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Asperger’s and High-Functioning Autism: Fact Sheet for Teachers


To all parents of kids with Asperger’s and High Functioning Autism:

Below is a fact sheet that you can email (or hand-deliver a hardcopy) to your child’s teacher(s). This fact sheet provides a short description of AS and HFA – and associated behaviors. Since all kids on the autism spectrum are different, parents should only use those items that directly apply to their youngster, making changes and additions as necessary. 


Copy and paste sections of the fact sheet – whatever you need to do to make it fit your child’s particular situation. It’s recommended that you only pick a few relevant items from the appropriate categories, rather than bombarding your child’s teacher(s) with the entire list.

Fact sheet for teachers with students on the autism spectrum:


Hello, I am _____'s parent. My youngster has been diagnosed with Asperger's (AS) – also called High Functioning Autism (HFA) – which is a neurobiological disorder on the autistic spectrum. Kids with AS and HFA often have difficulty using and understanding nonverbal cues and developing appropriate peer relationships. While they often have special interests and skills in certain areas, they also have difficulty with organization. AS and HFA kids often appear to lack empathy, have difficulty with sensory issues, and strongly rely on routine.

My youngster has many strengths. However, listed below are some issues that may become apparent to you as you work with him/her. Many of the behaviors you will see are not under his/her control, and they are not a result of malice or willful misbehavior. At times, my youngster simply does not innately know how to respond appropriately. I’m sure you will learn other techniques that will be helpful, and I would appreciate your sharing those with me. Please call me at any time if you have questions. I can be reached at: __________

General Behaviors:
  • AS/HFA is characterized by a sort of "Swiss cheese" type of development (i.e., some things are learned age-appropriately, while other things may lag behind or be absent). In addition, these kids may have skills years ahead of normal development (e.g., the youngster may understand complex mathematics principles, but not be able to remember to bring their homework home).
  • At times, my youngster may experience “meltdowns.” At times like this, please allow a "safe and quiet location" where he/she will be allowed to "cool off." Try to take note of what occurred before the meltdown (e.g., an unexpected change in routine). Also, it's best to talk with him/her "after" the situation has calmed down.
  • Please foster a classroom atmosphere that supports the acceptance of differences and diversity.
  • Please remember that just because my youngster learns something in one situation, this doesn't automatically mean that he/she remembers or is able to generalize the learning to new situations.
  • Please note my child’s strengths often and visually. This will give him/her the courage to keep moving forward.
  • My youngster may have vocal outbursts. Be prepared for them, especially when he/she is having a difficult time. Also, please let the other kids know that this is his/her way of dealing with stress or fear.
  • My youngster may need help with problem-solving situations. Please be willing to take the time to help with this.
  • My youngster reacts well to positive and patient styles of teaching.
  • When dividing-up assignments, please assign teams rather than have the other kids "choose” members, because this increases the chances that my youngster will be left out or teased.
  • When it reaches a point that things in the classroom are going well, it means that we've gotten it right. It doesn't mean that my youngster is “cured” …never had a problem to begin with …or that it's time to remove support. Increase demands gradually.
  • When you see anger or other outbursts, my youngster is not being deliberately difficult. Instead, this is a "fight or flight" response. Think of this as an "electrical circuit overload." Prevention can sometimes head-off these situations if you see the warning signs coming.

Perseverations:
  • My youngster may repeat the same thing over and over again, and you may find this increases as stress increases. Please try to avoid answering the same thing over and over or raising your voice or pointing out that the question is being repeated. Instead, try to redirect my youngster's attention or find an alternative way so he/she can save face. Allowing my youngster to write down the question or thought, and providing a response in writing, may be very helpful at times.

Transitions:
  • Giving one or two warnings before a change of activity or schedule may be helpful.
  • My youngster may have a great deal of difficulty with transitions. Having a picture or word schedule may be useful.
  • Please try to give as much advance notice as possible if there is going to be a change or disruption in the schedule.

