My ASD Child

Developmentally-based assessments of cognitive, communicative, and other skills provide information important for both diagnosis and program planning for kids with Asperger’s Syndrome (AS) and High-Functioning Autism (HFA). Careful documentation of a youngster’s unique strengths and weaknesses can have a major impact on the design of effective intervention programs and is particularly critical due to the fact that unusual developmental profiles are common. Given the multiple areas of difficulty, the efforts of experts from various disciplines are often needed (e.g., audiology, neurology, pediatrics, physical and occupational therapy, psychiatry, psychology, speech and language pathology). The level of expertise required for effective diagnosis and assessment may require the services of professionals other than those usually available in a school setting. In some cases, psychological and communication assessments can be performed by existing school staff, depending on their tra

In this post, we will look at the ingredients that are critical to making “social skills interventions” successful for kids with Aspergers. Here you will find basic principles for teaching social skills that capitalize on the strengths of such kids, while specifically addressing their deficits: Make the abstract concrete— Relative to some academic skills, teaching social competence involves abstract skills and concepts. Because kids with Aspergers tend to be concrete and literal, the abstract nature of these interpersonal skills such as kindness, reciprocity, friendships, thoughts, and feelings makes them especially difficult to master. A first critical step is to define the abstract social skill or problem in clear and concrete terms. The behavior must be explicitly operationalized and the youngster taught to identify it and differentiate it from other behaviors (Is this a friend or not a friend? Is this a quiet or a loud voice? Were you being teased or not? Are you followin

Jane, a 21-year old with Asperger’s, had worked as a secretary for her father when he was alive. But when he died and the company closed, she did not seek further work. She carried on living in the family home, which became more and more neglected. Jane enjoyed novels, and was reading Tolstoy's War and Peace when the author met her, but she did not know who to contact to change a broken light fitting or how to change it herself. So she read by candlelight. Her neighbors thought her weird, and the various doctors who saw her found her uncooperative. They believed that she was simply unmotivated to change. Although none of them said it, there was a definite implication that she was lazy and difficult. Jane continues to be dismissed by professionals as having moral failings, but not impairments. Adolescence and young adulthood are times of identity change and identity confusion. Understandably, teens and young adults do not want to define themselves in terms of impairmen

As a parent with a child on the autism spectrum, you have probably already figured out that kids with Asperger’s (AS) and High Functioning Autism (HFA) are often easily upset by minor circumstances. They may cry at the drop of a hat, or crumble when the parent raises his or her voice at them (even slightly). They seem to have a bionic sense of smell, and want all the tags pulled out from their shirts. They enjoy quiet play more than big and noisy groups, ask lots of questions, and are incredibly perceptive – noticing all the minor details of life. These children may have even been labeled as "shy" or "highly emotional" by parents and teachers. But before you write-off these “special needs” kids as drama queens, consider the fact that these behaviors may part of their disorder. Parenting highly-sensitive AS and HFA youngsters can be challenging. These kids are often tender-hearted, easily upset, and fearful of many aspects of everyday life. They are oft

Question My 'high functioning autistic' son needs help finding a job? He is really interested in art and is an excellent artist - a God-given talent. He has never gone to school and he is awesome. But I wanted him to go into that field and he is a little scared, he says that college is too hard. He doesn't really understand what I am trying to explain to him about taking just a few classes. I really think that he should pursue a career in that area. Any suggestions on how I can get him to follow that gift? Answer Most people who find actual work in the field of art have had some type of formal training (although this is not always the case). The occupations listed below represent some of the diverse career opportunities available to art majors. Some require additional education. • Advertising Artist • Animator • Art Acquisition Specialist • Art Agent • Art Instructor • Art Specialist • Audiovisual Specialist • Billboard Artist • Book De

"From experience with an autistic son (high functioning) with an IEP in our school district, it has been a nightmare this past school year. Due process is not at all a fair and objective process if or when you run into problems and or violations. It is costly going against county attorneys that are well versed on tactics to intimidate and bully parents in attempts to make them go away. For anyone in which the process does work, you should feel very fortunate. How can I get the IEP process to work for my child so we don't go through this terrible dilemma again next year?!" An evaluation for your child with ASD level 1, or high-functioning autism (HFA), should determine his special education needs and will generate an appointment for a team meeting to develop an Individualized Education Program (IEP). The IEP is the document that will detail, in writing, an individualized approach to meeting the unique needs of your youngster. The team should include: A school represe