Showing posts sorted by relevance for query teaching social skills. Sort by date Show all posts
Showing posts sorted by relevance for query teaching social skills. Sort by date Show all posts

Asperger’s and High-Functioning Autism: Overcoming Social Skills Deficits

"How can I help my child to generalize from one social situation to another? In other words, how can he learn 'social themes' on his own? I would like for him to realize that any particular interaction is nearly identical to some others."

Children with Asperger’s (AS) and High-Functioning Autism (HFA)  are hard to train in typical social behaviors, but they spontaneously learn things that neurotypical (non-autistic) children may consider difficult (e.g., memorizing license plate numbers of parked cars or home addresses in the neighborhood). The learning styles of AS/HFA children and neurotypical children are better suited to learn different tasks.

AS and HFA children’s difficulty of learning social behavior is similar to neurotypical children’s difficulty of memorizing random factual details (e.g., phone numbers). Both arise from a mismatch between learning style and task. Intensive long-term training would surely make neurotypical kids remember a phonebook better, but they will never do quite as well as AS and HFA kids. Similarly, intensive long-term training would help AS and HFA kids by supplying more examples to match a given social situation, but they will never have the flexibility and efficiency in social interactions that neurotypical kids have.



Since most relationships in social interaction, language and sensorimotor processing contain many “unspoken” variables (e.g., context of the relationship, body language), social skills training should focus on how to teach AS and HFA children to comprehend, retain and model such intricacies.

There are mnemonic tricks (i.e., memory aids) that can help neurotypical children to remember random facts (e.g., phone numbers, digits in π). The idea is to associate random facts with a story or coherent theme that is easy for neurotypical children to learn and remember. These tricks can be reversed to help AS and HFA children. They can learn to use lists of memorized random facts to “code” common themes in social interaction, language, and even sensorimotor processing. AS and HFA kids clearly have the ability to learn certain “social-themes” (e.g., how to start a conversation, create friendships, empathize, etc.), and it is possible to extend their ability through systematic social skills training.

Unlike neurotypical children, who tend to naturally figure-out complex social rules, AS and HFA children have difficulty “discovering” common social-themes on their own, particularly complex ones. Thus, common social-themes should be explained to them explicitly. It helps to start training them on one simple social task (e.g., how to smile and say “hi” to a peer) and gradually move on to more complex ones (e.g., how to start and maintain a conversation).




Case example: One of my young Asperger’s clients had difficulty listening to his mother speaking whenever there was a lot of distracting background noise (e.g., people moving about and talking at a restaurant). This child couldn’t filter-out environmental stimuli and focus on what was his mother was telling him (he had the same problem listening to his teacher’s instructions at school if the classroom wasn’t completely quiet). So, we set-up a training session as follows:

Step 1: With just one source of background noise (in this case, a blowing fan), the mother gave one piece of instruction to her son (in this case, he was asked to button the top button on his shirt). 

Step 2: With the fan blowing, she gave two pieces of instruction simultaneously (“tie your shoe and then please bring me that book sitting on the table”). 

Step 3: We introduced two sources of background noise (the blowing fan and a radio playing within ear-shot). The mother made one, then two, then three requests, and her son was asked to respond appropriately.

Step 4: We introduced a third piece of background noise (the fan, the radio, and two people conversing within ear-shot in an adjacent room). The mother made one, then two, then three requests, and her son was asked to respond appropriately.


We continued this procedure until (a) there were five sources of background noise and (b) the child responded appropriately to five of his mother’s requests.

Much like a deaf person who learns to read lips, this young boy eventually trained himself to watch the lips of the speaker as a way to focus on the speaker’s words rather than any accompanying background noise. Also, he was instructed on why learning a general social-theme (in this case, attentively listening to others) is more useful than storing specific examples precisely. He was taught how to generalize (i.e., apply regularity to perform a social task) without “memorizing” individual examples (e.g., smiling and saying “hello” to his teacher is the same way he smiles and says “hello” to all other adults).

Indeed, many moms and dads of kids with AS and HFA are concerned about their youngsters’ social functioning. They know that their sons and daughters have many wonderful qualities to offer others, but the nature of their disorder, or more precisely, their poor social skills, often preclude them from establishing meaningful social relationships. This frustration is amplified when moms and dads know that their “special needs” kids want desperately to have social contacts, but fail miserably when trying to make friends. Often, their failure is a direct result of inefficient programs and inadequate resources typically made available for social skills training. While most neurotypical kids learn basic skills simply by exposure to social situations, kids with AS and HFA must be taught these skills explicitly – and as early as possible!

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

 ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

 ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

 ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
By

How Children on the Autism Spectrum Can Avoid Being Bully Victims

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 through extremely violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.
  • Have decreased academic achievement (GPA and standardized test scores) and school participation.
  • Have higher risk of depression and anxiety, including the following symptoms that may persist into adulthood: changes in sleep and eating patterns; increased feelings of sadness and loneliness; loss of interest in activities.
  • Have increased thoughts about suicide that may persist into adulthood. In one study, grown-ups who recalled being bullied in youth were 3 times more likely to have suicidal thoughts or inclinations.

Why are students on the spectrum such an easy target for bullies?

Children with Aspergers and HFA are bullied more frequently for several reasons:

1. A child with the disorder takes things very literally. This may mean that it becomes difficult for him to follow a lot of what his peers are talking about, which in turn, may make him appear “stupid” to his peers (an unfair label).

2. Children with Aspergers and HFA may have difficulty paying attention to more than one piece of information, which may cause them to stay 'stuck' in a conversation. Such actions can have adverse effects on their social skills and make it difficult for them to hold conversations and make friends.



3. Some children on the autism spectrum learn that they have to ask a question to start a conversation, but then, instead of listening to the answer, they ask question after question, in effect drilling their peers and making them feel uncomfortable.

4. The two- to three-year lag in maturity and difficulty reading social cues that autistic kids are prone to are also contributing factors to bullying.

5. Their difficulties reading social cues cause them to irritate peers. Difficulties in reading social cues range from (a) trouble understanding the zones of personal space, causing them to stand too close to others, to (b) a lack of basic conversation skills.

