Aspergers Kids & Board Games

The youngster with Aspergers may get upset over game rules, sharing, or taking turns. This applies especially when following the rules means that sometimes the child with Aspergers loses the game! Hence, your son’s insistence on playing with his own rules. He does not understand that others want to win a game sometimes, too.

And, even if your son does come to understand that, he may not care about their feelings enough to play the game appropriately. While some kids act as “the warden” or keeper of the rules, others find it hard to grasp the give and take of peer relationships, including following rules while playing games with others.

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Crash Course for Parents with Newly Diagnosed Aspergers Kids

Has your child recently been diagnosed with Aspergers or High Functioning Autism (levels 1-2)? Are you shocked, worried, or concerned about what the future holds? Do you have a lot of unanswered questions? Then read on...

Aspergers (high functioning autism) is a developmental disorder that is characterized by:
  • clumsy and uncoordinated motor movements
  • limited interests or an unusual preoccupation with a particular subject to the exclusion of other activities
  • peculiarities in speech and language, such as speaking in an overly formal manner or in a monotone, or taking figures of speech literally
  • problems with non-verbal communication, including the restricted use of gestures, limited or inappropriate facial expressions, or a peculiar, stiff gaze
  • repetitive routines or rituals
  • socially and emotionally inappropriate behavior and the inability to interact successfully with peers

Aspergers is an Autism Spectrum Disorder (ASD), one of a distinct group of neurological conditions characterized by a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behavior.

Other ASDs include:
  • childhood disintegrative disorder
  • classic autism
  • pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS)
  • Rett syndrome

Moms and dads usually sense there is something unusual about a youngster with Aspergers by the time of his or her third birthday, and some kids may exhibit symptoms as early as infancy. Unlike kids with autism, kids with Aspergers retain their early language skills. Motor development delays – crawling or walking late, clumsiness – are sometimes the first indicator of the disorder.

The incidence of Aspergers is not well established, but experts in population studies conservatively estimate that two out of every 10,000 kids have the disorder. Boys are three to four times more likely than girls to have Aspergers.

Studies of kids with Aspergers suggest that their problems with socialization and communication continue into adulthood. Some of these kids develop additional psychiatric symptoms and disorders in adolescence and adulthood.

Although diagnosed mainly in kids, Aspergers is being increasingly diagnosed in adults who seek medical help for mental health conditions such as depression, obsessive-compulsive disorder (OCD), and attention deficit hyperactivity disorder (ADHD). No studies have yet been conducted to determine the incidence of Aspergers in adult populations.

Why is it called Aspergers?

In 1944, an Austrian pediatrician named Hans Asperger observed four kids in his practice who had difficulty integrating socially. Although their intelligence appeared normal, the kids lacked nonverbal communication skills, failed to demonstrate empathy with their peers, and were physically clumsy. Their way of speaking was either disjointed or overly formal, and their all-absorbing interest in a single topic dominated their conversations. Dr. Asperger called the condition “autistic psychopathy” and described it as a personality disorder primarily marked by social isolation.

Asperger’s observations, published in German, were not widely known until 1981, when an English doctor named Lorna Wing published a series of case studies of kids showing similar symptoms, which she called “Asperger’s” syndrome. Wing’s writings were widely published and popularized. Aspergers became a distinct disease and diagnosis in 1992, when it was included in the tenth published edition of the World Health Organization’s diagnostic manual, International Classification of Diseases (ICD-10), and in 1994 it was added to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), the American Psychiatric Association’s diagnostic reference book.

What are some common signs or symptoms?

The most distinguishing symptom of Aspergers is a youngster’s obsessive interest in a single object or topic to the exclusion of any other. Some kids with Aspergers have become experts on vacuum cleaners, makes and models of cars, even objects as odd as deep fat fryers. Kids with Aspergers want to know everything about their topic of interest and their conversations with others will be about little else. Their expertise, high level of vocabulary, and formal speech patterns make them seem like little professors.

Kids with Aspergers will gather enormous amounts of factual information about their favorite subject and will talk incessantly about it, but the conversation may seem like a random collection of facts or statistics, with no point or conclusion.

