My ASD Child

Interventions for Children with Aspergers (High-Functioning Autism) — All people in the Aspergers youngster’s life need to accept the diagnosis of Aspergers and understand its impact. Interventions are driven by each youngster’s age and individual needs and will vary, however, listed below are commonly needed interventions for kids in all environments: 1. Advocate for your youngster to have the school program that they need. 2. Be patient with your youngster and yourself and prioritize what to focus on first. Just focusing on today builds a better tomorrow. 3. Be prepared with your response to a difficult behavior or cycle that will calm the situation so you can react from your plan and not from your emotions. 4. Determine what a tolerable social and physical environment is for the youngster and provide it. 5. Don’t forget to nurture your spiritual side. 6. Educate yourself about Aspergers. 7. Learn how and when to talk to others for help, both profe

Aspergers (AS) is a developmental disorder characterized by difficulties in social interaction, and restricted and unusual patterns of interest and behavior.  This post is an attempt to summarize a series of concrete proposals for treatment and intervention, with a view to provide moms and dads and care providers with specific suggestions that may be helpful in devising educational and treatment programs for kids and adolescents affected by this form of social learning disability. Every treatment and intervention program starts with a thorough assessment of the youngster’s deficit and assets in the context of a trans-disciplinary evaluation including assessments of behavioral (or psychiatric) history and current presentation, neuropsychological functioning, communication patterns (particularly the use of language for the purpose of social interaction, or Pragmatics), and adaptive functioning (the person’s ability to translate potential into competence in meeting the demands of

Kids with Asperger’s (AS) and High-Functioning Autism (HFA) are more likely to be lonely than “typical” kids. Research shows that they face considerable challenges in making and keeping friends. There are many causes that may result in loneliness for these young people. For example: Change in environment (e.g., relocation from country side to cities, relocation from joint families to nuclear families) Change in school Fear of school bullies Feeling of being invisible Feeling of being isolated Inability of making friends easily Lack of self-confidence Lack of social support Lacking of understanding from others Losing a friend Loss of a mother or father Rejection from friends Relocation of a friend Shyness Signs that your AS or HFA youngster is feeling lonely include: draws sad pictures fails to interact with peers in class never discusses or speaks with other kids never invites kids to his house plays sad tunes prefers being in his room rather than staying

Everything your autistic child's teacher needs to know [share this post with him or her]: Initially it is necessary to understand the nature of the ASD student in regards to curriculum education. Safran (2002) indicates many of the characteristics of ASD can be "masked" by "average to above average IQ scores." (p. 284). This can result in the ASD being misunderstood by instructors. Safran (2002) explains that adults often presume the student is capable of more than is being produced. Lack of understanding of the ASD student in this way can significantly impede the desire of the instructor to search for strategies useful in overcoming the hindrances caused by the disability. Another misunderstanding is the relationship between curriculum and social education. For example, a youngster with ASD might find a social setting overwhelming and distracting. If kids are placed in a small group for project work this might predominantly become a social setting to an