6. These children often have a low frustration tolerance. When frustration increases and reaches a threshold, it can lead to a meltdown, which makes the child stand out as being different.

7. They have passions, certain things that they focus on, but they may have a hard time talking about anything else, which is often annoying to peers.

8. They may have poor motor skills, which makes them stand out as clumsy.

9. They may not understand social banter, and so they become easy targets for teasing.

Research has long shown that students with an Autism Spectrum Disorder are far more at risk for being bullied than other students. One study found that 82% of these children claimed to have been bullied. Children on the spectrum may be overly sensitive and reactive, which attracts the attention of bullies. But it’s not just students on the spectrum – any student who is different from the norm is vulnerable. And sometimes schools are anything but helpful: One study showed that 25% of teachers see nothing wrong with bullying.

Unfortunately, YOUR child may be a victim of bullying – BUT you may not even know about it. Why? Because some kids don’t tell their parents about the abuse they are experiencing at school – they keep it a secret.

Reasons for secrecy tend to fall into one of seven categories:

1. The fear that grown-ups will do nothing: Children may be skeptical that adults can, or will, take steps to stop a bully.

2. The fear of losing a friendship: Sometimes the relationship between bullies and victims isn't so straightforward. If the victim counts the bully as a friend (or wants to be his friend), telling may not seem like an option.

3. Power: Bullying is marked by one participant — the bully — possessing more power than the other, whether that power is real or perceived. Kids learn to gain power by aggression and to accept when others wield aggressive power. So a "weak" victim is not likely to tattle.

4. Retaliation: To some children, the logic is simple: Tell a grown-up and make the bully angrier.

5. Self-blame: Victims may feel shame and blame themselves for their situation. One Aspergers boy stated he was at fault for his victimization, because he was "a little nerdy."

6. The cloak of secrecy: Bullying often happens out of adults' sight, in settings such as hallways and school lunchrooms. Thus, bullying stays between the victim, the bully and peer bystanders.

7. Vulnerability: Children who are bullied are often less accepted by their peers and may struggle with social skills. They may yearn for acceptance from the very people who torment them. So, they keep trying …and trying …and trying to get acceptance, hoping that someday they will “fit-in.”

What can be done?

Each Aspergers and HFA youngster has his/her own temperament. Some enjoy higher levels of social activity while others prefer less. While this may be a preference the youngster is born with, much of what experts call ‘social competence’ or the ability to get along with others is skill-based or learned. This means that it can be practiced and improved upon, especially if the youngster’s parent is a patient coach.

These kids don’t need to be the most popular in their class, but they do need good social skills to avoid being targets of bullying and social isolation. Being sociable helps us with resilience (the ability to withstand hard times). Those who are constantly rejected by peers are lonely and have lower self-esteem. When they are older, these kids are more likely to drop out of school and use drugs and alcohol. Moms and dads can help their special needs kids learn social skills so that they are not constantly rejected and bullied – or begin to bully and reject others.

Social skills include our emotions, intellect, ethics, and behaviors. Emotionally we learn to manage strong feelings (e.g., anger) and show empathy for others. Our intellect is used to solve relationship conflicts and make decisions. Ethically we develop the ability to sincerely care for others and engage in socially-responsible actions. Behaviorally we learn specific communication skills such as turn-taking and how to start a conversation.

Moms and dads can act as coaches for their kids to develop these social skills. Kids learn a lot from how parents treat them and from how parents interact with others. Parents, like other coaches, will need to be creative and specific in teaching social skills. Beyond saying “You need to be better at X,” good coaches teach concrete skills and then support the use of these skills across a variety of situations. The goal should be not just to teach these young people to “be nice” but also to help them to advocate for themselves as well as care for others.

Most kids experience occasional rejection, and most kids are sometimes socially clumsy, insensitive, or even unkind.

Signs that a youngster may need some social coaching include:
  • Lacks at least one or two close mutual friends
  • Has trouble losing or winning gracefully
  • Doesn’t show empathy when others are hurt or rejected
  • Acts bossy or insists on own way a lot
  • Can’t seem to start or maintain a conversation
  • Uses a louder voice than most kids
  • Seems constantly ignored or victimized by other kids or constantly teases or annoys other kids

Moms and dads should use a 4-part strategy when helping their kids develop social skills:
  1. Point out
  2. Practice
  3. Praise
  4. Prompt
These four steps can be used when you notice that your youngster needs to work on a particular social skill. Before using them, however, you should point out the problem area sensitively and privately (not in front of others) to your youngster.

1. Point Out: Moms and dads can use opportunities to point out when others are using the desired skills. It might be a specific behavior of the parent, another grown-up, a youngster, or even a character in a book or on TV. The idea is to give your kid examples and role models of people engaging in the appropriate social skill.

2. Practice: A mother or father can help their youngster substitute a specific appropriate response for a specific inappropriate one. This might mean brainstorming with the youngster about different alternative responses, and then practicing one or more with him or her. Practicing can involve mapping out actual words to say or behaviors to use, role-playing, and using the newly learned skills in real situations.

3. Praise: Often times, Aspergers and HFA kids are not eager to work on new skills, so moms and dads must reward their kids with praise when the new skills are practiced as a way of helping the skills become habits. This might be a specific verbal statement (“You did an awesome job of X instead of Y when you got upset at the store”), a nonverbal sign such as a thumbs up, or even a treat (10 minutes extra ‘fun time’ before bedtime).

4. Prompt: Without nagging, moms and dads can gently remind their youngster to use a new skill when the opportunity arises. This might be verbal (“Now might be a good time to count to ten in your head”) or nonverbal (a nonverbal cue such as zipping the lips when a youngster is about to interrupt).

Any good coach knows that patience is important, because learning new skills takes time and practice. And everyone differs in how long it takes to learn something new. Coaches often have to be creative in their teaching strategies, because all kids have different ways of learning.

The important thing to remember is that the ability to have good social relationships is not simply about personality or in-born traits. Children who get along with other children have learned skills to do so, and they practice these regularly. Just like a good coach can make the difference for a budding basketball player, moms and dads can help their kids become socially skilled.

