Showing posts sorted by relevance for query teen. Sort by date Show all posts
Showing posts sorted by relevance for query teen. Sort by date Show all posts

Teens on the Autism Spectrum Who "Hate Life": Tips for Parents

"My 17 y.o. son with high functioning autism is an emotional mess. He hibernates in his room playing video games, refuses to eat with the family, seems very depressed, doesn't talk to us even when he is out of his bedroom, has no friends that we are aware of. We are worried that he may even be suicidal, as he has mentioned that he 'hates life'. Where do we go from here?"

Teens with High-Functioning Autism (HFA) and Asperger's (AS) often struggle through their teenage years. The years from 12 to 17 are often the saddest and most difficult time for these teens. 

Here are just a few of the challenges faced by these young people:

1. A teen with HFA or AS typically does not care about adolescent fads and clothing styles (concerns that obsess everyone else in their peer group). They may neglect their hygiene and wear the same haircut for years. Males forget to shave; females don't comb their hair or follow fashion.

2. These adolescents are often more immature than their peers and may be naive when it comes to puberty and sexuality. If they have not been taught about sex, they may pick up information from pornographic material. This can lead to inappropriate behavior and touching that could land them in trouble.

3. The disorder is characterized by poor social skills. These include a lack of eye contact during conversation and body language that conveys a lack of interest. The teen years revolve around social interaction and an adolescent on the autism spectrum may be ostracized and mocked by their class mates because of their lack of social skills.
 

4. Young people with HFA and AS are not privy to street knowledge of sex and dating behaviors that other adolescents pick up naturally. This leaves them naive and clueless about sex. Males can become obsessed with Internet pornography and masturbation. They can be overly forward with a girl who is merely being kind, and then later face charges of stalking her. An adolescent on the autism spectrum may have a fully developed female body and no understanding of flirtation and non-verbal sexual cues, making her susceptible to harassment and even date rape.

5. Bullying is a big challenge in the lives of many teens with the disorder. Because of their unusual behavior, they tend to attract bullies and are less likely to report this than their peers. Moms and dads should watch out for physical signs that an adolescent is being bullied. These may include bruising and cuts. In some cases, the teen with HFA or AS may respond with violence and end up in trouble at school.

6. Depression may result from the social issues and bullying that adolescents on the spectrum commonly experience. They may feel worthless and in extreme cases, may consider suicide as an option.

7. Fashion is important to adolescents, and many of these young people have little dress sense. If they do not attempt to conform to their peers' standards, they will often be mocked and left out of social events.

8. In the teen world where everyone feels insecure, adolescents that appear different are voted off the island. Teens on the spectrum often have odd mannerisms. One adolescent talks in a loud un-modulated voice, avoids eye contact, interrupts others, violates their physical space, and steers the conversation to her favorite odd topic. Another appears willful, selfish and aloof, mostly because he is unable to share his thoughts and feelings with others. Isolated and alone, many teens with HFA and AS are too anxious to initiate social contact.

9. Many of these adolescents are stiff and rule-oriented and act like little adults, which is a deadly trait in any teen popularity contest. Friendship and all its nuances of reciprocity can be exhausting for an HFA or AS teenager, even though she wants it more than anything else.

10. Many teens with the disorder with their average to above average IQs can sail through grammar school, and yet hit academic problems in middle and high school. They now have to deal with four to six teachers, instead of just one. The likelihood that at least one teacher will be indifferent or even hostile toward making special accommodations is certain. The "special needs" student now has to face a series of classroom environments with different classmates, odors, distractions and noise levels, and sets of expectations.

11. Pain, loneliness and despair can lead to problems with drugs, sex and alcohol. In their overwhelming need to fit in and make friends, some teens on the spectrum fall into the wrong high school crowds. Adolescents who abuse substances will use the HFA or AS teen’s naivety to get him to buy or carry drugs and liquor for their group.

12. Some teens on the spectrum remain stuck in a grammar school clothes and hobbies instead of moving into adolescent concerns like dating. Males with the disorder often have no motor coordination. This leaves them out of high school sports, typically an essential area of male bonding and friendship.
 

13. Teens with an autism spectrum disorder, with their distractibility and difficulty organizing materials, face similar academic problems as students with ADD. A high school term paper or a science fair project becomes impossible to manage because no one has taught the teenager how to break it up into a series of small steps. Even though the academic stress on an HFA or AS adolescent can be overwhelming, school administrators may be reluctant to enroll him in special education at this late point in his educational career.

14. The teen years are more emotional for everyone. Yet the hormonal changes of adolescence coupled with the problems outlined above might mean that the adolescent becomes emotionally overwhelmed. Childish tantrums reappear. Males often act up by physically attacking a teacher or peer. They may experience "melt down" at home after another day filled with harassment, bullying, pressure to conform, and rejection. Suicide and drug addiction become real concerns, as the adolescent now has access to cars, drugs and alcohol.
 
If moms and dads are aware of potential problems, they can help their teenager by providing solutions that will help him to cope. Many of these can be implemented in pre-adolescent years and will prepare the adolescent to manage better during their adolescent years.




Here are some suggestions:

• Adolescent fashion sense can be improved by taking the adolescent into a store for a makeover. Alternatively, look for a group of females at school that would be willing to teach the adolescent how to dress, groom themselves and mix and match clothing and accessories. Although people should not be judged by what they wear, it helps an adolescent to find acceptance if they have the right clothing and labels in their wardrobes.

• Specialized drama classes can help adolescents with HFA and AS to learn appropriate body language and understand how to listen, speak and act.

• Pets can become a valued companion to these adolescents. Dogs in particular are accepting and loving and are generally relaxed around people with the disorder. While it is important for adolescents to work on human relationships, a pet can be a source of comfort and love.

• Internet friends can be good so long as the situation is monitored by parents. Adolescents on the spectrum are often naive and vulnerable to inappropriate advances. Internet interaction, however, has a number of benefits if it is handled properly. The adolescent is not hampered by their body language and lack of eye contact when chatting online and they can build some strong friendships.

• Alternative friends groups can be of great benefit to these adolescents, and can often be arranged by their school. The basis of this idea is to assemble a group of like-minded adolescents who have a common interest such as computers, astronomy or electronics. These adolescents can function as a club or simply spend time together enjoying their hobby.

