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

Children on the Autism Spectrum and Behavioral Problems at School

"I have a 7 year old son who has yet to be diagnosed but, it is looking as if he has ASD [level 1]. He is having major behavioural problems at school which include hitting other children, staff etc. He is an only child and although there are some behaviour issues at home, the main problem is when he is in a group situation like school. Has anyone else had this experience and if so what did you do?"


First of all, you should have him tested by a Child and Adolescent Psychiatrists (ask for a comprehensive psychiatric evaluation) to determine if he, in fact, has ASD (high-functioning autism).

There are all sorts of reasons why autistic kids misbehave in school. By the time an autistic student is reacting with violence, it's too late to institute a quick fix. Here are five ways to start dealing with problems or potential problems early, when there is still time to work with teachers and administrators to make school a tolerable place for your youngster.

1. Be realistic about your youngster's abilities—Pushing and motivating and holding high expectations can drive some kids to be all they can be, but it can drive others straight into anxiety and depression. Would you want to work at a job, day in and day out, where you always had to be at the top of your abilities, handling things you weren't quite on top of and hoping things turn out alright? Kids can't quit, and they have very little recourse in terms of demanding better working conditions, but they can find all sorts of ways to act out their anger and despair. 
 
Be honest and compassionate when considering what sort of classroom your youngster will learn best in and what sorts of supports he or she will require. Academics are important, and it's not wrong to make them your biggest concern, but emotional support and feelings of mastery are important, too.

2. Be respectful of authority yourself—We all know how important it is to fight for our kids and be strong, effective advocates. That struggle may lead us to conclude that some teachers and some administrators are not worthy of our respect, and their judgment is subject to doubt. But be very, very careful how you communicate that to your youngster. You may think the message you're giving is that grown-ups can be wrong, and you will always stick up for him, and she should value herself even when others criticize. 
 
 
The message your youngster receives, though, may be that it's okay to be disrespectful to teachers, the rules don't apply to her, and you will clean up every mess he makes. That's an attitude that's sure to cause major problems at school, and beyond -- if you teach a kid to question authority, sooner or later he's going to question yours.

3. Listen when your youngster talks—I suggest that kids don't answer the question "How was school?" because they know moms and dads only want to hear good news. Moms and dads should reconnect with what it really feels like to be in school -- the uncomfortable desks, the stuffy classrooms, the disengaged teachers, the work that is either too easy or too hard. Think about what it really feels like to be your youngster at school. Ask questions about feelings, and really listen to what he or she says. 
 
Don't be quick with a pep talk and a pat on the back. Having someone to listen, without judging, can help defuse some of the frustration that might later erupt in dangerous behavior. And if you listen closely, you may be able to figure out other ways to lessen your youngster's emotional burden.

4. Request an FBA—If the school is sending home complaints about your youngster's behavior -- and expecting you to do something about it -- put the ball back in their court by requesting a Functional Behavior Assessment (FBA). This will force school personnel to really think about your youngster's behavior, not just react to it. 
 
An FBA examines what comes before bad behavior and what the consequences are for it; what possible function the behavior could serve for the youngster; and what sorts of things could be setting him or her off. If a youngster finds classwork too hard or a classroom too oppressive, for example, getting sent to the hallway or the principal or home could become a reward, not a punishment. 
 
Conducting an FBA and writing a behavior plan based on it is probably the best way to head off discipline problems. If teachers and administrators refuse to go along with it, you might need to do a little behavior analysis on them.

5. Volunteer at your youngster's school—Being a presence at your youngster's school -- whether you volunteer at the library or help in the lunchroom, serve as class parent or staff special events -- pays numerous dividends. It gets you known by the administration in a non-adversarial context. It lets your youngster know that school is important to you and a place you want to be. It gives you an opportunity to observe what goes on in that building, from the conduct of the students to the morale of the teachers. 
 
If you can't spare the time to volunteer during the school day, attend every Home and School Association meeting you can, and be sure to show up for Back to School nights and teacher conferences. When school personnel get to know you as an involved and interested parent, they're more likely to be your ally when problems come up.


Resources for parents of children and teens on the autism spectrum:
 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here
to read the full article...

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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.

Click here for the full article...
 
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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.

Click here for the full article...
 
 

 
 
COMMENTS:

504 plan at school and lots lots lots of educating the staff and teachers how he functions.
Anonymous said...   Aggression can be a symptom of many things, so please don't hyperfocus on getting an AS diagnosis especially when the symptomology could point to another health condition altogether (ie. severe social anxiety disorder).
Anonymous said...   Extremely small amount of info. to be suggestive of asd. There would be many many other signs previous.
Anonymous said...   From what you have shared this doesn't sound like asd. What makes you believe it is?
Anonymous said...   I have learned that it is the fear and overwhelming sensation of being in a group that creates the outbursts. My son has a very supportive school and 2 years later is a happy amazing child. When he had outbursts instead of removing him from the class they removed everyone else so that he could feel safe while calming down. They went above and beyond to make him feel safe. I am forever grateful, because prior to this school he used to launch at teachers, spit run away etc. we had a few days at this school where he wasn't able to handle it and walked out. So talk to your school about some strategies, believe that it is from a place of fear and pain as sometimes too much noise is very painful for them. Best of luck xx
Anonymous said...   It is very possible they do. If communication is impaired they often times will act out. My son is very verbal but at the same time has trouble processing info to be able to express how he really feels and what's bothering him.
Anonymous said...   It sounds a lot like my son. High functioning autism and ADHD. my son would go into melt down at school from over stimulation. Even at 6 and 7 he knew he needed to leave the class to calm himself but teachers wouldn't let him. Then things would escalate.
Anonymous said...   My child was 7 when he was diagnosed with Aspergers. When he had meltdowns, he would hit. It sounds like when he's in this group, he's having social anxiety. My son also has a sensory disorder, which he could have?
Anonymous said...   My grandy is 8 yrs he wont go to school at all watch the english program on utube my violent child great advice on the 3 episodes
Anonymous said...  I'm going through the exact same thing. My son is 7 too. I have an appointment with an autism center and I just signed papers to have him psych tested at school. I bought him a weighted vest. It helps. He also has a dark space in his classroom to use if needed.
Anonymous said...  Speak to the school .im in the same position as you .waiting for a decision but my son is showing signs of aspergers .he doesnt like being in group settings .the school and SENCO.have put things in place for my son like if he finds things like the clasroom gets too crowded he can leave the classroom and he stays with a teacher at playtime /lunchtime .my sons school has been very helpful as they dont want my son to get upset or any child to be in danger .my advice is to ask for a meeting with the school and voice your concerns .you will find they will support you the best they can .good luck .i totally understand what you are going through x

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Behavioral Interventions for Children with ASD [Level 1]

 "We're trying not to use the same discipline methods with our autistic child (high functioning) that we use with the other two children, but we fall back into old habits and end up using traditional methods that usually backfire. Any suggestions?"

