My ASD Child

"Would you have a simple summary, kind of a snapshot, that describes the most relevant aspects of ASD Level 1 that I can give my son's teacher so that she can get a basic understanding of this disorder without having to read a book on it?" Sure! Just copy and paste the quick facts below, and give it to the teacher... ASD Level 1: is a developmental disorder, not a disease or a form of genius affects language less, but does present with difficulties in appropriate speech and communicative development affects the way a child relates to others is a highly functional form of autism leads to difficulties in reading non-verbal cues is characterized by social interaction difficulties and impairments related to a restricted, repetitive, stereotype behavior is not the result of "bad parenting" is often confused with ADD and ADHD is not classified as a learning disability, but it is a disorder that impacts learning   Treatment: can help children

  “I have a ten-year-old boy with ASD who is high functioning. We are consistent with making him aware of what is socially unacceptable and why. It seems to go in one ear and out the other though. For instance, at meal time we always tell him to eat with his mouth closed. He will do as we say for 20 seconds and then he’s right back to chewing with his mouth open. We have sent him to eat in the other room, or we take away dessert if he continues after the fourth prompt. We have had no success for the past 2 years! Do you have any ideas or do you think that it’s something he can’t help?” This can be a “Catch-22” situation because, even though you want your son’s behavior to change in a positive manner, it might become more resistant or rigid if he is confronted or forced to behave in a manner that he finds disagreeable. This can become a long-term power struggle that can lead to your frustration and his feelings of failure. ==>  How to Prevent Meltdowns and Tantrums in C

Question Our son has autism but it would appear to be a mild condition as he has developed very well and does not exhibit extreme symptoms of the syndrome. However my wife and I have become exasperated of late in trying to teach our child about inappropriate or naughty behaviour. He does not respond to sanctions or punishments and even when he does and the reason for a sanction is explained he does not seem to learn from the sanction so that the behaviour is often repeated again and again and the threat of the same or similar sanction has no effect. Can you make any suggestions? Sanctions include being sent to his room, removal of favourite toys or treats and although he responds/accepts the actual punishment he will not learn the lesson which we are trying to teach him.  Answer Disciplining kids displaying behavior consistent with ASD level 1 (high-functioning autism) will often require an approach which is somewhat unique compared to that of other kids. Finding the

"According to the teacher, my child with Autism [level 1] tends to have a difficult time moving from one activity to the next (for example, from writing skills to Math problems to recreation time). Do you have any suggestions as to how his teacher can make these transitions less stressful for him?" Transitions are very difficult for children with ASD. It is an interruption to their day and a change in their schedule. In order to minimize difficulty in transition, try to keep their schedule as routine as possible (e.g., doing 'writing' exercises first, solving 'Math' problems second, and 'reading' third ...in this order every time). And always let you son know ahead of time that a transition in routine is coming. Using sensory integration techniques can be very helpful for some autistic children. It is best to have an occupational therapist work with you to first determine if your child is hyper-sensitive or hypo-sensitive. For example, does h

"Any tips for helping my two older children (not autistic) to have a little more compassion for their younger brother who does have autism? I try to help everyone get along, but it is wearing me out. Playing peace-maker is definitely my toughest job at present. Help!" Parenting in general can be overwhelming. Add autism (ASD Level 1) to the equation, and the job just got tougher! Taking care of a youngster on the autism spectrum can take up the vast majority of the parent's time and energy. From learning everything you can about the condition and what it entails ...to various doctor and specialist appointments ...to seeing about special accommodations both at home and at school, the list of things that must be done can seem endless. Fitting time and effort into more than cursory attention to your neurotypical (i.e., non-autistic) kids who are also under your care can easily fall by the wayside without you realizing it. Sibling relationships can be challenging wh

There is probably no process as frustrating for parents and educators alike as the IEP process. As a team effort, the IEP process is designed to help develop a program that is in the best interest of the child with ASD or [High-Functioning Autism]. All too often, the schools experience a lack of resources or have other challenges, which leaves the parent feeling that she is not receiving the support that is needed. There are several common mistakes parents and teachers make when creating an IEP (or going through the IEP process). These include the following: 1. 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 y

"How do you deal with an autistic child (age 5) who frequently has severe temper tantrums whenever she doesn't get her way, for example, can't play here favorite game 24/7?" In order to understand what calming techniques will work with your ASD (high functioning autistic) child, you will first need to determine what things irritate her and have some understanding of the context in which she is throwing a tantrum.    While she is calm, make sure your child knows what the expectations are, but don't confuse the issue with trying to talk to her about things at a time when she is already upset. Here's a basic plan: Recognize the signs (e.g., facial expressions) and triggers (e.g., transitioning from one activity to the next) that your child is becoming upset, and intervene prior to a tantrum. Try to redirect her to an alternative activity, something that she enjoys. If "redirecting" does not stop the tantrum, tell her to stop. Don’t add any

"We think our daughter may have a form of autism due to her severe shyness, excessive need to have things just so, certain rituals she has with food, major touch sensitivity, a lot of anxiety, just to name a few. What are some of the signs to look for to help us decide if an assessment is in order?" Females with ASD, or High-Functioning Autism. often present with a unique set of characteristics that can make diagnosing their disorder very difficult. In addition, their strengths often mask their deficits. There has been considerable discussion among professionals about the way girls with ASD demonstrate their major characteristics. Some girls have obvious social difficulties, whereas others appear to have excellent skills because they imitate the behaviors of others (often without understanding them). There are many females who do not receive a diagnosis, possibly because, compared to males, (a) they have fairly good social skills (particularly when interacting wi