My ASD Child

The diagnostic criteria for Asperger’s includes a description of some of the deficits in social interaction, for example, (a) marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction; (b) lack of social or emotional reciprocity; and (c) failure to develop peer relationships appropriate to developmental level. Children with Asperger’s and High-Functioning Autism (HFA) have considerable difficulty with the understanding and expression of social reciprocity and nonverbal behaviors. With respect to peer relationships, when a parent or teacher observes the social play and friendship skills of these young people, he or she often notices a delay in the conceptualization of friendship. Also, these children may have an overall intellectual ability within the normal range, but their understanding of friendship skills resembles much younger kids. We can only guess what the conse

“Is it common for children on the autism spectrum to be depressed? Lately, my teenage daughter has been quite sad much of the time for no apparent reason that any of us can identify. She does tend to be a 'loner' - but she says she prefers it that way.” Research suggests that almost 70 percent of young people with ASD level 1, or High-Functioning Autism (HFA), suffer from depression at some point in their life. Mood disorders and anxiety disorders are very common. Also, around 30 percent of these children have ADHD. Depression and anxiety can be more difficult to detect, because their facial expressions and body language are often not as easy to read - and they may have difficulties in describing emotions. Kids on the spectrum have difficulty verbalizing their feelings and thoughts. This can be misinterpreted by adults and can lead to the assumption that because these thoughts and feelings aren’t verbalized, that they don’t exist. Often, the opposite is true. Many hav

When an Aspergers or high-functioning autistic (HFA) child does not feel safe in school, it is impossible for that student to learn or participate in the educational process in a productive manner. Children who are bullied spend their entire time trying to escape the harassment, the violence, the humiliation, and the shame of being a victim. As this injustice goes unchecked, the child on the autism spectrum becomes more and more convinced that no one will rescue him, because no one sees or understands his attempt to communicate that he is, in fact, a victim. Also, he becomes angrier and angrier until he begins to cope with his victimization by either (a) emulating the characteristics of a bully or (b) dropping out of school altogether. Children who are bullied: Are more likely to have health complaints. In one study, being bullied was associated with physical health status 3 years later. Are more likely to miss, skip, or drop out of school. Are more likely to retaliate t

High-Functioning Autism (HFA), formerly “Asperger Syndrome,” is first and foremost a social disorder. Children with HFA are not only socially isolated, but also demonstrate an abnormal type of social interaction that can’t be explained by other factors (e.g., shyness, short attention span, aggressive behavior, lack of experience in a given area, etc.). Children with HFA are notable for their lack of motivation to interact with others. However, their social difficulties frequently stem from an incompetence and lack of knowledge and skill in initiating and responding in various situations and under variable conditions. For example, an adolescent with HFA may appear odd because of his continuous insistence on sharing with peers an obsessive interest in space craft, despite their displays of apathy for this topic. The fact that social difficulties of young people with HFA range from social withdrawal and detachment to unskilled social activeness is well documented. Nonet

"Why the emphasis on 'social stories' for autistic children ...and do they actually work?" A social story that directly addresses the issue in question (e.g., getting along with friends) and is age appropriate can be a wonderful tool for teaching social skills and helping the child to comprehend the hidden social rules that most of us take for granted. For example, common sense manners like: Be patient when waiting in line or when waiting to get in elevators, subways, cabs, etc.    Engage people with genuinely good eye contact.  If you are meeting someone for the first time and just coming off a cold, mention it and don’t shake their hand.   If you get to the door first, hold it open. Wait for people to finish their sentences and listen to what they are saying instead of waiting for your turn to speak.  When someone compliments you, take it.   and so on... ==>  Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder  

"How can parents help their child on the spectrum to improve behavior and cope with sensory sensitivities/problems related to anxiety?" Parents often know that their child on the autism spectrum needs to be taught certain skills to improve behavior, sensory sensitivities, anxiety-related issues, and so on ...but they may not know exactly what skill-set will work best in any given situation. There is a specific set of skills that children with Asperger’s (AS) and High Functioning Autism (HFA) need to be taught in order to insure their long-term success. The progression of skills-acquisition proceeds as follows: In the first stage of skills-acquisition, the AS or HFA child follows rules as given, without context, and with no sense of responsibility beyond following the rules exactly. In the second stage, competence (i.e., active decision making in choosing a course of action) develops, and the child acquires organizing principles to quickly access the particular rule

“Can social skills training really help children with high functioning autism? What should a good training program consist of?” There is some objective evidence to support traditional and newer naturalistic behavioral techniques and other approaches to teaching social skills. Joint attention training may be especially helpful in young, pre-verbal kids on the autism spectrum (e.g., Asperger's and High-Functioning Autism), because joint attention behaviors precede and predict social language development. A randomized, controlled trial demonstrated that joint attention and symbolic play skills can be taught, and that these skills generalize to different settings and people. Parents can facilitate joint attention and other reciprocal social interaction experiences throughout the day in the youngster's regular activities. A social skills curriculum should target the following: initiating social behavior minimizing stereotyped perseverative behavior while using a flexible

Integrating Young Adults with Asperger Syndrome with Typically Developing Peers: An Essential Step in the Transition to Independence Kyle Avery, Ramapo for Children For many young adults on the spectrum, especially those with Asperger Syndrome, comfortable interaction with typically developing peers is more a dream than a reality. Yet when they transition to college or the work force, the ability to socialize becomes a prerequisite for success. To grow their social and emotional skills, these young adults need safe opportunities to interact with typically developing peers. This is why Ramapo for Children’s Staff Assistant Experience provides an integrated, inclusive environment to help young adults with social, emotional, or learning challenges transition to independence. Roadblocks on the Path to Independence Regardless of challenges, all youth seek the same things: to learn, have friends, feel valued, and experience success. Once high school ends, the most comm

“My wife and I are struggling dealing with our angry, increasingly aggressive 14 yr old son with high functioning autism. He's now refusing to hand over his electronics at night and shouting occurs. He is testing the boundaries, of course, but physical confrontation is something we don't know how to cope with.” Addressing hostility and aggressiveness in teens with Asperger’s (AS) and High-Functioning Autism (HFA) can be a frustrating and demanding process. The challenge for parents and teachers is to address the behavior in a constructive manner, rather than simply reacting to it. When AS and HFA teens are exhibiting hostile behaviors, it is often a sign that they are not receiving adequate support in mastering their environments, both at home and school. In addition, their aggressiveness does not necessarily reflect willfulness, rather they lack the social skills needed to “fit-in” and to be accepted by others – especially their peers. What makes AS and HFA teens a