Their speech may be marked by a lack of rhythm, an odd inflection, or a monotone pitch. Kids with Aspergers often lack the ability to modulate the volume of their voice to match their surroundings. For example, they will have to be reminded to talk softly every time they enter a library or a movie theater.

Unlike the severe withdrawal from the rest of the world that is characteristic of autism, kids with Aspergers are isolated because of their poor social skills and narrow interests. In fact, they may approach other people, but make normal conversation impossible by inappropriate or eccentric behavior, or by wanting only to talk about their singular interest.

Kids with Aspergers usually have a history of developmental delays in motor skills such as pedaling a bike, catching a ball, or climbing outdoor play equipment. They are often awkward and poorly coordinated with a walk that can appear either stilted or bouncy.

Many kids with Aspergers are highly active in early childhood, and then develop anxiety or depression in young adulthood. Other conditions that often co-exist with Aspergers are ADHD, tic disorders (such as Tourette syndrome), depression, anxiety disorders, and OCD.

What causes Aspergers? Is it genetic?

Current research points to brain abnormalities as the cause of Aspergers. Using advanced brain imaging techniques, scientists have revealed structural and functional differences in specific regions of the brains of normal versus Aspergers kids. These defects are most likely caused by the abnormal migration of embryonic cells during fetal development that affects brain structure and “wiring” and then goes on to affect the neural circuits that control thought and behavior.

For example, one study found a reduction of brain activity in the frontal lobe of Aspergers kids when they were asked to respond to tasks that required them to use their judgment. Another study found differences in activity when kids were asked to respond to facial expressions. A different study investigating brain function in adults with Aspergers revealed abnormal levels of specific proteins that correlate with obsessive and repetitive behaviors.

Scientists have always known that there had to be a genetic component to Aspergers and the other ASDs because of their tendency to run in families. Additional evidence for the link between inherited genetic mutations and Aspergers was observed in the higher incidence of family members who have behavioral symptoms similar to Aspergers but in a more limited form. For example, they had slight difficulties with social interaction, language, or reading.

A specific gene for Aspergers, however, has never been identified. Instead, the most recent research indicates that there are most likely a common group of genes whose variations or deletions make an individual vulnerable to developing Aspergers. This combination of genetic variations or deletions will determine the severity and symptoms for each individual with Aspergers.

How is it diagnosed?

The diagnosis of Aspergers is complicated by the lack of a standardized diagnostic screen or schedule. In fact, because there are several screening instruments in current use, each with different criteria, the same youngster could receive different diagnoses, depending on the screening tool the doctor uses.

To further complicate the issue, some doctors believe that Aspergers is not a separate and distinct disorder. Instead, they call it High-Functioning Autism (HFA), and view it as being on the mild end of the ASD spectrum with symptoms that differ -- only in degree -- from classic autism. Some clinicians use the two diagnoses, Aspergers or HFA, interchangeably. This makes gathering data about the incidence of Aspergers difficult, since some kids will be diagnosed with HFA instead of Aspergers, and vice versa.

Most doctors rely on the presence of a core group of behaviors to alert them to the possibility of a diagnosis of Aspergers. These are:
  • a lack of interactive play
  • a lack of interest in peers
  • abnormal eye contact
  • aloofness
  • the failure to turn when called by name
  • the failure to use gestures to point or show

Some of these behaviors may be apparent in the first few months of a youngster’s life, or they may appear later. Problems in at least one of the areas of communication and socialization or repetitive, restricted behavior must be present before the age of 3.

The diagnosis of Aspergers is a two-stage process. The first stage begins with developmental screening during a “well-child” check-up with a family doctor or pediatrician. The second stage is a comprehensive team evaluation to either rule in or rule out Aspergers. This team generally includes a psychologist, neurologist, psychiatrist, speech therapist, and additional professionals who have expertise in diagnosing kids with Aspergers.

