The Truth About Asperger's Syndrome & Criminal Behavior

This post explores the question whether teens and young adults diagnosed with Aspergers (High-Functioning Autism) have a greater probability than typically-developing peers of becoming involved in delinquent or criminal activity.

The alternative perspective under consideration is that the characteristic traits and behaviors associated with Aspergers (e.g., poorly developed theory of mind, obsessions, etc.) may lead to a greater vulnerability to accusations of offending behavior despite no criminal intent, especially when there appears to be little regard for the effect of certain behaviors on other people.

Although several studies have suggested an association between violent crime and Aspergers, few have examined the underlying reasons. Research needs to determine to what extent psychiatric factors contribute to offending behavior in this population.

Of the 37 cases described in one recent research project, 11 cases (29.7%) had a definite psychiatric disorder and 20 cases (54%) had a probable psychiatric disorder at the time of committing the crime. These findings underscore the role of psychiatric disorders in the occurrence of violent crime in teens and young adults with Aspergers and highlight the need for their early diagnosis and treatment.

The review of available findings and observations by Allen et al (2007) set out to highlight evidence by which to support or refute the suggested association between Aspergers and offending against the law that has become a subject for much debate.

Reference is made, for example, to the work of Haskins and Silva (2006) whose initial research data indicated that teens and young adults with Aspergers are over-represented among the population of known offenders relative to their prevalence in the general population.

On the other hand, Howlin (2004) has argued that any association that is perceived between Aspergers and crime is the result of a small number of cases which have given rise to much publicity and to (speculative) causal attributions in the media.

Allen et al recognize how this kind of link may come to be perceived in that, in his original description, Asperger (1944) noted that some kids carried out what could be defined as malicious acts either of an aggressive or sexual nature without any apparent regard for the impact upon other people.

However, the question is raised about the actual intent or motive behind these and other offensive actions; and Howlin argues that significant underlying factors include a reaction to a lack of social understanding of situations (or of being misunderstood by other people), the pursuit of some obsessional interest, and a failure to anticipate consequences.

There is also the possibility that the individual concerned would not have the capacity to avoid pressures from peers to engage in malicious or delinquent activity.

This view concerning problems in verbal and non-verbal communication, social understanding, and flexibility of thought or action has become commonly expressed; and reference is made to a number of factors which could explain why someone with Aspergers may have an increased risk for offending behavior:

• An (innate) lack of concern for the outcomes of actions
• Failure to understand (formal) questioning and an over-frankness
• Impulsive behavior which may be stimulated by an underlying anxiety
• Misreading of social signals and a lack of knowledge of social rules which may underlie accusations of sexual misconduct
• Obsessional interests which may be reflected in behavior such as stalking
• Resistance or limited motivation to change may underlie a persistence of inappropriate behaviors
• Social immaturity, and a misinterpretation of “friendships”, with a vulnerability to being led by others into inappropriate or illegal behavior

It has been suggested (by Debbaudt 2002 among others) that certain types of illegal acts may have diagnostic significance and lead to the identification of previously unrecognized Aspergers. These include an (obsessive) harassment of other people, acting-out for no observable reason, computer crime, and offenses arising from misjudged personal relationships.

Allen et al have also been able to identify a number of forensic case studies which have provided illustrations of how the particular characteristics of Aspergers may predispose the people to offending.

Their summary indicates that there are three key types of offense that are consistently reported: sexual offenses, violent offenses, and arson. Frequently, there was a ready admission of the actions, with the reasonable implication that the offenses themselves and the reactions afterwards reflect central features of Aspergers, namely preoccupations, self-centered “logic”, interpersonal naiveté, and low empathy.

However, the authors identify a problem applicable to a case study approach in that, when assessing the circumstances of some offense committed by a person identified with Aspergers, it is virtually inevitable that there will be a focus upon aspects of this condition that can be linked to the offending behavior. There is a lack of evidence concerning variables that differentiate among people with Aspergers who have been involved in offending and those who have not.

Just because someone with Aspergers offends does not mean that this condition is a inevitable and universal risk factor for offending ... (and one is reminded of the consistent finding that a number of risk factors, e.g. living in a high delinquency area, poor achievement at school, etc, may differentiate between groups of teenagers whose probability of offending are respectively high and low, but such variables may be much less accurate in predicting the behavior of a given person).

In respect of experimental studies, reference is made to the work of Baron-Cohen and Wheelwright (2004) who demonstrated that the capacity for empathy is indeed lower among people with Aspergers than in the general population.

However, while this limited empathy might be thought to be a risk factor for offending, it was further shown that the characteristic problems of interpreting the behavior and feelings of other people are not associated with any wish to cause harm to those other people.

When it was pointed out that their behavior could be hurtful, this sample of people with Aspergers offered expressions of regret, but they could not see that their own actions were responsible for causing the hurt.

In other words, there is support for the hypothesis that limited or absent theory of mind, (an inability to read the signals and reactions of other people), coupled with unusual and repetitive interests, is significant for offending behavior among people with Aspergers.

As far as actual prevalence of offending behavior is concerned, inconsistent findings emerge from existing studies.

Tantam (2003) found that acts of violence towards others, such as lashing out, were common in an Aspergers population; and there is a consensus among various studies that sexual offenses, aggression, and arson are particularly prevalent.

However, the problem with much of the evidence available for review by Allen et al is that it is based upon very selective samples of people with Aspergers, typically those attending specialist hospitals.

It is consistently noted that there is an over-representation of such people among the population of known offenders in these hospitals, but the question is raised whether this kind of statistic which applies to people who have committed serious offenses, can be generalized to the overall Aspergers population. There is the further possibility that the significant association is between offending and some co-morbid condition rather than with the Aspergers per se.

The National Autistic Society (2004) presented the view that only a minority of people with Aspergers become offenders and that there is no association between autism and crime ... (although one might ponder whether autism and Aspergers are comparable in this respect given that the people with Aspergers are more likely to work in mainstream settings and to be exposed to the behaviors and relationship patterns of a range of peers while seeking acceptance and relationships of their own and pursuing their particular interests and goals).

The NAS further argues that the very rigidity of adherence to rules and routines would decrease the probability of law-breaking ... (although, again, one might ponder whether any literalness about rules, and a kind of tunnel-vision, may cause some interpersonal conflicts and increase the risk of misunderstanding, anxiety, and reactive aggression).

The present authors (Allen et al) highlight the continuing inconsistency of findings concerning whether offending is more or less prevalent in an Aspergers population than in the general population, complicated by methodological differences between studies in terms, for example, of criteria for the diagnosis of Aspergers among target samples and for defining the offending behaviors.

Prevalence of offending appears lower in an Aspergers population than in the general population when a whole range of types of offense is considered; but higher in respect of aggressive behavior such as criminal damage (perhaps attributable to reactions to perceived victimization).