Many kids and teenagers with Asperger’s (AS) and High Functioning Autism (HFA) are prone to behavior problems, and on occasion, aggression. Even though frequently motivated to be near to – and to socially interact with – peers and grown-ups, young people with HFA are deficient in age-appropriate, reciprocal social interaction skills (e.g., those required to participate in cooperative play and related activities).

A propensity for socially unacceptable behavior and insensitivity to – or unawareness of – verbal and nonverbal social cues makes these “special needs” kids vulnerable to displaying a variety of behavior problems. Accordingly, parents and teachers must provide appropriate instruction and supports for HFA children to progress and experience success at home, school, and in the community.



Traditional discipline may fail to produce the desired results for kids with HFA, mostly because they have difficulty appreciating the consequences of their actions. Therefore, punitive measures are apt to exacerbate the type of behavior the punishment is intended to reduce, while at the same time giving rise to distress in both the parent (or teacher) and child.

The same basic behavior management model that is used with “typical” kids can also be applied when crafting management supports for kids on the autism spectrum. That is, teams of parents and professionals should cooperatively:
  • target socially valid and pivotal responses for change
  • ensure careful measurement of targeted responses selected for change
  • systematically analyze behaviors that are identified for change relative to their functions and environmental and antecedent factors connected to their occurrence
  • select and systematically implement and evaluate appropriate interventions and treatments

==> Teaching Social Skills and Emotion Management

Behavioral interventions entail manipulation of antecedent conditions (i.e., what happens immediately prior to the behavior problem) as well as use of consequences for targeted behaviors. Approaches that seem to work best with these young people give them an opportunity to participate in developing and implementing their own behavior management systems. Thus, whenever possible, HFA kids should be involved in their own program development and implementation.

In order to be successful, behavioral interventions should be applied consistently across all areas of the youngster’s life. Also, the longer a particular problematic behavior has been evident, the longer it will take to change it. Therefore, it may take a while for the chosen strategies to be effective. The job for parents and teachers is to focus on the behavior they would like to increase or decrease.

One specific behavioral intervention that has been found to be useful with many kids on the spectrum is cognitive behavior modification. This is a strategy that teaches the child to monitor his own behavior or performance, and to deliver self-reinforcement at established intervals. In this technique, the locus of behavior control is shifted from an external source (e.g., the parent or teacher) to the child.




Cognitive behavior modification can be used to facilitate a variety of behavior changes, including following various specific house and classroom rules, and attending to assigned tasks at home and school. The following is an example of this technique:

One AS teen was assisted in monitoring and changing his "stalking" behavior at school. The teen had become a concern to school officials and his mother because of his serial interest in attractive girls in his school (none of whom he knew personally). His obsession with any one female student typically lasted less than a week. But during this time, he attempted to walk with these girls from class to class, sit with them at lunch, etc., at every opportunity.

Even though the female students protested loudly and did not encourage the AS teen’s interest in any way, it had no impact on his behavior! Furthermore, negative consequences for this behavior (e.g., detention, suspension) only seemed to exacerbate the problem.

However, the AS teen did respond positively to a cognitive behavior management program. His school counselor and homeroom teacher used a videotaped sequence of his stalking behavior to assist him in understanding that his behavior was inappropriate. He then was:
  • instructed to use a self-monitoring system structured by the school's bell system for signaling transitions
  • taught to use a self-recording system related to his contact with his peers
  • taught to use a self-reinforcement system

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

The self-reinforcement he selected was to spend time with classmates who agreed to sit with him at lunch and walk with him during class transitions. Social skill instruction related to his behavior during these peer contacts also proved to be beneficial.

It is crucial that parents and teachers recognize – and plan for – problems related to aggression and violence. Not all HFA children have these problems, and most are not inherently aggressive. Nonetheless, it is important to recognize that problems of aggression in some of these young people do arise from time to time.

The social deficits connected with HFA (e.g., difficulty in engaging in age-appropriate reciprocal play) frequently create problems and frustrations that may escalate into aggressive responses and counter-actions. For instance, one youngster with AS had difficulty interacting with friends as a result of not understanding commonly known and accepted social rules, As a result, he gave the appearance of being rude and unwilling to follow generally understood game rules.

With some planning on the part of parents and teachers – and hard work on the part of the HFA child – social skills can be learned and practiced on a daily basis. It may not come naturally, but it is very possible for young people on the autism spectrum to discover the basic ability in socialize in an acceptable manner.


Resources for parents of children and teens on the autism spectrum:
 
 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

---------------------------------------------------------------

Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

--------------------------------------------------------------

Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

------------------------------------------------------------

Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

------------------------------------------------------------

Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here
to read the full article...

------------------------------------------------------------

Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...

Emotional Behavior Disorder in Children on the Autism Spectrum

“My son is 9 years old and he is being very aggressive at home, but mostly in school [before the coronavirus break] - especially with teachers and personnel that intervene with him. I know they don’t put in practice his IEP goals, and he expresses to me how awful the school is for him. Now they are telling me that he has EBD [emotional behavior disorder] and they have been destroying his student record. My son is a great kid and I am learning everyday about high functioning autism, but I am suspecting his school is [was] doing a lot of damage to him. Please help!”

The incidence of aggressive behavior among kids and teens with High-Functioning Autism (HFA) and Asperger’s is of great concern. This complex issue needs to be carefully understood by both parents and educators. Parents who witness this behavior are obviously concerned, but they often hope that their child will "grow out of it." However, it should not be quickly dismissed as "just a phase” the child going through. Unless some underlying issues are addressed, aggressive behavior is likely to continue – and worsen.