Sensory Motor Skills/Auditory Processing:
  • Breaking directions down into simple steps can be quite helpful.
  • Directions are more easily understood if they are repeated clearly, simply, and in a variety of ways.
  • My youngster has difficulty understanding a string of directions or too many words at one time.
  • My youngster may act in a very clumsy way sometimes.
  • He/she may react very strongly to certain tastes, textures, smells and sounds.
  • Speaking slower and in smaller phrases can help.
  • Using picture cures or directions may also help.

Stimuli:
  • Please consider allowing my child to "move about" occasionally since sitting still for long periods of time can be very difficult for him/her. Even a 3-minute walk down the hallway and back (with a friend or aide) can help a lot.
  • My child may get over-stimulated by loud noises, lights, strong tastes or textures, because of the heightened sensitivity to these things.
  • Unstructured times (e.g., lunch, break, PE) may prove to be the most difficult for my child. Please try to help provide some guidance during these more difficult times.
  • With lots of other children around, chaos and noise, it would be helpful if you would try to help my child find a quiet refuge to which he/she can go for a time-out.

Visual Cues:
  • Hand signals may be useful, especially to reinforce certain messages (e.g., "wait your turn" … “stop talking out of turn” … "speak more slowly or softly").
  • Most AS and HFA kids learn best with visual aids (e.g., picture schedules, written directions or drawings).

Interruptions:
  • When someone tries to help by finishing my child’s sentences or interrupting, he/she often has to go back and start over to get the train of thought back.
  • At times, it may take more than few seconds for my youngster to respond to questions. My youngster needs to stop what he's/she’s thinking, put that somewhere, formulate an answer, and then respond. Please wait patiently for the answer, and encourage others to do the same. Otherwise, he/she will have to start over again.

Eye Contact:
  • Unlike most of us, forcing eye contact may break my child’s concentration.
  • He/she may actually hear and understand you better if not forced to look directly at your eyes.
  • At times, it looks as if my youngster is not listening to you when he/she really is. Don't assume that, because my youngster is not looking at you, that he/she is not hearing you.

Social Skills and Friendships:
  • Children with AS and HFA are often at greater risk for becoming victims of bullying by peers. This is influenced by a couple of factors: (1) AS and HFA children want to be included and/or liked so badly that they are reluctant to "tell" on the bully, fearing rejection from the perpetrator or other children; (2) there is a great likelihood that the response that the bully gets from the AS or HFA youngster reinforces this kind of behavior.
  • Young people with AS and HFA often want to make friends, but don’t have a clue as to how to go about it.
  • Identifying 1 or 2 empathetic children who can serve as "helpers" will help my youngster feel as though the world is a friendlier place.
  • Talking with the other students in the class about AS and HFA may help – if done in a positive way (e.g., talking about the fact that many of us have challenges, and that the AS/HFA youngster’s challenge is that he/she can’t read social situations very well, just as others may need glasses or hearing aids).

Routine:
  • Please let my child know, if possible, when there will be a substitute teacher or a field trip occurring during regular school hours.
  • Please let my youngster know of any anticipated changes as soon as you know about them, using picture or word schedules.

Language:
  • Sarcasm and humor are often not understood by my youngster. Even explanations of what is meant may not clarify, because the perspectives of AS and HFA kids can be unique and, at times, immovable.
  • Although my child’s vocabulary and use of language may seem high, he/she may not know the meaning of what he/she is saying, even though the words sound correct.

Organizational Skills:
  • If necessary, please allow my child to copy the notes of other peers. Many AS and HFA kids have difficulty multi-tasking (e.g., listening to the teacher while reading the board and taking notes).
  • It may be helpful to develop schedules (picture or written) for my child.
  • My youngster lacks the ability of remember a lot of information – and how to retrieve that information for its use.
  • Please post schedules and homework assignments on the board and make a copy for my child. 
  • Please make sure that assignments get put into my child’s backpack, because he/she can't always be counted on to get everything home without some help.

Note: At times, some of my youngster's behaviors may irritate his/her peers – and you! Please know that this is normal and expected. Try not to let the difficult days color the fact that you are a wonderful teacher with a challenging situation. Nothing works all of the time, and some things may not work at all. Always feel free to share with me whatever you would like. I have heard it all before. It will not shock me or make me think less of you. Communication is the key, and by working together as a team, we can provide the best for my youngster.