However, while offending may be a relatively low-frequency phenomenon among people with Aspergers, it seems likely that those who do offend will experience marked difficulties with the subsequent judicial processes, starting with the arrest, any element of restraint, and with the questioning.

Problems are likely in their remembering the sequences and timing of events or in over-compliance to suggested interpretations of events; and their apparent competence in (expressive) language may mask their particular vulnerabilities and anxieties.

The implications include ensuring that staff working in the criminal justice system are aware of the nature of Aspergers and ASD generally, and of the particular profile of strengths and weaknesses in given people; that language used in investigating events is kept simple and unambiguous; that approaches are not threatening; and that the person is supported by a familiar person who has experience of working in the field of autism.

Allen et al conclude by making a plea for ongoing research to study truly representative samples of people with Aspergers rather than those already involved with the judicial system in order to identify the similarities and differences between people with Aspergers and controls in respect of the risk for offending; and to explore further the factors which differentiate offenders from non-offenders within the overall Aspergers population.

It was noted by Allen et al (op.cit) that any association that may be perceived, rightly or wrongly, between Aspergers and offending will have been influenced by the dramatic or even sensational way in which certain cases have been reported in the media.

A recent example concerned an 18 year old, diagnosed with Aspergers and experiencing the characteristic social and communication weaknesses (and, reportedly, associated bullying), who, during a party which had been particularly daunting for him, responded to the teasing from a 10 year old girl by attacking her with fatal consequences.

The young man was convicted, and, when sentencing him to a long prison term, the judge referred to the Aspergers condition and his uncertainty whether the disturbance of personality could be traced to the Aspergers, but justified the sentence by describing the young man as presenting considerable danger to young girls.

A similar implication of some direct link between autism and violent crime was made in the trial of the man accused of the murder of a TV presenter in 1999, when specialist opinion highlighted a number of diagnosed conditions co-morbid in this man with no way of determining which condition or combination of conditions could be associated with the crime. (The conviction has now been declared unsafe, and a re-trial is to be held.)

The general moral is that the action (or alleged action) of one given person with his or her idiosyncratic profile of strengths and needs, and history of experiences, and which occurs in a particular setting and involves a particular set of circumstances, should not be regarded as typical of all the people who share a diagnostic label, especially one associated with a spectrum condition.

The further moral appears to involve an early recognition of the condition, and the precise nature of the behavioral profile and symptoms, with a view to increasing awareness of the needs and strengths on the part of extended family, peers, and relevant others, thus to minimize situations likely to evoke fight or flight reactions.

In a conference presentation, Allen et al (2006) provided a summary of their general themes. First, they set out the possible predisposing factors among people with Aspergers that could increase the probability of offending:

• Anxiety or even panic reactions which may be translated into aggressive actions
• Impulsiveness (perhaps linked to co morbid ADHD)
• Lack of awareness of likely outcomes, hence a willingness to initiate outcomes with unforeseen consequences
• Misunderstanding of social and interactional conventions or rules
• Naïve social awareness and misinterpretation of relationships leading to exploitation
• Obsessions and preoccupations
• Resistance to changing behavior
• The lack of empathy, or lack of insight into the effects of behavior; a denial of their own responsibility

They go on to cite supportive evidence from other researchers to highlight this kind of commonality across cases, with deficient empathy typically seen as the most significant factor.

While noting the relatively few people with Aspergers identified among those of their sample known to have committed offenses, they listed the commonly-cited precipitating events, as described by their sample of adults with Aspergers, for the aggressive or destructive or otherwise offending actions.

The percentage of respondents referring to particular circumstances was as follows:

• Bereavement 13%
• Bullying 50%
• Change in the support arrangements 19%
• Change of domicile 25%
• Family conflict 50%
• Onset of additional mental health problems 31%
• Sexual rejection 50%
• Social rejection 69%

The point emphasized by these authors was that, in their survey covering a very large number of people, the actual incidence of crime among people identified with Aspergers was low. On the basis of this kind of empirical evidence, the team held that there is little support for any hypothesized association between Aspergers and criminal activity.

This is not to belittle the impact of the offenses that are committed, but the implication concerns how to interpret the actions. It is accepted that some of the behaviors associated with Aspergers reflect a lack of communication, or misunderstandings, coupled with an inability to predict the outcomes; but whether the offending actions should be interpreted as having a knowing and criminal intent is questionable, with implications for determining how judicial and mental health systems should best respond in safeguarding the interests both of the person and of the community.

In a commentary on the presentation, Dr Tony Attwood held that it is important that such findings are given publicity in order to counter any view among the general public that Aspergers is a direct and common cause of anti-social or threatening behavior.

Attwood shares the concern lest high profile cases where the central figure is identified with Aspergers (or is believed, or claims, to be so-identified) will reinforce a false assumption that anyone validly diagnosed with Aspergers may commit similar actions.

This concern is justified given the reports in the national press (e.g. Bright 2005) that kids and adolescents with developmental or psychological difficulties, including Aspergers, are being unreasonably targeted for anti-social behavior orders (ASBOs).

The examples, identified by the British Institute for Brain Injured Kids, are given of a 15 year old boy with Aspergers given an ASBO to counter his tendency to stare over the neighbors’ fence into their garden; and of another 15 year old boy identified with Tourettes given an ASBO seeking to stop his swearing in public!

In a further case, an ASBO was served upon a 13 year old girl with Aspergers who had been swearing in the street (and where it turned out that there had been an angry altercation between her parents and the neighbors and she had been copying the language used).

The concept of “zero tolerance” has been identified by staff at the institute as problematic if it is taken literally and involves unreasonable demands upon some kids and teenagers.

The NAS has taken a similar line in expressing concern that the definition of anti-social behavior is too vague. In particular, it is held that “behavior which causes or is likely to cause harassment, alarm, or distress” could describe some of the core symptomatic behaviors of many people with autism.

One NAS initiative has involved a pilot program in a number of UK schools to help teenagers with Aspergers to become aware of the risk of crime and associated issues, given that their social and communicative vulnerability will increase the risk of their being placed in dangerous situations.

The program is seeking to enhance social awareness in the target group and to enable them to remain safe from exploitation or from (unwitting) involvement in offending activities.

One common area of potential offending is with the use of computers.

Aspergers is not a specific risk factor for hacking activities, but there has long been the concern (as expressed, among others, by Temple Grandin) that many people with ASD and Aspergers are drawn to computer-based learning or recreation, and to jobs which utilize IT interests and skills, so that, without monitoring and mentoring, there is a risk of a drift into hacking activities.

It may well be, again, that there is no criminal intent but that the people who are identified as hacking into the systems of large organizations are motivated by the presenting challenge to their computing skills.