Faced with a world in which they find it difficult to interact socially, communicate clearly, and control their own behavior, kids on the autism spectrum sometimes respond with aggression. This behavior can include a wide range of behaviors (e.g., use of weapons, throwing objects, threats to hurt others, homicidal thoughts, spitting, pushing, kicking, hitting, explosive temper tantrums, destroying public or personal property, etc.). On the surface, these behaviors may appear to be pure oppositional defiance. But, on closer inspection, it is often discovered that they have more to do with impulsiveness, anxiety-reduction, and low-frustration tolerance – traits that coexist with the disorder.

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

To be effective, treatment approaches for violent and aggressive behavior in autistic children need to take the following factors into account:

• Due to difficulties with empathizing, many kids with HFA don't recognize the suffering of others. So, when the attack another person, they may not be able to fully comprehend the damage they inflict (i.e., imagine how the victim feels).

• After just a few years of classroom experience, many children on the spectrum think of themselves as victims due to the fact that they may have been teased, ostracized from the peer-group, bullied, and misunderstood (and perhaps unfairly treated) by teachers. As a result, they may believe that their aggressive behavior is totally justified.

• Due to certain traits associated with the disorder (e.g., mind-blindness, sensory sensitivities, literal thinking, social skills deficits, etc.), many kids with HFA view the world as a cold and hostile place. They may develop a “habit of thought” that attributes hostile intentions to others. This attitude leaves them little choice but to defend themselves (or shutdown and retreat). For example, if another student bumps up against them in the hallway, they may immediately take offense, certain that they were bullied (again). They may have a hard time imagining that perhaps the bumping was just clumsiness on the other student's part. In other words, these “special needs” kids may see the world as an unsafe place in which there are only victims and victimizers, so they may (unconsciously) choose to be one of the latter.

What can parents and teachers do to help? Here are some specific techniques to employ that may reduce or eliminate violence and aggression in the HFA child:

1. Many moms and dads are afraid to discipline an unruly autistic youngster for fear that he (a) is too “fragile,” (b) will hate them for being “unfair,” (c) will have a meltdown, or (d) is simply unable to follow instructions to behave in a certain manner. Your youngster doesn't have to like you – or even love you – but he does have to respect the parent-child relationship and realize that there will be consequences for poor choices. You don't have to be your youngster's friend, but you do have to be his parent.

2. Arrange furniture in a sensible way so that your HFA child can easily maneuver through rooms. If he often tries to escape through a certain door, change the path of the room so that he is unlikely to go near that door. Keep surfaces clear, taking special care to place breakables and dangerous or messy items out of reach. Organize and structure your youngster's living space to minimize frustration. Labels can help him understand where things belong and make him less likely to become overwhelmed or anxious. Also, restrict access to items that tend to cause power struggles.

3. Sometimes stress over not being able to verbalize frustration causes aggressive behavior. For example, if your youngster is angry that he can't button his coat, but is unable to describe how he feels about lacking that skill, he could act out inappropriately. Examining the root problem and addressing it may help to curb angry behavior. Calm reactions on the part of the parent or teacher are important here.

4. Many times, mothers and fathers are quick to make evaluations of their HFA youngster’s unruly behavior (e.g., viewing aggression as nothing more than a childish tantrum). Parents need to revisit their evaluations, because an HFA youngster's violence may be stemming from other issues (e.g., anxiety and/or depression). Don't make judgments until you get to the root of the problem.

5. Sometimes an aggressive youngster knows that if she engages in "divide and conquer" tactics with her parents, she will be able to get her way. However, if mom and dad maintain a united front, then there's strength in numbers, therefore disallowing the child to play one parent against the other.

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

6. Sometimes violent outbursts are predictable. For example, due to sensory sensitivities, the child may become upset when wearing a warm winter sweater. Maybe the fabric feels uncomfortable against his skin, or the smell of the drier sheet is offensive to him. Examine every component of a situation that seems to trigger aggressive actions and make the necessary adjustments.

7. Be sure to learn the difference between tantrums and meltdowns. A tantrum is very straightforward and has several qualities that distinguishes it from a meltdown. Unlike a meltdown, when the troubling situation is resolved, a tantrum will end as suddenly as it began. A tantrum is thrown to achieve a specific goal, and once the goal is met, things return to normal, whereas a meltdown will usually continue as though it is moving under its own power and wind down very slowly.

8. There's not a youngster born that doesn't have currency, whether it's toys, clothes, games, or television. Access to this "currency" needs to be contingent upon proper behavior (e.g., if your youngster throws a tantrum in a crowded store, he should not be rewarded with a toy or a coloring book). She needs to (a) understand the consequences of his behavior, (b) be able to predict the consequences of his actions with 100% accuracy.

9. If aggressive behavior has developed suddenly or has gotten worse over time, then investigate to see if your youngster has an allergy. Seasonal or food allergies can cause discomfort that the youngster can't describe, leading to extreme behavior. Other factors to consider are environmental conditions, change in medication, or a change in the home or school setting. In addition, some drugs cause aggression.

10. Be sure that your child’s Individual Education Plan (IEP) has all the proper stipulations. Not all IEPs are created equally; they need to be tailored to the child’s specific needs. There is probably no process as frustrating for parents and teachers alike as the IEP process. If you feel that your child’s IEP is fairly worthless and that school staff is mostly ignoring it, then some significant changes need to be made immediately. There are several common mistakes parents and teachers make when creating an IEP (or going through the IEP process), for example:
  • The IEP contains goals that can’t be measured. This is the most common mistake made when creating IEPs. It is easy to make - and accept - overly generalized goals and achievement objectives and believe they are acceptable. Many IEPs contain goals and objectives like, "...will improve letter recognition." This is a vague goal which can be claimed as "achieved" with very little progress actually having been made. A better goal would be something like, "...will recognize 9 out of 10 random letters shown, 4 out of 5 times." This is specific and measureable.
  • The parent signs the IEP when she doesn't totally agree with it. Never sign an IEP at the meeting, especially if you don't agree with it. A verbal commitment that "we will work out the fine details later" is not binding, but your signature is. Remember that you have three days to review the IEP before signing it. It is always a good idea to take the IEP home and review it one more time, even if you think that everything is fine.  Never feel pressured into signing an IEP! All schools have a due process procedure you can follow that will progressively escalate any complaints you have through the appeals process. If you can’t agree on your IEP, the school should provide you the information and steps you need to begin the due process procedure.
  • The short-term goals will not meet long-term goals. If a specific long-term goal is agreed upon, make sure that the short-term goals adequately support progress towards the long-term goal.
  • The parent fails to review a preliminary IEP. Without a preliminary look at what is being proposed for your HFA youngster, your first opportunity to see the IEP is in the IEP meeting where you are expected to agree to - and sign - the IEP. This puts you in an unfavorable position, because you can feel pressured to agree to items without having time to really think through their implications. Always ask for a preliminary copy prior to the IEP meeting, and never feel like you have to sign at the meeting.
11. When the youngster with a “disorder” is acting out, the family may blame him for the family's dysfunction. Sometimes, parents will bring their disruptive autistic youngster in for treatment. This is the sacrificial lamb for the family's toxicity. Parents need to examine their own behavior, and if need be, the entire family should seek counseling. One child – even one with “special needs” – can’t be responsible for all the problems in the household.

