education are the creation of a photograph album that includes pictures of the child and family members expressing particular emotions, or video recordings of the child expressing her feelings in real-life situations. This can be particularly valuable to demonstrate her behavior when expressing anger.

Another activity entitled “Guess the message” can include the presentation of specific cues (e.g., a cough as a warning sign, a raised eyebrow to indicate doubt, etc.). It is also important to incorporate the AS or HFA child's special interest into the program (e.g., a child whose special interest is the weather can express his emotions as a weather report).

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

Emotional Flooding—

The opposite of emotional control is emotional flooding, which is characterized as overwhelming and intense feelings that can't be controlled. During an episode of emotional flooding, the autistic child's rational mind is disconnected, his nervous system is saturated, and his prefrontal cortex ceases to exercise its controlling function. Flooding may turn into panic and fear, fight or flight. It takes a long time to come down from this heightened state, and afterward, the "special needs" youngster is often completely drained to the point of exhaustion.

Here is a 7-step plan that parents can use to deal with emotional flooding in their AS or HFA child:

1. Create signals your AS or HFA youngster can use to let you know he is about to have an episode of emotional flooding. Signals can give these kids a tool to put some space in between the reaction and their response. One 11-year-old boy with AS came up with the word “burning” to use when he felt himself getting ready to spin out-of-control. He would shout “burning, burning, burning.” His sister knew this was the signal to back off, and his mom knew this was the signal to intervene. It worked for him by giving him a few seconds before his emotions took over.

2. When your child is flooding, don’t leave him alone – but don’t try to take away his uncomfortable emotions either. If you have an AS or HFA adolescent, give him some distance until he is ready to talk.  With a younger kid, wait and listen for a shift in the intensity, and then step-in to help soothe. Sometimes you can directly ask if your child needs help to feel better (e.g., “I notice you are really upset. Do you need some help to calm down?”). If your child is not ready, he will let you know. But if he is ready, you will get a nod yes, at which point you can make some moves to soothe. When an AS or HFA youngster is out-of-control emotionally, she needs your help to get her equilibrium back. You can’t problem solve until this has been accomplished. This is true even if the emotional flooding has occurred as a result of some disciplinary measure.

3. Understand the difference between emotional flooding and a child’s drama-driven display that is created to get something. If you have a youngster that you really feel uses emotional flooding strategically to get a particular response out of you, then back off until the intensity dies down, and then offer some assistance (but don’t give in to an unreasonable demand). If your youngster is using flooding manipulatively, and she is not successful in getting the results she is after, she will eventually stop. The goal here is to help your youngster learn to self soothe and problem solve.

4. Help your youngster move from (a) acting out intense emotions to (b) labeling and describing them verbally. Words help to diffuse and give a youngster some tools to begin regulating emotions. The better able your youngster is at describing in detail her emotional state or reactions, the better she can regulate them.

5. Never attempt to suppress negative emotions. No child can help the feelings he has. He can only learn how to best manage them. Getting rid of negative emotions prematurely just sends them underground, where they can gain intensity and explode later during an unrelated event.

6. Try to figure out what the trigger is for your child’s emotional flooding. Sometimes triggers are obvious (e.g., reactions to change of routine). But, sometimes out-of-control behavior is a reaction to something that isn’t so obvious in the current situation.  For example, an AS or HFA youngster who has been repeatedly rejected and/or teased by peers may be overly-sensitive to even the slightest hint of criticism from parents.

7. When emotional flooding has run its course and the child is calm, parents can attempt to address the problem in question. Encourage your child to talk, and then reflect back to him what you heard (i.e., provide feedback). In this stage of the game, it’s more important that your child feels understood than for you to correct his way of thinking. Let him play out the scenario, and then show you understand his point of view. After you have accomplished this, you can start helping him to come up with a solution to the problem that caused him to “flood” in the first place.

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

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

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

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

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

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

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism


COMMENTS:

•    Anonymous said… 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…

The Distinction Between Meltdowns and Tantrums in Children with Autism Spectrum Disorder (ASD)

Children diagnosed with Autism Spectrum Disorder (ASD) often communicate their internal experiences and emotional states in ways that may di...