The comprehensive evaluation includes neurologic and genetic assessment, with in-depth cognitive and language testing to establish IQ and evaluate psychomotor function, verbal and non-verbal strengths and weaknesses, style of learning, and independent living skills. An assessment of communication strengths and weaknesses includes evaluating non-verbal forms of communication (gaze and gestures); the use of non-literal language (metaphor, irony, absurdities, and humor); patterns of inflection, stress and volume modulation; pragmatics (turn-taking and sensitivity to verbal cues); and the content, clarity, and coherence of conversation. The physician will look at the testing results and combine them with the youngster’s developmental history and current symptoms to make a diagnosis.

Are there treatments available?

The ideal treatment for Aspergers coordinates therapies that address the three core symptoms of the disorder: poor communication skills, obsessive or repetitive routines, and physical clumsiness. There is no single best treatment package for all kids with Aspergers, but most professionals agree that the earlier the intervention, the better.

An effective treatment program builds on the youngster’s interests, offers a predictable schedule, teaches tasks as a series of simple steps, actively engages the youngster’s attention in highly structured activities, and provides regular reinforcement of behavior. This kind of program generally includes:
  • cognitive behavioral therapy, a type of “talk” therapy that can help the more explosive or anxious kids to manage their emotions better and cut back on obsessive interests and repetitive routines
  • medication, for co-existing conditions such as depression and anxiety
  • occupational or physical therapy, for kids with sensory integration problems or poor motor coordination
  • parent training and support, to teach moms & dads behavioral techniques to use at home
  • social skills training, a form of group therapy that teaches kids with Aspergers the skills they need to interact more successfully with other kids
  • specialized speech/language therapy, to help kids who have trouble with the pragmatics of speech – the give and take of normal conversation

Do kids with Aspergers get better? What happens when they become adults?

With effective treatment, kids with Aspergers can learn to cope with their disabilities, but they may still find social situations and personal relationships challenging. Many adults with Aspergers are able to work successfully in mainstream jobs, although they may continue to need encouragement and moral support to maintain an independent life.

What research is being done?

The National Institute of Neurological Disorders and Stroke (NINDS) is one of the federal government’s leading supporters of biomedical research on brain and nervous system disorders. The NINDS conducts research in its laboratories at the National Institutes of Health (NIH) in Bethesda, Maryland, and awards grants to support research at universities and other facilities. Many of the Institutes at the NIH, including the NINDS, are sponsoring research to understand what causes Aspergers and how it can be effectively treated.

One study is using functional magnetic resonance imaging (fMRI) to show how abnormalities in particular areas of the brain cause changes in brain function that result in the symptoms of Aspergers and other ASDs. Another large-scale study is comparing neuropsychological and psychiatric assessments of kids with possible diagnoses of Aspergers or HFA to those of their moms & dads and siblings to see if there are patterns of symptoms that link Aspergers and HFA to specific neuropsychological profiles.

NINDS is also supporting a long-range international study that brings together investigators to collect and analyze DNA samples from kids with Aspergers and HFA, as well as their families, to identify associated genes and how they interact. Called the Autism Genome Project, it’s a consortium of scientists from universities, academic centers, and institutions around the world that functions as a repository for genetic data so that researchers can look for the genetic “building blocks” of Aspergers and the other ASDs.

Since there are so many different forms of ASD, understanding the genetic basis of each opens the door to opportunities for more precise diagnosis and treatment. Knowing the genetic profile of a particular disorder could mean early identification of those at risk, and early intervention when treatments and therapies are likely to be the most successful.


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Autistic Children and the Benefits of Visual Schedules

"How can I help my autistic child move from one task or event to the next without meltdowns?"

Autistic children thrive on routine and structure. As your child begins to recognize structure in his or her life, this may be the time to make a visual schedule to help your child recognize when certain events are happening in his or her day. 
 
A visual schedule works better than a written schedule for obvious reasons as your child may not be able to read and thus may not get the benefit of the visual cue.

To make such a visual schedule, you can use a white board on which you put the hours of the day and a space at the top for the day of the week. Purchase strips of Velcro that have a sticky back and place a small square of Velcro in each time slot. 
 
Using thick card, draw the different aspects of your day in visual form. For example, you can draw pictures of food for the times of the day that you eat. You can also draw a picture of a bed for the times your child sleeps.

