My ASD Child

“Do you have any advice on how we can make my 6 year old daughter’s upcoming visit to our doctor less stressful? She was diagnosed with high functioning autism recently, and has a history of not doing well while being examined, crying hysterically from start to finish. It’s a real ordeal for all of us, including the doc! Also, my daughter has pica.” Most children with Asperger’s and High Functioning Autism have difficulties with social interaction, communication, and accepting novelty. Therefore, spending the extra time to acclimate the “special needs” child to the new environment/experience will be crucial, for example: Allow ample time while talking before touching the child Allow the child to manipulate instruments and materials Exaggerate social cues Familiarize the child with the office setting and staff Have family and/or familiar staff available Keep instructions simple, using visual cues and supports Slow down the pace of the overall doctor’s visit These a

That remains to be seen, is the short answer here (and it's certainly an interesting idea). Some people do believe that High-Functioning Autism (HFA) is indeed nothing more than a “different way of thinking” (i.e., a variation of "normal"). This notion is quite believable due to the fact that everyone has some characteristics of the "disorder." All the traits that typify HFA - and Asperger's - can be found in varying degrees in the “typical” population. For example, collecting objects (rocks, stamps, old glass bottles, etc.) are socially accepted hobbies; individuals differ in their levels of skill in social interaction and in their ability to read nonverbal social cues; people who are capable and independent as grown-ups have special interests that they pursue with marked enthusiasm; and, there is an equally wide distribution in motor skills. As with any disorder identifiable only from a pattern of “abnormal” behavior (with each trait varyi

“Is it common for children with Asperger syndrome and high functioning autism to have epileptic seizures? What signs should parents look for if they think their child may be having mild seizures?” Some of the brain irregularities that are associated with autism spectrum disorders can contribute to seizures. These irregularities can cause changes in brain activity by interrupting neurons in the brain. Neurons are cells that process and transmit information and send signals to the rest of the body. So overloads or instabilities in the activity of these neurons can result in imbalances that cause seizures. The reported prevalence of epilepsy among children on the autism spectrum disorders ranges from 11% to 39%. The prevalence of epilepsy was higher in studies that included teens and young adults, because the onset of epilepsy in autism spectrum disorders has 2 peaks: one before 5 years of age and another in the teenage years. Epileptiform abnormalities on electroencephalogr

Don't over-estimate your ASD youngster's understanding of social situations just because of his high intellectual ability. He is a boy who needs to figure out how the real world works, one example at a time.  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

“Are there any natural or non-pharmaceutical ways to treat symptoms of high-functioning autism or Asperger syndrome?” Alternative approaches to treating symptoms associated with autism spectrum disorders do exist. One such approach is Complementary and Alternative Medicine (CAM), which is defined as “a group of diverse medical and health care systems, practices, and products that are not presently considered to be part of conventional medicine.” CAM therapies used to treat Asperger’s (AS) and High-Functioning Autism (HFA) have been categorized as “biological” or “nonbiological.” Let’s look at each of these in turn… Examples of biological therapies include: detoxification therapies (e.g., chelation) dietary supplement regimens that are supposed to act by modulating neurotransmission or through immune factors (e.g., vitamin A, vitamin C, vitamin B6 and magnesium, folic acid, folinic acid, vitamin B12, dimethylglycine and trimethylglycine, carnosine, omega-3 fatty acids, in

“What is Social Pragmatic Communication Disorder? And how does it differ from Autism Spectrum Disorder?” Social Pragmatic Communication Disorder (SCD) is characterized by “a persistent difficulty with verbal and nonverbal communication that can’t be explained by low cognitive ability.” Symptoms include: inappropriate responses in conversation difficulties with academic achievement and occupational performance limited effective communication difficulties in the acquisition and use of spoken and written language complications in social relationships Also, these symptoms must be present in early childhood (even if they are not recognized until later when language, speech or communication demands exceed abilities). The new diagnosis of SCD more correctly identifies children who have significant problems with verbal and nonverbal communication for social purposes. These problems lead to impairments in their ability to perform academically and occupationally, partici

What comes naturally to “typical” kids does not come naturally to kids on the autism spectrum. The lack of interpersonal relationship skills makes it difficult for these boys and girls to make and keep friends – and often leads to social isolation. Now for the good news: Parents can learn to teach interpersonal relationship skills to their “special needs” youngsters. In this post, we will discuss the following: Practicing reciprocal interactions Rehearsing social situations through role-play Relationship skills groups Teachers' crucial role in teaching social skills Teaching the youngsters how to recognize the feelings of others Making use of “social skills training” materials Making use of social stories Click here for the full article...