My ASD Child

There is significant data to suggest that many kids with Aspergers  and High-Functioning Autism (HFA) frequently show a very exaggerated response to loud noises such as thunder or unexpected sounds. In addition, your youngster may show hyper-responsiveness to unexpected experiences in general, because a core attribute of Aspergers and HFA is sensory-motor dysfunction. Motor clumsiness is often significant. Very few highly athletic kids are found in the Aspergers population. They may display some exquisitely developed skills such as mastery of a musical instrument, but rarely do they display general gross motor precocity. They are often awkward in tasks requiring balance and coordination. They are often late to handle a pencil comfortably, catch a ball, ride a bike, or use playground equipment effectively. They often display hypotonia, a generalized muscular weakness that affects posture, movement, strength, and coordination. Kids with Aspergers also may display tactile defe

Behavior problems are often observed in kids with Aspergers and High-Functioning Autism. Negative behavioral outbursts are most frequently related to frustration, being thwarted, or difficulties in compliance when a particularly rigid response pattern has been challenged or interrupted. Oppositional behavior is sometimes found when areas of rigidity are challenged. First, attempt to analyze the “communicative intent” of the negative behavior. A harsh, punitive approach to negative behavior is especially ill-advised when the child’s negative behavior was his attempt to communicate his feelings. Example Positive Behavior Support Plan 1. Issues impacting behavior are: aggression   attention-seeking   excessive “dawdling” whenever parent requests a task to be completed   no internal regulatory “sensors” to move forward while experiencing tasks too demanding or difficult   non-compliance   possible abusive verbal outbursts   unable/unwilling to complete chores/tasks

Parents often have difficulty recognizing the difference between variations in “ normal behavior ” versus “ Aspergers-related behavior .” In reality, the line between ‘normal’ and ‘Aspergers behavior’ is not always clear – usually it is a matter of expectation. A fine line can often divide normal from Aspergers teen behavior , in part because what is normal depends upon the teen's level of development, which can vary among teens of the same age. Development can be uneven, too, with a teen's social development lagging behind his intellectual growth, or vice versa. In addition, normal teen behavior is in part determined by the particular situation and time, as well as by the teen's own particular family values, expectations, and cultural or social background. Understanding your Aspergers (high-functioning autistic) teen's developmental progress is necessary in order to interpret, accept or adapt his behavior (as well as your own). Remember, teens have great i

Question How is Aspergers Assessed? Answer Aspergers is a diagnosis based on the behavioral criteria set forth in Diagnostic and Statistical Manual of Mental Health Disorders (DSM). Because it is difficult to provide a diagnosis based on brief personal contacts, mental health professionals often rely on the reports of parents and teachers. 1. Qualitative impairment in social interaction, as manifested by at least two of the following: • a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people) • failure to develop peer relationships appropriate to developmental level • lack of social or emotional reciprocity • marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction 2. Restricted repetitive and stereotyped patterns of b