My ASD Child

"My child (high functioning) absolutely hates gym class. He has a lot of difficulty keeping up with the others and says the teacher yells at him a lot. Is this a fairly normal thing for such children? Do you have any suggestions on how I can help him with gym class activities?" Physical education classes are usually a nightmare for a youngster with ASD level 1, or High-Functioning Autism (HFA). Many have awkward gaits and can’t run very fast. Their poor motor coordination means they have great difficulty throwing or catching balls, balancing themselves, or mastering certain movements (e.g., hopping, skipping, jumping, etc.). Besides being unable to perform many activities required in gym class, some HFA kids may be overwhelmed by the smell (i.e., stink) of the locker room. The coach's high-pitched whistle and the screaming in the swimming pool may be painful to the child’s ears. Others can’t stand to take showers due to tactile sensitivities. Many of these kids

Ronnie was a well-liked seventh-grader, despite his quirkiness. His classmates accepted him and were understanding of his Asperger’s diagnosis. One day Ronnie was talking with his classmates in the restroom before class when his friend Seth began cussing in anger about his C in Math. Ronnie picked up on the cussing and associated it with being mad. The bell rang and Ronnie went on to his next class. As he sat down, he realized that he left his social studies book in his locker. His teacher, Miss Sanders, would not let him go back to his locker, and immediately Ronnie got angry and began to swear. Miss Sanders sent Ronnie to the dean’s office, leaving Ronnie perplexed as to what he did wrong. He thought it was acceptable to cuss when he was angry about something. He didn’t understand the “hidden curriculum” – in this case, that what is acceptable around fellow classmates may not be acceptable around teachers. Children with Asperger’s (AS) and High-Functioning Autism (HFA) have di

"My child (with HFA) struggles in PE class... he's clumsy... gets teased as a result... and the teacher doesn't intervene to try to stop the teasing. SO then my son takes matters in his own hands and starts acting out towards the kids who are teasing. Then he's the one that gets in trouble. It's a bad cycle.  Any suggestions? Would there be any helpful advice I could give his teacher so he'll understand my child's challenges?" Including kids with High Functioning Autism (HFA) and Asperger’s in gym classes is not an uncommon occurrence. More and more, kids with “special needs” have gym alongside typically developing kids. Most physical education (PE) instructors teach young people on the autism spectrum although they have little knowledge about the disorder and how PE classes affect those who have it. Successfully educating kids with HFA involves a deeper understanding of the disorder and how it directly affects the students’ ability to partici

Unfortunately, there is no single magical formula for motivating Aspergers and high-functioning autistic (HFA students. Many factors affect a given student's motivation to work and to learn: interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students on the autism spectrum are motivated by the same values, needs, desires, or wants. Some children will be motivated by the approval of others, some by overcoming challenges. To encourage Aspergers and HFA students to become self-motivated independent learners, teachers can do the following: Create an atmosphere that is open and positive. Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. Give frequent, early, positive feedback that supports students' beliefs that they can do well. Help children feel that they are valued members of

Children with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools, free of charge to families. Understanding how to access these services can help moms and dads to be effective advocates for their Aspergers and high-functioning autistic children. The passage of the updated version of the Individuals with Disabilities Education Act (IDEA 2004) made mothers/fathers of children with special needs even more crucial members of their youngster's education team. Moms and dads can now work with teachers to develop a plan — the individualized education program (IEP) — to help children succeed in school. The IEP describes the goals the team sets for a youngster during the school year, as well as any special support needed to help achieve them. A youngster who has difficulty learning and functioning and has been identified as a special needs child is the perfect candidate for an IEP. Children st

Kids and teens with Asperger’s (AS) and High-Functioning Autism (HFA) often have difficulty understanding social situations, which can cause stress and anxiety. Social situations that seem to be most problematic include: Interpreting nonliteral language (e.g., idioms and metaphors) Knowing how and when to use turn-taking skills (e.g., focusing on the interests of peers) Recognizing that others' intentions do not always match their verbalizations Understanding facial expressions and gestures Understanding the “hidden curriculum” (i.e., those complex social rules that often are not directly taught) Even when a youngster with AS or HFA receives effective instruction in social skills, situations will arise that require “interpretation.” Unless interpreted, these situations become a source of stress and do not support future learning. However, with interpretation, perceptions of seemingly random actions can be altered into meaningful interactions. Interpretive strategies