12. Lastly, medication may be needed – especially if the youngster's behavior is hazardous to him or those around him. Medications are frequently used in the management of aggression, and current psychopharmacologic treatment strategies involve treating aggression as part of each particular syndrome. Before prescribing medication for aggression, the clinician should ensure that the child has a medical evaluation to rule out contraindications to treatment and to determine whether the aggressive symptoms might improve without the use of drugs (e.g., cognitive-behavioral therapy).

Here are a few suggestions specifically for teachers of students with HFA and Asperger’s:

1. Work from the HFA student’s strengths and interests. Find out how he feels about the subject matter, and what his expectations are. Then try to devise examples, case studies, or assignments that relate the subject matter to his interests and experiences.

2. When possible, let the HFA student have some say in choosing what will be studied. Give her options on term papers or other assignments (but not on tests). Let her select which topics to explore in greater depth.

3. Try to promote appropriate social interactions and help the youngster “fit-in” better. Formal, didactic social-skills training can take place both in the classroom and in more individualized settings. Approaches that have been most successful utilize direct modeling and role playing at a concrete level. By rehearsing and practicing how to handle various social situations, the HFA youngster can learn to generalize the skills to naturalistic settings.

4. Try to insure that school staff outside of the classroom (e.g., physical education teacher, bus driver, school nurse, cafeteria monitor, librarian, etc.) are (a) familiar with the HFA youngster's style and needs and (b) have been given adequate training in management approaches. Those less structured settings where the routines and expectations are less clear tend to be difficult for the HFA youngster.

5. There will be specific situations where medication can occasionally be useful. Educators should be alert to the potential for mood problems (e.g., anxiety or depression), significant compulsive symptoms or ritualistic behaviors, and problems with inattention. Occasionally, medication may be needed to address more severe behavior problems that have not responded to non-medical, behavioral interventions.

6. The use of a "buddy system" can be very useful since HFA students relate best 1-1. Careful selection of a peer-buddy for the HFA youngster can be a tool to help build social skills, encourage friendships, and reduce stigmatization.

7. The school counselor or social worker can provide direct social skills training, as well as general emotional support.

8. Realize that the HFA youngster has an inherent developmental disorder which causes her to behave and respond in a different way compared to other students. Oftentimes, behaviors in the HFA student are interpreted as "manipulative" or some other term that misses the point that she responds differently to environmental stimuli. Thus, school staff must carefully individualize their approach for this “special needs” child. It will likely be counterproductive to treat her just the same as her peers.

9. Put as many details as possible into an Individual Educational Plan so that progress can be monitored and carried over from year to year. It can sometimes be helpful to enlist the aid of outside consultants familiar with the management of young people on the autism spectrum (e.g., psychologists, psychiatrists, etc.).

10. Most students with HFA respond well to the use of visuals (e.g., schedules, charts, lists, pictures, etc.).

11. Know that the HFA student usually shows a surprising sensitivity to the personality of the educator. He can be taught, but only by those who give him true understanding and affection. The educator’s underlying emotional attitude influences (involuntarily and unconsciously) the mood and behavior of this “special needs” youngster.

12. Keep teaching fairly concrete. Avoid language that may be misunderstood by the HFA youngster (e.g., sarcasm, confusing figurative speech, idioms, etc.) Try to simplify more abstract language and concepts.

13.  It is very helpful if the HFA youngster can be given opportunities to help other students at times.

14. It is often helpful for the educator and parent to work closely together, because the parent is most familiar with what has worked in the past for the HFA youngster.

15. If motor clumsiness is significant, the school Occupational Therapist can provide helpful input.

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

16. If learning problems are present, resource room or tutoring can be helpful to provide individualized explanation and review.

17. Hold high – but realistic – expectations for the HFA child. Research has shown that a teacher's expectations have a powerful effect on a student's performance. If you act as though you expect your “special needs” student to be motivated, hardworking, and interested in the subject matter, he is more likely to be so. Set realistic expectations when you make assignments, give presentations, conduct discussions, and grade examinations. "Realistic" in this context means that your standards are high enough to motivate the HFA child to do his best work, but not so high that he will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, the child needs to believe that achievement is possible.

18. HFA students with very high-management needs may benefit from assistance from a classroom aide assigned to them.

19. HFA students can be fairly rigid about following "rules" quite literally. While clearly expressed rules and guidelines (preferably written down) are helpful, they should be applied with some flexibility. The rules don’t automatically have to be exactly the same for the HFA youngster as for the other students, because their needs and abilities are different.

20. Help the HFA student set achievable goals for himself. Failure to attain unrealistic goals can disappoint and frustrate him. Encourage him to focus on his continued improvement, not just on his grade on any one test or assignment. Also, help the child evaluate his progress by encouraging him to critique his own work, analyze his strengths, and work on his weaknesses.




21. Give the HFA student feedback as quickly as possible. Return tests and papers promptly, and reward success publicly and immediately. Give her some indication of how well she has done and how to improve. Rewards can be as simple as saying her response was good, with an indication of why it was good.

22. Efforts should be made to help classmates arrive at a better understanding of the HFA youngster in a way that will promote tolerance and acceptance.

23. Educators should take full advantage of the HFA youngster's areas of special interest when teaching. The youngster will learn best when an area of high personal interest is on the agenda. Educators can also use access to the special interests as a reward to the youngster for successful completion of other tasks, adherence to rules, and meeting behavioral expectations.

24. Educators can take advantage of the strong academic skills that many HFA students have in order to help them gain acceptance with their classmates.