There are no hard data concerning the actual incidence of this computer crime among people with Aspergers or ASD, but a small number of publicized cases may have allowed there to develop a belief (which may or may not be true) that such actions are more common among people with Aspergers than among the general population.

Therefore, while seeking to avoid inappropriate stereotyping, one might still recognize (as noted by Baron-Cohen 2001 among others) the overlap of traits of people with Aspergers and of people prone to computer hacking. However, Baron-Cohen stresses that any link can only be speculative in the absence of any actual research evidence.

Meanwhile, Szatmari is quoted in the same 2001 publication as dismissing any such link arguing, instead, that people with Aspergers tend to stick to rules and routines almost to a fault.

However, it is possible that, in addition to the “abstract” intellectual challenge involved, there may be some instances where the hacking is motivated by a sense of injustice or by a claimed quest to identify poor security.

Whether this kind of action is more common among the Aspergers population remains subject to debate; and, presumably, there remains the possibility that it is more identified but not more prevalent among the Aspergers group given their likely frankness or lack of concealment about what they are doing.

Finally, one can refer to the work of Bowen and Plimley (2007) who accept that people with ASD can be particularly vulnerable to becoming either victims or perpetrators of offending actions.

They, too, highlight the characteristic problems with social communication and interaction, inflexibility, etc, which can lead to a misunderstanding of their actions and reactions (including on the part of staff in the judicial system).

The implication is not that people with ASD are more likely to commit some offense, but that they need help to stay safe and to avoid actions which were not motivated by a criminal intent but which may be interpreted in that way.

These authors go on to cite the comments of teachers experienced in working with teenagers with ASD to the effect that behaviors accepted and tolerated in childhood, such as outbursts of temper, pushing into people, touching, expressing highly personal comments or questions, etc, are not tolerated and may be interpreted very negatively during adolescence and into adulthood.

It may also be the case that the teenagers can present as confrontational or provocative (which, presumably, may be the starting point for an escalation of behavior into more overtly aggressive interchanges); and they may also be persuaded into delinquent acts, such as petty theft or damage to property, by peers.

Their interviews with those teenagers who had experience of involvement with the police revealed the probability of mutual misunderstandings as a result of some or any of the characteristic aloofness, or apparent rudeness and insensitivity, or literalness, etc.

Bowen and Plimley recommend providing people with ASD some kind of identity card describing the presence and nature of the condition and presenting symptoms.

This concept was described as being supported by their sample of teenagers (and their parents) who felt that behaviors could be open to misinterpretation as deliberately provocative or dangerous or offensive when the real issues concerned communication problems, a lack of recognition of consequences, and stress in the face of uncertain or challenging situations leading to apparently aggressive actions.

Social stories are also recommended as a means of teaching the people concerned about how to avoid those behaviors open to misinterpretation, such as being able to differentiate appropriate and inappropriate touching, social rules, road safety etc.

Further, the advice is for identifying “triggers”, i.e. those events or experiences giving rise to idiosyncratic but negative reactions which may be perceived as deliberately provocative or aggressive acts.

One might summarize much of the implication from the studies reviewed as a matter of seeking fully to understand what lies behind and motivates the observable behavior. If triggers are operating, one needs to be clear what they are ... seeking to gain the perception and to tap the experience of the people concerned as opposed to maintaining one’s own untested hypotheses about the sequence of events.

This could be summarized as ensuring a functional assessment of behavior ... the precise antecedents, the intended purpose, the payback, etc ... with a view either to averting those circumstances which evoke the inappropriate behaviors or to identifying acceptable means of achieving the desired outcome.

Once more, the need is for identification of the needs as early as practicable in order that the particular “style” of the person can be observed and increasingly appreciated over time with the opportunity to introduce strategies to reduce maladaptive behaviors and reactions, and generally to increase appropriate day-to- day social functioning.

Further, despite the high incidence of diagnosed cases of Aspergers and ASD, it appears that the nature of these conditions remains unclear or confused among significant numbers either of the public, typically-developing peers, or of professionals whose role may bring them into frequent contact with teenagers.

The need is for ongoing efforts to raise awareness of the nature of Aspergers and ASD, and the range of permutations of symptoms that may be observed among the persons so-identified, thus to increase an understanding of the needs and an avoidance of misinterpretations leading to inappropriate judicial disposals which may serve only to compound the needs.

REFERENCES—

Allen D., Peckett H., Evans C., Hider A., Rees H., Hawkins S., and Morgan H. 2007 Asperger Syndrome and the criminal justice system. Good Autism Practice 8(1) 35- 42

Allen D., Evans C., Hider A., and Peckett H. 2006 Asperger Syndrome and offending behaviour : exploring the links. Conference presentation - Autism Cymru, Cardiff. May 2006

Asperger H. 1944 Die Autistichen Psychpathen in Kindersalter. Archiv fur Psychiatrie und Nevrenkrankenheiten 117 76-136

Baron-Cohen S. and Wheelwright S. 2004 The empathy quotient. Journal of Autism and Developmental Disorders 34(2) 163-175

Baron-Cohen S. 2001 Cited in Zuckerman M. Hacker reminds some of Asperger Syndrome. USA Today 29/3.01

Bowen M. and Plimley L. 2007 Keeping out of trouble. Special (July) 31-33

Bright M. 2005 Charity pleads for tolerance as autistic youngsters face ASBOs.

Debbaudt D. 2002 Autism, Advocates, and Law Enforcement Professionals. London : Kingsley

Haskins B. and Silva A. 2006 Asperger’s disorder and criminal behaviour. Journal of the American Academy of Psychiatry and the Law 34(3) 374-384

Howlin P. 2004 Autism and Asperger Syndrome : Preparing for Adulthood. New York : Routledge

National Autistic Society 2004 Autistic Spectrum Disorders and Involvement in the Criminal Justice System. London : NAS

Satzmari P. 2001 (Also cited by Zuckerman M. op.cit)

Tantam D. 2003 The challenge of adolescents and adults with Asperger Syndrome. Child and Adolescent Psychiatric Clinics of North America. 12 143-163

The Observer (Home Affairs) : May 22nd 2005 

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COMMENTS: 

Anonymous said... So sad how a lot is misunderstood. Police killed a young man w/ Aspergers because someone called in a domestic dispute and he was holding a knife. So instead of using different measures or even finding out that he didn't understand, a man is dead. This happened in Florida, first week of June. So sad.

Poor "People Skills" in Teens on the Autism Spectrum

"Any tips for helping my depressed teenager with ASD to develop some people skills in order to find a few friends that he can relate to?"

The rules of social engagement are unwritten. If an adult makes a “social mistake” (e.g., saying “thank you sir” to a woman who happens to look like a man), it may result in an awkward moment or some embarrassment.

For teens though, social mistakes can have profound and disastrous consequences. If they “fail” socially, they can be ostracized from their peer-group, have difficulty making new friends, and feel a sense of general isolation from everybody.