There is definitely a connection between a child’s social deficits and being the target bullying. One leads to the other in most cases, unfortunately. According to statistics, when a child with Aspergers or High-Functioning Autism learns social skills needed to gain acceptance from a peer-group, he (a) reduces his chances of being bullied by over 80%, (b) feels better about himself, (c) reduces the risk of dropping out of school due to school-anxiety issues, and (d) has a 3x greater chance of finding and maintaining gainful employment as a young adult.

==> Teaching Social Skills and Emotion Management 


COMMENTS:

•    Anonymous said…  parents hate when I suggest separation, yet safe zones that allow us to learn in an environment sensitive to our processing needs in an atmosphere free from fear and oppression is exactly what we need. let me be clear, the whole purpose is to teach children to thrive outside the seclusion, with their peers in society, the method is actually tried and true, they call it "immersion therapy" I am just applying it to society in general. not too mention, we would benefit greatly from much more dedicated, individualized, learning structures , where we can question the teachers and follow intuitions that lead outside the general academic offerings.
•    Anonymous said… Except that if they did that most schools would lose half their pupils, I think all kids dabble with bullying at some point or other, just to feel that power, so in the end there's not enough peer pressure to stop bullying, and sadly it's our atypical kids who bear the brunt of it most of the time.
•    Anonymous said… get the school guidance counsellor involved. it's a good place to start. Plus document everything with dates and what happened or what your child is doing differently, how they are behaving, how their grades are doing, if they want to go to school. you can include this info in your letter for help if you need to write one in the future.
•    Anonymous said… I have found that teachers a to damm scared to interfere in things like the bullies in the school .I took matters into my own hands with my granbabe ,he was being bullied and I complained for 2 weeks then bang took matters into my own hands and delt with the bully scared the life out of him all has been quiet ever since .
•    Anonymous said… My kindergartener has so much anxiety about a boy in his class and the teacher will not do anything. She is blaming my son for being scared of nothing, clearly there is something going on!
•    Anonymous said… What if the only reason they hate school is because they will be away from the parent? I'm literally going insane. For my 11yr old son last year was tough and since summer it has become very stressful. Now in an ESE classroom but this semester has been horrible. He thinks something will happen to me if we're apart, or that I'm going to leave him.

Post your comment below...
By

How to Enhance Communication Skills and Social Competence in Kids on the Autism Spectrum

“If we had to choose only one, what would be the best intervention strategy for our child with HFA?”

For most children with High-Functioning Autism (HFA) and Asperger’s (AS), the most important treatment strategy would definitely be to enhance communication and social competence (i.e., social skills training).

The goal is not to force the child to “conform to societal pressure” or to stifle individuality and uniqueness. Instead, the goal reflects the fact that most kids on the autism spectrum are not loners by choice. 

Also, there is a tendency (as these kids develop towards the teenage years) for anxiety, depression, despondency, and negativism as a result of the child’s increasing awareness of personal inadequacy in social situations, and repeated experiences of failure to make and maintain relationships.

The typical limitations of insight and self-reflection found in kids on the spectrum often prevent spontaneous self-adjustment to social and interpersonal demands. Social skills training prepares the “special needs” child to cope with social and interpersonal expectations, therefore enhancing his or her attractiveness as a conversational partner or as a potential friend or companion.

==> Teaching Social Skills and Emotion Management: A Complete Program That Parents Can Easily Utilize


The following are suggestions intended to foster relevant skills in this crucial area:

1. The HFA or AS child should be taught to monitor his own speech style in terms of the following:
  •  adjusting depending on proximity to the speaker
  • context and social situation
  • naturalness
  • number of people and background noise
  • rhythm
  • volume

2. Through verbal means, the child should be helped to recognize and use a range of different means to:
  • disagree
  • discuss
  • interact
  • mediate
  • negotiate
  • persuade

3. In order to increase the flexibility with which the child both thinks about - and uses language with - other people, it is be important to help the him or her to:
  •  anticipate multiple outcomes
  • develop the ability to make inferences
  • explain motivation
  • predict

4. The effort to develop the HFA or AS child’s skills with peers in terms of managing social situations should be a priority. This should include:
  •  ending topics appropriately
  • feeling comfortable with a range of topics that are typically discussed by same-age peers
  • shifting topics
  • the ability to expand and elaborate on a range of different topics initiated by others
  • topic management

5. Explicit verbal instructions on how to interpret other people's social behavior should be taught in a fashion not unlike the teaching of a foreign language (i.e., rote fashion; all elements should be made verbally explicit and appropriately and repeatedly drilled). For example:
  • facial and hand gestures
  • gaze
  • non-literal communications such as humor, figurative language, irony, sarcasm and metaphor
  • the meaning of eye contact
  • tone of voice
  • various inflections

6. The same principles should guide the training of the child’s expressive skills. Concrete situations should be exercised and gradually tried out in naturally occurring situations. All those in close contact with the child (teachers, coaches, etc.) should be made aware of the program so that consistency, monitoring and contingent reinforcement are maximized.

7. Encounters with unfamiliar people (e.g., making acquaintances) should be rehearsed until the child is made aware of the impact of her behavior on others’ reactions to her. Strategies include:

•    watching a video recorded behavior
•    practicing in front of a mirror
•    listening to the recorded speech


==> Teaching Social Skills and Emotion Management: A Complete Program That Parents Can Easily Utilize
By

Teaching Your ASD Child "How To Be A Good Friend"

Many children on the autism spectrum tend to have an Avoidant/Anxious attachment style in which they typically repress the desire to seek comfort from their parents or other caretakers when scared, distraught, or in pain. Instead, they rely heavily on self-soothing behaviors as a way to deal with such uncomfortable emotions. For example:
  • rocking
  • pacing
  • twirling hair
  • sucking thumbs and various objects
  • hitting or head banging
  • pulling hair, eyebrows or lashes
  • picking skin or nose
  • grinding teeth
  • cracking knuckles
  • biting nails, lips, cheeks, pencils, etc.