If your son shows the following symptoms, it's safe to say he is indeed depressed:
  • Eating or sleeping habits have changed
  • Grades have dropped, or is he finding it difficult to concentrate
  • Has been sad or irritable most of the day, most days in a week for at least two weeks
  • Has had thoughts of suicide
  • Has lost interest in things that he used to really enjoy
  • Has very little energy, very little motivation to do much of anything
  • Is feeling worthless, hopeless about the  future, or guilty about things that aren’t his fault

If this sounds like your son, it’s important you have him evaluated by a mental health professional.

Adolescent years can be trying for parents and teens. This is especially so when adolescents with an autism spectrum disorder are struggling with the extra issues that are part of their condition. While the disorder can't be cured, there are a number of effective ways to improve the life of an adolescent who is suffering at the hands of their peers.

By

High-Functioning Autistic Teens and Emotional Dysregulation

“My teenage son with ASD (high functioning) is out of control, don't know what to do? I tried every option available to me with the exception of bootcamp. I just can't afford to put him in a bootcamp or military school. But that's the only solution that I see. He’s 17 and is on pot every day. He has a hair trigger and will go off big time whenever he is the least bit irritated over something… fits of rage over little things that most people would just ignore. Has threatened to kill himself when he’s upset. Please help!!!”


Emotional Dysregulation (ED) is often found in young people with Asperger’s (AS) and High-Functioning Autism (HFA), and is a term used in the mental health profession to refer to mood swings and emotional reactions that are significantly “out-of-control.” Examples of ED include destroying or throwing objects, angry outbursts, aggression towards self or others, a decreased ability to regulate emotions, an inability to express emotions in a positive way, smoking, drug and/or alcohol abuse, eating disorders, self-harm, and even threats to kill oneself or others.



These reactions usually occur in seconds to minutes – or hours. ED often leads to behavioral problems for the individual, which can interfere with his or her relationships at home, in school, or at place of employment.

ED in AS/HFA teens can be associated with “internalizing” behaviors, for example:
  • becoming avoidant or aggressive when dealing with negative emotions
  • being less able to calm themselves
  • difficulty calming down when upset
  • difficulty decreasing negative emotions
  • difficulty understanding emotional experiences
  • exhibiting emotions too intense for a situation
  • experiencing more negative emotions

ED can also be associated with “externalizing” behaviors, for example:
  • being impulsive
  • difficulty calming down when upset
  • difficulty controlling their attention
  • difficulty decreasing their negative emotions
  • difficulty identifying emotional cues
  • difficulty recognizing their own emotions
  • exhibiting more extreme emotions
  • focusing on the negative

ED in adolescents with AS and HFA can be made worse by difficulty in communicating feelings of annoyance, anxiety, depression, or worry. ED may be a common reaction experienced when coming to terms with problems in relationships, friendships, school, employment, and other areas in life affected by autism spectrum disorders.

There can be an “on-off” quality to these strong emotional reactions, where the affected individual is calm minutes later, while those around are stunned and may feel hurt or shocked for hours – if not days – afterward. Moms and dads struggle to understand the out-of-control behavior of their “special needs” teenager, with disappointment and resentment often building up over time. Once they understand that their teen has trouble controlling his emotions or understanding its effects on others, they can begin to respond in ways that will help manage these flare-ups.

In some cases, AS/HFA adolescents may not acknowledge they have trouble controlling their negative emotions, and will blame others for provoking them. Again, this can create enormous conflict within the family. It may take carefully phrased feedback and plenty of time for these adolescents to gradually realize they have a problem with how they express themselves.

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

AS/HFA Teenagers and Their Struggles—

As previously mentioned, many individuals with ED have an autism spectrum disorder. But, when the typical problems associated with adolescence are added to the equation, parents have a real challenge on their hands. Here are just a few of the struggles associated with being a teen on the spectrum:

• The teen years are more emotional for everyone. Yet the hormonal changes of adolescence, coupled with the problems associated with AS and HFA, might mean that the adolescent becomes emotionally overwhelmed. Childish tantrums reappear. Males may act out by physically attacking a peer or teacher. They may experience "meltdowns" at home after another day filled with harassment, bullying, pressure to conform, and rejection. Drug addiction becomes a real concern at this age (most notably, marijuana use).

• Teens with AS and HFA - with their distractibility and difficulty organizing materials - face similar academic problems as students with ADHD. A high school term paper or a science fair project becomes impossible to manage, because no one has taught the AS or HFA teenager how to break it up into a series of small steps. Even though the academic stress on an AS/HFA adolescent can be overwhelming, school administrators may be reluctant to enroll him in special education at this late point in his educational career.

• Some teens with AS and HFA remain stuck in grammar school clothes and hobbies instead of moving into adolescent concerns (e.g., dating). AS/HFA males often have no motor coordination. This leaves them out of high school sports (typically an essential area of male bonding and friendship).

• Many teens with AS and HFA - with their average to above average IQs - can sail through grammar school, and yet hit academic problems in middle and high school. They now have to deal with 4 to 6 teachers, instead of just 1. The likelihood that at least one teacher will be indifferent - or even hostile - toward making special accommodations is certain. The AS/HFA student now has to face a series of classroom environments with different classmates, odors, distractions, noise levels, and sets of expectations.

• Many AS/HFA adolescents are stiff and rule-oriented and act like little adults, which is a deadly trait in any teen popularity contest. Friendship and all its nuances of reciprocity can be exhausting for an AS or HFA teenager, even though she wants it more than anything else.

• In their overwhelming need to fit in and make friends, some teens on the spectrum fall into the wrong high school crowds. Adolescents who abuse substances may use the AS or HFA teen’s naivety to get him to buy or carry drugs and liquor for their group.

• In the teen world where everyone feels insecure, adolescents that appear different are voted off the island. Teens with AS and HFA often have odd mannerisms. One adolescent talks in a loud un-modulated voice, avoids eye contact, interrupts others, violates others’ physical space, and steers the conversation to his favorite odd topic. Another appears willful, selfish and aloof, mostly because he is unable to share his thoughts and feelings with others. Isolated and alone, many autistic teens are too anxious to initiate social contact.

• AS/HFA is characterized by poor social skills. These include a lack of eye contact during conversation and body language that conveys a lack of interest. The teen years revolve around social interaction, and an adolescent on the spectrum may be ostracized and mocked by his class mates because of his lack of social skills.