Many teens with High-Functioning Autism (HFA) and Asperger’s (AS) do not know how to engage with their friends and classmates. They are simply not interested in the current fads or topics of conversation among their peer-group. As a result, they may experience teasing, bullying, and rejection from peers – and may feel isolated to the point of experiencing anxiety and/or depression.



Here are some symptoms to look for in your HFA or AS youngster’s behavior when he or she is “failing” socially:

• Behaviors are causing the teen to get into conflicts at school
• Disengagement from friends and classmates
• Increase in anger and/or frustration
• Is so socially anxious that the teen starts refusing to go to school or skips classes
• Poor academic performance
• Preference for isolation at home and school
• Seems genuinely depressed
• Sickness (e.g., frequent stomach aches, headaches, etc.)

The HFA or AS teen needs to decide for himself when he will work on his poor people skills. It can be tough for parents to sit back and watch their “special needs” teen struggle in the social arena, but they should try to let things play out on their own time. To charge-in and assert to the autistic teen that he “needs to work harder on developing some friendship skills” will only add to his low self-esteem and sense of being an “odd ball.”

==> Discipline for Defiant Asperger's and High-Functioning Autistic Teens

Oftentimes, teens on the autism spectrum are not in a headspace where they are ready to make changes (but when they get older, many of them start to feel differently). Here are some reasons why your HFA or AS teen may not be up for addressing his social skills deficits:

• He may recognize he has some social problems, but is ashamed of them. He would rather try to hide them and save face even if that means losing out in the present.
• He may realize he has some things he needs to work on, but doesn't feel they are a priority at the moment. Plus, “trying to change” would be too much work.
• He may not see himself as awkward, just different. At the moment, he doesn't think there is anything wrong.
• He may fully believe the messages that his insecurities are telling him, and he may not think there is any hope of improving (e.g., “You either have it or you don't.” “There's no way I can just talk to other people and then ask them to hang out.” “I'm just bad with people.”)
• So far in life, his lack of social skills may not have cost him enough (e.g., a 16-year-old boy who doesn't need a lot of friends and who is content to spend his free time on the computer is not losing much by being ostracized from his peer-group). As a young adult, he may realize he needs better people skills in order to get a job or find a girlfriend, and then be motivated to do something about it.
• Many HFA and AS teenagers – and even young adults – are somewhat unaware of the fact that they have social issues. They know on some level, but for the most part, they are perfectly content to stay at home all the time and play video games.
• Like most teenagers, the teen on the autism spectrum may have the attitude that his mom and dad don't really know what they're talking about – especially when it comes to his social life. He may think his mom and dad simply don't understand what he is going through. Even if parents tell him they went through the exact same thing at his age, he may still think they are clueless. 
• Most teenagers, autistic or not, don't like to think that they fail to measure-up in their parents’ eyes. Even if they have no problem with their poor people skills, they may still feel like they are disappointing their parents and be reluctant to bring the topic into the open or accept the parents’ help.
• As with most teens, the autistic teen may be particularly unenthused about the idea of accepting help or criticism from his mom or dad. Also, if the teen views his mom or dad as the authoritarian, “impossible-to-please” parent, he will be even less likely to welcome parental assistance.

==> Discipline for Defiant Asperger's and High-Functioning Autistic Teens

In any event, what can parents do to help their socially awkward HFA or AS teen? Here are some tips:

1. Don't give your HFA or AS teen the impression that your opinion of him is conditional on how socially successful he is.

2. Encourage your teen to hang out with peers outside of school or through extracurricular activities (e.g., sports, music, etc.).

3. Encourage your teen to engage in online support groups and chat sites for young people on the autism spectrum. Here’s is a good place to start: www.AspergersTeenChat.com

4. Engage your youngster in an activity or program where there are adult mentors to help him increase his self-esteem and build self-confidence. Research reveals that having just one activity in a youngster’s life where he feels successful will result in a higher sense of self-esteem and a greater ability to negotiate a variety of social situations.

5. If it is painfully obvious that your teen is really suffering due to his social skills deficits (e.g., feels lonely, depressed, suicidal, etc.), you don’t have to sit back and stay completely silent. Bring up the topic once. Odds are good he won't be very open to accepting help. If he isn’t, don't take it personally. That is his choice. In any event, don't keep bringing it up in an attempt to nag him into addressing the issue.

Pick a moment when you have time to speak, and your teen is in a decent mood. Tactfully mention that you've noticed that he seems to be having some trouble with __________ (fill in the blank with the problem in question), and that if there is anything you can do to help, you are there for him. Again, he may deny that there is a problem or want the conversation to be over. But even if he gives that response, you can still lay out some options for him.

==> Discipline for Defiant Asperger's and High-Functioning Autistic Teens

6. If there is a relative or family friend your teen may be more open to talking to, mention that person’s name. Maybe your teen will be more open to chatting with his uncle who he looks up to, for example.

7. If your HFA or AS teen agrees to see a therapist, it's important to be patient and let things play-out between them. A common mistake many moms and dads make is they expect the professional to quickly and cost-effectively “fix” their youngster.

8. Let your teen know that if he ever wants to brainstorm some ideas or hear some suggestions, you are there to help.

9. Parents should not feel that they have “failed” somehow because their “special needs” youngster is awkward, or because they didn't step in earlier. You may be prone to feeling guilty or blaming yourself if your teenager is going through a tough time. The fact is that most HFA and AS teens are simply emotionally immature compared to their “typical” peers. After all, they have a “developmental disorder.”

10. Point your teen to some resources (e.g., books, videos, CDs, etc.) that discuss self-help strategies for people looking to develop interpersonal skills.

11. Reduce ambiguity in your youngster’s life by addressing his concerns and helping him understand what to expect on a daily basis so you can help lessen his anxiety.

12. Tell your teen that if he ever just wants to vent to someone about some social problems he is having, you are more than willing to listen in a non-judgmental way and be his sounding board and/or advocate.

13. Tell your teen that if he ever wants to talk to a therapist or look into a social skills training group, you will help make that happen. Also, point out that you don't view professional help as a big deal, just an option people have if they want some outside advice and support.

14. While the HFA or AS youngster may have some real social weaknesses, in other ways he may be different from the norm in a way that is perfectly valid. Those differences may be tied to social skills deficits, but parents need to distinguish between true deficits and normal variations in personality. For instance, there's nothing wrong with being a bit reserved, being uncomfortable in certain social situations, having a unique hobby, having an odd sense of humor, preferring to spend time alone, etc. Thus, parents should not come across like they are rejecting their teen’s core self.

15. With older teenagers on the autism spectrum, parents don't have a lot of ability to further influence their social development – they are almost adults. However, with younger teens, parents still have the authority to enroll them in a social skills training group or insist they see a counselor. A 13-year-old may not like it, but he still recognizes his mom and dad are allowed to make him go to things. But, if parents try to do that with a 19-year-old, he will likely resist any form of treatment or intervention.

