My ASD Child

Dealing with Destructive Behavior in Children with Asperger's and HFA

"I need some immediate ideas about how to deal with my son's behavior problems. He has Asperger syndrome (high functioning), ADHD and ODD. His behavior is completely out of control and I am at my wits end. Please help! He also has a lot of problems at school. His favorite thing to do when he's upset is to throw and break things."

There are no easy, quick fixes to reduce or eliminate severe behavioral issues in children with Asperger’s (AS) or High-Functioning Autism (HFA) (e.g., self-injury, aggressiveness, meltdowns, tantrums, destructiveness, etc.). However, I have a few suggestions that may not require a tremendous amount of time and effort to implement. Let’s look at a few…

1. One reason for behavioral issues may be difficulties in receptive language. Kids on the autism spectrum often have poor auditory processing skills. As a result, they often don’t understand what others are saying to them; they hear the words, but they don’t understand what the words mean. The child’s lack of understanding can lead to confusion and frustration, which can escalate into a behavioral issue. Visual communication systems can be useful in teaching and in informing these children of what is planned and what is expected of them.

2. Behavioral issues may be due to difficulties in expressive language. Some researchers suggest that many behavioral issues in kids on the autism spectrum are simply due to poor expressive communication skills. There are numerous communication strategies (e.g., Picture Exchange Communication System, Simultaneous Communication), which can be used to teach expressive communication skills.

3. Food allergies can be a cause of behavior issues (e.g., dairy and wheat products, food preservatives, food coloring). Some AS and HFA children have red ears, red cheeks or dark circles under their eyes, which are often signs of food allergies. Some of the symptoms associated with food allergies include feelings of nausea, headaches, fuzzy thinking, stomach aches, meltdowns and tantrums. Due to these allergic reactions, the youngster may be less tolerant of others and more likely to act out. Since some of these “special needs” kids have poor communication skills, moms and dads may not be aware that their youngster is not feeling well. Have your son or daughter tested if food allergies are suspected.

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

4. In some cases, a behavior problem is a reaction to a request or demand made by the parent or educator. The AS or HFA child may have learned that he can escape or avoid certain undesirable situations (e.g., doing homework) by acting out. A functional assessment of the child’s behavior (i.e., antecedents, consequences, context of the behavior) can divulge certain relationships between the behavior and the function the behavior serves. If avoidance is the function the behavior serves, parents and educators should follow through with all requests and demands made to the child. If the child is able to escape or avoid such requests – even only some of the time – the behavior problem will continue.

5. Behavioral issues may be due to a low level of arousal (e.g., when the child is bored). Certain behaviors (e.g., aggression, destructiveness) may be exciting – and thus appealing – to the child. If it is suspected that behavioral issues are due to under-arousal, the AS or HFA child can be kept busy and active (e.g., with vigorous exercise).

6. Occasionally a youngster with AS or HFA may exhibit a behavior problem at school but not at home, or vice versa (e.g., the mom or dad may have already created a technique to stop a behavioral problem at home, but the educator is unaware of this technique). Parents and educators should discuss the youngster’s behavioral issues since one of them may have already discovered a solution to handle a particular problem.

7. Often times, powerful medications are prescribed to children on the autism spectrum to treat their behavior problems (the most common one being Ritalin). A survey conducted by the Autism Research Institute revealed that 45% of over 2,000 moms and dads felt that Ritalin made their youngster’s behavior worse.

8. Some moms and dads are giving their AS and HFA kids safe nutritional supplements (e.g., Vitamin B6 with magnesium, DMG). Nearly half have reported a reduction in behavioral issues as well as improvements in the youngster’s general well-being.

9. The AS or HFA child’s level of arousal should be considered when developing a technique to deal with behavioral issues. Sometimes “bad” behavior occurs when the child is overly-excited. This can occur when she is anxious or when there is too much stimulation in the environment. In this case, interventions should be aimed at calming the child (e.g., with vigorous exercise, vestibular stimulation, deep pressure, etc.).

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

10. If the AS or HFA youngster’s behavior is worse at school but not at home, there are many possible reasons. For example:

Cleaning solvents: Custodians use powerful chemicals when cleaning the school environment. Even though the smell may be gone in a few hours, chemical residue is still in the air and on surfaces. Breathing these chemicals often affects children with sensitivities in this area. Children often place their hands and face on the tables and floors, thus cleaning solvents may end up in the youngster’s mouth and can alter brain functioning as well as behavior. Many educators who have wiped the desks with water or a natural cleaning solution prior to class each morning have reported significant improvements in their “special needs” students.
Florescent lighting: Many kids on the autism spectrum report that florescent lights bother and distract them during classroom activities. Also, researchers have observed more repetitive, self-stimulatory behaviors under florescent lighting compared to incandescent lighting. When possible, educators may want to turn off the florescent lighting in their classroom for a few days to see if there is a decrease in behavioral issues for some of their “special needs” children. During this experiment, the educator can use natural light from the windows or incandescent lights.
Lack of consistency, routine, or structure: Children on the autism spectrum crave structure. It helps them feel safe, and facilitates the ability to concentrate.