Even at a very young age, many Avoidant/Anxious kids tend to be independent “little adults,” relying very little on others for help. Unfortunately, their tendency to be self-sufficient and unsociable can leave parents feeling a bit rejected. Furthermore, the fact that they rarely demonstrate a desire for warmth, love, closeness or affection tends to discourage support from parents – and even siblings. Many moms and dads have reported that their High-Functioning Autistic (HFA) child is often aloof and doesn’t like to be touched or hugged.

==> Teaching Social Skills and Emotion Management to Children and Teens with High-Functioning Autism

As these children enter school, many appear to be more aggressive, hostile and emotionally isolated than their “typical” peers. On the playground, they may be the students who bully their classmates. As teenagers, they tend to be disliked by both peers and educators. Also, they are less emotionally involved with their parents and siblings.

Perhaps the saddest aspect of this attachment style is that these children have great difficulty in finding and keeping friends. This is often due to the fact that they lack an understanding of basic social skills, don’t know what to say or do around their peers, withdraw from others and choose to spend time alone rather than run the risk of trying to “connect,” and decide that staying to oneself is the less painful option. Many parents report that their HFA child prefers to play alone. In addition, these children often annoy their peers by butting-in during games, interrupting conversations, rambling on about their special interest or favorite topic, cut in line, make rude comments (with no intention of being rude), and so on.

Some children with an Avoidant/Anxious attachment style are significantly “asocial” (i.e., they lack the motivation to engage in social interaction, have a preference for solitary activities, have limited social expressiveness, have low sensitivity to social cues, emotions, and pragmatic use of language). Asocial tendencies become acutely noticeable in these kids from a young age due to deficits in crucial social development skills (e.g., social and emotional reciprocity, eye-to-eye gaze, gestures, normal facial expressions and body posture, sharing enjoyment and interests with others, etc.). Some of these young people really want to be social, but fail to socialize successfully, which can lead to later withdrawal and asocial behavior – particularly in the teenage years.

Friendship skills come fairly easily to “typical” kids. But, unfortunately for children on the autism spectrum, these skills must be taught. If you have a child on the autism spectrum, then you have a child who is socially and emotionally immature. Thus, parents must coach their child in social and friendship skills. In order to find and keep friends, your child must cultivate the skills to BE a “good” friend. Then – and only then – will he or she attract peers and turn the relationship into a friendship.


Here are a few tips for how parents can coach their autistic child on how to be a good friend:

1. Be a good role model. Try to find a lot of opportunities for your child to observe you being nice to someone (e.g., having a casual conversation with a stranger in the line at the grocery).

2. Give your youngster the words and behaviors to enter into - and exit - others’ play group (e.g., “If you want to join in the game that they are playing, then ask ‘can I play too’.”). Also, give him the words and behaviors to include other peers in his play group (e.g., “Would you like to play with us?”).

3. Help your child to be a “behavior observer.” Teach him to pay attention to the actions of other kids as they relate to one another (e.g., at the park, playing a board game, etc.). Then discuss with him what was observed and what things demonstrated good friendship skills (e.g., “Did you notice that Michael is being good about waiting for his turn?”), as well as the things that did NOT demonstrate these skills (e.g., “Did you see Sarah jerk that toy away from Carlie? That’s not being a very good friend.”).

4. Help your child to recognize what traits HE wants in his friends (e.g., someone who shares, plays fair, doesn’t push or hit, doesn’t call people bad names, etc.).

5. Help your youngster to develop the ability to observe the impact of his behavior on others (e.g., “I noticed that when you called your friend ‘stupid’, she looked like her feelings were hurt.).

==> Teaching Social Skills and Emotion Management to Children and Teens with High-Functioning Autism

6. Let your child witness you spending time with YOUR friends.

7. Notice and acknowledge successes. In order to help your youngster see when he is using good friendship skills, comment specifically on what he does in his friendships that shows he cares (e.g., “When Kayla fell down and hurt her leg, you offered to help her up and took her to a chair so she could to sit down. That’s you being a good friend!”).

8. Watch movies and read books about friendship.

9. Role play how to be a good friend.

10. Lastly, post the following (with pictures if possible) in a very prominent place (e.g. refrigerator door):

I am a good friend because...

•    I am reliable
•    I do kind things for my friends
•    I use kind language with my friends
•    I like to have fun with my friends
•    I help out when my friends are sad or have a problem
•    I like spending time with my friends
•    I remember my friends’ birthdays
•    I like to share with my friends

In a worst case scenario, the HFA child wants so desperately to “fit-in” with his peer group, but fails miserably – time and time again – due to the lack of skills in this area. As a result, he “gives up” and even has a pervasive sense of anxiety about ever trying again. He simply avoids “connecting” to friends as a way to cope with feelings of rejection.

If your best efforts to help your child “be a good friend” fall short, a mental health professional can design a treatment plan that is appropriate for the child who exhibits an Avoidant/Anxious attachment style. Treatments vary, but they will likely include cognitive-behavioral therapy (CBT). If a co-existing condition (e.g., depression, anxiety, etc.) is also diagnosed, appropriate medications can be used.

Share with your child:


 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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By

How to Teach Social Skills to Your Child on the Autism Spectrum

"I would like to know how to advise my son with ASD [level 1] on social skills, such as relating to friends without being insulting to others and driving them away."

One of the behavioral traits seen in kids with an autism spectrum disorder (ASD) is a lack of "demonstrated" empathy (i.e., they can empathize, but may not show it). They don’t realize that other people have thoughts and interests that are different from theirs.

They’ll interrupt a conversation and start churning out facts about their pet interest (e.g., medieval history, Star Wars’ trivia, Math, etc.) even if it has nothing to do with what the other kids are talking about.

This and their lack of other social skills (e.g., looking others in the eyes when conversing, responding appropriately to greetings and questions, understanding fads and the interests of peers, etc.) makes making friends very difficult for ASD kids.