==> Discipline for Defiant Asperger's and High-Functioning Autistic Teens

We have just talked about some things that parents can do to help their socially awkward HFA or AS teen. Next, let’s look a few things to avoid doing:

• If you have already tried to help your youngster with his social awkwardness, but he shot you down, try to avoid feeling slighted or resentful. Don’t take it personally. He will take a hard look at himself and the changes that may need to happen when the timing is right.
• If you were socially awkward as a teen, some of your own baggage may come up as you witness your teen struggling. You may frantically want to help him avoid some of the social blunders you made. But, he will need to learn from his own mistakes rather than from yours.
• Avoid the urge to “force” your teenager to try to improve his social skills, even if his deficits are making him unhappy. 
• Try to avoid feeling disappointed in your youngster. Maybe you were somewhat popular in school and can't really understand how your teen seems to be having the opposite experience you did. Maybe you always hoped he would be a great trumpet player or football player, and you can't help but roll your eyes when he spends a Sunday afternoon playing “childish” video games in his bedroom (i.e., games that much younger children might play).
• Don’t fall into the trap of feeling sorry for your HFA or AS teen. It's only natural that you want to make his pain go away, but that attitude often results in over-protective parenting that tends to make a bad problem worse (e.g., doing too much for your teen to the point where he never learns to do things for himself).
• Try not to get angry with your teen for not realizing he has a problem, or not wanting to do anything about it. True, the problem seems so obvious to you, but your teen doesn’t see things the same way. For instance, he may tell you that it is impossible for him to make friends. His logic and explanations may not make sense to you, but he still seems to believe them.

It takes time for teens on the spectrum to improve their social skills. If your teen does start working through his issues, don't feel like he is dragging his feet or not working hard enough if he doesn't transform over a period of a few weeks. In addition, give him space to change at his own pace. Maybe he will be eager about making some changes for a few months, but then get distracted by other things for a while.

In any event, don't make your teen feel monitored, or that your approval is connected to his rate of progress. For instance, you go to a family cookout and your teen doesn’t feel like mingling with other family members, but you watch him to see if his ability to socialize has improved. As mentioned before, give your HFA or AS teen the impression that you accept him for who he is – unconditionally! Of course, you will be delighted for him and share in his success if he makes some positive changes. But if he doesn't, you're O.K. with that too.

==> Discipline for Defiant Asperger's and High-Functioning Autistic Teens

Parenting Difficult Teenagers on the Autism Spectrum

If you are a mother or father of a teenager with Asperger’s (AS) or High-Functioning Autism (HFA), you undoubtedly have bigger challenges to overcome than you ever thought possible. There may be days where you feel all alone in your trials and tribulations. Maybe you've been so busy taking care of your teen's needs that you have not had the opportunity to seek support from those who have traveled a similar road.

As a parent of a teen on the autism spectrum, you are most likely aware that he somehow always finds a way to get under your skin.  There are so many changes going on with your teen – emotionally, psychologically, and biologically – that it’s almost impossible to understand him at times. Furthermore, his meltdowns, unpredictable temper, and natural instinct of reclusiveness may make communication nearly impossible.  If this is a challenge that you are facing, the tips listed below will help you positively parent your “special needs” adolescent. Good luck on your journey!

Tips for Parenting Difficult Teens with Asperger’s and High-Functioning Autism:

1. Accept that your AS or HFA adolescent will spend more time alone and away from family members compared to a “typical” teen.

2. Allow your adolescent to express her frustration. It’s hard enough just getting through adolescence – but for AS and HFA teens, the job is even more difficult.

3. Ask for advice from other parents of teens on the autism spectrum.

4. Assign tasks that your teen is capable of doing on his own. In this way, he will feel like he is a contributing member of the family, which is a great morale booster.

5. Be consistent with discipline. If you are not consistent with consequences, your AS or HFA adolescent will become confused about what is - and is not - acceptable. Also, when you're angry, it can be easy to make rash judgments and get carried away with loud demands or threats. Instead, wait until you are calm to set a consequence (e.g., count to 10 before responding to rude or annoying teen-behavior).

==> Discipline for Defiant Asperger's and HFA Teens

6. Don't go overboard with consequences or try to ground for weeks. If you do, your discipline will lose its effectiveness and your adolescent will look for ways to get around it.

7. Focus on the behavior, not your child’s personality. For example, say things like "It's not acceptable to lie about where you've been" instead of "You're a liar." Also, disregard the attitude and focus on the actions.

8. Be exceedingly patient. Parenting an AS or HFA teen takes extra patience with a strong dose of inner strength.  Problematic situations require a deep breath and that extra ounce of strength you really didn’t think you had. Sometimes you can find your patience and strength in a quick memory, a supporting hand, friendly advice, or even just sharing the difficult moments. 

9. Be realistic about “completion time” of chores and homework. Many AS and HFA teens need to do things “step-wise.” In other words, they have to finish what they’re currently doing before they can comfortably move on to the next task. Also, praise efforts – not just results.

10. Be your teen’s parent – not her “buddy.” Your responsibility is to ensure the well-being and safety of your “special needs” teenager. Intervening in a dangerous situation (e.g., involving drugs, abuse or truancy) might make your teenager dislike you, but it will also save her life. Don't just “go along just to get along.”

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11. Pick your battles carefully. Your adolescent will feel more resistant to what you have to say if you lecture him about every perceived transgression. Decide what's really important, and focus your efforts on those behaviors. Just address one issue at a time!

12. Encourage friendships. Loneliness is one of the main causes for challenging behavior among AS and HFA teenagers. Try to encourage opportunities for socializing and making friends.

13. Establish clear rules and guidelines for your adolescent to help her understand what behavior is acceptable. Don't just wait until she does something you don't like and then discipline her. Make sure the rules are clear from the start. Also, involve your adolescent in establishing the house rules so that if she breaks the rules, you can remind her that she played a role in setting them. Furthermore, be very specific and keep the rules simple (e.g., "In this house, we speak kindly to one another" or "Everyone must pitch in by completing their assigned house chores").

14. Look at your teen’s history. Negative events that happened during the pre-school and elementary school years help to shape a teen’s personality. By the time these kids become adolescents, many have been living with the resulting pain for most of their lives (e.g., due to peer-rejection, teasing, bullying, etc.). AS and HFA teens may feel pain and anger, but they lack the ability to act on those emotions. However, they are able to act on those emotions with more lasting and harmful consequences.

15. Expect gradual improvement, not immediate results. Your AS or HFA teen is emotionally immature compared to her same-age peers.

16. Foster independence. It’s so easy to do everything for your “special needs” teen (e.g., making all the decisions for her).  Give her the chance to do more herself and to make decisions on her own.

