My ASD Child

“How important is pretend play for children on the autism spectrum? Do they have the ability to engage in this form of play, or do they lack the necessary imagination skills? What can parents do to help their child if he or she has difficulty interacting with peers in this regard?” In a nutshell, imaginative pretend play is critical to a child’s development, for example: Thinking Skills — Pretend play provides the youngster with a variety of problems to solve. Whether it's two kids wanting to play the same role or searching for the right material to make a roof for a playhouse, the youngster calls upon important cognitive thinking skills that she will use in every aspect of her life, now and forever. Social and Emotional Skills — When the youngster engages in pretend or dramatic play, she is actively experimenting with the social and emotional roles of life. Through cooperative play, she learns how to share responsibility, take turns, and creatively problem-solve. When the

“I am an elementary school teacher. I have a student diagnosed with high functioning autism this year (5th grade). What are some of the positive attributes associated with this disorder that I can capitalize on? And what are some of the autism-related challenges that I will need to be aware of? Thank you in advance!” Children with Aspergers and High-Functioning Autism (HFA) definitely have certain skills, for example: Many have exceptional musical ability They tend to have excellent rote memories They often become “experts” in one or two subjects (e.g., prehistoric monsters, history of steam trains, geology, genealogy of royalty, characters in a television serial, bus time-tables, astronomy, etc.) They often excel at board games needing a good rote memory (e.g., chess) They usually absorb every available fact concerning their chosen interest and can talk about it at length HFA children also have a few deficits that teachers will need to consider, for example: Some

“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