25. Direct speech services may not be needed, but the speech and language clinician at school can be useful as a consultant to the other staff regarding ways to address problems in areas such as pragmatic language.

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

26. Classroom routines should be kept as consistent, structured and predictable as possible. Students with HFA usually don't like surprises. They should be prepared in advance for changes and transitions (e.g., schedule breaks, vacation days, etc.).

27. Care should be taken to protect the HFA youngster from teasing and bullying – both in and out of the classroom.

28. Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify your “special need” student's weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Try to cushion negative comments with a compliment about aspects of the task in which the student succeeded.

29. Avoid escalating power struggles. HFA students often don’t understand rigid displays of authority – and will themselves become more rigid and stubborn if forcefully confronted. Their behavior can then get rapidly out of control, and at that point, it is often better for the educator to back-off and let things cool down. When possible, anticipate such situations and take preventative measures to avoid the confrontation through presentation of choices, negotiation, and diversion of attention elsewhere.

30. If you have tried numerous strategies to address aggression in your HFA student to no avail, ask the parent to consider taking the child to a professional for a psychiatric evaluation to determine whether depression, anxiety, or other problems are present. Treatment of these conditions often result in reduced symptoms of aggression.

It is inevitable that you will have the opportunity of working with students on the autism spectrum in your classroom. You will need to make accommodations for some, and modifications for others. Providing for the needs of these young people will certainly be one of your greatest challenges as a teacher. Consider the tips listed above to make the learning process run as smoothly as possible.

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

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

•    Anonymous said… After years of struggling, took my daughter out in grade 8, home schooled her for the year. Grade 9&10 she did online. She decided to go to high school grade 11&12. She is now in her final year of University graduating with a bachelor of science in Environmental science. I came to realize that school just wasn't as important as her mental well being.
•    Anonymous said… Ask the schools special education department to have him tested. The behavioral specialist is the one who usually does the testing n it should take at least 2 weeks BC the person observes the child as well. I'd call adminstration BC that specialist is the only one that can suggest a diagnosis n it has to be put in their report.
•    Anonymous said… Do you know why he is acting out? What are the triggers? Knowing these will help his behaviour as you can then implement things to help him cope or do some social stories etc. However I agree with everyone else I'd swap schools. Xx
•    Anonymous said… Encourging you to try another school. Did miracle-level wonders for my Aspergers teen & wish we'd done so sooner for him. Mine had an IEP from 2nd to 4th grade, had a good 4th grade year because older male teacher really appreciated his outside the box thinking & encouraged him while setting strict expectations and structure. The kind of teacher we all wish they all were, but unfortunately not. Even with my involvement and guidance, including written materials to enhance their knowledge of his needs, we had ignorant teachers unwilling to accomodate and absolute asshole bully peers & parents. Kids that know they can get away with rottenness toward him because they've been doing it for years. New environment with clean slate did wonders. Wish the same for you..best luck. Hang in there Momma
•    Anonymous said… get all of his records under freedom of information, keep your copies of all IEP's and gete to the head of education, sounds like he needs a change of education setting
•    Anonymous said… He has triggers, u need to watch for them. My sons 9 also n he's violent as well. A lot of times the generic word used is emotional behavior disorder BC not u til they have been seen for a long time
•    Anonymous said… Hire an advocate and force your County public school system to pay for your son to go to an ASD school. That's exactly what I did. A good advocate is well worth it. Believe me!! Best $2000 I could have ever spent on my son's future. My son will NEVER again have to deal with the uneducated and unskilled people within the public school system. YOU are the parent, don't ever let them forget it and try to back you in a corner.
•    Anonymous said… I know this journey all to well. Sometimes, we pray and hope for a better result as the child get older. You may have to seek behavior modification therapy. The teacher can become very exhausted as well. The school has to protect other student's from the violent behavior. You can discuss options with professional services. Perhaps, a smaller setting classroom.
•    Anonymous said… My son 13 has aspergers his school not doing well with his ehcp i feel like i am letting him down he doesnt want to move school and to be honest 8t would only make things worse for him change is not good when he in yr 8 nearly 9 but thats just my son . He is well behaved at school and home mostly just doesnt like to leave his xbox hates shopping lol
•    Anonymous said… Putting a child with special needs in the hands of those who do not understand or accommodate those needs is like sending a person who has a broken leg to an eye doctor.
•    Anonymous said… Same thing happened to me and my kid, I got involved really involved, got to do a meeting with the teachers, and talked to them about what he has , and what he needs, also got to set a plan with the teachers and all of this of course with my kid's Psychiatric psychologists and neurologist advice on paper. Now is not perfect but you can tell they are working on it.... Hard.
•    Anonymous said… They need to do a Functional Behavior Assessment (to find out what causes the behavior)then a Behavior Intervention Plan (to change the behavior). These are both added to the IEP. Ask questions like: What was happening before the behavior started? What did your son see? Was he trying to communicate? What would YOU do differently?
•    Anonymous said… Unfortunatly this is all too common. Not only did the schools insist my son had a behavior problem, one incident when a teacher bent down over him during a meltdown, he swung at her trying to defend himself after a different teacher sat on him. In doing so, he hit her breasts which was the closest thing to him and they tried to claim it was sexual assult..he was 8.
I've since taken him out of school, did one year of "unschooling". He now does online school and the "behavior" has all but gone away.
•    Anonymous said… We changed schools and the phone calls to pick our son up stopped. Only calls I have had in the past 2 years was if he was hurt or sick.
•    Anonymous said… We ended up homeschooling and my only regret was not doing it sooner. Of course we are in a remote area with no other viable options. The school would not acknowledge psychiatric orders.
•    Anonymous said… We moved schools from a well meaning but hugely overcrowded and busy school to a very small rural school and he is doing a lot better. My son soaks up others stress and if he feels overwhelmed then the fight or flight instincts kick in.
•    Anonymous said… Yes, absolutely look around for a school that understand ASD, including knowing how to not let him use it to get out of school. That may sound harsh, but my co-parent and I have been through that. For a couple of years we got called easily two to three times a week to take our son home. He'd learned to use his outbursts to get sent home if he was bored or frustrated. Once we found a school that didn't always call us, he leaned really quickly he could no longer use it as a tool. This was in conjunction with some other improvements as well (imo, it's never just one thing, but multiple factors) that have him doing next, much better. He's now 10, so close in age to your little guy. I don't want anyone to think I believe ALL his outbursts were contrived, far from it. But in addition to real sensory overloads, he'd learned to manufacture them as well. High functioning is a different set of battles.