17. Get a dog. According to research, owning a dog can transform an AS or HFA teen’s life. Bringing a pet into your home is great for all teenagers, but can become a real friend for those with developmental disabilities. Having a pet reduces stress, can help your teen learn responsibility, improve social skills, and reduce feelings of isolation. Research has shown that dogs can calm and comfort “special needs” teenagers and help them develop the confidence to try new tasks.

18. Get a punching bag and some boxing gloves. My grandson’s behavior became very problematic when he started middle school. I found that a punching bag helped him to unwind. He used to scream at it while punching it! It was also great exercise to get rid of some of the stress and anger that accrued through his school day. Using the punching bag was his “home from school” routine each day through the week.

19. Record your moments of success and failure in a journal. Keeping a journal and recording incidents can help you to look back and see if there are any patterns or contributing factors to problematic behavior. The journal may be a good thing to look through with your teen, talking about both the positives and negatives. Also, be sure to log and monitor medications (don’t forget, medications can have side-effects that contribute to problematic behavior).

20. Try to look at your adolescent’s situation from a different perspective. In this shift of perspective, answers are often revealed and insight into what is triggering your adolescents' behavior comes into focus. Sometimes moms and dads can get un-stuck simply by looking at a situation with new eyes, which is usually followed by acting or thinking about things differently. When the parent responds in different ways, there is no choice for the adolescent but to act differently too.

==> Discipline for Defiant Asperger's and HFA Teens

21. Provide lots of structure. Write down routines as sequences of tasks (2-5 items only), and post where easily visible. AS and HFA teenagers respond well to structure and routines because it helps to nurture self-discipline and provides a sense of security.  These “special needs” teens are typically afraid of the “unknown” – and as a mother or father, it is your job to guide your teenager through his many “unknowns.”  Growth and change are unavoidable, and these teens need the security of routines to counteract their constantly changing worlds. Structure and routines help them grow to understand and learn to positively control change and their surroundings. The security of small routines actually enables them to handle change and growth with less fear and more independence.

22. When confronting misbehavior, relax your facial muscles and keep your voice down. When faced with an angry teen who is aggressive and shouting, keep your face neutral and lower the volume and pitch of your own voice. Nine times out of ten, your teen will quieten down to hear what you are saying. Also, stay calm – but be assertive. Take some deep breaths if you feel yourself beginning to get aggravated. Calm, assertive instructions and body language are important assets when dealing with challenging behavior.  Any more emotion into an already emotional situation only clouds judgments, causes greater confusion, and launches your teen closer to meltdown.

23. Try to be prepared. If you know you are going to do something with your teenager or ask him to do something that may trigger a tantrum or meltdown, anticipate and prepare for his response. Preparation often relieves some of the stress that rings your “patience buzzer.” Also, always visualize your response before acting on it.

24. Understand when professional help is needed. Most AS and HFA adolescents benefit from some type of professional help in identifying the underlying reasons for their problems and assistance in dealing with them. Getting help for your “special needs” adolescent when she first starts having difficulties is usually far more successful than waiting until problems get worse. For some moms and dads, this can be a difficult step to take. Many parents fear that “reaching out for help” is a sign of weakness – but nothing could be further from the truth. The advantages of seeking professional help for your adolescent include: (a) experienced help in figuring out the reasons your adolescent is acting out, (b) expertise in identifying what clinical interventions are most likely to be effective, and (c) support in helping your adolescent, yourself and your family get through challenging times.

25. AS and HFA adolescents may not know how to express themselves well, causing them to act out – and parents may take the behavior to heart, causing them to lose patience and to speak in anger. Thus, talk with your adolescent about how to express himself in a more appropriate way, helping him to better handle his anger and frustration. Role-play specific situations. Play your adolescent first so you can model appropriate responses, and then let your adolescent give it a try.


Why Your Teen with Asperger's or High-Functioning Autism Prefers To Be Alone 

Additional ideas for parenting your “special needs” adolescent include the following:

• Compliment your AS or HFA adolescent and celebrate his efforts and accomplishments.
• Encourage your adolescent to develop solutions to problems or conflicts. Help her learn to make good decisions. Create opportunities for her to use her own judgment, and be available for advice and support.
• Encourage your adolescent to get enough sleep and exercise, and to eat healthy, balanced meals.
• Encourage your adolescent to volunteer and become involved in civic activities in her community.
• If your adolescent engages in interactive internet media (e.g., games, chat rooms, and instant messaging), encourage him to make good decisions about what he posts and the amount of time he spends on these activities.
• Respect your adolescent’s need for privacy.
• Respect your adolescent’s opinion. Listen to her without playing down her concerns.
• Show affection for your adolescent. Spend time together doing things you enjoy.
• Show interest in your adolescent’s school and extracurricular interests and activities and encourage him to become involved in various activities (e.g., sports, music, theater, and art).
• Talk with your adolescent about her concerns, and pay attention to any changes in her behavior. Ask her if she has had suicidal thoughts, particularly if she seems sad or depressed. Asking about suicidal thoughts will not cause her to have these thoughts, but it will let her know that you care about how she feels. Seek professional help if necessary.
• Talk with your adolescent and help him plan ahead for difficult or uncomfortable situations. Discuss what he can do if he is in a group and someone is using drugs or under pressure to have sex, or is offered a ride by someone who has been drinking.

Asperger’s and High-Functioning Autism are “developmental disabilities,” which are some of the most overwhelming for parents to deal with, changing visions of the future and providing immediate difficulties in caring for and educating their teen. AS and HFA teens with behavioral issues don't respond well to traditional discipline. Instead, they require specialized techniques that are tailored to their specific abilities and challenges. If those techniques are not developed and used, these young people often throw their families into chaos – and are seriously at risk for school-related problems. Thus, parents will do well to take most of the ideas listed above to heart. Use them wisely and frequently.

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

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

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

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

ASD: Tantrums, Rage, and Meltdowns - What Parents Need to Know

Question

My eldest boy J___ who is now 5-years-old was diagnosed with ASD (level 1) last July. We did 6 months of intense therapy with a child psychologist and a speech therapist before we moved over to Ghana. J___ has settled in well. He has adjusted to school very well and the teachers who are also expats from England are also dealing with him extremely well.

My current issue is his anger. At the moment if the situations are not done exactly his way he has a meltdown. Symptoms are: Extreme ear piercing screaming, intense crying, to falling down on the floor saying he is going to die. I have tried to tell him to breathe but his meltdown is so intense that his body just can't listen to words. I then have asked him to go to his room to calm down. He sometimes (very rarely) throws things across the room, but does not physically hurt anyone. As I have two younger boys (ages 1 and 3) I still need to be aware of their safety. I then managed to put J___ in his room with the help of a nanny. He throws all blankets off the bed (which doesn't bother me) and then hides under them. Today I waited 10 minutes then went upstairs to talk to him, but he then started again with the extreme crying and screaming at me. It took him over an hour to calm down fully. The situation arose as the nanny and I were helping him to make muffins and the nanny put a spoonful of the mixture into the muffin tin.