Thank you very much,

_______________ (parent’s name)







More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism


COMMENTS:

•    Anonymous said… Awesome!
•    Anonymous said… Great! Need to bookmark it.
•    Anonymous said… I have been so worried about my son going to middle school. Thank you thank you thank you!!!
•    Anonymous said… I really like this Fact sheet for teachers, however I'm wondering since my son has not been officially tested and/diagnosed for either, would a teacher be reluctant to acknowledge something like this if I took it to her, or would she turn it away because he hasn't been medically diagnosed as such... Either way, He meets almost every one of these facts for the teacher to think about when it comes to him. I believe there is a new Headstart teacher at his school this year that he may possibly be placed with and she has a child herself with Autism... Maybe that extra experience with it will help?
•    Anonymous said… love it! check this out! and join this group if you aren't already following.
•    Anonymous said… SO enjoyed this article.
•    Anonymous said… Thank you for this guide sheet!!!!
•    Anonymous said… Thank you Thank you Thank you...I so needed this!!!!
•    Anonymous said… Thank you! This is very helpful!
•    Anonymous said… Thanks for posting this! Great stuff on here! I already reach out to my son's teachers and provide them with a copy of "A teachers guide to Asperger's syndrome". It's an excellent guide that covers many aspects of the syndrome and how to best assist them.
•    Anonymous said… Thanks!
•    Anonymous said… there's some wonderful pointers in here...
•    Anonymous said… This is an awesome general list to get a teacher started!
•    Anonymous said… This is an excellent fact sheet to help with the teacher getting to know my son. Thank you!
•    Anonymous said… This is awesome! Thank you!
•    Anonymous said… this is excellent!!
•    Anonymous said… Totally just used it. Emailed it off to his teacher as it applied to my boy almost perfectly! Thank you!
•    Anonymous said… Very valuable tool!
•    Anonymous said… Wish I had this before my son started junior school... I ended up moving him to a new school and he is very happy now.  

*   Anonymous said... I can’t tell you HOW MUCH I appreciate this.  Our son (age 10) has AS and we had a very painful 4th grade experience and unnecessary difficult teacher; even through developing his IEP.  We are excited about a new fresh school year and I’m very appreciative to be able to use your provided letter and personalize it to our son and share it with his new teachers. 
*   Anonymous said... Many of these suggestions are quick and easy, and can reduce or prevent classroom disruption. My daughter has caused a lot of disruption in the past, and I am glad that this seems to be a great list of strategies that the teacher could use if he or she sees fit to do so. If you have ever gotten a call from a teacher who doesn't know what to do with your child then you begin to understand how this can help.
•    Anonymous said… This is the best, concise Fact Sheet I have found. I used it last year, and plan to this year. Thank you so much for making this available. It can help with anyone in authority that helps with your child. IE, coaches, Pastors, Other Parents, etc. Thanks.
•    Anonymous …Hi I am so thankful to the creator of this blog....this letter will be helpful to my sons new school teachers. I have adopted my son {at age 3 1/2} I believe he has High Functioning Autism {hoever his Dr. refuse to give him this diagnosis even though all the symptoms are ther per the materials I have researched} He is now 11 soon to be 12 and the Dr. has given him the diagnosis of ADD and Sensory disorder but it's more than that and for years my Mother has said he acts Autistic as have I. He will be ttending a new school as a 6th grader and I was so worried with how to inform his teachers about his behaviors and tics...but this letter has made me feel so relieved in getting the issues accross to the teachers. He struggled so hard in 5th grade and was so overwhelmed and frustrated that I became overwhelmed and frustrated. Looking forward to a great school year this year.
•    Anonymous …Thank you so much for providing this fact sheet. I'm going to use for all caregivers involved with my son. This will make it easier for all involved especially my son! God bless you! 

