My ASD Child

“What are some of the common communication difficulties that children on the high functioning end of autism have?” The youngster with ASD level 1, or High-Functioning Autism, usually begins to speak at the age expected in “typical” kids (however, walking may be delayed). A full command of grammar is sooner or later acquired, but there may be difficulty in using pronouns correctly (with the substitution of the second or third for the first person forms). The content of speech is often abnormal (tending to be pedantic and often consisting of lengthy discussions on favorite subjects). Sometimes a word or phrase is repeated over and over again in a stereotyped fashion. The youngster may invent some words. Also, subtle verbal jokes are not understood, though simple verbal humor may be appreciated. Non-verbal aspects of communication are also affected. There may be little facial expression except with strong emotions (e.g., anger, irritation). Vocal intonation tends to be monoton

Don't make these parenting mistakes that many moms and dads make after they learn their child has Asperger's or High-Functioning Autism (HFA): Resources for parents of children and teens on the autism spectrum :   ==>  How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==>  Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder ==>  Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance ==>  Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder ==>  Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook ==>  Unraveling the Mystery Behind High-Functioning Autism: Audio Book ==>  Crucial  Research-Based  Parenting Strategies for Children and Teens with High-Functioning Autism ==>  Videos for Parents of Children and Teens with ASD

With the start of school, boys and girls begin to spend much of their day in the classroom, a place where pressures and relationships with other children can be quite stressful. While some youngsters with Asperger’s (AS) and High-Functioning Autism (HFA) naturally greet new situations with enthusiasm, others tend to retreat to the familiarity of their home. For some children on the autism spectrum, merely the thought of going at school – away from home and apart from parents – causes great anxiety. Such children, especially when faced with situations they fear or with which they believe they can’t cope, may try to keep from returning to school.  It's natural for your AS or HFA youngster to feel anxious when you say goodbye to him or her in the morning. Separation anxiety is a normal stage of development. However, if anxieties intensify or are persistent enough to get in the way of school or other activities, your youngster may have Separation Anxiety Disorder (SAD). This

“Any advice for helping our HFA child (age 6) with sleep difficulties? She has a hard time getting to sleep, will wake up numerous times through the night. We have a real chore with trying to wake her up in the morning, and we are getting reports from her teacher that she frequently doses off during class.” Sleep disturbance is common in kids and teens with Asperger’s (AS) and High Functioning Autism (HFA) at all levels of cognitive functioning. Sleep disturbance correlates with family distress and may have significant effects on daytime functioning and quality of life for these young people. In some cases, there may be an identifiable cause (e.g., obstructive sleep apnea, gastroesophageal reflux). Assessment and treatment for sleep problems are guided by history and physical examination. When there is not an identifiable medical cause, behavioral interventions often are effective (e.g., sleep-hygiene measures, restriction of daytime sleep, positive bedtime routines, extinc