Each day, pin up the pictorial representation of your day and put the day of the week at the top. When your child wakes up, bring him or her to the board and talk about when different things will happen. When it comes time for the various events in the day, have the child tear off the pictorial representation and talk about what it is you’re going to be doing. 
 
Put the pictorial representation in a nearby box for the next day. This technique will help your child appreciate structure in his or her day. It leaves no question as to what will happen and it involves, in a way, the completion of tasks—something autistic children like to do.

By using Velcro squares, you can alter the schedule every day for things like shopping and doctor’s visits. Each day can look the way it’s supposed to on the board and will give the autistic child a lesser degree of confusion about the things that he or she will be doing that day. 
 
 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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Aspergers Children: Crisis Intervention Tips for Parents and Teachers

Crisis events and explosive behaviors from kids with Aspergers and High-Functioning Autism are among the most challenging and stressful issues faced by parents and teachers. Explosive behaviors such as property destruction, physical aggression, self-injury, meltdowns and tantrums are major barriers to effective social and educational development.

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Aspergers Children and Picky Eating

"Our 8-year-old boy (newly diagnosed) refuses to eat anything ...and I mean "anything" ...other than chicken tenders, mac n' cheese, and watermelon. On rare occasion, he might nibble on an apple (emphasis on "nibble"). We are at our wits end and so tired of arguing that we have simply given in to his limited food preferences just to avoid conflict. It's much easier that way. Any advice on this frustrating issue would be greatly appreciated!!!"

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All You Need To Know About Individualized Education Programs

"Our daughter is experiencing severe meltdowns due to the new school year. We recently were forced to make a trip to the Children's Hospital. Every person we've seen asks if she has an IEP. She does not, just a 504. The school district says she does not qualify for an IEP, which I question since all the mental health professionals think she should have one. Why does she need an IEP, and what should be included that will help this child?"

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Schools for Asperger's Children

Sherman Oaks and Culver City, California
Village Glen School—

Sponsored by the The Help Group, the Village Glen School is a therapeutic day school program for kids with challenges in the areas of socialization, communication, language development, peer relations, learning disabilities, and academic performance without significant behavior problems. Many of the clients served at Village Glen experience special needs related to Aspergers and high functioning autism. Visit their web site at: www.villageglen.org

East Bay, California
The Springstone School—

The Springstone School, located in Concord, California, is an independent middle school that promotes and develops academic, social and prevocational skills for clients with Aspergers and Nonverbal Learning Disabilities. The professional and experienced staff fosters values of independence, responsibility and community in preparation for high school, and beyond through intensive, individualized instruction in small structured classrooms.

Contact Information:
The Springstone School
1035 Carol Lane
Lafayette, CA 94549
(925)962-9660
Fax: (925) 962-9558
email: info@thespringstoneschool.org
website: www.thespringstoneschool.org Please visit their web site at: The Springstone School

San Francisco Bay Area, California
Orion Academy—

Orion Academy is a nonprofit College Preparatory Day School located in San Francisco's East Bay area for High School Clients with Neurocognitive Disabilities.

Mission: To educate secondary clients with NLD, Aspergers and Other neurocognitive disorders in a program that equally emphasizes academics, social competency and pragmatic language development.

If you are interested in more information about this school, please contact Rosemary at 925-377-0789 or visit their web site at www.orionacademy.org

Newbury Park, California
Passageway School—

Day School for kids with Asperger syndrome.

Our Philosophy is to work with kids in small classroom settings. (4 to 7 kids per class). Tailor their education to their IEP's and to work individually on their behaviors thru positive reinforcement. Our class day tends to be very structured. We do allow and encourage the kids to develop their individuality, while maintaining classroom discipline. Our discipline methods are developed according to the needs of the child. We prefer to use reward systems that daily and weekly inspire the child to change his or her behavior.

Contact Shirley Juels at 805-375-4950
or e-mail to: PassagewaySchool@aol.com
or, visit their web site at www.passagewayschool.com

Bethlehem, Connecticut
Woodhall School—

Males residential school.