Post your comment below...

Identifying the Underlying Causes of “Difficult Behavior” in Kids on the Spectrum

"As a teacher, I would like to ask you what method you use to find the real reasons [or triggers] for behavior problems in students with high functioning autism?"

In order to identify the underlying causes of difficult behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), a Functional Behavioral Assessment (FBA) must be performed. An FBA is an approach that incorporates a variety of techniques to diagnose the causes and to identify likely interventions intended to address difficult behaviors.

An FBA looks beyond the actual problem behavior, and instead, focuses on identifying biological, social, affective, and environmental factors that initiate, sustain, or end the problem behavior in question. The FBA is important because it leads the researcher beyond the "symptom" (i.e., the behavior) to the child's underlying motivation to escape, avoid, or get something (i.e., the cause of the behavior). Behavior intervention plans stemming from the knowledge of why a child misbehaves are extremely useful in addressing a wide range of issues.



The “functions” of behavior are not usually considered inappropriate. Rather, it is the behavior itself that is judged appropriate or inappropriate. For example, getting good grades and engaging in problematic behavior may serve the same function (e.g., to get attention), but the behaviors that lead to good grades are judged to be more appropriate than those that make up acting-out behavior.

As an example, if the IEP team determines through an FBA that a child is seeking attention by misbehaving, they can develop a plan to teach the child more appropriate ways to gain attention, thus fulfilling the child's need for attention with an alternative behavior that serves the same function as the inappropriate behavior. By incorporating an FBA into the IEP process, team members can develop a plan that teaches “replacement behaviors” that serve the same function as the difficult behavior.

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

Before an FBA can be implemented, it is necessary to identify the behavior that is causing problems, and to define that behavior in concrete terms that are easy to communicate and simple to measure and record. If descriptions of behaviors are vague (e.g., child has a “bad attitude”), it is difficult to determine appropriate interventions.

It will be necessary to observe the child's behavior in different settings and during different types of activities, and to conduct interviews with parents and teachers in order to identify the specific traits of the behavior. Once the difficult behavior has been defined concretely, the IEP team can begin to devise a plan for conducting an FBA to determine the functions of the behavior.

Since difficult behavior stems from a variety of causes, it is best to examine the behavior from as many different angles as possible. The IEP team should assess what the "pay-off" for engaging in problem behavior is, or what the child escapes/avoids/gets by engaging in the problem behavior. This assessment will enable the team to identify workable techniques for developing and conducting an FBA and developing behavior interventions.

When carrying out these tasks, the IEP team should find answers to a few critical questions. Addressing these questions will assist the team in determining the necessary components of the assessment plan, and will lead to more effective behavior intervention plans. Questions to ask include the following:
  • Are there any settings where the problem behavior does not occur?
  • Does the child find any value in engaging in appropriate behavior?
  • Does the child have the skills necessary to perform expected behaviors?
  • Does the child realize that he is engaging in unacceptable behavior, or has that behavior simply become a "habit"? 
  • Does the child understand the behavioral expectations for the situation? 
  • In what settings is the problem behavior observed? 
  • Is it possible that the child is uncertain about the appropriateness of the behavior?
  • Is it within the child's power to control the behavior, or does she need support? 
  • Is the behavior problem associated with certain social or environmental conditions? 
  • Is the child attempting to avoid a demanding task?
  • Is there a more acceptable behavior that might replace this behavior? 
  • Is there evidence to suggest that the child does not know how to perform the skill – and therefore can’t? 
  • What activities or interactions take place just prior to the behavior? 
  • What current rules, routines, or expectations does the child consider irrelevant?
  • What usually happens immediately after the behavior? 
  • Who is present when the behavior occurs?



Interviews with the child may be useful in identifying how he perceived the situation and what caused him to act in the way he did. Questionnaires, motivational scales, and checklists can also be used to structure indirect assessments of behavior. For example:

1. Hypothesis statement— Drawing on information that emerges from the analysis, school staff can establish a “working hypothesis” regarding the function of the behaviors in question. This hypothesis predicts the general conditions under which the behavior is most - and least - likely to occur, as well as the likely consequences that serve to maintain it.

2. Direct assessment— Direct assessment involves observing and recording situational factors surrounding a difficult behavior (e.g., antecedent and consequent events). A member of the IEP team may observe the behavior in the setting that it is likely to occur, and record data using an Antecedent- Behavior- Consequence (ABC) approach.

3. Data analysis— Once the IEP team is satisfied that enough data have been collected, they should compare and analyze the data. This analysis will help the team to determine whether or not there are any patterns associated with the behavior. If patterns can’t be determined, the team should revise the FBA to identify other methods for assessing behavior.

After collecting data on a child's behavior, and after developing a hypothesis of the function of that behavior, the IEP team should develop the child's behavior intervention plan. It is helpful to use the data collected during the FBA to develop the plan and to determine the discrepancy between the youngster's actual and expected behavior.

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

Intervention plans emphasizing the skills that AS and HFA children need in order to behave in a more appropriate manner will be more effective than plans that simply serve to control behavior. Interventions based upon “control” often fail to generalize (i.e., fail to continue to be used for long periods of time, in many settings, and in a variety of situations). Control measures usually only serve to suppress behavior, resulting in the youngster meeting unaddressed needs in alternative, inappropriate ways.

It is good practice for IEP teams to include two evaluation procedures in an intervention plan:
  • one designed to measure changes in behavior
  • one designed to monitor the accuracy with which the plan is implemented

In addition, IEP teams must determine a timeline for implementation and reassessment, and specify the degree of behavior change consistent with the goal of the overall intervention.

To be meaningful, plans need to be reviewed at least annually and revised as needed. However, the plan may be reviewed and re-evaluated whenever any member of the youngster's IEP team feels that a review is necessary. Circumstances that may warrant a review include the following:
  • It is clear that the original behavior intervention plan is not bringing about positive changes in the child's behavior.
  • The situation has changed, and the behavioral interventions no longer address the current needs of the child.
  • The youngster has reached his behavioral goals and objectives, and new goals and objectives need to be established.
  • The IEP team makes a change in placement.

