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Helping Your Aspergers Child to Make Friends: 10 Tips for Parents

Always an eccentric youngster, your child has now been diagnosed with Aspergers (or high functioning autism). The social world of kids is chaotic enough these days, but a child on the spectrum is particularly challenged. Nonetheless, with the parent’s help, an "Aspie" can find - and keep - friends. Here’s how:

1. Align your own expectations with reality. Know that the Aspergers youngster will probably not be popular, but can be happy and fulfilled with just one or two good friends.

2. Encourage your youngster to notice when other children are interested in him, because he may not pick up on attention. Impress upon him that it's important to remember classmate's names and use them in conversation.

3. Find a therapist who specializes in, or at least understands, children with Aspergers. Your child will have issues around being "different" that he must discuss with someone, preferably a qualified professional. He may need further help in setting social goals.

4. Know that Aspergers is defined as a pervasive developmental disorder on the autism spectrum characterized by a discrepancy between intellectual and social abilities.

5. Know that your Aspergers youngster may appear to be indifferent to his lack of friends. Many of these children care deeply, but have simply given up on having a social life.

6. Limit solo activities such as video games, but know that too much social time can be overwhelming.

7. Locate Social Skills groups in your area. They usually consist of three or more children of the same age who meet once a week to interact socially under the guidance of a therapist. The goal is to take their new skills into the broader world.

8. Support your child in setting up social activities. She may be uncomfortable asking someone to just "hang out," so a movie and ice cream may be more desirable.

9. Understand that those who have Aspergers have difficulty understanding social cues, although they are often academically advanced.

10. Urge him to join school clubs. Many Aspergers children have very specific interests and can parlay their skills in this area into a social activity.

“Adults with Aspergers and HFA – Support Group”

Adults with Aspergers and HFA – Support Group is a Facebook community page designed for individuals with Autism, Aspergers, ADHD, PDDs, and other neurological differences. We provide a discussion forum where members communicate with each other, a sister website with exclusive articles and how-to guides, and a chatroom for real-time communication with other Aspergers/HFA adults.



Comment: 

I met Jeremy two years ago and recognized Aspberger's almost immediately. We had this great connection, though. We became good friends and my feelings developed from there. He told me repeatedly for a year and a half that he didn't want to be anything more than my friend, but I remained in his life because we had fun together and I believed his friendship was genuine. I also believed that nothing more than friendship would develop, particularly knowing his limitations, and although it was difficult, I wanted to keep him in my life. In February, we took a last minute trip to Nashville to see a hockey game. That night, he told me that he loved me and our relationship turned from friendship to intimate. Since then, I've received so many mixed messages about what he wants that I don't know what to believe. Shortly after our trip to Nashville, he told me that he didn't want an exclusive relationship, yet that's exactly what we built. We were inseparable in February, March, and, in April, we took a 5 day vacation together. On the vacation, he told me that we were together and he began talking about the future. Living together. Shared expenses. Shared life. He began telling people we're in a relationship. 

He's an extremely private person, so that announcement was monumental to me. He took me to see his family. In May, though, I had a lot of family gatherings. Knowing his social issues, I tried not to push him to go. I invited him to everything, but didn't tell him he had to go. He was angry that I wanted to spend that much time with my family. He didn't understand why I wanted to do that. And he declined all of my invitations. And he was angry and unforgiving that I was not available to him. He also stopped being intimate with me in any way. I would try to initiate intimacy, not even necessarily sex, but just closeness, touching, etc., and he would flinch and move away from me. It's like he flipped switch and the loving, affectionate man that I glimpsed from February to April shut off. Everything came to a head over the last few days. He went out last Friday with the guys, something I encourage him to to, and he got another girl's phone number. On Saturday, he told me he got that. He wanted to be totally honest. I felt like he was punishing me for the time I spend with my family. We didn't argue then, we had a dinner with some friends to attend, but we did argue on Monday night. He wanted me to stay at his house on Monday night, but he didn't want intimacy, he just wanted my presence. He wanted me to sleep in the recliner next to his sofa, where he likes to sleep. I told him that wasn't comfortable and invited him to sleep in his bed with me and he declined. That lead to a conversation about intimacy, about how I feel and about what I want from our relationship. He was clearly overwhelmed and told me to stop talking and I left. 