• AS and HFA adolescents are often more immature than their peers and may be naive when it comes to puberty and sexuality. If they have not been taught about sex, they may pick up information from pornographic material. This can lead to inappropriate behavior and touching that could land them in trouble.

• Fashion is important to “typical” teens (especially girls), but teens with AS and HFA have little dress sense. If they do not attempt to conform to their peers' standards, they will often be mocked and left out of social events.

• Depression often results from the social skills deficits that adolescents with AS and HFA commonly experience. They may feel worthless, and in extreme cases, may consider suicide as an option.

• Bullying is a big challenge in the lives of many autistic teens. Because of their unusual behavior, they tend to attract bullies and are less likely to report this than their peers. In some cases, the AS or HFA teen may respond with violence and end up in trouble at school.

Common causes of ED in autistic adolescents include other people’s behavior (e.g., teasing, bullying, insensitive comments, being ignored, etc.), intolerance of imperfections in others, having routines and order disrupted, difficulties with academics despite being intelligent in many areas, peer-relationship problems, a build-up of stress, and being swamped with sensory stimulation or multiple tasks.

Identifying the cause of ED can be a challenge.  It is important for parents and teachers to consider all possible influences relating to the environment (e.g., too much stimulation, lack of structure, change of routine, etc.), the adolescent’s physical state (e.g., pain, tiredness, etc.), his or her mental state (e.g., existing frustration, confusion, etc.), and how well he or she is treated by peers.

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

How Parents and Teachers Can Help—

The first step is for the AS or HFA adolescent to learn emotion-management skills. A good place to start is identifying a pattern in how the strong reactions are related to specific frustrations. Such triggers may originate from the environment, specific individuals, or internal thoughts.

Steps to successful emotion-management include the following:

• Self-awareness— The AS/HFA adolescent can be instructed to become more aware of personal thoughts, behaviors, and physical states which are associated with ED. This awareness is important for the adolescent in order for him to notice the early signs of losing control of his emotions. He should be encouraged to write down a list of changes he notices as he begins to feel the need to over-react to something.

• Levels of anger and coping strategies— As the adolescent becomes more aware of situations associated with ED, she can be instructed to keep a record of events, triggers, and associated levels of frustration. Different levels of disturbance can be explored (e.g. mildly annoyed, irritated, very frustrated, angry, a sense of rage).

• Develop an emotion-management record— The adolescent may keep a diary or chart of situations that trigger strong reactions. List the situation, the level of frustration on a scale of 1 to 10, and the coping strategies that help to overcome or reduce feelings of frustration.

• Becoming motivated— Parents and teachers can help the AS or HFA adolescent to identify why he would like to manage his emotions more successfully. He identifies what benefits he expects in everyday living from improving his coping skills.

• Awareness of situations— The adolescent is taught to become more aware of the situations that are associated with outbursts. She may want to ask other people who know her to describe situations and behaviors they have noticed.

Self-Help Strategies—

The “stop – think” technique:

As the adolescent notices the troubling thoughts running through his mind, he can learn to (a)  stop and think before reacting to the situation (e.g., “Are these thoughts accurate or helpful?”), (b) challenge the inaccurate or unhelpful thoughts, and (c) create a new thought.

The personal safety plan:

A personal safety plan can also be developed to help the adolescent avoid becoming upset when she plans to enter into a situation that has a history of triggering strong reactions. Here is a real life example of a plan used by a 17-year-old girl with Asperger’s for using the “stop – think” technique when approaching a shopping center situation that is known to trigger frustration:
  • My goal: To improve my ability to cope with frustration when I am waiting in long lines.
  • Typical angry thoughts: “The service here is so slow. Why can’t they hurry it up? I'm going to lose my mind any moment now.” – Stop thinking this! 
  • New calmer and helpful thoughts: “Everyone is probably frustrated by the long line – even the person serving us. I could come back another time, or I can wait here and think about pleasant things such as going to see a movie.”

Possible steps in a personal plan can include the following:
  • Plan ways to become distracted from the stressful situation (e.g., watch a YouTube video or read an e-book on my cell phone, carry a magazine)
  • Phone my friend to talk about the cause of frustration
  • Make changes to routines and surroundings (e.g., avoid certain people that are prone to teasing me)
  • Leave the situation if possible
  • Explain to another person how he or she can help me solve the problem
  • Avoid situations that are associated with a high risk of becoming frustrated

Other possible components to a personal plan can include the following:
  • Use visual imagery (e.g., jumping into a cool stream takes the heat of anger away)
  • Self-talk methods
  • Relaxation techniques
  • Anger-control classes in my area
  • Creative destruction or physical activity techniques to reduce anger

Dealing with the emotional problems in teens with AS and HFA is not easy for parents, and it can be hard to trace back the original causes of problematic behaviors. If parents are concerned about their child’s anger, rage or aggression, they should seek advice from a professional. Oftentimes, young people on the autism spectrum who demonstrate emotional problems simply need help developing some coping, social and communicating skills.

By

Rebellious Aspergers Teenagers

"Why does my Aspergers teen reject everything I say? Why is he so argumentative and defiant?"

These are some of the many questions you, as a parent of a rebellious Aspergers (high-functioning autistic) teen, might be asking yourself right now.

The teenage years can be a very rough time for both the teen and the parent – especially when you consider the challenges that are part of the Aspergers condition.

Why do Aspergers teens rebel?

It's normal for any teenager to show a little bit of rebellion now and again. However, teenage rebellion that is constant, interferes with normal daily functioning, and is destructive calls for much more attention. Aspergers teens rebel for a variety of reasons:
  • Peer pressure - Some forms of rebellion can begin with pressure from peers to join in various destructive behaviors.
  • Independence - These years are a constant struggle between dependence and independence. Rebellious adolescents want to have total independence and prove to you that they can do things themselves. At the same time, they are overwhelmed and still desire parental protection.
  • Hormonal changes - As adolescents bodies are changing, hormone fluctuations can bring about all sorts of mood changes.
  • Discovering their identities - Adolescents are at a point in their lives when they are trying to figure out who they are as a person, their likes/dislikes and what they will be doing for the rest of their lives. They use this time to test and try out many identities until they find one they are most comfortable with.

In what forms do adolescents rebel?