With some of these children, social abilities remain intact or aren’t really noticed until around age eight. It is around this time that their peers begin perceiving them as “different.” The autistic is singled out for teasing. In addition, he may be seen as oppositional because kids with ASD take words and gestures very literally. Communication with ASD kids must be “concrete” (i.e., brief and easily understood).
 
==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism

Your son can be taught most of the same social skills that youngsters without ASD learn on their own. You can work with your son’s school to produce cards or posters with facial expressions that define feelings. Also, full-length mirrors can be used to make these kids aware of their facial expressions and overall body language. You and his teachers can role play social situations with him to help him learn appropriate responses and actions.

On a related note, it is critical that schools become fully equipped to help children with ASD. The number of schools with diagnostically appropriate services will increase when parents, doctors, and social service practitioners lobby educational institutions for assistance in teaching these students.

Until the school provides more assistance with your son, there are a number of things that you can do at home. For example, surround your son with friends and family so he will have familiar people around on a consistent basis. If your son is intimidated by a large number of people, just have one friend over at a time.

In addition to friends, you can train your son in appropriate social and perceptual skills. He can learn to perceive and interpret nonverbal behaviors, process visual and auditory information, and become aware of social/behavioral conventions.

To help you help your son, go on the internet and look for ASD support groups. Also, look for a group in your area. If there is none available, there are people who stay in touch via the internet. Whether in person or over the internet, they can give you advice and support which will help you help your son.
 
==> Parenting System that Significantly Reduces Defiant Behavior in Teens with High-Functioning Autism

When attempting to share information with schools about ASD, help teachers and other staff to understand the following. ASD is not:
  • mental retardation. Some autistic people may be very intelligent — there is a lot of evidence that Albert Einstein may have been autistic
  • "savant" syndrome. Some autistic people are "savants," (e.g., instant calculator, etc.) but most are not. Other autistic people are "gifted," however, and have high "general" intelligence. Many autistic people have normal intelligence, and some may be retarded
  • an emotional problem. ASD is a neurological condition which people are usually born with. Psychological trauma doesn't cause it
  • a psychosis or lack of reality contact
  • "a fate worse than death." Autistic people have some disadvantages, but some live very happy and rewarding lives. Many autistic people wouldn't want to be "cured," as this would be like erasing them and replacing them with different people
More resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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By

Communication Intervention and Social Skills Training for Kids on the Spectrum


"How can I help my child with high functioning autism to develop some important communication and language skills?"

For most children with Asperger’s (AS) and High-Functioning Autism (HFA), the most important treatment strategy involves the need to enhance communication and social competence. This emphasis on social competence does not reflect a societal pressure for conformity, and it does not attempt to stifle individuality and uniqueness.

Instead, it reflects the clinical fact that most children with AS and HFA are not loners by choice, and that there is a tendency (as these kids develop towards adolescence) for hopelessness, pessimism, and oftentimes, anxiety and depression due to the child’s (a) increasing awareness of personal inadequacy in social situations and (b) repeated experiences of failure to make and/or maintain friendships.

The typical limitations of insight and self-reflection often preclude spontaneous self-adjustment to social and interpersonal demands. The practice of communication and social skills does not imply the eventual acquisition of communicative or social spontaneity. However, it does prepare the child with AS or HFA to cope with social and interpersonal expectations, therefore enhancing his or her attractiveness as a conversational partner or as a potential friend.

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

Below are some crucial suggestions intended to foster relevant skills in this area. These suggestions can be used by parents, teachers and therapists:

1. Encounters with unfamiliar people (e.g., making acquaintances) should be rehearsed until the AS or HFA child is made aware of the impact of his behavior on other’s reactions to him. Certain important strategies (e.g., practicing in front of a mirror, listening to his recorded speech, watching a video of his recorded behavior, etc.) should all be incorporated in a social skills training program. Social situations manufactured in a therapeutic setting that usually require reliance on visual-receptive and other nonverbal skills for interpretation should be used, and techniques for deciphering the most salient nonverbal dimensions inherent in these situations should be offered.

2. Explicit verbal instructions on how to interpret other’s social behavior should be taught and exercised in a rote fashion. The following should be taught in a manner not unlike the teaching of a foreign language (i.e., all elements should be made verbally explicit and appropriately and repeatedly drilled):
  • facial and hand gestures
  • non-literal communications (e.g., humor, figurative language, irony, sarcasm and metaphor)
  • the meaning of eye contact and gaze
  • various inflections and tone of voice

The same principles should guide the training of the child’s expressive skills. Concrete situations should be exercised in a therapeutic setting and gradually tried out in naturally occurring situations. All those in close contact with the AS or HFA child (e.g., teachers, coaches, scout leaders, etc.) should be made aware of the program so that consistency, monitoring and contingent reinforcement are maximized.

3. The effort to develop the child’s skills with peers in terms of managing social situations should be a priority. This should include:
  • ending topics appropriately
  • feeling comfortable with a range of topics that are typically discussed by same-age peers
  • shifting topics
  • the ability to expand and elaborate on a range of different topics initiated by others
  • topic management

4. The child with AS or HFA should be helped to recognize and use a range of different means to interact, mediate, negotiate, persuade, discuss, and disagree through verbal means. In terms of formal properties of language, the child may benefit from help in thinking about idiomatic language that can only be understood in its own right, and practice in identifying them in both text and conversation. It is important to help the child to:
  • anticipate multiple outcomes so as to increase the flexibility with which she both thinks about - and uses - language with others
  • develop the ability to make inferences
  • explain motivation
  • predict



5. The child with AS or HFA should be taught to monitor her own speech style in terms of adjusting, depending on proximity to the speaker, context and social situation, naturalness, number of people, background noise, rhythm and volume.

6. Spoken language may be odd. Sometimes, AS and HFA kids don't have the local accent, or they are too loud for a situation, overly formal, or speak in a monotonous tone. If the youngster has a good level of spoken language, parents and teachers should not assume his or her understanding is at the same level.

7. Metaphors (e.g., “food for thought”) and similes (e.g., “as fit as a fiddle”) have to be explained, because these “special needs” kids tend to make literal and concrete interpretations.