If done correctly, the net result of an FBA is that school personnel are better able to provide an educational environment that addresses the special learning needs of the AS/HFA child.

CLICK HERE for an example of a completed Functional Behavioral Assessment (FBA) form…

CLICK HERE for a blank FBA and Behavior Intervention Plan (BIP) form…


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

Parent-Teacher Collaboration: Help for Students on the Autism Spectrum

"I desperately need some advice on how to work with my son's (high functioning autistic) teacher so we can come up with a 'plan' that actually works for him - both academically and behaviorally."

Collaboration between parent and teacher facilitates successful education for ALL children. But for young people with Asperger’s and High-Functioning Autism, it’s especially important to have effective communication, consistency on goals and rewards across settings, teamwork planning, and monitoring of interventions. The parent-teacher relationship is ongoing, reciprocal, respectful, and child-centered.

This post offers important tips for facilitating effective parent-teacher teamwork:

1. A message notebook may be used so that the educator can communicate what is going on at school – and the mother or father can communicate what is happening at home. Notebook comments from the educator may discuss a youngster's progress, his behavior, attitude, the rate at which he completes class work, and so on. A message notebook also provides an opportunity for the mother or father to ask questions she or he may have for the educator or provide information about the youngster to the educator.



2. Brainstorming requires both creativity and patience. Parents need to allow the teacher to share suggestions with them, even though they might not necessarily make sense to parents at first. The best solutions are not always the most obvious ones. Parents should be flexible in their thinking and open to the teacher’s suggestions – and listen to the reasons behind the suggestions (e.g., the educator may suggest a particular approach because that intervention has been effective with other Asperger’s children in the past).

3. Children with Asperger’s and High-Functioning Autism often have difficulty planning ahead for longer assignments or class projects. To assist with lengthy assignments, these kids benefit from having a contract for the assignment so they are aware of their timelines and responsibilities.


4. E-mail has become a very common and convenient method of communication. If moms and dads and educators both have an e-mail address, e-mail may be a convenient way for them to communicate.

5. Homework is frequently an area of difficulty for children with Asperger’s and High-Functioning Autism – and may be the subject of the majority of parent-teacher trouble-shooting. Parents and teachers often report that Asperger’s children are not aware of assignments, have left books or homework at school, or have completed work - but have not returned or submitted it for grading. It’s important that all parties understand homework policies and their individual roles and responsibilities (e.g., How often will homework be given? How much time will be required to complete assignments? What is the parent’s role?).





It’s equally important for educators to obtain information from the mother or father about their schedules, the parents’ other children, and household routines. Many moms and dads find that assisting their Asperger’s youngster with homework requires time, organization, and patience, which can be challenging for them to muster after a day with job and family responsibilities. When educators and parents communicate their expectations and situations, they can develop and monitor successful homework plans.

6. For children with Asperger’s and High-Functioning Autism, managing homework assignments may require assistance from an advocate or "coach." The coach is often a special education teacher who meets daily during "homeroom" or "study skills" class with children to build organizational, study, time-management, and self-advocacy skills. The special education teacher mentors and supports the child and communicates with teachers at weekly team meetings to discuss and monitor the child’s assignments and projects. The special education teacher serves as a contact person for parents and educators and provides consistent communication and teamwork between home and school for academic and behavioral growth. 

7. In order to come up with the best solutions to a youngster's problems, moms and dads and educators need to discuss the problems in detail. Although such discussions may be difficult, they are necessary in order to develop interventions that can be implemented consistently at school and at home. With the right interventions, most Asperger’s kids will improve, although it may take a while. Stay positive, work collaboratively, and think about how all of this time and effort will ultimately benefit the youngster.


8. Lack of motivation by children with Asperger’s and High-Functioning Autism is often a factor in starting and completing school assignments. When educators offer children multiple ways of demonstrating their learning, they can explore their interests and creative talents, thus increasing their motivation and effort.

9. Make use of a student planner, which is a notebook that is used to help kids keep track of their daily homework assignments. While many educators can write the assignments that are due in the planner, some kids may be required to do this task themselves in order to increase their independence and responsibility. When kids are responsible for writing their assignments in the planner, the educator can check their notebook to see whether they completed the task accurately. Moms and dads and educators can communicate daily through a youngster's planner.

10. Medications are often an integral part of treating comorbid conditions associated with Asperger’s (e.g., ADHD, anxiety, depression, OCD, etc.). Medication can be a beneficial component of a treatment plan for some of these “special needs” children, and educators are in an excellent position to judge effectiveness of medications on behavior and learning. Therefore, moms and dads and educators will want to provide teamwork feedback to doctors regarding these kid’s behavior and performance when on medication. Information about performance before - and when receiving medication - is critical for determining the overall effectiveness of medication, its dosage and timing, and side effects. Some of the side effects that parents and educators can observe and note are nausea, loss of appetite, headaches, stomachaches, lethargy, moodiness, and irritability.

Behavioral, learning, and other side effects noted by educators are best reported to parents, who in turn, will present this information to the doctor. Parent permission is required for any direct communication between educators and doctors. Parent-teacher communication regarding medication monitoring may take the form of phone calls, notes, or forms. For working parents, it’s important to let them know that frequent communication is very useful when Asperger’s children first begin medication or adjustments are made. When medications are given at school, the school nurse should maintain a medication log and administer medications per doctor’s orders. Also, the school nurse should be included in the parent-teacher team when monitoring medication.

11. Moms and dads should attend each open house that their youngster's school holds. This is an excellent opportunity for parents to meet their youngster's educators face-to-face and get to know who they are.

12. Parental involvement should be included in all stages of assessment, identification, and the development of behavior plans. While moms and dads have always been included as participants on their youngster's Individualized Education Program (IEP) team, they should also have input during pre-referral and eligibility meetings and help plan positive behavioral interventions.


13. Parents can be a volunteer. While some principals will not assign moms and dads to their youngster's classroom, being a “room mother” or “room father” is a possibility in many districts. Volunteering in another class can still provide many insights into what goes on in the school (e.g., what happens daily or how the educator manages the classroom).

14. Phone conversations can be a good way to communicate, because each party can ask more detailed questions. Phone conversations often do not provide the ongoing dialogue that corresponding through a message notebook does. However, for complex issues, a phone call may be the better choice.