How your Aspergers teen chooses to rebel depends on his own individual feelings and problems. Some forms may include:
  • Argumentative - quick to anger, overly defenseless
  • Change in appearance/interests - trying out new clothing styles, hairstyles, tastes in music
  • Rejection of rules/curfews
  • Running away from home
  • School problems - cutting classes, missing school, drop in grades
  • Spending more time with friends away from family members
  • Substance abuse - experimenting with alcohol and illicit drugs

How can you prevent teenage rebellion?

Preventing all forms of rebellion can be a difficult chore as some of this behavior is a normal process of growing up. Keeping the dangerous forms under control is necessary though in order to avoid further problems from developing. If your Aspergers teen is showing harmful rebellious behavior, further treatment with a mental health professional should be sought. Rebellion could be due to another underlying problem. 

As moms and dads, the following methods can be helpful in keeping rebellion at a minimum:
  1. Don't be too harsh with criticism - Adolescents like to experiment with their individuality to discover who they are. As long as it is not harmful, let them try out new things. Give your opinion, but don't criticize.
  2. Keep an open relationship with your teen - Let them know that they can always come to you with their problems, under any circumstances. If your rebellious teenager feels the need to be alone, give them some space to work out their problems by themselves first.
  3. Punishments should be fair - Set reasonable consequences for broken rules as unfair punishments can create further rebellion.
  4. Set up some reasonable house rules - If your rules are to strict, your rebellious adolescent might feel the need to break them. Give your adolescents some say in home of these rules and curfews so that they feel some ownership over them.
  5. Try not to argue with your rebellious adolescent - Yelling and arguing with your rebellious adolescent about your differences only sets a bad example of how to deal with problems. Try to approach the matter at hand in a calm fashion. If that cannot be done, give yourself some space for a while and talk about it at a later time once tempers diminish.

==> Help for Parents of Teens with Asperger's and HFA
By

Promoting Independence in Adolescence: Help for Teenagers on the Autism Spectrum

"Now that my son with high functioning autism has become a teenager, are there things that I should be doing now to prepare him for adulthood?"

The teen years can be difficult whether or not your child has High-Functioning Autism (HFA) or Asperger's (AS). In situations where he does, however, there are special challenges that differ depending on the child.

Some parents find themselves dealing with a teenager who is a loner, who has few friends, and focuses on one or more hobbies or preoccupations. This type of child is independent in some ways, but lacks the maturity to truly be independent in life. A teen like this needs to be pushed in the direction of finding friends and developing relationships.


He or she may also need to learn some of the specific things necessary for “life independence,” like how to deal with money, cleaning up after oneself, doing the laundry and other life skills that will be needed once the teen is ready to leave home. Interpersonal skills, including how to talk to service people, shop assistants, and other people he may meet along the way, should be taught and practiced as concretely as possible.

Other parents are dealing with the ongoing presence of rituals and obsessions that might interfere with the teen’s eventual independence. Psychotherapy might work in this kind of situation, but there are also medications designed to control ritual behavior. Getting this under control as a teenager will go a long way in enhancing the teen’s adult experience as she grows older.


Other things that you can teach your son to prepare him for adulthood include the following:
  • Accepting responsibility and consequences for actions (e.g., missing a deadline) and learning how to plan for emergencies
  • Balancing educational and recreational computer use
  • Completing homework, essays, and projects without reminders or involvement from mom or dad, professors, or tutors
  • Developing realistic expectations and plans about academic workload at college or technical school
  • Doing chores (e.g., laundry, cooking, and cleaning)
  • Good sleep habits
  • Handling increased social freedom and pressures (e.g., drugs and alcohol, dating and sex)
  • Healthy nutrition and exercise
  • Knowing schedules for classes
  • Money management (e.g., using ATM’s, credit and debit cards, checkbook, online banking)
  • Navigating public transportation and knowing how to get around new areas
  • Organizational skills needed to balance work and social life
  • Organizing study materials
  • Time-management skills
  • Running errands (e.g., grocery, gasoline)
  • Scheduling, canceling, and keeping doctor’s appointments

Adolescence is a time when depression can develop in teens, especially in those who know they don’t fit in and suffer from resultant poor self-esteem. Be aware of the signs of depression, and be proactive through the use of psychotherapy or medications to control some of these symptoms. This means, as a parent, you need to be aware of excessive isolation, “dark” language, outbursts of anger, or self-mutilation.

Help is available and can assist the teen resolve some of the conflicts unique to adolescence and having HFA or AS.

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

By

Teenage Son with ASD has Stopped Going to School

Question

We are desperately trying to motivate our teenager [with autism spectrum disorder] to graduate from high school. He is a senior who needs 20 more credits to graduate. He has stopped going to school. Any advice? HELP!!!

Answer 

Every teen with ASD is unique, but when you face a challenge like teenage dropouts, you are never alone. Countless individuals have faced the exact same situation and have survived and thrived. Teenage dropouts are all too common - and occur for a variety of reasons, including over-indulgent and over-protective parenting, mental illness, gangs, drugs, indifferent teachers, and just generally bad choices. 
 
Dropping out of school seems like a good option for teens on the spectrum who are bored in school and feel rejected by their peer group. But they often have a rude awakening once they drop out and have no place to turn.

How you can help:
  • Make the curriculum more interesting.
  • Offer advice on other teenage dropouts.

What to say:
  • Tell them how much you care about them.
  • "What’s your plan?”
  • "How can I help?”

What not to say:
  • "Yeah, that’s a good idea."
  • "Don't do it."
  • "Don’t worry."

In many states, once a teen turns sixteen years old, he or she can drop out of school. Some school systems are now reporting an alarming increase in the amount of drop outs that occur yearly. What can moms and dads and educators do to keep these teens in school? 

By the time a teen reaches the age of sixteen, half of the battle may already be lost. Moms and dads need to instill a love of learning when their kids are small. Moms and dads should begin reading to their kids when they are babies. As kids grow, moms and dads should encourage their kids to excel in school. High expectations should become evident even when kids are in preschool.

As kids move from elementary school into middle school, many kids are left behind academically. If a youngster falls behind in one subject, a parent should take action immediately. Both moms and dads and teachers should communicate in order to plan a successful course of action. A youngster may need extra tutoring, or if there are problems at home, counseling may be in order. 
 