 On Tuesday, he cancelled all of our plans for that evening. On Wednesday, he cancelled the rest of our plans for the week. I went to his house last night to pick up some baseball tickets and some of my other things and we talked a little. He told me that he is angry and that he doesn't want to see me for awhile. He feels like I have lied to him and manipulated him for the last two years, dragging him into a relationship that he never wanted. He thinks I try to annoy him and make him angry. I just don't know what to do. When it's just him and me, and we don't try to define relationships or deal with feelings, we enjoy eachother so much. But I am ready to have a partner, and maybe a family, and I don't know that I can keep dealing with him flipping the switch and turning me off. I am simply at a loss. I am sure this is more than you expected to get when you offered your help, but I could use any advice that anyone wants to give. My close friends and family have told me to give him some space and see what happens. I'm doing my best to do that. I have my own issues with rejection and this whole thing is devastating to me.

"Special Interest" or Obsessive-Compulsive Disorder?

"How do I know whether or not my child's 'special interest' is actually an Obsessive-Compulsive Disorder?"

The term “Obsessive-Compulsive Disorder” (OCD) is a clinical diagnosis that only a doctor can make. Many Aspergers and high functioning autistic (HFA) kids also share an OCD diagnosis, but the Diagnostic and Statistical Manual definition for Aspergers and HFA calls for very OCD-like behavior as one criterion.

It can be very confusing for parents, and even diagnosticians, as to whether or not the “special interest” is simply an Aspergers or HFA trait, or part of another diagnosis (in this case, OCD).

So, when is a “special interest” simply a “special interest,” and when is it legitimate OCD?

Obsessive-compulsive disorder is a chronic illness, a type of anxiety disorder characterized by obsessive thoughts and compulsive behavior. Unlike other anxiety disorders, the child knows that such thoughts and behaviors are irrational and silly, but cannot prevent themselves from having them.

(Note: There is a difference between OCD and Obsessive-Compulsive Personality Disorder (OCPD). OCPD is a mental disorder that is characterized by "preoccupation with orderliness, perfectionism, and mental and interpersonal control, at the expense of flexibility, openness, and efficiency.")

With OCD, there are obsessions. Obsessions are defined as “distressing ideas, images or impulses that repeatedly intrude into the child’s awareness.” These thoughts are typically experienced as inappropriate, anxiety-arousing, and contrary to the child’s will or desires. Common obsessions include:
  • a need to have things "just so"
  • a need to tell, ask, or confess
  • contamination (e.g., fear of germs, dirt, etc.)
  • excessive religious or moral doubt
  • forbidden thoughts
  • imagining having harmed self or others
  • imagining losing control of aggressive urges
  • intrusive sexual thoughts or urges

However, obsessions are not the only telltale sign for OCD. Another symptom of OCD is compulsions. Compulsions are "repetitive behaviors or rituals that the child performs to counteract the anxiety and distress produced by obsessive thoughts." Common compulsions include:

• checking
• counting
• hoarding
• ordering/arranging
• praying
• repeating
• touching
• washing

Some of these compulsions are easily witnessed, but this is not always true. Not all compulsions are obvious; many are mental processes (e.g., counting, praying) and harder – if not impossible – to notice. Typically the compulsions correspond to the obsessions. For example:
  • aggressive, sexual, religious and somatic anxieties result in checking
  • an obsession with hoarding leads to hoarding and collecting
  • fears of contamination are accompanied by hand washing and cleaning
  • need for symmetry produces ordering, arranging, counting and repeating rituals

OCD kids usually have obsessions and corresponding compulsions, but may have either obsessions or compulsions alone. Observing these obsessions and compulsions may be difficult for a parent to notice, because the child may hide his symptoms. Noticing obsessions and compulsions is the first step in discovering whether or not a child has OCD, but several other conditions must be met for the diagnosis to be made. For you to diagnose your child as having OCD (instead of being just a little strange), a few other factors must be present.

If your child really has OCD, he will recognize that the obsessions or compulsions are excessive or unreasonable – he knows that what he is doing makes no sense. Many people who developed OCD did so as a child, and report knowing that there was something different (or wrong) about them in comparison to other children.

