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Strategies for Parents and Teachers: Summary of Mark Hutten's Lecture

The autism spectrum extends from “classic autism” (which lies at the lower end of the spectrum) through to Aspergers (which is characterized as being at the mildest and highest functioning end of the spectrum).

Aspergers reflects deviations or abnormalities in four aspects of development:

1. Certain behavioral and stylistic characteristics such as repetitive or persevering features
2. Limited, but intense, range of interests
3. Social relatedness and social skills
4. The use of language for purposes of communication

These dysfunctional features can range from mild to severe.

Aspergers is characterized by:

• a better prognosis than other Autism spectrum disorders
• difficulties with pragmatic, or social language
• extending into the very superior range of cognitive ability
• high cognitive abilities - or, at least, “normal” IQ level
• normal language function when compared to other autistic disorders

Diagnostic Criteria from DSM—


A. Qualitative impairment in social interaction, as manifested by at least two of the following:
  1. 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)
  2. failure to develop peer relationships appropriate to developmental level
  3. lack of social or emotional reciprocity
  4. 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

B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
  1. apparently inflexible adherence to specific, nonfunctional routines or rituals
  2. encompassing preoccupation with one or more stereo-typed and restricted patterns of interest that is abnormal either in intensity or focus
  3. persistent preoccupation with parts of objects
  4. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.

D. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrase used by age 3 years).

E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.

F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.


One of the primary features of Aspergers is the child’s passion for favorite topics or special interests. Some of these areas include:

• astronomy
• dinosaurs
• extraterrestrials
• geography
• history
• machines or machinery
• maps
• math
• meteorology
• music
• reading
• science
• social studies
• space travel
• trains
• weather

Socialization deficits:

• Are inflexible and incapable of coping with change
• By school age express desire to fit in socially
• Described as being "in OUR world, but, ON THEIR OWN terms"
• Different from "typical" Autism
• Difficulties making social connections
• Easily stressed and emotionally vulnerable
• Frequently described as “odd” or selfish
• Highly frustrated by their social awkwardness/alienation
• Lack effective interaction skills — not desire
• Lack understanding of human relations and rules of social convention
• Na├»ve and lack common sense
• Preoccupied with own agenda
• Seldom interested in other's interests/concerns
• Unable to “read” others' needs and perspectives
• Unable to appropriately respond to social cues

Use of Language:

• Concrete language rather than abstract
• Difficulty understanding humor
• Early years: repetitive phrases or language or stock phrases from memorized material
• Excessively formal or pedantic language
• Hyper-verbal (highly developed vocabularies)
• Laugh at “wrong time” with jokes or interactions
• Many have good sense of humor
• Misused or not used cultural slang or social idioms
• Problems with taking turns in conversations
• Prosody (speech volume, intonation, inflection, rate) is frequently deficient or unusual
• Rote skills are strong
• Typically revert to favorite topic area
• Usually like word games and puns
• Weak pragmatic-conversational-skills
• Some have normal or early language development while others have speech delays, then rapidly catch up, making diagnosis between Aspergers, autism, and speech disorders difficult


Aspergers kids are:

• are often anxious and worrisome
• easily overwhelmed
• highly sensitive
• often engage in rituals

Practical Suggestions:

• consistent routines
• let them know what to expect
• minimize fears of unknown
• minimize transitions
• prepare them for altered plans, schedules or changes
• provide predictable, safe environments


• Introduce to teacher, therapist or para-professional before work begins
• Take tour of building child will be working or learning in
• Learn about child's favorite topics or special interests

Aspergers kids typically display impaired social interaction…

Practical Suggestions:

• Create cooperative learning situations
• Educate peers
• Praise classmates when supportive
• Promote empathy and tolerance
• Shield them from bullying and teasing


• Encourage participation in conversations
• Insensitive or inappropriate comments from Aspergers child are usually innocent
• Model two-way interactions
• Rehearse proper response repertoires
• Teach and support proper reaction to social cues
• Teach WHAT to say, WHEN, and HOW to say it
• Teach/model correct emotional responding
• Teaching WHY & WHAT response is appropriate is necessary
• Use Aspergers youngster’s strengths in exchange for liabilities to foster acceptance


Six steps for understanding challenging communications…

1. Try to figure out what your youngster is communicating with the challenging behavior:

• “I can't remember what I'm supposed to do”
• “I'm mad…scared…confused”
• “This is too difficult for me”

2. Consider how you can adapt the situation:

• Child overwhelmed or over-stimulated? Try reducing amount of time in situation, or avoiding it in future.
• Child expressing confusion? Consider how to make the situation easier to understand; make it more concrete, routine, or predictable.

3. If the message must be communicated, come up with alternate way in which your youngster can communicate his or her needs or wishes more appropriately:

• Help your youngster develop appropriate ways of conveying requests/needs. If screaming when confused by a task, teach youngster to raise hand, ring a bell, or say: “I need help with this…this is too hard.”

