My ASD Child

Despite difficulties with eye contact, most children with Aspergers and High-Functioning Autism (HFA) are visual learners. Visual learners need to see the information. The whiteboard, texts for reading, or information on the computer all help these children succeed in the classroom. It's important to distinguish that some visual learners prefer the written form of the language (e.g., a book that explains grammar or vocabulary). This preference is similar to an “analytical approach.” Other visual learners prefer diagrams or charts that illustrate grammar or vocabulary. This preference is similar to a “global approach.” Both types of visual learners may need to write down information in order to remember it.  Although some teachers believe notes aid memory, visual learners see notes as a prerequisite to memory. In other words, if they don't write down the information and/or draw charts and diagrams, then they won't remember the information. Information or ideas he

Are you aware that Autism prevalence figures are growing rapidly? According to recent statistics, Autism now affects 1 in 54 male children. More young people will be diagnosed with Autism this year (male and female) than with AIDS, diabetes and cancer combined. Autism is the fastest growing “developmental disability” in the U.S. – and the only disorder dramatically on the rise (with mental retardation, Down syndrome, and cystic fibrosis remaining roughly the same). Earlier Autism prevalence figures were much lower, centering at about 0.5 per 1,000 during the 1960s and 1970s, and about 1 per 1,000 in the 1980s. The reported spike in the prevalence of Autism raises questions about whether this dramatic increase is factual, or a byproduct of greater awareness that has led moms and dads, educators, and professionals to see symptoms of Autism in kids who would not have received the diagnosis 20 years ago. The increase in Autism prevalence figures suggests several possibilit

Many children with Aspergers and High-Functioning Autism (HFA) have difficulty processing everyday sensory information (e.g., sounds, sights, smells). This is called “sensory sensitivity,” and it can have a profound effect on a child’s life. Most “neurotypical” children (i.e., kids without the disorder) process sensory information automatically without needing to think about it much. However, children with sensory sensitivities have difficulty processing everyday sensory information. Those who struggle to deal with all this information are likely to become stressed or anxious, and possibly feel physical pain. This can result in difficult behavior. If the Aspergers or HFA child gets sensory overload, he may just “shut down.” He experiences what is known as “fragmentation” (similar to being tuned into 20 TV channels at once). Children with ASD can be over-sensitive (i.e., hypersensitive) or under-sensitive (i.e., hyposensitive) in any of the following seven areas: 1.

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