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

==> 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

Asperger's or NVLD: Has Your Child Been Misdiagnosed?

Since young people with Nonverbal Learning Disabilities (NVLD) and Asperger’s (high functioning autism) share similar traits, it is tempting to say that they meet the diagnostic criteria for either classification – but this is not the case. Learning disabilities and Asperger’s are significantly different disorders. Also, different types of assessments and interventions need to be selected to address the distinct - and sometimes overlapping - features of each.

Kids with Nonverbal Learning Disabilities are described as showing signs of:

Social isolation (e.g., not being sure of how to join a group or initiate social interaction)
Social intrusiveness (e.g., standing too close to someone; following someone around during casual conversation; not knowing when or how to join a conversation; having a hard time engaging in the “give and take” of “small talk”)
Physical awkwardness (e.g., not knowing what to do with their hands during casual conversation; showing anxiety-induced behaviors in public that often result in embarrassment)

The argument could be made that the signs listed above are also indicative of Asperger’s. The overlap between Asperger’s and Nonverbal Learning Disabilities significantly complicates the diagnostic process. Further complicating the diagnosis is the probability that teachers and professionals view certain behaviors through different lenses (e.g., some looking at language and cognitive skills, and others looking at social and behavioral concerns). In addition, teasing apart Asperger’s and Nonverbal Learning Disabilities is complicated by the fact that there is no single battery of tests or uniform profile for either of these disorders.

Due to the fact that Nonverbal Learning Disabilities are often difficult to recognize, many kids with the disorder get mislabeled as being lazy or unmotivated. Some of the traits of Nonverbal Learning Disabilities (e.g., problems with organization, motor planning, problem solving, and social adaptation) are also present in kids with Asperger’s. And while both groups demonstrate areas of significant weakness, they also have specific areas of extraordinary talent. Most experts seem to agree that these two groups differ in severity, with Asperger’s usually showing more serious challenges than Nonverbal Learning Disabilities. However, the degree of severity in both disorders can range from mild to severe.

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

The similarities between with Nonverbal Learning Disabilities and Asperger’s (high functioning autism):

Both are oblivious to nuances of appropriate spatial distance.
Both are often misunderstood by others (e.g., accused of rudeness, laziness, lack of empathy, poor attitude, etc.).
Both have difficulty perceiving subtle differences in facial features, tone of voice, and gestures that make up nonverbal communication.
Both have neuro-developmental abnormalities involving functions of the right cerebral hemisphere.
Both have problems in social relationships, whether at school or at home.
Both have the inability to perceive or understand nonverbal cues.
Both live with social anxiety that often leads to uncertainty, confusion and insecurity, which they may try to relieve by creating routines and rituals – and if these things are not addressed, a lowered self-esteem and psychological disorders (e.g., anxiety, depression) may result.
Both respond to peer-rejection by withdrawing, "acting out" with emotional outbursts, or refusing to cooperate.
Both seek out social interaction, yet are often not accepted by their peers.
In both disorders, there is no delay in cognitive development and speech.
Kids from both groups are socially awkward and pay over-attention to detail and parts, while missing main themes or underlying principles.

The differences between with Nonverbal Learning Disabilities (NVLD) and Asperger’s (high functioning autism):

Asperger’s kids generally have greater social problems. Their highly restricted interests present an additional obstacle to their social functioning. These restricted interests are not mentioned in the literature about NVLD.
Many children with Asperger’s respond well to visuals and diagrams, and are visual learners. On the other hand, children with NVLD do not usually respond to physical demonstrations and may not understand diagrams. They usually don’t learn by watching, and need everything explained in words.
Due to their visual learning style, many Asperger’s children excel in math and find work in computer fields, engineering or architecture. Conversely, children with NVLD tend to become wordsmiths (e.g., teachers and writers).
NVLD kids have normal emotions, but are inept in expressing them and in recognizing them in others, to the extent that they are expressed non-verbally. Conversely, Asperger’s kids do not feel the same range of emotions (e.g., though they may feel very deeply about many things, they may not cry or smile when it's deemed appropriate; they often have a flat affect).
Odd behaviors (e.g., rocking, flapping) can contribute to social problems for children with Asperger’s. These behaviors are not present in NVLD.
The literature on Asperger’s does not mention problems with visual spatial issues, which are a major problem area for children with NVLD.