I am requesting your help on ways to calm him down in a manner that is acceptable. He is getting too old to be put in the "thinking corner/naughty corner" and I am a petite person so I'm not going to physically put him there. I am finding his resistance at the moment is a lot with me and his father.

I have structures in place by visual laminated pictures of how the morning is run and the structure before bed. This works fine, but like I said when things aren't done exactly his way, he can have an outburst in a flash. Please give me some strategies on how I can better manage these meltdowns.

FYI - he was diagnosed on the border on the CARS model. I have found a qualified speech therapist who is from England which we go to once a week (but as it is summer break we don't go back to August) to assist with his pragmatic language.

Answer

Problems related to stress and anxiety are common in kids with ASD (high-functioning autism). In fact, this combination has been shown to be one of the most frequently observed comorbid symptoms in these children. They are often triggered by or result directly from environmental stressors, such as:

• a sense of loss of control
• an inherent emotional vulnerability
• difficulty in predicting outcomes
• having to face challenging social situations with inadequate social awareness
• misperception of social events
• rigidity in moral judgment that results from a concrete sense of social justice violations.
• social problem-solving skills
• social understanding

The stress experienced by kids with ASD may manifest as withdrawal, reliance on obsessions related to circumscribed interests or unhelpful rumination of thoughts, inattention, and hyperactivity, although it may also trigger aggressive or oppositional defiant behavior, often captured by therapists as tantrums, rage, and “meltdowns”.

 

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

Educators, therapists, and moms/dads often report that kids on the spectrum exhibit a sudden onset of aggressive or oppositional behavior. This escalating sequence is similar to what has been described in children on the spectrum, and seems to follow a three-stage cycle as described below. Although non-autistic kids may recognize and react to the potential for behavioral outbursts early in the cycle, many kids and teenagers with the disorder often endure the entire cycle, unaware that they are under stress (i.e., they do not perceive themselves as having problems of conduct, aggression, hyperactivity, withdrawal, etc.).

Because of the combination of innate stress and anxiety and the difficulty of kids with ASD to understand how they feel, it is important that those who work and live with them understand the cycle of tantrums, rage, and meltdowns, and the interventions that can be used to promote self-calming, self-management, and self-awareness as a means of preventing or decreasing the severity of behavior problems.

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The Cycle of Meltdowns

Meltdowns typically occur in three stages that can be of variable length. These stages are (1) the “acting-in” stage, (2) the “acting-out” stage, and (3) the recuperation stage.

The “Acting-In” Stage

The “acting-in” stage is the initial stage of a tantrum, rage, or meltdown. During this stage, kids and teenagers on the autism spectrum exhibit specific behavior changes that may not seem to be related directly to a meltdown. The behaviors may seem minor. That is, children with ASD may clear their throats, lower their voices, tense their muscles, tap their foot, grimace, or otherwise indicate general discontent. Furthermore, somatic complaints also may occur during the “acting-in” stage. Kids also may engage in behaviors that are more obvious, including emotionally or physically withdrawing, or verbally or physically affecting someone else. For example, the youngster may challenge the classroom structure or authority by attempting to engage in a power struggle.

During this stage, it is imperative that a mother/father or educator intervene without becoming part of a struggle. The following interventions can be effective in stopping the cycle of tantrums, rage, and meltdowns – and they are invaluable in that they can help the youngster regain control with minimal adult support:

1. Intervention #1 involves displaying a chart or visual schedule of expectations and events, which can provide security to kids and teenagers with ASD who typically need predictability. This technique also can be used as advance preparation for a change in routine. Informing kids of schedule changes can prevent anxiety and reduce the likelihood of tantrums, rage, and meltdowns (e.g., the youngster who is signaling frustration by tapping his foot may be directed to his schedule to make him aware that after he completes two more problems he gets to work on a topic of special interest with a peer). While running errands, moms and dads can use support from routine by alerting the youngster in the “acting-in” stage that their next stop will be at a store the youngster enjoys.

2. Intervention #2 involves helping the youngster to focus on something other than the task or activity that seems to be upsetting. One type of redirection that often works well when the source of the behavior is a lack of understanding is telling the youngster that he can “cartoon” the situation to figure out what to do. Sometimes cartooning can be postponed briefly. At other times, the youngster may need to cartoon immediately.

3. Intervention #3 involves making the autistic child’s school environment as stress-free as possible by providing him/her with a “home-base.”. A home-base is a place in the school where the child can “escape.” The home-base should be quiet with few visual or activity distractions, and activities should be selected carefully to ensure that they are calming rather than alerting. In school, resource rooms or counselors' offices can serve as a home-base. The structure of the room supersedes its location. At home, the home-base may be the youngster's room or an isolated area in the house. Regardless of its location, however, it is essential that the home-base is viewed as a positive environment. Home-base is not “timeout” or an escape from classroom tasks or chores. The youngster takes class work to home-base, and at home, chores are completed after a brief respite in the home-base. Home-base may be used at times other than during the “acting-in” stage (e.g., at the beginning of the day, a home base can serve to preview the day's schedule, introduce changes in the typical routine, and ensure that the youngster's materials are organized or prime for specific subjects). At other times, home-base can be used to help the youngster gain control after a meltdown.

4. Intervention #4 involves paying attention to cues from the child. When the youngster with begins to exhibit a precursor behavior (e.g., throat clearing, pacing), the educator uses a nonverbal signal to let the youngster know that she is aware of the situation (e.g., the educator can place herself in a position where eye contact with the youngster can be achieved, or an agreed-upon “secret” signal, such as tapping on a desk, may be used to alert the youngster that he is under stress). A “signal” may be followed by a stress relief strategy (e.g., squeezing a stress ball). In the home or community, moms and dads may develop a signal (i.e., a slight hand movement) that the mother/father uses with their youngster is in the “acting-in” stage. 

 

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

5. Intervention #5 involves removing a youngster, in a non-punitive fashion, from the environment in which he is experiencing difficulty. At school, the youngster may be sent on an errand. At home, the youngster may be asked to retrieve an object for a mother/father. During this time the youngster has an opportunity to regain a sense of calm. When he returns, the problem has typically diminished in magnitude and the grown-up is on hand for support, if needed.

6. Intervention #6 is a strategy where the educator moves near the youngster who is engaged in the target behavior. Moms/dads and teachers move near the autistic youngster. Often something as simple as standing next to the youngster is calming. This can easily be accomplished without interrupting an ongoing activity (e.g., the educator who circulates through the classroom during a lesson).