If a parent questions their youngster’s ability, testing may need to be conducted to determine if that youngster has a learning disability. A learning disability, such as dyslexia, can inhibit a youngster’s progress in school, and this will leave the youngster feeling discouraged and inept, prompting even poorer academic performance.

It is also important to encourage your son with ASD to be involved in school related activities as much as possible. The more active your youngster becomes, the less time he’ll have to think about failure. Encourage him to go out for sports and academic teams, band or chorus, and drama. 
 
If he is not really the academic type, help him to find a niche that he really loves, such as welding, auto mechanics, carpentry, drafting, and graphic arts. The key to instilling a need and desire for success in your youngster is to help him find what he is successful at doing. 
 
Sometimes there are extenuating circumstances which can lead to a drop in a youngster’s grades. These circumstances may include a youngster’s illness, a recent move, problems at home, such as a divorce or death, or unexplained emotional problems. It is extremely important that these problems be addressed promptly. If left unattended, the problems could escalate, and when a teen reaches the age that he can legally withdraw from school, he may simply give up.

If you are struggling with a teen that seems apathetic to his academic career, you need to discern what the root problem might be. If the youngster is struggling with a particular subject or subjects, he may need extra tutoring. As a parent, you can encourage your youngster by spending time working with him in the evening. If you don’t feel knowledgeable enough to tutor your youngster, you can arrange for help from someone else.

Many schools now have afternoon tutoring available to help students who are falling behind. Some schools also have “last chance” programs. These programs are typically given at night or on the weekends. They offer students a chance to take a subject or subjects that they have failed, so that they might still be able to graduate on time.

As a parent, you should realize that there may be more serious causes behind your teen’s lack of ambition. Drug abuse is a real problem among teens in today’s society. If you feel that your youngster is exhibiting signs of drug abuse, you should have him tested immediately. If he tests positive, you will need to decide on a direct course of action. 
 
It is also important to remember that even if you succeed in helping your youngster get off drugs, he will still be inundated with temptation if he is hanging with his same crowd of friends. You and your youngster may need to make some serious decisions regarding his every day environment.

Finally, never give up on your son. There may be times when both he and you are discouraged about his academic success. Try to hide your discouragement as much as possible, and, instead, let him see that you believe in him and have high expectations that he will succeed.

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


COMMENTS:
•    Anonymous said… A senior who still has 20 credits to earn (half of the required number to graduate with a diploma, not a certificate) isn't interested in graduating high school. Home schooling won't change this. Alternate schooling won't change this. Only the Aspie's mindset will change this. If he cannot be motivated and he cannot motivate himself to buckle down to business and earn the outstanding credits, he will not graduate high school in the time allotted by the department or ministry of education in his state or province.
 •    Anonymous said… Can't you look at things another way? What are his hopes and aspirations for his future. What work does he want to do? If it's something he needs exams and qualifications for (sorry, english so don't get your system) then point out that these boring credits he must earn are a step he must take to get there. If otherwise, investigate work experience and apprenticeships, things to look good on a CV and give hands on experience of employment. Ultimately we want our children supporting themselves independantly, and conventional routes may not always work, so find others. Good luck!
 •    Anonymous said… Homeschool instead! Either with an online program through the school system or with something completely different of your/his choosing.
 •    Anonymous said… I would love to homeschool my daughter but I am afraid she will use that online time for computer games or unrelated school things.
 •    Anonymous said… No it's not. It's just a different way that they see the world. All they may hear is 'you're a failure' rather than 'you need to do xy and z to succeed' and that will just push them in a downward spiral.
 •    Anonymous said… Same boat. My son is very close to high school exam and he does not have motivation to study. I am thinking of a new environment for him however Vietnam does not yet have homeschooling or online learning for high school. I dont know what to do. Pls advise! Thanks.
 •    Anonymous said… Sometimes it's a matter of giving him the environment he needs. Does your state have online school? If he can do his studies in the comfort of his own home where you can easily review his progress , that might be a better way.
 •    Anonymous said… That's justification for poor choices on the part of the Aspie.
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The Struggles of Adolescence: Help for Young People on the Autism Spectrum

“My 18 y.o. with Asperger syndrome (high functioning) is on my last nerve. He has been on in-school detention all week. Now he’s getting into trouble there too and is about to receive an out-of-school suspension. He simply doesn’t care anymore, and honestly, I think he is trying to get kicked out of school. He comes home and goes straight to his room for the rest of the evening to play online gaming (he will come out occasionally to eat a snack, but won’t eat dinner with the rest of us). He’s rude and hateful to me and his younger brother. I am at my wits end. No idea where I went wrong with this child. He has no friends to speak of, seems depressed and moody all time, and has even said he wished he wasn’t alive. I really have doubts that he will make it in the adult world at this point. He has already said he will not go to college or trade school. And he has never had an interest in working a part-time job so far. Please help!”

First of all, there is much more going on here than simple rebellion or defiance. Your son’s misbehavior is a symptom of some underlying factor(s). For example, many teens spend the entire school day under duress from peer-rejection, teasing and bullying. So, when they return home, some will take their frustration out on a “soft target” (in your case, his younger brother perhaps) as a way to discharge negative emotions. Also, some teens on the autism spectrum would love nothing more than to get kicked out of school due to (a) the mismatch between their educator’s teaching style and their individual learning style (most autistic teens learn visually), or (b) an unfriendly classroom environment that bombards and overloads their senses (most autistic teens have sensory sensitivities, such as sensitivity to excess noise, crowded hallways, smells from the cafeteria, and so on). Thus, the root cause(s) of the “misbehavior” needs to be uncovered before behavioral change can happen.



Adolescence is the most difficult time for teenagers with High-Functioning Autism (HFA) and Asperger’s (AS). Young people on the spectrum typically become more isolated socially during a period when they crave friendships and acceptance more than ever. In the harsh world of middle and high school, they often face rejection, isolation and bullying. Meanwhile, school becomes more demanding in a period when they have to compete for college placements. So, who wouldn’t be acting-out under these circumstances?

Most autistic teenagers struggle with social skills, communication, and a limited diet. The causes of these struggles (e.g., social, communication and behavioral problems, sensory issues, etc.) can create the desire for isolation. They can easily drop into a lonely state of depression and/or anxiety, making the original problems much worse. Thus, helping the teen to boost his self-esteem and level of confidence is paramount.
 

