My ASD Child

"I understand that social skills must be taught to children on the autism spectrum, but how can parents actually do this outside of a formal skills training course? Thanks in advance for your response!" The process of teaching social skills to children with Aspergers and High-Functioning Autism (HFA) involves a six-step plan: assessment of existing skills defining what skills will be taught (i.e., setting goals and objectives) planning how the skills will be taught (i.e., teaching strategies) implementing the teaching plan assessing child progress adapting the teaching strategy so that the child acquires the target skill Most social skills programs for kids with Aspergers and HFA fall into one of two theoretical frameworks: (1) behavioral and (2) developmental. 1. In a behavioral approach , the youngster’s behavior is evaluated according to (a) the presence of dysfunctional behavior (e.g., presence of abnormal behaviors, abnormal frequency of certain beh

Presented by parents, teachers, and professionals in the field of Autism Spectrum Disorders, this video explains underlying differences in students on the spectrum and suggests strategies for increasing their success in school:  ==> Teaching Students with Aspergers and HFA: Course for Educators

“Are most children on the autism spectrum basically the same with respect to symptoms and level of functioning, or are there significant differences from one child to the next?” Active  -  Aloof  -  Passive Kids with Aspergers (AS) and High-Functioning Autism (HFA) demonstrate widely differing levels of skills and severity of symptoms. These children demonstrate impairments in relationships to peers, the use of nonverbal communicative behaviors within their social exchanges, the use of imitation, and symbolic or dramatic play. Social interactions are characterized by low rates of both initiation and response. This is most marked in interactions for the purpose of sharing experiences and establishing interpersonal connection. The use of nonverbal communication (e.g., gestures, emotional expressions) is affected in AS/HFA kids, both expressively and receptively. These children use fewer nonverbal gestures and a more limited range of facial expressions in their communications