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

8. In some cases, language acquisition (i.e., learning to speak) can be delayed. These children make much use of phrases they have memorized, although they may not be used in the right context. A certain amount of translation may be needed in order to understand what they are trying to say.

9. Both verbal and nonverbal communications pose problems for children with AS and HFA. Spoken language is often not entirely understood, so it should be kept simple to a level they can understand. Take care to be precise.

10. Lastly, here are a few additional tips parents and teachers can employ to help the autistic youngster better understand the world - and in doing so - make everyone's lives a little easier:
  • Try to get confirmation that the child understands what you are talking about or asking. Don't rely on a stock ‘yes’ or ‘no’ answers.
  • Limit any choices to two or three items.
  • Keep instructions simple. For complicated jobs, use lists or pictures.
  • Keep all your speech simple to a level the child can understand.
  • Explain why the child should look at you when you speak to him. Give lots of praise for any achievement - especially when he uses a social skill without prompting.
  • Don't always expect the AS or HFA child to “act her age.” These kids are usually immature, so parents and teachers should make some allowances for this.

One of the most significant problems for young people on the autism spectrum is difficulty in social interaction. But AS and HFA also create problems with "mind reading" (i.e., knowing what another person may be thinking). “Typical” children can observe others and guess (through a combination of tone and body language) what is "really" going on. Without help and training, AS and HFA kids can't. This "mind blindness" can lead even the highest-functioning child to make social blunders that cause all kinds of relationship difficulties.

Without knowing why, the child can hurt others’ feelings, act oddly, ask inappropriate questions, or generally open himself up to teasing, bullying, hostility – and eventual isolation. But, by using the suggestions listed above, parents, teachers and other professionals can help AS and HFA children to develop some much needed communication and social skills that will alleviate a lot of these problems.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

 ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


 
==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
 
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Teaching Social Skills to Children with Asperger’s & HFA: Guidelines for Parents & Teachers

This post will provide some crucial guidelines for how parents and educators can teach social skills to children with Asperger’s (AS) and High-Functioning Autism (HFA) at home and in the classroom. 

We will discuss the following:
  • Components to a good social skills training program
  • The actual process of teaching social skills
  • Teaching social skills to a group of students
  • Why Asperger's and HFA is largely a disorder of social skills

Click here for the full article...



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How to Improve Your asd Child’s Chances of Finding and Keeping Friends

"My child is so desperate to find just one close friend. It breaks my heart when he tries so hard to make friends but eventually gets rejected. How do you teach friendship skills? How can I help?!"

For most children with ASD [High Functioning Autism], the most important part of a treatment strategy involves the development of communication and social competence.

This emphasis doesn’t reflect a societal pressure for conformity or an attempt to stifle individuality and uniqueness. Rather, it reflects the clinical fact that most children with ASD are not loners by choice, and that there is a tendency (as these young people develop towards adolescence) for despondency, negativism, and depression as a result of the child's increasing awareness of personal inadequacy in social situations and repeated experiences of failure to make and/or maintain relationships.

The typical limitations of insight and self-reflection experienced by children with ASD often preclude spontaneous self-adjustment to social and interpersonal demands. The practice of communication and social skills doesn’t imply the eventual acquisition of communicative or social spontaneity and naturalness; however; it does better prepare the child to cope with social and interpersonal expectations, thus enhancing their attractiveness as conversational partners or as potential friends.

The following are suggestions intended to foster relevant skills in this crucial area:

1. The child with ASD should be taught to monitor her or his own speech style in terms of:
  • adjusting depending on proximity to the listener
  • background noise
  • context and social situation
  • naturalness
  • number of people
  • rhythm
  • volume

2. The child should be helped to recognize and use a range of different means to disagree, discuss, interact, mediate, negotiate, and persuade through verbal means. In terms of formal properties of language, the child may benefit from help in thinking about idiomatic language that can only be understood in its own right, and practice in identifying them in both text and conversation.

It’s also important to help the child to develop the ability to anticipate multiple outcomes, to explain motivation, to make inferences, and to predict in order to increase the flexibility with which he or she thinks about - and uses language with - other people.

==> Teaching Social Skills and Emotion Management

3. The effort to develop the child's skills with peers in terms of managing social situations should be a priority. This should include:
  • ending topics appropriately
  • feeling comfortable with a range of topics that are typically discussed by same-age peers
  • shifting topics
  • the ability to expand and elaborate on a range of different topics initiated by others
  • topic management

4. Explicit verbal instructions on how to interpret other people's social behavior should be taught and exercised in a rote fashion. Facial and hand gestures, gaze, non-literal communications (e.g., sarcasm, metaphor, humor, figurative language and irony), the meaning of eye contact, tone of voice, and various inflections should all be taught in a fashion not unlike the teaching of a foreign language (i.e., all elements should be made verbally explicit and repeatedly drilled).



5. The same principles as described in #4 should guide the training of the child's expressive skills:
  • Self-monitoring techniques (e.g., practicing in front of a mirror, listening to the recorded speech, watching a video recorded behavior, etc.) should all be incorporated in this program.
  • Social situations contrived in the therapeutic setting that usually require reliance on visual-receptive and other nonverbal skills for interpretation should be used. Also, strategies for deciphering the most salient nonverbal dimensions inherent in these situations should be offered.
  • Encounters with unfamiliar people (e.g., making acquaintances) should be rehearsed until the child is made aware of the impact of her or his behavior on other people's reactions to her or him. 
  • Concrete situations should be exercised in a therapeutic setting and gradually implemented in naturally occurring situations.

As a final note, all those in close contact with the ASD child should be made aware of the program so that consistency, monitoring and contingent reinforcement are maximized.