So what can parents do to help their “special needs” adolescent? Below are some crucial tips for helping HFA and AS teens survive - and thrive - during the rough teenage years:

1. With or without an autism spectrum disorder, most teenagers become less willing to take a parent’s word or advice. Therefore, try to hook your teen up with other trustworthy adults. If you want him to learn or try to do something outside of his comfort zone (e.g., something other than playing video games all day), then arrange for the suggestion or information to come from a trusted adult other than you. Look for other good mentors (e.g., an uncle, scout or youth group leader, peer mentor, “Big Brother,” social skills group leader, coach or martial arts teacher, etc.).

2. Teenagers on the autism spectrum need developmentally-appropriate structure, but it requires sensitivity on your part to figure out what is needed when. Watch your teen, not the calendar. Try to get inside his head. Also, be prepared to run out of patience. Create your own back-up plan for when this happens (e.g., YOU take a time-out).

3. View “misbehavior” as a signal of needs. Everything your teen does tells you something about what he needs.

4. There are going to be occasions when negative consequences become necessary (e.g., grounding, taking away privileges, etc.), but they should always be immediate, definite, and relevant. Teens with autism tend not to perceive cause-and-effect and are likely to have short memories, so prolonged consequences not only lose their impact, but also their effectiveness.

5. The “transition plan” (which needs to be part of your teen’s IEP) should address the skills that your teen needs to acquire while in high school, in order to be prepared for the kind of independent life he wants to lead after graduation. Many high schools are unfamiliar with transition planning. The more you know as a mom or dad, the more you will be able to ensure that a solid transition plan is written and carried out.

6. Although most teenagers with HFA/AS are more child-like than their “typical” peers, be prepared to tolerate and/or ignore considerable distancing, hostility, or acting-out – knowing that it won’t last forever. At the same time, set some firm limits, and keep a close eye on your teen’s anxiety level and depression.

7. List the behaviors that you feel are most deserving of attention. This is an important step, because some behaviors may need intervention or therapy in order to be eliminated rather than simple disciplinary tactics. Odd self-soothing behaviors are common in autistic teens with sensory processing issues, and they can be easily replaced with more appropriate ones.

8. Teach laundry and other self-care/home-care skills by small steps over time. Also, try to get your teenager to take an elective at school (e.g., cooking, personal finance, etc.).

9. Special interests may change, but whatever the current one is, it remains an important source of motivation, pleasure, relaxation, and reassurance for your teenager.

10. Some teenagers on the spectrum adjust to high school with appropriate supports and accommodations. However, others just can’t handle a large, impersonal academic setting that exists in high school. You may need to hire an advocate to negotiate with the school system to pay for an alternative school placement, tuition, and transportation.
 

11. Seek out social skills groups designed especially for teenagers with autism. Participating in such a group and being accepted by group leaders and peers is probably the most powerful way to alleviate your teenager’s potential despair at not fitting-in socially and not having any friends. The positive social experiences and new skills he learns will be assets for the rest of his life.

12. Schedule regular monthly educational team meetings to monitor your teenager’s progress, to ensure that the IEP is being faithfully carried out, and to modify it if necessary. Because teenagers on the spectrum can be so volatile or fragile, and because so many important things must be accomplished in 4 short years of high school, these meetings are crucial. If your child is doing very well, the team can agree to skip a month, but be sure to reconvene to plan the transition to the following year.

13. Reading body language and understanding sweeping generalizations can be quite frustrating for autistic teens. Thus, they usually benefit from systematic social training in which they are given the chance to role play, study body cues and language, and practice interpreting new signals that may not have been evident in early childhood.

14. Not all teenagers on the spectrum are ready for a residential college experience right after high school. To decide, use the evidence of how your teen did at sleep-away camp or similar samplings of independence, and look carefully at executive function skills (e.g., organizational skills). As an alternative, community colleges offer a lot of flexibility (e.g., easy admission, low cost, remedial courses if necessary, the option of a light course load, the security of living at home, etc.). Some college disability offices are more successful than others at providing effective, individualized support. However, if your teenager is living at home, you may be able more easily to sense trouble, step in with help, or secure supports he needs to succeed.

15. Make sure thorough neuropsychological re-evaluations are performed every 3 years. This information and documentation may be critical in (a) securing appropriate services, (b) alternative school placements, (c) a good transition plan, (d) choosing an appropriate college or other post-secondary program, and (e) proving eligibility for services and benefits as a grown-up.

16. Look for volunteer activities or part time jobs at the high school or in the community. Be persistent in asking the school to provide help in the areas of career assessment, job readiness skills, and internships or volunteer opportunities. They probably have such services for learning disabled teenagers, but may not realize your high-functioning autistic teen needs that help, too. They may also not know how to adapt existing programs to meet his needs.

17. Look for opportunities for a sheltered, successful overnight stay away from home with no parent (e.g., long weekend visits to relatives, a week or two of a carefully chosen sleep-away camp, taking a course on a college campus, etc.).

18. Instill the essential habit of a daily shower and clean clothes. Peers, teachers, and future potential employers are very put-off by poor hygiene. If possible, put your teenager’s clothes on a well-organized shelf in the bathroom near the clothes hamper.

19. In adolescence, communication becomes complicated as teenagers invent words, signs, and body language to discreetly talk with a friend. For a youngster with HFA/AS who has been struggling just to understand common social cues, this change can be frustrating and incredibly difficult to understand. The best scenario is when language is "concrete and definite." Teenage conversations that use shortened terms or lingo are going to be very difficult for a young person on the spectrum.

20. Impersonal, written communication is easier for the HFA/AS teenager to absorb (e.g., lists of routines and rules, notes, charts, calendars, etc.).
 

21. If your teenager seems like a good candidate for college, take him to visit colleges during the spring vacation weeks of the junior year of high school, or during the summers before junior and senior year. Visits reveal a lot about what environment your teenager will prefer. Also, purchase a large college guide to browse.

22. If you have not yet made a will and set up a special needs trust, do it now. Ask your lawyer about powers of attorney or other documents you may need once your teenager is no longer a minor. Few moms and dads assume guardianship of a young adult 18 or older, but it may be necessary and appropriate in some situations.

