My ASD Child

Question My son doesn’t seem to understand others’ nonverbal messages, and he isn’t very good at sending clear nonverbal messages either. Are there ways to teach nonverbal communication? Answer Children with High-Functioning Autism (HFA) and Asperger's appear to experience a lack of reciprocity in social interactions. This means the child does not fully understand nonverbal communication (e.g., gestures, facial expressions, etc.) and may continue a conversation even though the person he is talking to is confused about - or disinterested in - the subject matter. In addition, the child may not use nonverbal communication himself, and as a result, may appear expressionless in most conversations or interactions with others. There are lots of ways you can help your son improve his nonverbal communication skills by playing simple games. Here are some ideas to help him improve his understanding of nonverbal messages: 1. Find some old magazines and ask your son to

“Is it common for a child with high functioning autism to have difficulty interpreting the messages others give in conversations? Our son does not seem to understand the rules of social interactions. If he doesn’t understand what someone is saying or doing, he will always be unable to give the appropriate response.” Yes, these issues are very common. This is why social-skills training in crucial for young people with High-Functioning Autism and Asperger’s. Skills that “typical” children gain naturally do not become so automatic for kids on the spectrum. Below are some of the socially-related deficits that are part of the disorder. The child may: “Tell” on peers, breaking the “code of silence” that exists (he will then be unaware why others are angry with him). Avert eye contact, or keep it fleeting or limited. Avoid observing personal space (is too close or too far). Avoid turning to face the person he is talking to. Be unable to use gestures or facial expressions to co

Perhaps one of the best techniques we as parents of kids with ASD level 1, or High-Functioning Autism, can employ is the creation of an “emotional toolbox” designed to help the child to “repair” his or her feelings. Most kids know that a toolbox usually includes a variety of tools to repair a machine, for example. So, parents can begin discussion and activities that are used to identify different types of “tools” for specific problems associated with feelings. For example: One type of “emotional repair tool” can be a paintbrush, which can be used to represent relaxation tools that lower the heart rate (e.g., drawing, reading, listening to calming music, etc.). A picture of a manual can be used to represent thinking tools that are designed to improve cognitive processes (e.g., phrases that encourage reflection before reaction). James, a young man with ASD, developed his “antidote to toxic thoughts” through the use of this tool. He developed a “stop and think first” techni

Does your child have difficulty expressing troubling emotions using his or her words rather than acting-out? Does your child seem to lack an understanding about the emotions of other people? If so, here are some ways to educate your child on the subject: The main goal of Affective Education is to teach children with ASD level 1, or High-Functioning Autism (HFA), why they have 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 parent (or teacher), but a useful starting point is happiness or pleasure. A scrapbook can be created that illustrates the emotion. This can include pictures of people expressing the different degrees of happiness, 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 lizard for a child with a sp

“I’m concerned that my son is depressed (17 y.o.). Is this something that happens along with high functioning autism? If so, why? How can I know for sure if he is really struggling with depression? He has made some off-handed comments about wanting to kill himself. How seriously do I need to be taking these comments?” Depression seems to be common among teens and young adults with High-Functioning Autism (HFA) and Asperger’s (AS). Many of the same deficits that produce anxiety often unite to produce depression. The relationship between serotonin functioning and depression has been explored in detail in this population. There is good evidence that serotonin functions may be impaired in kids and teens on the autism spectrum, which suggests that depression is a common comorbid condition. In addition to impaired serotonin functioning, (a) deficits in social relationships and (b) poor coping-strategies that allow the teenager to compensate for disappointment and frustration ma

All teenagers experience depression from time to time due to the normal pressures faced during adolescents. Also, young people with ASD level 1, or High-Functioning Autism (HFA), experience depression occasionally due to dealing with the symptoms associated with the disorder. So, little wonder why a teenager WITH the disorder may have more than his fair share of depression symptoms. Depression in HFA teens is a serious condition – it affects emotions, thought and behaviors. Although adolescent depression isn't medically different from depression in grown-ups, HFA adolescents often have unique challenges and symptoms. Issues such as peer pressure, academic expectations and changing bodies can bring a lot of ups and downs for these adolescents. But for some, the lows are more than just temporary feelings — they're a sign of depression. Depression is these teens is not a weakness or something that can be overcome with willpower. Like depression in grown-ups, adolescent de