For information contact:

Woodhall School
PO Box 550, Harrison Lane
Bethlehem, CT 06751-0550
Phone: 203-266-7788

East Haddam, Connecticut
Franklin Academy—

This is a boarding school program.

For more information:

Franklin Academy
106 River Road
East Haddam, CT 06423
Phone:860-873-2700
Fax: 860-873-8861 admission@fa-ct.org
or visit their web site at: www.fa-ct.org

Washington, Connecticut
Glenholme School—

The Glenholme School is a boarding school for "special needs clients situated on over 100 idyllic acres of Connecticut countryside. Kids ages 8-16, at admission, who need a highly structured learning environment can prosper in this safe, nurturing school. It provides a value-based program to show clients the way to academic success."

Visit their web site at: http://www.theglenholmeschool.org/os

Melbourne, Florida
The College Internship Program—

"The College Internship Program at the Brevard Center provides individualized, post-secondary academic, internship and independent living experiences for young adults with Aspergers and Nonverbal learning differences. With our support and direction, clients learn to realize and develop their potential."

For information about their program visit their web site at: www.brevardcenter.org

Carbondale, Illinois
Brehm Preparatory School—

"Empowering Clients with Complex Learning Disabilities to Optimize their full potential."

For more information contact:

Brehm Preparatory School
1245 East Grand Avenue
Carbondale, IL 62901
618.457.0371
fax 618.529.1248
Email to: brehm1@brehm.org
Visit their web site at: www.brehm.org

Baltimore, Maryland
The Millennium School Opening Fall of 2004—

The Millennium Day School in Baltimore, Maryland will open its doors in the Fall of 2004. The school will have a fully integrated social skills curriculum and will serve the needs of kids with Aspergers and related disorders in an inclusive environment. For further information, visit their web site at www.MillenniumSchool.com

Boston, Massachusetts
McLean Hospital - Kennedy Hope Academy—

The Kennedy Hope Academy is a 13-bed residential school providing intensive treatment for kids with pervasive developmental disorders who have serious psychiatric illness or behavior problems.

If you are interested in more information about this program, please contact:
David Rourke, MS
Program Manager
(617) 779-1670
or visit our website at www.mclean.harvard.edu/patient/child/kha.php

Belmont, Massachusetts
Pathways Academy—

McLean Hospital
115 Mill Street
Belmont, Massachusetts 02178
617-855-2847
For more information send an e-mail to Sarah Medeiros at medeirs@mcleanpo.Mclean.org
Visit their web site at www.mclean.harvard.edu/cns/pathways.htm

This school is for AS kids from ages 1st -12th Grade.

McLean Hospital is a Teaching Facility of Harvard Medical School and an Affiliate of Massachusetts General Hospital

Sudbury, Massachusetts
Corwin Russell School—

"The Corwin-Russell School at Broccoli Hall is an independent school for high-potential clients 11-19 years old with varied learning styles, average to superior intelligence, exceptional creativity, attentional issues, untapped interests, talents, and strengths, and disparity between innate ability and past production."

For more information:

Phone: 978-369-1444
E-mail: brochall@aol.com
Or visit their web site at: www.corwin-russell.org

New York, New York
LearningSpring Academy—

A Model School for High-Functioning Elementary School Kids Grades K-5 with Asperger Syndrome and Pervasive Developmental Disorders

For more information visit their webpage at http://www.learningspring.org

Boiceville, New York
ASPIE: The School for Autistic Strenth, Purpose, and Independence in Education—

This Day school is for teens with AS, HFA, PDD and cousin disabilities. Serves clients within busing are of Boiceville, New York.

For more information contact:
Valerie Paradiz, Ph.D.
Program Director
ASPlE
The School for Autistic Strength, Purpose and Independence in Education
P.O. Box 489
Boiceville, NY 12412
(845) 657-7201
email to: info@aspieschool.org
Visit their web site at: www.aspieschool.org

Huntington Station, Long Island, New York
Gersh Academy—

The I Am I Can Program was developed for high functioning clients with Neurobiological Disorders (NBD), including Attention Deficit Hyperactivity Disorder, Tourette’s Syndrome, Aspergers, Childhood-Onset Bipolar Disorder, Obsessive-Compulsive Disorder, Anxiety Disorder and Depression. The program uses a cognitive behavioral approach, allowing clients to better understand their neurobiological limitations and how to self-manage and regulate their symptoms. The Elementary Program (K-5) is a 6:1:1 ratio and the Middle School (6-8) and High School Programs have an 8:1:1 ratio. The Gersh Academy High School is located in Hauppauge. Gersh Academy follows the New York State curriculum and standards.