23. If you have not talked to your teenager about his disorder, you or someone else should do so (to the extent that he is ready to hear it). It’s tricky for teenagers on the spectrum – they so much want to be “normal” and strong and successful. A diagnosis can seem threatening or even totally unacceptable. In truth, however, adults on the spectrum who do best are those who know themselves well – both their own strengths (which point them toward finding their niche in the world) and their own blind spots (where they need to learn new skills or seek out specific kinds of help).

24. If both parents can agree about their HFA or AS teenager’s diagnosis, treatment, and rules, it will save a lot of family wear and tear. To get your spouse on the same page, attend autism conferences or classes together. When you hear the same information, you can discuss it and decide what will work best for your teenager and in your family. As you learn more about autism spectrum disorders, you may also come to better appreciate each other’s contributions to your youngster’s welfare. Attend team meetings at the school together, or alternate which parent attends. Also, seeing your teen’s therapist together (possibly without the youngster), or seeing a couples or family therapist may help you weather a tough time together.

25. Have realistic, modest goals for what your teenager or the family can accomplish in a given time period. You may need to postpone some plans for career goals, for example.

26. Go with the flow of your youngster’s nature. Simplify schedules and routines, streamline possessions and furnishings. If your teenager only likes plain T shirts without collars or buttons, buy plain T shirts. If he likes familiar foods, or has a favorite restaurant, indulge him.

27. Multiple stressors during adolescence often bring on anxiety and even depression in teens on the spectrum. Stressors may include increased academic/abstract thinking and social demands at school, peer pressure, increased social awareness, and fears of the future. Anxious teenagers who do not get help may be at risk for school failure, acting-out, alcohol and drug abuse, and even suicide attempts.

28. Consider delaying graduation in order to ensure that transition services are actually provided under DOE. It may be hard to convince an academically gifted, college bound student to accept this route. However, it may be very helpful for autistic students who will need a lot of help with independent living skills and employment issues. Services need not be delivered within high school walls. Community college courses, adaptive driving lessons, and employment internships are just a few alternatives to consider.

29. Build and use any support networks you can (e.g., extended family, close friends, church/synagogue groups, an understanding school staff, etc.). If you don’t have a good network, consider individual or family therapy for a little support during a stormy, demanding life passage. When you have a demanding teenager, it’s good to be reminded once a week that your needs and feelings are valid and important, too!

30. Remember that teenagers with HFA/AS are relatively immature - both socially and emotionally - compared to “typical” teens of the same chronological age. Adjust your expectations for your teen, and make sure he has appropriate supports. 
 

31. Teenagers with HFA/AS are less prepared than “typical” teens for the new challenges of sexuality and romance. Many teens on the spectrum want a girl or boy friend, but are clueless about how to form and maintain a relationship. Autistic males may be at risk for accusations of harassment, and autistic females may be at risk for becoming victims. Teach appropriate rules. Look for supervised activities in which boys and girls can socialize safely together, supervised by a staff person who can coach appropriate social skills.

32. For a teenager with HFA/AS, friendships can be a struggle. Your youngster may not understand social cues, and may not know how to be someone's friend. He may feel the typical feelings of a first crush, but be uncertain on how to act on it. Social training can help these young people to understand social cues, slang, and meet other teens who feel similarly about how to deal with new friends. In these social trainings, teenagers can be taught how to listen, and how listening and reacting appropriately can lead to stronger bonds. Also, you should try to explicitly explain what the act of flirting is (e.g., by pointing it out on a TV show or movie).

33. A regular bed time at a reasonable hour is more important than ever. Regular routines of all kinds (e.g., familiar foods, rituals, vacations, etc.) are reassuring when the autistic teenager’s body, biochemistry, and social scene are changing so fast. Keeping your teen’s routines constant will improve his outlook. He will know what to expect at any given time, lessening the stress he feels.

34. Using your teenager’s special interests - both at home and at school - can generate positive responses in many situations. For instance, a 14-year-old's love of trains can be used to encourage eating at home. Train-themed dinnerware - or even themed foods - can be used to entice the reluctant eater.

In conclusion, young people with HFA and AS bring their special flavor to adolescence. Some will not avoid interacting with others. They are eager to communicate (though often in a clumsy, in-your-face way). The level of their insight into their social skills deficits will then become the determining factor of their social success. If they are unaware of their shortcomings in gauging the social atmosphere and reading social cues, they may inadvertently come across as rude, insulting or boring. They may miss subtle criticism and sarcasm. As they develop better insight, they will become more motivated to learn, which had not come naturally and intuitively.

In the social development of HFA and AS teens who show some interest in peer interactions, social anxiety and resultant avoidance play an important role. Some of these young people get very nervous just with the thought of approaching others and may choose to avoid it at all costs. Their avoidance may appear as if they are not interested in others. It is important to differentiate this since anxiety can be treated much more easily than genuine lack of interest.

Regardless of the individual developmental route, most teens on the spectrum start realizing that they are not quite like others at some point during their adolescence. Once the teenager realizes that he has significant difficulties in conducting social relationships compared to his peers, he needs deal with this loss, just like dealing with any other loss. Understanding the thoughts, feelings and behavior of a teen on the spectrum is the necessary first step in helping him out and being there for him. 

==> Discipline for Defiant Aspergers and High-Functioning Autistic Teens
 
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Aspergers Teens and Social Difficulties


The primary aspect of Aspergers (high functioning autism) that characterizes it as autistic is the problem of human connectedness. The term most commonly used to describe this core weakness of human connection is “reciprocity.” This refers to the teen’s ability to engage other people in a way that makes others feel connected or not. In social conversation with a teen with Aspergers, eye contact is often poor, fleeting, or absent. Aspergers teens may not be able to read subtle gestures and facial changes or to interpret subtleties in language such as irony or sarcasm. They do not read or respond as most people do to small changes in body posture or to gestures. They seem either distant, stiff, or in other ways unconnected.


Aspergers teens not only seem disconnected, but in some cases uninterested in being in relationships with others. They may generally have very little interest in the feelings, experiences, other human qualities, or possibilities of others and, hence, lack empathy. They do not seem to derive pleasure from engaging others, learning about them, talking with them, or sharing experiences. In the many cases where the symptoms are milder, the teenager may wish to connect with others, but simply does not know how. He may have feelings for others, but can’t seem to mobilize the demonstration of those feelings.

