My ASD Child

Some youngsters with ASD level 1, or High-Functioning Autism (HFA), experience fear or panic when they think about going to school in the morning. These kids may tell their moms and dads that they feel nauseous or have a headache, or may exaggerate minor physical complaints as an excuse not to go to school. When the HFA youngster exhibits a developmentally inappropriate and excessive anxiety concerning separation from their home or from those to whom they are attached, they may be experiencing a Separation Anxiety Disorder. This disorder is characterized by the youngster exhibiting three or more of the following for a period of more than four weeks:  persistent and excessive worry about losing, or about possible harm befalling, major attachment figures persistent and excessive worry that a troublesome event will lead to separation from a major attachment figure (e.g., getting lost or being kidnapped) persistent reluctance or refusal to go to school or elsewhere because of fea

Asperger’s (high functioning autism) is a lifelong developmental disorder, but ironically, most research studies on the disorder have been cross-sectional (i.e., they only provide a snapshot of what it looks like at a single point in time). Why? Because following people with Asperger’s and HFA over long periods of time is expensive and requires a lot effort on the part of families and researchers, which is unfortunate since long-term studies are the only way to understand what early-life factors help some kids with the disorder do better than others over the long haul (something that can’t be assessed in cross-sectional studies). Thanks to new statistical techniques, researchers can now group their study participants based on shared characteristics that unfold over time. A handful of long-term studies, each including up to several hundred participants, have now followed individuals on the autism spectrum for nearly 20 years. As the young people in these studies come of age, res

"Is it common for a child with autism (high functioning) to quickly and easily get upset about little things throughout the day? The least little thing will set my son off." Children with High-Functioning Autism (HFA) often suffer from different types of stress compared to other kids. Stressors can be as diverse as school issues to the texture of their clothing! These young people often suffer from so many obsessive thoughts that they are stressed out by things such as noise, smell, certain textures, things out of place, and disorder in general. These "special needs" kids are perceived to be quite intolerant of others as well as the environment. They often become very anxious in unstructured settings and in situations where people are moving at random. They may not be able to tolerate people standing close to them. Whether it is sudden or it comes from general background activity, noise can cause acute stress, fear and even panic and, at the very least

“My daughter with high functioning autism is always anxious in the mornings before school to the point where it has become quite a chore to get her out the door and on the bus (lots of weeping, complaining about her stomach hurting, talking about wanting to just stay home…). Would you have some ideas on how I can help her not be so stressed about going to school?” Here are a few important tips that can help children with High-Functioning Autism (HFA) and Asperger’s (AS) to reduce their anxiety as it relates to school: 1.  Acknowledge your daughter’s fear. Hearing "it’ll be O.K." when you're anxious about something doesn’t usually help. It probably won’t comfort your daughter much, either. The most crucial thing you can do for a youngster dealing with school-related anxiety is to accept that her fears are real to her. If nothing else, you'll guarantee that she won't be scared to talk to you about them. 2.  Ask, "What three things are you most happy

"How can I help my little man (high functioning autistic) reduce his stress. He's usually excessively concerned about many things. Currently his main stressor is worrying about a week long summer camp coming up soon (but after that, it will be something else)." Kids and teens with ASD Level 1, or High-Functioning Autism, tend to experience more anxiety and stress relative to neurotypical children. Issues like school and social life can sometimes create pressures that can feel overwhelming for these children. As a mother or father, you can't protect your child from all stress, but you can help him develop healthy ways to cope with stress and solve everyday problems. Here are some important parenting techniques to help your autistic child deal with stress: 1. Be patient. As a mother or father, it hurts to see your child unhappy or stressed. But try to resist the urge to fix every problem. Instead, focus on helping him grow into a good problem-solver. A ki

With Thanksgiving and Christmas coming up, I thought we should have a conversation about coping with the holidays – an especially important topic for parents with Aspergers (high functioning autistic) children. Aspergers kids and teens are easily over-stimulated. Their emotions overwhelm them, and it is up to the people around them to make life easier for them. The holidays are especially difficult for kids who have Aspergers. Remember, they are not social people. Crowds and noise overwhelm them. They do not cope well with the hustle and bustle of holidays, especially Christmas. Anticipation for a youngster with Aspergers leads to increased levels of anxiety, which he cannot control. He becomes overloaded, and then you have a potential meltdown at the time when you are all supposed to be enjoying the holiday. The celebration can be ruined and everyone may get upset, especially your youngster who is trying so hard to fit-in. Some Aspergers kids may not want to join in whe

“Why do children on the high functioning side of autism seem to experience more than their fair share of anxiety? And, are there any drugs that can be used to help with this problem?” Young people with High Functioning Autism (HFA) are particularly vulnerable to anxiety. This vulnerability may be an intrinsic feature of HFA due to a breakdown in circuitry related to extinguishing fear responses, specific neurotransmitter system defects, and/or their inability to make social judgments throughout development. Other reasons for anxiety in HFA children/teens include the following: Limitations in generalizing from one situation to another often contributes to repeating the same social gaffes. Limitations in their ability to grasp social cues - and their highly rigid style - act in concert to create repeated social errors.  Many experience the discomfort that comes from somatic responses that are disconnected from events and experience. The lack of empathy severely limits skills f