Simple Ways To Teach Social Skills to Your Child 



==> Videos for Parents of Children and Teens with ASD


 COMMENTS:

•    Anonymous said... I have a 16 yr old son with aspergers. He has really come out of his shell this year. I attribute it a lot to the fact that we have talked alot about the positive aspects of aspergers, showing him all the greatly successful people with aspergers and we also got him a book for teens written by a women who has it. If you ever want to talk I'd be happy to share with you what has worked for us
•    Anonymous said... My son has aspergers and I have had such a hard time finding a therapist who has made a connection with him to help in any real way if you have any suggestions would love input.
•    Anonymous said... My son is almost 13 & we could use it here too!!!
•    Anonymous said... Our son has recently been diagnosed with HFA and this is exactly the sort of training he needs but have no idea where to turn to get him it. We try at home but it's difficult as he feels it more as a criticism of his current lack of skills rather than we're trying to help. I'm sure professional help would be so much better. As I say, I just don't know where to turn to access such support?
•    Anonymous said... would love to hear what's worked for your family! I have 14yr old boy in denial so can't mention it without him getting very defensive. He shows all the traits mentioned in the post! I have bought an ebook for teenage AS and I'm waiting for the next melt down. I will then open the bedroom door, throw it in, and take cover!!

Please post your comment below…
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Critical Early Intervention Strategies for Aspergers Children

While there is no cure for Aspergers (High Functioning Autism), treating it early with the proper parenting techniques as well as school-based programs can greatly reduce Aspergers symptoms and increase the youngster's ability to grow and learn new skills.

Research has shown that intensive behavioral therapy during the toddler or preschool years can significantly improve cognitive and language skills in younger kids with Aspergers.



There is no single best treatment for all “Aspies,” but some of the common features of effective early intervention include:
  1. Encouraging activities that include typically developing (i.e., neurotypical) kids, as long as such activities help meet a specific learning goal
  2. Guiding the youngster in adapting learned skills to new situations and settings and maintaining learned skills
  3. Having small classes to allow each youngster to have one-on-one time with the therapist or teacher and small group learning activities
  4. Having special training for moms and dads and other family members
  5. Measuring and recording each youngster's progress and adjusting the intervention program as needed
  6. Providing a high degree of structure, routine, and visual cues (e.g., posted activity schedules, clearly defined boundaries, etc.) to reduce distractions
  7. Providing focused and challenging learning activities at the proper developmental level for the youngster for at least 25 hours per week and 12 months per year
  8. Starting as soon as a youngster has been diagnosed with Aspergers
  9. Using a curriculum that focuses on:
  • Cognitive skills (e.g., pretend play, seeing other people's point of view, etc.)
  • Language and communication
  • Research-based methods to reduce challenging behaviors (e.g., aggression, tantrums, etc.)
  • Self-help and daily living skills (e.g., dressing, grooming, etc.)
  • Social skills (e.g., joint attention, looking at other people to draw attention to something interesting and share in experiencing it, etc.)
  • Typical school-readiness skills (e.g., letter recognition, counting, etc.)

One type of a widely accepted treatment is applied behavior analysis (ABA). The goals of ABA are to shape and reinforce new behaviors (e.g., learning to speak and play) and reduce undesirable ones. ABA, which can involve intensive, one-on-one youngster-teacher interaction for up to 40 hours a week, has inspired the development of similar interventions that aim to help children with Aspergers reach their full potential.

ABA-based interventions include:
  • Pivotal Response Training: Aims at identifying pivotal skills (e.g., initiation and self-management) that affect a broad range of behavioral responses. This intervention incorporates parent and family education aimed at providing skills that enable the youngster to function in inclusive settings.
  • Verbal Behavior: Focuses on teaching language using a sequenced curriculum that guides kids from simple verbal behaviors (i.e., echoing) to more functional communication skills through techniques like errorless teaching and prompting.

Other types of early interventions include:
  • TEACCH (Treatment and Education of Autistic and related Communication handicapped Children): Emphasizes adapting the youngster's physical environment and using visual cues (e.g., having classroom materials clearly marked and located so that children can access them independently). Using individualized plans for each “Aspie,” TEACCH builds on the youngster's strengths and emerging skills.
  • Interpersonal Synchrony: Targets social development and imitation skills, and focuses on teaching kids how to establish and maintain engagement with others.
  • Developmental, Individual Difference, Relationship-based (DIR)/Floortime Model: Aims to build healthy and meaningful relationships and abilities by following the natural emotions and interests of the youngster. One particular example is the Early Start Denver Model, which fosters improvements in communication, thinking, language, and other social skills and seeks to reduce atypical behaviors. Using developmental and relationship-based approaches, this therapy can be delivered in natural settings (e.g., home, pre-school, etc.).

For Aspergers kids younger than age 3, these interventions usually take place at home or in a daycare center. Because moms and dads are the youngster's earliest educators, more programs are beginning to train moms and dads to continue the therapy at home.

Children with Aspergers often benefit from social skills training programs. These programs seek to increase and improve skills necessary for creating positive social interactions and avoiding negative responses. For example, Children's Friendship Training focuses on improving kid's conversation and interaction skills and teaches them how to make friends, be a good sport, and respond appropriately to teasing.

Working with Teachers—

Start by speaking with your Aspergers youngster's teacher, school counselor, or the school's child support team to begin an evaluation. Each state has a Parent Training and Information Center and a Protection and Advocacy Agency that can help you get an evaluation. A team of professionals conducts the evaluation using a variety of tools and measures. The evaluation will look at all areas related to your youngster's abilities and needs.

Once your Aspie has been evaluated, he/she has several options, depending on the specific needs. If your boy or girl needs special education services and is eligible under the Individuals with Disabilities Education Act (IDEA), the school district (or the government agency administering the program) must develop an individualized education plan, or IEP specifically for him/her within 30 days. IDEA provides free screenings and early intervention services to kids from birth to age 3. IDEA also provides special education and related services from ages 3 to 21.

If your youngster is not eligible for special education services (not all kids with Aspergers are eligible) he/she can still get free public education suited to his/her needs, which is available to all public-school kids with disabilities under Section 504 of the Rehabilitation Act of 1973, regardless of the type or severity of the disability.

During middle and high school years, your youngster's educators will begin to discuss practical issues (e.g., work, living away from a parent’s home, hobbies, etc.). These lessons should include gaining work experience, using public transportation, and learning skills that will be important in community living.