At first, “neurotypical” (normal) teenagers in common social contexts (such as a school football game) may see peers with Aspergers as shy and retiring, quiet, stiff, or withdrawn. As the uninitiated begin to talk with Aspergers teens, it may appear that they seem to respond robotically. They have a monotonic voice that often comes across as reminiscent of the aforementioned geeks or nerds. The initial impression is that one is dealing with an eccentric.

Aspergers teens seem to lack warmth to their more socially apt peers. There is a sense that the teen just isn’t there when he is interacting with you. He may not know what to do when someone has finished making a point. He may not know when to stop talking and may seem overly interested in his topic of conversation and not yours, unless you are equally fascinated with his areas of interest.

All too frequently, however, teens with Aspergers seem not just alien and unconnected, but preoccupied with one or two subjects, which they will talk about endlessly. They may take offense easily over unrelated trifles or become upset when others do not share their enthusiasm for a given area of interest. There is a kind of immaturity or somewhat fixed developmental delay, in which the needs, interests, feelings, perspectives, and thoughts of others just aren’t real or important to them. Intervention in teaching about the lives of others is important here.

In conversation with an Aspergers teen, you may find yourself doing most of the work in the exchange, asking most of the questions, and waiting for obvious follow-ups that don’t occur. His frequently robotic language and responses seem to suggest that others might as well be inanimate. It is not just a question of only lacking the ability to read social cues. There is an output problem, not knowing how to engage and maintain relationships with others, and most certainly an internal problem, in which social/emotional information is absent, confusing, undeveloped, and/or not valued. He may not have labels for feelings.

The teen with Aspergers may seem odd, making you uncomfortable. The simplest conversation among “neurotypical” people is kind of a naturalistic dance, a flowing interchange of cues and fitting responses. Because there really is quite a lack of tolerance in school for not being able to engage in this kind of behavior (especially with the school being the “gossip mill” that it normally is), a teenager with Aspergers soon becomes grist for that gossip mill and finds himself ostracized for vague reasons. It is difficult not to overemphasize the power of having the appearance of being a “regular person” in high school.

Many Aspergers teens have created their own support groups and chat sites where they feel valued and where their strengths are valued. Writers like Mark Hutten have spent many years explaining to the rest of us these experiences in learning, adjusting, and living shared by teens with Aspergers.

There is an excellent portrayal of a young adult with Aspergers by Josh Hartnett in the film Mozart and the Whale. In his portrayal, Hartnett appears to convincingly embody all of the characteristics and many of the challenges of an individual with Aspergers. The lead character demonstrates considerable awareness of the challenges associated with this condition and shows adaptation to the world of people with neurodevelopmental differences and the world at large.

Discipline for Defiant Aspergers Teens
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Aggression in Teenagers with Autism Spectrum Disorder

"Is aggression typically a trait of teens with ASD? I'm a single parent and my 17 y.o. son is becoming more verbally and physically aggressive and I do not know if this will escalate to dangerous levels."
 
Adolescents with ASD (high-functioning autism) are often not found to be physically aggressive unless they feel threatened in some manner. 
 
For some young people on the spectrum, aggression may become quite common when reaching adolescence, and this may be clearly influenced by the parenting styles of the mother and/or father. 
 
Also, if your son is on the receiving end of teasing, bullying and peer-rejection at school, then aggression and shutdowns can be expected either at home or school (or both).
 
One of the key factors in determining an ASD youngster's tendency to develop aggression later in life may involve the presence of a maternally sensitive woman who can balance the discipline and aggression in life.

In many of today's families, it is not uncommon to find either a mother or father is absent from the teen's life. Because a teen's mental health is often greatly influenced by the presence of maternal nurturing and the balance of a father's discipline, when either of these are absent in the life of an ASD teenager, aggression can develop. 
 

If you are the parent of a child with ASD, it is important to provide this balance to your child-rearing efforts. If you are a single mother, and your youngster's father is not present (or still lives in the house - but is emotionally unavailable), you can expect your son's aggression may be present as you provide the maternal sensitivity he needs while also attempting to be the disciplinarian. 
 
Because kids on the spectrum have trouble differentiating social cues and are confused by discipline when expressed by their mother, the authoritarian type of parenting is often met with aggression. For this reason, having a male role model who can provide that discipline (i.e., guidance, not punishment) while you provide the maternal sensitivity will go a long way in your son's long-term development.

Conversely, if you are a father who is raising an ASD youngster alone, you will want to be sure that you find ways to be sensitive and nurturing to his or her needs. Because fathers are more likely to be the authoritarian, a woman's sensitivity will be important in your son's mental health. Often, this role can be filled by a woman who is an aunt or even a grandmother - and does not necessarily mean that a step-mother or step-parent is necessary.

ASD is a developmental disorder that affects many adolescents by resulting in abnormal social development. For moms and dads, offsetting the risk for development of aggression is most likely achieved by first identifying your parenting style - as either disciplinarian or nurturing - and then finding someone who can fulfill the role as the opposite parenting style. 
 
Trying to manage both the motherly role and the fatherly role may lead to confusion in your child, and this may further exacerbate the ASD-related complications into adulthood.

Teens with ASD may display some – or all - of the following characteristics:
  • lack of appreciation that communication involves listening as well as talking (e.g., they may not allow their communication partner an opportunity to engage in the conversation)
  • narrow field of interests (e.g., a teen with ASD may focus on learning all there is to know about cars, trains or computers)
  • preference for playing alone
  • very literal understanding of what has been said
  • anger and aggression when things do not happen as they want
  • apparently good language skills, but difficulty with communication
  • language may be considered to be very advanced or ‘precocious’ when compared to their peers
  • the teen may be able to talk extensively on a topic of interest, but have difficulty with more practical tasks such as recounting the day’s events, telling a story, or understanding jokes and sarcasm
  • behavior varies from mildly unusual, eccentric or ‘odd’ to quite aggressive and difficult
  • difficulty in forming friendships
  • having rules and rituals that they insist all family members follow
  • inability to understand the rules of social behavior, the feelings of others and difficulty ‘reading’ body language (e.g., a teen with ASD may not understand that someone is showing that they are unhappy by frowning)
  • sensitivity to criticism

==> Discipline for Defiant ASD / High-Functioning Autistic Teens
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Raising Kids with Autism Spectrum Disorder: Parents' Grief and Guilt

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