 
Please post your comment below…

"Pulsed Electro-magnetic Field Therapy" to Treat Autism

“I have been hearing about both the 'PEMF' mat and 'neurotherapy' which people are making huge claims about - lots of testimonials about the wonders it has done for their autistic or Asperger's children (some have used the word 'cured) but I have yet to see anything I would consider REAL evidence (all anecdotal and no one I actually know personally).   Do you have any experience with either of these, and can you make any recommendations, or do these fall into the 'if it sounds too good to be true...' category?” 

Pulsed Electro-magnetic Field Therapy (PEMFT) is a healing procedure most commonly used in the field of orthopedics for the treatment of congenital pseudarthrosis, depression, fractures, and failed fusions. PEMFT uses electrical energy to direct a series of magnetic pulses through injured tissue. Each pulse induces a tiny electrical signal that stimulates cellular repair.



Some research has demonstrated the effectiveness of PEMFT in suppressing inflammatory responses at the cell membrane level to alleviate pain, increasing range of motion, and healing soft-tissue wounds. There are several electrical stimulation therapy devices (FDA approved) that are available for patient use. The use of PEMFT to treat various diseases and mental illness is not commonly known by most physicians in the U.S. since it’s not yet part of the curriculum offered in medical school.

How does PEMFT relate to autism spectrum disorders?

Structural differences between autistic and “normal” brains contribute to the symptoms of autism, (e.g., sensory overload, repetitive behaviors, social skills deficits, communication problems, etc.). In one research study, autistic patients showed fewer symptoms of hyperactivity, sensory overload and repetitive behaviors at the end of the treatment period. The study also revealed that treatment did not diminish areas of "giftedness" that are often present in high-functioning autism.

Preliminary results show a great deal of promise in reducing the severity of symptoms that children and teens on the autism spectrum find most upsetting (specifically depression and sensory overload). But, needless to say, more research needs to be conducted before we can say, categorically, that PEMFT is a “must have” treatment modality in a parent’s arsenal of interventions.

How to Avoid "Back-to-School" Meltdowns and Tantrums

FYI to Parents: Getting ready for the new school year should start earlier when you have a youngster with ASD, or High Functioning Autism (HFA). There are so many things to plan ahead for, and people to coordinate with. You'll need to start preparing your youngster, too.

If you're like many moms and dads of kids on the autism spectrum, it's tempting to put off back-to-school preparations until the first day is just a week or so away. The resulting last-minute flurry of phone calls, errands, and meetings can be overwhelming. But this year, you can make the back-to-school process easier.



This post will focus on simple things you can do NOW to make this the best transition to the new school year ever:

1. First, brainstorm a list of everything that needs to happen with school between now and the first day of school. Get help from your spouse and/or a friend who has a youngster in the same classroom. Depending on your youngster's age and abilities, include him as much as possible in this brainstorming step. Also, highlight anything on your list involving a phone call, and start making those phone calls now. Top priority should be given to any call involving scheduling an appointment or a meeting. Calendars fill up quickly this time of year.

2. Bring your HFA youngster to the school to meet people - anybody! Introduce her to anyone available (e.g., school nurse, administrators, office staff, custodians, etc.). If possible, make arrangements in advance for your youngster's teacher(s) to be there when you visit.

3. Depending on your youngster's age and abilities, allow her to practice self-advocacy skills. Encourage her to ask questions, tell educators and staff about her classroom needs, and discuss any issues that need to be taken care of before the first day of school (e.g., a stuck locker).

4. During the last month of summer vacation, pull out some study materials and help your child get back into “study mode” (e.g., with math, vocabulary, sentences). Start daily practice with the subjects and areas she likes for a few minutes a day, increasing up to longer times and throwing in the subjects that are more difficult.  Use play time, games, videos, and swimming as rewards.  Your youngster may grumble, but her teacher will thank you.

5. For most kids on the autism spectrum, transitions are the toughest challenge.  To make matters worse, some of these young people are undergoing a MAJOR transition this school year (e.g., from preschool to kindergarten, from short days to full days, from elementary to middle school, and so on). Thus, consider creating a few social stories about some of the transitions your child is likely to face in the new school year.