More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

 ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

 ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

 ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

 ==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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Reasons Behind “Impaired Social Interaction” in ASD Kids

"Why does our child (with high functioning autism) have such difficulty understanding the feelings of others? He can be terribly cruel at times, which really hurts his younger brothers' feelings. Yet he seems to have all the compassion in the world for our 2 dogs."

You're referring to a social-skills deficit here. There are various theories as to why children with Asperger’s (AS) and High-Functioning Autism (HFA) have impaired social skills. Some researchers suggest that poor social skills may be caused by:
  • weakness or absence of the social gaze response
  • sensory distractions, which prevent the child from concentrating on social issues
  • memory dysfunction (e.g., deficits in memory for faces and common social scenes), which prevent the child from remembering other people or events
  • failure to develop a “theory of mind,” which prevents the child from understanding what other people are thinking or feeling
  • failure of affective processing

The relationship between social interactions and proper social responses are flexible, context-dependent, and generalize-able. For example, general (and unspoken) “social rules” are suppose to govern how a child responds when he or she meets someone for the first time, but the specifics of the meeting are never precise and depend on the context (e.g., whether the new acquaintance is a neighbor, classmate, teacher, etc.).

Similarly, when family members get together for a family reunion, handshakes, hugs and kisses are bound to happen, but exactly how tight a hug will be, or exactly where a kiss in planted, is variable and context-dependent.

These subtle nuances in relationships are difficult for the child with AS and HFA to learn. The child’s style of learning is such that he or she will try to store each social experience by rote memory.  A strong aptitude for rote memory is a typical cognitive tendency among kids on the autism spectrum. For example, these young people may demonstrate the ability to repeat the script of an entire video verbatim or recall specific dates. However, this capacity for strong rote memory may also be accompanied by challenges in simple recall. For example, it may be difficult for the youngster to recall the activity he has just completed or the meal he just ate, although he is able to name all the streets in his neighborhood.



While rote memory helps one retain data and facts, it doesn’t help with gauging the give-and-take aspects of social interactions.  Without extracting complex social cues from multi-dimensional social interactions, the AS/HFA child can’t effectively use the stored information to generalize to new, related social situations. The best this child can do is to follow rigidly the memory entry that best matches the current situation as a script. Temple Grandin, an autistic author, wrote about how she handled social situations better as she got older, because she accumulated more examples in her “visual library” and could find a better match to each social situation.


By observing his teacher’s behavior (called “gaze attention”), a neurotypical (non-autistic) student is usually able to predict the teacher's intentions (i.e., what the teacher is going to do next). As a result, the student may get a pencil and piece of paper from his desk, raise his hand to ask a question, open a certain textbook, or simply sit quietly without taking any action. Exactly what will happen is variable and depends on the context (e.g., whether the teacher is writing something on the blackboard, is looking at the group of students with her arms crossed, or has moved from her desk to the classroom exit). Conversely, the AS/HFA student (by virtue of a rote learning style) attempts to store each instance separately and precisely and fails to extract the ambiguous, context-dependent relationship between the teacher’s body language and her intention.

Compared to “typical” children, AS and HFA children look at other people’s faces (especially the eyes) much less frequently (called “gaze aversion”). One reason for their gaze aversion is that the relationship between facial expression and the other person’s feelings/motives/etc. is hard for AS and HFA children to comprehend. If the AS/HFA child can’t glean non-verbal information provided in facial expressions, then he or she will be less interested in looking at the faces of others, which further reduces his or her chance of gleaning important non-verbal information in social interactions. Another reason for gaze aversion is that the human face is a complex, dynamic stimulus that may overload the “sensory sensitive” AS/HFA child who is trying to “read” another person’s facial expressions.




How Parents and Teachers Can Help—

1. Be aware of times when the AS or HFA youngster is more likely to say something inappropriate about other people and cue (remind) the youngster about positive behavior. The supermarket, doctor’s office and other public areas are prime areas where kids with AS and HFA will blurt out something inappropriate, and often at loud volume.

2. Develop social interaction skills (e.g., turn taking, sitting quietly and waiting) through playing games like Snakes and Ladders, card games, etc.

3. Draw the youngster’s attention to the use of facial expressions, gesture, voice inflection and proximity in social interaction and explain the attitudes and meanings these convey. This could be done through drama and role play.

4. Encourage the child to join in any groups or clubs at the school that relate to an area of interest. This will provide opportunities for interaction with classmates. Point out children in the class who are good role models so that the AS/HFA child can see how to behave. This is important as kids on the spectrum can be easily led astray.

5. Help the youngster become aware that other people have feelings, thoughts, attitudes and beliefs that may be different to his own.

6. Improving social understanding will help AS and HFA children become more aware of direct and indirect means of communication, improving relationships with classmates and school staff.

7. Children with AS and HFA need to be specifically taught social skills. They do not acquire these naturally by being in a social environment.

8. For younger kids, role play with dolls and puppets can help them develop an awareness of social rules (e.g., when and how to say ‘sorry’ and to understand the effect of his actions on others).

9. Social stories are crucial to help teach the youngster about the feelings of others and appropriate things to say to people. You can create social stories for any situation tailored to the youngster’s needs.

10. The youngster needs to be made aware that he is being addressed when the teacher speaks to ‘everyone’ to enable him to understand group instructions.

11. Video is often very appealing to kids with AS and HFA, and can be a good medium for teaching.

12. Some suggested topics to improve social understanding include the following:
  • using and interpreting body language, facial expression, gestures
  • understanding words and phrases that have more than one meaning
  • understanding metaphors and idioms
  • understanding inference and implied meaning
  • recognizing that other people have feelings, thoughts, attitudes and beliefs that may be different to their own
  • developing social interaction skills (e.g., turn taking and waiting)
  • developing self-awareness
More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

 ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

 ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

 ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism



Unknown said... Interesting...I realized a few years ago that my son, 11 y/o with ASD, is "face-blind" and recognizes people by the color of what they wear or some other identifying characteristic like their sunglasses, long hair on a man, etc. So when he says the "red guy" he means someone wearing red. But he remembers excrutiating details about TV shows and videos, and even events that occurred when he was very young.
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