Another factor of OCD is that the obsessions and compulsions:
  • are inordinately time-consuming
  • cause marked distress
  • significantly interfere with the child's normal routine, occupational functioning, or social activities or relationships

OCD occurs when your youngster has thoughts (obsessions) or physical actions (compulsions) that seem out of his control, such that it becomes unpleasant, very stressful, or harmful in some way. This may - or may not - involve his special interest. It may involve some new, seemingly odd or purposeless focus on a bodily function, for example, or the need to repeatedly check his hands for cleanliness. If you notice that your child does have obsessions or compulsions that cause him to avoid people and social activities, than he may indeed have OCD. Some “red flag” indicators of OCD include:
  1. The need to indulge in his activity causes him to lose sleep, skip meals, or be late for school.
  2. He cannot seem to focus on - or discuss anything - but the activity.
  3. He has lost interest in his appearance, dress, and hygiene because the activity has become all-consuming.
  4. He is quick to lash-out and becomes verbally and/or physically abusive when you try to redirect him away from the activity of interest.
  5. He withdraws from family, friends, and pets in favor of spending unusual amounts of time involved in the special activity.

If you note any of these changes in your youngster, it will be important for you to gather information about what you are observing in order to prepare for meeting with a Child and Adolescent Psychiatrist for a comprehensive psychiatric evaluation.

Even with all these symptoms, it is often difficult to diagnose a child with OCD. Since the OCD youngster knows his thoughts and actions are irrational, he may tend to conceal his problems. Often, parents will bring the child they suspect of OCD to a doctor's attention. Sometimes the disorder is revealed through secondary symptoms (e.g., dry hands from excessive hand washing). However, the diagnosis must be made by specific questioning by a doctor. Clinical interviews establishing a history of obsessive thought or ritualistic behavior is the primary method of diagnosis.

There are some things you can do to determine if your child should be evaluated for OCD. You could ask him the following questions: "Do you find yourself doing something unusual repeatedly? Does this seem normal to you - or does it seem weird?" You could also make it fun and use a diagnostic scale as a magazine quiz (these surveys pretty much work the same way as most magazine quizzes). The most commonly used is the Yale-Brown Obsessive Compulsive Scale (available online). Also, the Work and Social Adjustment Scale (often used in combination with other diagnostic scales), and the Maudsely Obsessive Compulsive Inventory are good tools as well. There are also several online resources, such as the Obsessive Compulsive Screening Checklist and the National Institute of Mental Health Screening Test.

(Note: You should not attempt to make such a diagnosis on your own. The online resources above are only to help you determine whether your child has symptoms of OCD in order for him to seek a professional diagnosis.)

If your youngster's “special interest” fit the criteria for OCD, you may need to reinforce parental parameters by being very firm about scheduling activities and responsibilities and holding your youngster accountable. Use visual time frames (e.g., calendars, clocks and watches, personal schedules) to set limits for the amount of time your youngster is permitted to indulge in his special interests. Your child’s teachers will also need to be clear and concrete about rules and responsibilities during the school day. Apply appropriate disciplinary measures once you ensure all expectations have been made clear to your youngster.

Parents have the right to have expectations of their Aspergers or HFA youngster. You expect your youngster to uphold the standards you've set with regard to house rules and other obligations (e.g., doing chores, completing homework, showing respect, etc.). It is also fair to set parameters around the amount of time your youngster indulges in his special interest – especially if you can readily foresee the potential for him to get “lost” in it for long periods of time.

==> Preventing Meltdowns and Tantrums in Aspergers and HFA Children and Teens

How to Reduce School Anxiety in Children on the Spectrum

"I need ideas for how to reduce my child's anxiety about going to school please!"

For some ASD (high functioning autistic) children, school can be a tense and fearsome place. Kids with special needs in particular may have problems understanding what is expected of them. They may (a) face painful social exclusion, and (b) find the work confusing and stressful.

As a mother or father, your instinct is to charge in on a white horse and slay those dragons. But often, a listening ear, a sympathetic word, and a reassuring pat on the back will be a bigger help.