For More Information Contact:
West Hills Montessori School
165 Pidgeon Hill Road
Huntington Station, NY 11746
Phone: (631) 385-3342
Web site: www.gershacademy.org

Cherry Hill, New Jersey and Medford Lakes, New Jersey
Y.A.L.E. School—

The Y.A.L.E. School offers specialized progarm options for kids with Aspergers. Serves kids ages 8-15. This program offers rich academic environment, speech and language services, social skill training and postive motivational systems.

For additional program information or to schedule a program tour, contact Jim Conley at 856-795-3566 ext. 106 or Dr. Mieke Gooseens at 856-795.3566, ext. 309

Rindge, New Hamsphire
Hampshire Country School—

From their web site:

"...The best candidates for Hampshire Country School are those who will respond to the attention of its faculty, seek the help of its teachers, enjoy being part of a small school community, and enjoy its outdoor activities. Most clients, however, have not had such success elsewhere, and many parents are quite discouraged by the time they first inquire about the school. Many clients have had trouble fitting into the structure of larger schools and many have had difficulty adapting to the demands of peers. Many are more comfortable with adults than with age mates.

Hampshire Country School can provide appropriate structure and support for certain clients with nonverbal learning disabilities, Tourette Syndrome, ADHD, Asperger Syndrome, and other disorders; but it is not a treatment program. It is designed instead to involve and educate the bright, active, and interested side of each child rather than to dwell on the student's limitations and difficulties. Clients who experiment with alcohol, tobacco, or illegal drugs are not accepted; and the school is not set up for clients who are primarily oppositional or confrontational..."

For more information, visit their web site at: www.hampshirecountryschool.org

Toledo, Ohio
LHS Maumee Youth Center for Asperger’s Disorder—

A new residential center for kids and youth ages six to eighteen-plus who have been diagnosed with Asperger’s Disorder is opening. The Center is situated on 13 acres near Neapolis, Ohio, south of Toledo, Ohio. LHS Family and Youth Services, Inc. is a social service agency with headquarters in Toledo, Ohio, serving kids, youth and families through community-based residential treatment group homes and other services.

The LHS Maumee Youth Center for Asperger’s Disorder serves up to twenty kids and youth in its residential program. Most kids and youth placed in the residential setting will tend to be aggressive and have multiple diagnosis/needs.

All staff, in addition to their undergraduate and graduate work, are trained in the core competencies of residential child and youth care and will be trained by experts in the autistic spectrum disorder field.

For additional information on the Center, or to make an inquiry regarding a potential referral to the Center, please contact Steve Plottner at splot@infinet.com or by phone at 419-798-9382.

Houston, Texas
The Monarch School—

The Monarch School is a therapeutic day school located in Houston. Their prime mission is to help kids develop executive functioning skills, relationship development and ownership of learning and to prepare all of the clients for success.

About 1/4 of the clients are AS with the other's having ADHD, LD, Bi-polar disorder, Tourettes and other dx.

The school is for kids from 4-16 and they will be adding one additional HS year each year for the next two years. It is a non-profit, private school and the staff to student ratio is 20 staff to 60 clients.

For more information visit their website at www.monarchschool.org

Friends of Special Schools at http://specialneedskids.com

Friends of Special Schools is a non-profit organization formed in 1997 by parents and friends of kids with special needs. This webpage is a wonderful resource for information on special needs schools. In addition to links to many schools and programs, they also offer a small scholarship fund.


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Raising Kids with Autism Spectrum Disorder: Parents' Grief and Guilt

Some parents grieve for the loss of the youngster they   imagined  they had. Moms and dads have their own particular way of dealing with the...