6. Get back on a school-year schedule gradually. Start moving up dinnertime, bedtime, and wake-up time, so the first day of school won't be such a jolt! Also, have your HFA child help you make a morning checklist (use pictures) to help him remember everything he needs to do on a school morning after he wakes up. In addition, create a "Don't Forget" list and post it by the door with key items (e.g., backpack, books, lunch, etc.).

7. If you had your last IEP more than 3 months ago, or are planning to have it soon, now is the time to review all your old paperwork (e.g., IEPs, testing, evaluations, doctor’s visits, etc.), and see if your youngster has made any progress or regressions.  Have new concerns risen over the summer (e.g., meltdowns, aggression)? Does the plan still fit? Changes like these will affect the expectations of the fall semester school staff, and will likely necessitate calling an IEP meeting to re-review your youngster’s goals.

8. If your youngster has behavioral issues and has been home alone a lot over the summer, start setting up play dates and events to get him interacting with other kids again.  If your youngster has difficulty with social skills, getting him in a positive, safe play environment with other kids before the fall will take the edge off of his fears.

9. Schedule doctor visits for two to six weeks before school. Ensure that any medication is stable and that your youngster feels supported.

10. Stay upbeat about the approach of school and remind your youngster of the things that he liked about it.

11. The last month of summer vacation is a great time to work on a skill or two that your youngster is lacking (e.g., how to greet peers, how to dress herself, etc.).  If there is one small skill that you would like your youngster to be able to perform once school starts, create a plan for introducing that skill on a frequent basis (and remember to use a reward system that works best for your youngster along the way).

12. Review the layout of the school with your youngster. Do a tour of the building - even if he went to the same school last year. It helps get him into the school-year mindset, and also helps remind him where things are (e.g., entrances and exits, bathrooms, cafeteria, gym, nurse's office, new classroom(s), etc.). If your youngster is older, it's a good idea to get his locker number and let him practice opening the lock a few times.

A lot of children with HFA have problems in executive thinking. Executive thought processing occurs in the frontal areas of the brain and is what allows us to interpret what is happening around us, and then decide what actions to take (or not to take) in response to what we perceive. In AS and HFA kids, these brain areas - and the processes they control - are not quite in check. As a result, they often have problems rapidly assessing and interpreting change. Therefore, they may become defensive and ready to “protect” themselves from any perceived threats to their normal routines, security levels, and self-esteem.

Kids on the autism spectrum may require as much as 4 weeks to get back in a comfortable routine once they have started school. This lag in adequate classroom learning and social skills learning often leaves these students struggling as they fall further and further behind their “typical” classmates, which creates frustration, feelings of inadequacy, and builds resistance to effective learning and building strong and lasting new relationships. Thus, wise parents would do well to facilitate a “back-to-school mind-set” in their special needs child well in advance of the first day of school, rather than waiting until the last minute.
 
 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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More articles for parents of children and teens on the autism spectrum:
 
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…

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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...

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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…

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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…

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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...

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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...
 
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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

Click here for the full article...

 
COMMENTS:

•    Anonymous said... I've started to change my mind set but slightly anxious every year.
•    Anonymous said... Thank you for this article, thought of school starting in 3 weeks has been making me sick to my stomach. Thanks for the help!
•    Anonymous said... We have more summer meltdowns than back to school ones. He is very happy to have an all day routine again, and so is Mom!
•    Anonymous said... We have only just started the school holidays - the supermarket setting up BACK TO SCHOOL shelves fill me (the parent) with dread... Let's enjoy the holidays!

Post your comment below…

Surviving the Summer with Kids on the Autism Spectrum: Tips for Parents

Keeping kids busy - and out of trouble - during the summer is a challenging task for any parent. But doing the same with children on the autism spectrum is even more difficult.

Parents need to consider the unique needs, capabilities and interests of their children with Asperger’s (AS) and High Functioning Autism (HFA) – all the while keeping them busy and pushing them towards their behavioral and social goals.