7. Intervention #7 is a technique in which the mother/father or educator merely walks with the youngster without talking. Silence on the part of the grown-up is important, because a youngster with ASD in the “acting-in” stage will likely react emotionally to any adult statement, misinterpreting it or rephrasing it beyond recognition. On this walk the youngster can say whatever he wishes without fear of discipline or reprimand. In the meantime, the grown-up should be calm, show as little reaction as possible, and never be confrontational.

8. Intervention #8 is a technique that is effective when the youngster is in the midst of the “acting-in” stage because of a difficult task, and the mother/father or educator thinks that the youngster can complete the activity with support. The mother/father or educator offers a brief acknowledgement that supports the verbalizations of the youngster and helps him complete his task. For instance, when working on a math problem the youngster begins to say, “This is too hard.” Knowing the youngster can complete the problem, the educator refocuses the youngster's attention by saying, “Yes, the problem is difficult. Let's start with number one.” This brief direction and support may prevent the youngster from moving past the “acting-in” stage.

When selecting an intervention during the “acting-in” stage, it is important to know the youngster, as the wrong technique can escalate rather than deescalate a behavior problem. Further, although interventions at this stage do not require extensive time, it is advisable that grown-ups understand the events that precipitate the target behaviors so that they can (1) be ready to intervene early, or (2) teach kids and teenagers strategies to maintain behavior control during these times. Interventions at this stage are merely calming. They do not teach kids to recognize their own frustration or provide a means of handling it. Techniques to accomplish these goals are discussed later.

The “Acting-Out” Stage

If behavior is not diffused during the “acting-in” stage, the youngster or adolescent may move to the “acting-out” stage. At this point, the youngster is dis-inhibited and acts impulsively, emotionally, and sometimes explosively. These behaviors may be externalized (i.e., screaming, biting, hitting, kicking, destroying property, or self-injury) or internalized (i.e., withdrawal). Meltdowns are not purposeful, and once the “acting-out” stage begins, most often it must run its course.

During this stage, emphasis should be placed on youngster, peer, and adult safety, and protection of school, home, or personal property. The best way to cope with a tantrum, rage, or meltdown is to get the youngster to home base. As mentioned, this room is not viewed as a reward or disciplinary room, but is seen as a place where the youngster can regain self-control.

Of importance here is helping the individual with ASD regain control and preserve dignity. To that end, grown-ups should have developed plans for (1) obtaining assistance from educators, such as a crisis educator or principal, (2) removing other kids from the area, or (3) providing therapeutic restraint, if necessary. 

The Recuperation Stage

Following a meltdown, the youngster has contrite feelings and often cannot fully remember what occurred during the “acting-out” stage. Some may become sullen, withdraw, or deny that inappropriate behavior occurred; others are so physically exhausted that they need to sleep.

It is imperative that interventions are implemented at a time when the youngster can accept them and in a manner the youngster can understand and accept. Otherwise, the intervention may simply resume the cycle in a more accelerated pattern, leading more quickly to the “acting-out” stage. During the recuperation stage, kids often are not ready to learn. Thus, it is important that grown-ups work with them to help them once again become a part of the routine. This is often best accomplished by directing the youth to a highly motivating task that can be easily accomplished, such as activity related to a special interest.

Preventing Tantrums, Rage, and Meltdowns

Kids and teenagers with autism spectrum disorder generally do not want to engage in meltdowns. Rather, the “acting-out” cycle is the only way they know of expressing stress, coping with problems, and a host of other emotions to which they see no other solution. Most want to learn methods to manage their behavior, including calming themselves in the face of problems and increasing self-awareness of their emotions. The best intervention for tantrums, rage, and meltdowns is prevention. Prevention occurs best as a multifaceted approach consisting of instruction in (1) strategies that increase social understanding and problem solving, (2) techniques that facilitate self-understanding, and (3) methods of self-calming.

 

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

Increasing Social Understanding and Problem Solving

Enhancement of social understanding includes providing direct assistance. Although instructional strategies are beneficial, it is almost impossible to teach all the social skills that are needed in day-to-day life. Instead, these skills often are taught in an interpretive manner after the youngster has engaged in an unsuccessful or otherwise problematic encounter. Interpretation skills are used in recognition that, no matter how well developed the skills of a person with ASD, situations will arise that he or she does not understand. As a result, someone in the person's environment must serve as a social management interpreter.

The following interpretative strategies can help turn seemingly random actions into meaningful interactions for young people on the spectrum:

1. Analyzing a social skills problem is a good interpretative strategy. Following a social error, the youngster who committed the error works with an adult to (1) identify the error, (2) determine who was harmed by the error, (3) decide how to correct the error, and (4) develop a plan to prevent the error from occurring again. A social skills analysis is not “punishment.” Rather, it is a supportive and constructive problem-solving strategy. The analyzing process is particularly effective in enabling the youngster to see the cause/effect relationship between her social behavior and the reactions of others in her environment. The success of the strategy lies in its structure of practice, immediate feedback, and positive reinforcement. Every grown-up with whom the youngster with ASD has regular contact, such as moms and dads, educators, and therapists, should know how to do social skills analysis fostering skill acquisition and generalization. Originally designed to be verbally based, the strategy has been modified to include a visual format to enhance child learning.

2. Visual symbols such as “cartooning” have been found to enhance the processing abilities of persons in the autism spectrum, to enhance their understanding of the environment, and to reduce tantrums, rage, and meltdowns. One type of visual support is cartooning. Used as a generic term, this technique has been implemented by speech and language pathologists for many years to enhance understanding in their clients. Cartoon figures play an integral role in several intervention techniques: pragmaticism, mind-reading, and comic strip conversations. Cartooning techniques, such as comic strip conversations, allow the youngster to analyze and understand the range of messages and meanings that are a natural part of conversation and play. Many kids with ASD are confused and upset by teasing or sarcasm. The speech and thought bubble as well as choice of colors can illustrate the hidden messages.

Conclusion—

Although many kids and teenagers on the spectrum exhibit anxiety that may lead to challenging behaviors, stress and subsequent behaviors should be viewed as an integral part of the disorder. As such, it is important to understand the cycle of behaviors to prevent seemingly minor events from escalating. Although understanding the cycle of tantrums, rage, and meltdowns is important, behavior changes will not occur unless the function of the behavior is understood and the youngster is provided instruction and support in using (1) strategies that increase social understanding and problem solving, (2) techniques that facilitate self-understanding, and (3) methods of self-calming.

Children experiencing stress may react by having a tantrum, rage, or meltdown. Behaviors do not occur in isolation or randomly; they are associated most often with a reason or cause. The youngster who engages in an inappropriate behavior is attempting to communicate. Before selecting an intervention to be used during the “acting-out” cycle or to prevent the cycle from occurring, it is important to understand the function or role the target behavior plays.

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

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