10 Tips for Reducing School Anxiety—

1. Understand the value of tears. Crying can be a great stress reliever. It flushes out bad feelings and eases tension. It's hard to see your ASD youngster crying, and your first instinct may be to help him stop as soon as possible. But after the tears have all come out, your youngster may be in a particularly open and receptive mood for talking and sharing. Provide a soothing and sympathetic presence, but let the crying run its course.

2. Set a regular time and place for talking with your youngster, whether in the car, on a walk, during mealtimes, or just before bed. Some children will feel most comfortable in a cozy private space with your undivided attention, but others might welcome some sort of distraction to cut the intensity of sharing their feelings.

3. Resist the urge to fix everything. There are some instances in which moms and dads do have to take action. If your ASD youngster is in a class that's too challenging, or is having trouble because an IEP isn't being followed, there are steps you can take. If an educator or peer is truly harassing your youngster, you will want to follow up with that. But you'll also want to teach him that some things in life just have to be dealt with, even though they stink. Fix only what's really badly broken.

4. Know when to get help. Most kids with ASD experience school anxiety to some extent, and some feel it more deeply and disruptively. When does it become a big enough problem to require professional help? Some signs to look for are major changes in friendships, style of clothing, music preferences, sleeping and eating habits, attitude and behavior. If you've established a good rapport with your youngster and he suddenly doesn't want to talk, that's a sign of trouble as well.

5. Keep the lines of communication open. Let your youngster know that he can always talk to you, no matter what. It's not always necessary even to have solutions to his problems. Sometimes just talking about things out loud with a trusted grown-up makes them seem less threatening. And if the situation does become overwhelming for your youngster, you want to be the first to know about it.

6. Do some role-playing. Once you have some concrete examples of anxiety-provoking events, help your youngster figure out an alternate way to deal with them. Discuss possible scenarios and play the part of your youngster in some role-playing exercises, letting him play the part of the demanding teacher or bullying classmate. Model appropriate and realistic responses and coping techniques for your youngster.

7. Be aware that nearly all ASD children feel anxiety about school, even the ones who seem successful and carefree. Knowing this won't lessen your youngster's anxiety, but it may lessen yours.

8. Ask, "What three things are you most worried about?" Making your request specific can help your youngster start to sort through a bewildering array of fears and feelings. If he's unable to name the things that are most worrisome, have him tell you any three things, or the most recent three things.

9. Ask, "What three things are you most excited about?" Most children can think of something good, even if it's just going home at the end of the day. But, chances are your youngster does have things he really enjoys about school that simply get drowned-out by all the scary stuff. Bring those good things out into the light.

10. Acknowledge the problem. Does hearing, "Don't worry!" help when you're anxious about something? It probably doesn't comfort your youngster much, either. The most important thing you can do for an "Aspie" student experiencing school anxiety is to acknowledge that his fears are real to him. If nothing else, you'll ensure that he won't be afraid to talk to you about them.



4 comments:

Anonymous said...
Very nice, i suggest webmaster can set up a forum, so that we can talk and communicate.

Anonymous said...
I think it's great that their is a group like this.I live in a very enclosed community of ignorant southerners n very anxious about getting my son into the public school system next year.Although, it is a ways a way I am very nervous about it.Their may be alot of awareness as to Autism itself,but there is still ALOT of ignorance about it...Aspergers specifically has alot of challenges I believe.My son has ADHD and Aspergers,and is currently on medicine to regulate his ADHD tendencies.He is one of those kids who will most likely to keep his on the focused path or he'd be a monkey mess.I am still new to this,and at times I feel like I am ready to put every hair shaft out of my head! It's very frustrating at the sam time rewarding.PLEASE keep posting more informational posts for parents like me in need how to get through this.Thanks!

Anonymous said...
Hi Mark , Thank you for all your great information. I was wondering if you have any advice on flying with a aspergers child. Lilly is 6yrs and is already worrying about the noise of the plane. we looking into getting sound clearance earmuffs. We flying from Cape Town to Dubai direct. We depart late afternoon and land at 12:50am. I was thinking of asking our Dr for something to get them to sleep. Thanks, Tish

Anonymous said...
Rather than earmuffs, you may want to consider headphones (not earbuds) with some calming music (or whatever your daughter enjoys listening to)... anything that is distracting and can keep her occupied. One small dose of a diazepam (smallest dose possible - one tablet) works wonders as well.

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