4. Practice the “new way” of communicating:

• during the situation, remind (prompt) youngster to use new phrase or behavior
• have youngster practice the “new phrase” or behavior
• model more appropriate phrase or nonverbal signals

5. Reward your child for using the strategy by showing that it gets his or her needs met:

• if asks to leave situation, provide her with immediate break
• if needs attention, stop what you're doing and provide some time/interest
• if your youngster requests help assist her immediately

6. Be sure that the challenging behavior is no longer effective in getting your youngster’s needs met:

• ignore problem behaviors
• provide prompt for the “new, appropriate one
• if youngster screams to avoid situation, prompt him to use an appropriate phrase; don’t allow him to leave the situation while he is screaming

==> The Aspergers Comprehensive Handbook

How To Have A Stress-Free Christmas

Christmas is often filled with stress. There is a lot of pressure to make Christmas perfect and fun, and to enjoy yourself while you're doing it. This is a tall order in any situation, but when you add to that the stress of having a child with special needs for whom you also want the holidays to be perfect and fun – it can often become more overwhelming than ever. 

Here are 10 tips to help you have a stress-free Christmas with your Aspergers or high-functioning autistic child:

1. Kids on the autism spectrum will always do better when they are not over-stimulated by the many sights, sounds, smells, and unpredictable events of the outside world. You can create an experience in your home that you normally would go out for. For example, instead of going to an evening parade with a festival of lights, you can put Christmas lights all around your house, turn off all the lights, and play Christmas music at a gentle volume. You may be concerned about depriving your youngster of a fun holiday experience, but keep in mind that when your youngster can’t digest the experience, he’s not having the fun experience you want. That’s why, if you can create a digestible version of the experience at home, your youngster can take in and enjoy the experience. By doing this, you are actually giving him more, not less.

2. Focus on a few things you know are important to make sure you have prepared around this time. Of course, some things may need modification so that it is possible to enjoy them with your youngster. For example, if there is a danger of them hurting themselves on fragile decorations, you may have to put them higher up and out of reach, or get new ones that are not so fragile. Some special foods may not be served. These modifications often bring some disappointment, but if the goal is a nice family holiday, it's important and we can adjust.

3. Holiday decorations inside the house – including bright and blinking lights, wreaths, trees, candles and stacks of presents – could be areas of concern. Parents know best what their Aspergers youngster enjoys and at what point things may become overwhelming. However, parents should not expect higher tolerance simply because it is the holiday season.

4. Holiday shopping with an Aspergers youngster may present its own set of challenges, especially when the stores are crowded and noisy. Make a list that identifies the items you’re shopping for, and do not roam the stores trying to decide what to buy. Keeping the trip short and being organized will help minimize the potential for your youngster to become overwhelmed and have a “meltdown” in the middle of a store.

5. If you are visiting family with your child, send them an email ahead of time to explain what they can do to make the visit comfortable for you and your Aspie. Explain why a group of talkative family members asking your child a bunch of questions might be problematic, or tell everyone the answer your youngster likes to hear when he asks over and over, “How fast does your car go?” Also, designate in advance a calm room or space where he can go to decompress once he begins to be overwhelmed by all of the commotion and sensory input that comprise most celebrations. Every so often, take the youngster to this room and spend some time alone with him.

6. Make the demands on yourself realistic and don't try to do so much that you feel only frustration. Make realistic lists and work on things one at a time. Looking at a whole month of this holiday season is less overwhelming if you take it in small pieces. You may also have to lower your expectations of what you can really do, but at least what you do will be less stressful and make the holidays special.

7. Most parents dread their Aspergers children behaving in a challenging way. We worry about it, we look for it, and we try to stop it as soon as it happens. Ironically, this puts all the focus on what you DON’T want from your youngster. If you don’t want him to hit, for example, focusing on getting him ‘not to hit’ actually creates more hitting. Instead celebrate your child every time he does something well. If your kid sometimes hits, cheer wildly every time he is gentle.

8. Since the holidays are a time for the whole family to enjoy together, it’s important to make siblings aware of how stressful this season can be for their brother or sister with Aspergers. Take the time to remind your other kids of their sibling’s sensory issues, communication difficulties, low frustration tolerance and likes and dislikes. Moms and dads can then share the family’s strategy for avoiding potential issues and discuss what they will do if their best efforts are unsuccessful.

9. So often, we get caught up in the trappings of the holidays – the tree, the presents, the outings that have to go exactly as planned. It’s okay to arrange fun things, but remember that these are only trimmings. They aren’t the gift, they’re just the wrapping. The gift is your special youngster. The gift is sharing hope and sweetness with loved ones. Instead of using the Christmas season as a “planning fest,” use it to see the beauty in your Aspergers kid’s uniqueness. Use it to celebrate what he can do, and use it to feel and encourage compassion for his very different way of experiencing the world.

10. We often put pressure on ourselves to make the holidays perfect, which is unrealistic. In the end, the most important thing to remember is that the holidays are a time to cherish one another and the joy of being together. Whether it’s scaling back or starting new traditions, celebrate in a way that makes the most sense for your family and is something that you, your Aspergers youngster, and the entire family will all enjoy.

==> My Aspergers Child: Preventing Meltdowns and Tantrums

My child has been rejected by his peers, ridiculed and bullied !!!

Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

How to Prevent Meltdowns in Children on the Spectrum

Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

Parenting Defiant Teens on the Spectrum

Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

Older Teens and Young Adult Children with ASD Still Living At Home

Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

Parenting Children and Teens with High-Functioning Autism

Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here
to read the full article...

Highly Effective Research-Based Parenting Strategies for Children with Asperger's and HFA

Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...