15. Some districts use a homework hot line that allows educators to communicate homework information to moms and dads and children. Parents can call a certain number in order to hear the day's homework assignments for their youngster.

16. The school should develop communication folders and homework plans that foster parent-teacher teamwork. Though these specific folders and plans may vary by grade with homework requirements increasing each year, the principles and policies should be consistent across the grade levels. All “special needs” children should have a communication folder that goes back and forth from school to home each day. Announcements, notes, weekly school newsletters, and weekly homework packets should be put in this folder. The front cover of the homework packet should have a weekly class schedule, list of upcoming school events, and a list of spelling/writing words. Also in the packet, there should be a “homework schedule” with suggested assignments for each day. Moms and dads should communicate with the teacher by signing and returning the bottom half of the weekly schedule along with any comments. The folder needs to be given to the Asperger’s child on Friday and needs to be returned to the teacher the following Friday.

Keeping the homework packet in the communication folder is particularly helpful when the Asperger’s child participates in after-school study or childcare programs or has homework assistance from others. For some children on the autism spectrum, educators can make accommodations by varying the homework that is included in the packet, particularly if their achievement levels are substantially below that required of the homework. While it’s important for ALL children to practice skills and do work that is at their independent or instructional levels, this is particularly true for kids with Asperger’s and High-Functioning Autism, for whom focusing on “too challenging” academic work after a day at school can be particularly difficult.

17. Utilize a web-based homework list, which is a list that provides a directory of reading and homework assignments for the night. The website may also include links to relevant Internet resources. A homework list is often offered as part of a program that allows moms and dads to log in and access their youngster's grades. This feature allows parents to continually monitor their youngster's progress, which is particularly important if they are concerned that their youngster's grades may be slipping because of extracurricular activities or after school employment.

18. It’s is helpful to provide Asperger’s children with a sequence of steps for complex or multi-step assignments and a checklist to monitor their completion of the steps. This list can be created by the teacher - or by the teacher and child - as they think through the steps in the process.




19. Moms and dads have a lot to offer, whether it’s information about the youngster's medical, developmental and educational history, ratings for behavior and attention levels, or information about interests. When a problem arises, using an effective problem-solving plan that incorporates parent-teacher teamwork can be helpful for both parties. The following 10-step plan for the problem-solving process addresses specific concerns, incorporates a positive plan of action, and offers specific means for follow-up communication:
  1. Teacher writes one sentence describing the problem.
  2. Why is it an issue?
  3. Give a brief history.
  4. Whose responsibility is it (teacher, parent, or child)?
  5. What has already been tried to handle the problem?
  6. Is the problem similar at home and school?
  7. Teacher and parent generate, write, and clarify possible solutions.
  8. Teacher and parent select preferred solution(s).
  9. Teacher and parent select specific way(s) to implement the preferred solutions.
  10. Teacher and parents specify times for follow-up and teamwork.

Below is an example of the 10-step plan for problem-solving:

Child: Michael Jameson
Grade: Second
Teacher: Mrs. Smith
Date: March 2, 2013
Parent: Sara Jameson

1. Teacher writes one sentence describing the problem: Michael does not stay in his seat and complete his work.

2. Why is it an issue? Moving around the classroom distracts Michael’s fellow students.

3. Give a brief history: Michael stays in his seat for about 3 minutes when doing classwork. He misses instructions, walks around the classroom, gets a drink, talks to peers, etc. At home when doing homework, he stays in his seat for 5 minutes, then gets up and plays with his dog.

4. Whose responsibility is it (teacher, parent, or child)? This is Michael’s responsibility.

5. What has already been tried to handle the problem? Verbal reprimands have been tried.

6. Is the problem similar at home and school? Not completing assigned work happens both at school and home.

7. Teacher and parent generate, write, and clarify possible solutions:
  • Schedule appointment for physical with Michael’s doctor
  • Give Michael stickers or extra playtime for staying in area and completing work
  • Set up a behavior monitoring plan for staying in seat, listening to directions, and doing work
  • Have the school counselor talk with Michael weekly about importance of staying in his seat/desk area and completing work
  • Use masking tape on floor to outline Michael's desk area

8. and 9. Teacher and parent select preferred solution(s) and select specific way(s) to implement the preferred solutions.
  • Parent and teacher set up a behavior monitoring plan for listening to directions, staying in seat/area, and doing work at school during morning classwork and at home during homework. With his mother or teacher, Michael monitors his own behavior. Each day that he receives an "X" (hit the target) for all target behaviors, he will receive a "target sticker.” If he receives stickers 3 out of 5 days at school, he gets a "special treat" at home. If he receives stickers 3 out of 5 days at home, he gets 15 minutes of free time at school on Friday. Checklist goes back and forth from home to school in Michael’s folder.

10. Teacher and parents specify times for follow-up and teamwork: Mrs. Smith telephones Michael’s mother on Friday to check on how it’s going. Then Mrs. Smith calls Michael’s mother on March 10, 17, and 24th …and then weekly for a month. Number of days needed to get stickers will increase as Michael is successful.
  • Mrs. Smith and Michael’s mother were consistently communicating and had similar expectations.
  • Michael was actively involved in self-monitoring using a parent-teacher behavior checklist that was titled "Hit the Target".
  • When Michael received his reward for schoolwork at home and vice versa, Michael got a "double dose" of praise and, when needed, additional support.

Parent-teacher teamwork is an important key for the success of children with Asperger’s and High-Functioning Autism. Communication fosters common language and consistent expectation and engages all parties involved. Teamwork is particularly crucial for input during assessments, when developing behavior plans, when monitoring medication, and in coordinating homework.

The consistent use of parent-teacher notes is an important part of the communication system. Parent-teacher notes promote consistency in expectations and help everyone develop a common language. These notes may be simple check sheets or lists for reporting child behavior or academic work.

Using daily or weekly journals is helpful when more elaborated information is important. Educators and parents also have opportunities to regularly communicate through formal and information meetings and phone calls. 

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

My child has been rejected by his peers, ridiculed and bullied !!!

Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

How to Prevent Meltdowns in Children on the Spectrum

Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

Parenting Defiant Teens on the Spectrum

Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

Older Teens and Young Adult Children with ASD Still Living At Home

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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Parenting Children and Teens with High-Functioning Autism

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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Highly Effective Research-Based Parenting Strategies for Children with Asperger's and HFA

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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