Here are some ideas on how to achieve this balance:

1. An afternoon movie at a theater: AMC Entertainment offers special movie showings for families with AS and HFA kids.  The lights stay on, the volume is kid-friendly, and they can get up, move around, and talk without being shushed by irritated movie-goers.  It’s like home, only with a bigger screen.

2. Day camp: If you live in a larger metropolitan area, there may be day camps and other structured activities designed especially for kids with AS and HFA. These camps provide kids with some of the same routines they are used to in the classroom while allowing them to participate in activities lie camping, swimming, arts and crafts. Check with your youngster's teacher, case manager, or physician for recommendations. Look for a day camp staffed by counselors that have had extensive training with AS and HFA kids. A counselor who has not been trained to work with such kids may inadvertently trigger a meltdown, and not know how to handle one in progress.

3. Don't relinquish basic family rules and routines: It's tempting to let children stay up later in summer, and a bit of that is OK. But remember that even a little sleep deprivation can lead to irritability and meltdowns at any time of year. Maintain basic bedtime habits, and stick to scheduled chores, as well as other established behaviors. A whole day of playing video games should remain taboo even during summer vacation.

4. Firehouse fun: Call the local fire department and ask if you can stop by with your youngster for a quick visit to see the fire trucks and meet the firemen. This is a great way to learn about fire safety and introduce your youngster to rescue workers. Firemen are good with kids, and will spend time talking to your youngster about what to do in an emergency. Also, take pictures of your visit and turn it into a social story.

5. Fun with mud: With the warmer weather, feel free to enjoy some “messy” activities outside that will help your youngster to integrate her senses. Spray an outside table with shaving cream and let her smear it around. Fill a bin with rice and dig your fingers in. Create a mud pit to roll around in. All you need afterwards is a hose! This type of “sensory-play” has many benefits for kids on the spectrum.

6. Get back to nature: Take a trip to a sandy beach. Go on a nature walk. Have a picnic lunch in a shady grove.  Collect pinecones, acorns, branches, and other natural artifacts. When you get home, prepare a social story or a nature craft with your youngster.  Give her some glue, strong cardboard and glitter, and show her how to make a leafy collage of her park souvenirs.  Or, supply funny eyes and pipe cleaners, and see who can make the creepiest pinecone monster.  

7. Go to a science museum: Science and natural history museums offer many fun activities for AS and HFA kids. Yearly memberships are often inexpensive, and allow you the freedom to visit whenever you like.  Also, you’ll receive notification of special events.  Ask your curator what the quietest hours are for the museum, and plan your visit accordingly.

8. Go to the library: Reading to your youngster is an essential tool for broadening his vocabulary.  Young people on the autism spectrum benefit greatly from story time, as it teaches them the words they need in order to better communicate.  Have an early dinner, and visit your library during the quiet evening hours.

9. Help your AS or HFA teenager find a job: A part-time job is a rewarding way for a teen to spend some of the summer. Few things work better in building a sense of maturity, independence, and personal competence. The structure a job affords is a plus for teens on the autism spectrum, and the extra spending money is an added bonus. While some AS and HFA teens are capable of finding a job for themselves, most need guidance and encouragement.  Start by defining work goals (e.g., earning money, learning a new skill). Discuss the right types of jobs based on your child’s skills, organizational ability, and attention capability. Then help him choose where to apply. It helps to work on interview skills, so role-play business owners and managers. Your encouragement and support may be just what your youngster needs to follow through on a job search.

10. Keep a calendar of events: Even during the relaxed summer months, AS and HFA kids need structure to feel secure and have a sense of what to expect. A simple calendar of events lets your youngster see what's coming. Fill in ahead of time a mix of major summer activities (e.g., a family vacation, trips to visit relatives) and casual recreational activities (e.g., weekend trip to the zoo). For younger boys and girls, you may want to prearrange and mark down playdates.

11. Keep the education process going: Education doesn’t have to stop just because school is out for the summer. Build time into your youngster's daily schedule to research, experiment, and investigate a topic that interests him. If he loves video games, challenge him to design one of his own. If he is fascinated by butterflies, summer is a great time to start an insect collection.

12. Make a tent: Pull out all your blankets and chairs and have the tent overtake your living room or backyard. Tent play can occupy your youngster for hours. It’s also be a great resource to soothe an autistic youngster, providing a hide-out or quiet place. Place a bean bag inside along with books and a flashlight.

13. Movie night at home: A home cinema experience is a great way to get your AS and HFA kids out of the sun for a couple of hours and allow some down time. Instead of just plopping down in front of the TV, make it a real production with homemade movie tickets, a big bucket of popcorn, and pillows and blankets in front of the flat screen. It will seem like a special event in your youngster’s day with these little extras.

14. Music: Music therapy is an essential part of special education classrooms.  All kids enjoy moving to background music.  Encourage your AS or HFA youngster to express himself through dance by leading him in musical games (e.g., Freeze Dance, Musical Chairs).

15. Record the summer’s events: Bring a camera on all your summer ventures, and end each week by assembling photo album pages to go into your “summer memory book.”  AS and HFA kids in particular will benefit from the visual reminder of all the fun things they did while on vacation.

16. Social-skills groups: As the pressures of the school year ease up during the summer, this can be a great time to get involved with other families of AS and HFA kids in your location. Join - or form - a social-skills group, which helps “special needs” kids practice specific social skills within the context of a play group, field trip, or activity. Many AS and HFA kids desperately want to have friends and participate in social activities, but lack the direct understanding of how to do so. A social-skills group, made up of other kids on the spectrum, is a safe place to learn and practice social skills without fear of rejection or ridicule.

17. Swim: All young people love the pool, and AS and HFA youngsters are no exception.  Visit your local city council for a list of recreational pools in your area, including swim lessons.  Take advantage of pool time to practice some aquatic therapies, which are great for kids on the spectrum.

18. Swinging: Swings are beneficial for physical, social and cognitive development – and they offer certain therapeutic benefits (e.g., promote movement and perceptual skills, spatial awareness, general fitness, social interaction, mental representation, sensory integration, vestibular development, and so on.). If your youngster has trouble with crowds, visit the park in the morning.

19. Take a train ride: Most kids love trains. Make a day of it and ride the train with your AS or HFA youngster. Choose departure times during non-commuting hours so you can get a seat next to a window and deal with fewer crowds. Bring along treats to keep your youngster engaged. If you don’t have commuter trains in your city, check out other public transportation options.

20. Use your local resources: Take advantage of the summer recreational and educational opportunities that most cities offer. Find a youth sports league, or sign up for day camp. Many local rec centers offer swimming, gymnastics, even computer classes. Encourage your artistic youngster to join a kid's theater group or sign up for community art or basket-making courses. Find out where and when summer festivals are scheduled.

21. Wash the car: Sometimes, what grown-ups consider as chores can be fun activities for AS and HFA children. Running a “car wash” may be at the top of the list.  You supply the buckets, suds, and cloths, and your son or daughter can get busy while you supervise in the shade.  Tell the neighbors, and invite them to participate.

22. Water fun: You can quickly create your own water park in the backyard for an afternoon of thrills. For a younger child whose tolerance is low for water play, consider sitting him on the lawn and using your finger and a hose to create a variety of sprays for him to experience. For more active kids, you can use a variety of “water rides” (e.g., small splash pool, garden sprinkler to run through, water table, beach ball sprinkler, etc.). If you water your lawn in the early morning or evening hours, send your children outside to play tag under the watery sprays.  If you’re feeling adventurous, fill up a few water balloons and show them how to play Hot Potato.

23. Lastly, take care of yourself:  Moms and dads needn't be constant entertainment directors in the summer. It may be more helpful to express confidence in your youngster's ability to be creative and inventive — and then let him. So go ahead and schedule some activities, then get out of the way and let your youngster do what comes naturally.

When a youngster is on the spectrum, you can make two safe predictions about summertime: He’s likely to get bored easily and often, and he's almost as likely to become demanding of your time, attention and patience. The way to manage summer's lack of structure is to strike the right balance between free time and planned time. Use the guidelines above to light your way.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

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.

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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.

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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."

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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.

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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...