There are two distinct types of learning disabilities:

Non-verbal: The child has great difficulties with problem solving that do not involve written or spoken language. He or she struggles staying organized in terms of time and space, while having good language skills.
Language-based: This involves poor speech and/or language skills, difficulties with vocabulary and speed/accuracy of performance on language-related tasks, and overall problems with reading and writing.

What are the signs of Nonverbal Learning Disabilities?

Anxiety
Attention to detail, but misses the big picture
Concrete thinking
Depression
Difficulty making and keeping friends
Difficulty with math, especially word problems
Excellent memory skills
Fear of new situations
Great vocabulary and verbal expression
Low self-esteem
May be very naïve and lack common sense
May withdraw, becoming agoraphobic
Messy and laborious handwriting
Physically awkward
Poor abstract reasoning
Poor coordination
Poor social skills
Predisposition to memorize and repeat large amounts of verbal information, but a pronounced weakness in knowing how and when to share this knowledge in socially appropriate ways
Taking things very literally
Tendency to talk excessively, using age-appropriate and even advanced sentence structures
Trouble adjusting to changes
Trouble with nonverbal communication (e.g., body language, facial expression, tone of voice)
Uncanny ability to read and spell single words

Thinking about the clusters of strengths and weaknesses that typify Nonverbal Learning Disabilities, it is apparent how children affected by the disorder pose unique challenges to parents, teachers and professionals. Adding to the challenge is the fact that the features of the disorder change for the worse as the youngster gets older (e.g., a young child with the disorder may demonstrate strong verbal skills and be expected to know how to apply these skills, but over time, given the weaknesses in organization, abstract thinking and social cueing – in conjunction with apparent early strengths in isolated skill areas – this same child may quickly fall behind and be perceived as lazy).

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

How parents and teachers can help a child with Nonverbal Learning Disabilities:

Be logical, organized, clear, concise and concrete.
Avoid jargon, double meanings, sarcasm, nicknames, and teasing.
Be very specific about “cause and effect” relationships.
Make sure your child is not on the receiving end of bullying at school. The school must make every effort to prevent it. If talking to your youngster's teachers and principal does not put an end to the victimization, ask your physician to write a letter to the school, and pursue the issue up to higher channels in the school district if necessary.
Encourage the youngster to develop interests that will build his self-esteem and helps him relate to peers (e.g., if he is interested in Pokémon, pursuing this interest may open social doors for him with classmates).
Get the youngster into the therapies she needs (e.g., occupational and physical therapy, psychological, or speech and language to address social issues).
Have the youngster use the computer at school and at home for schoolwork.
Help the youngster learn coping skills for dealing with anxiety and sensory difficulties.
Help the youngster learn organizational and time management skills.
Help the youngster out in group activities.
Keep the environment predictable and familiar.
Learn about social competence and how to teach it.
Make use of the youngster’s verbal skills to help with social interactions and non-verbal experiences (e.g., giving a verbal explanation of visual material).
Pay attention to sensory input from the environment (e.g., noise, temperature, smells, too many people around, etc.).
Prepare the youngster for changes, giving logical explanations.
Provide consistent structure and routine.
Reassure the youngster that you value him for who he is. (Note: It will be a challenge to help the youngster improve social skills, while at the same time nurture his confidence to hold on to his unique individuality.)
Try to find a small-group social skills training program in your school system, medical system, or community.
State your expectations clearly.
Steer the youngster toward a playmate she has something in common with, and set up a play date. This is a way to get some social skills experience in a small, controlled, less-threatening way.
Talk to the youngster in private after you have gone with him to a group activity. Discuss with him how he could improve the way he interacts with peers (e.g., point out that other kids don't feel comfortable when he stands so close to them). Also, help him practice the social skills you explain to him through role-playing.
Teach the youngster about non-verbal communication (e.g., facial expressions, gestures).
Work with your youngster’s school to modify homework assignments, testing, grading, art and physical education.

As you might have guessed by now, the tips above would also have great benefit for children with Asperger’s and High-Functioning Autism. There is clearly a significant overlap between Nonverbal Learning Disabilities and Asperger’s. In fact, it is possible that the symptoms of each diagnosis describe the same group of young people from different perspectives. Studies reveal that up to 80% of kids who meet the criteria for Asperger’s also have Nonverbal Learning Disabilities.

While there is no research on overlap in the other direction, most kids with the more severe forms of Nonverbal Learning Disabilities probably have Asperger’s as well. In a nutshell, doctors, therapists and other professionals reserve an Asperger’s diagnosis for kids with more severe social impairment and behavioral rigidity.

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

Drugs to Treat Severe Tantrums in Asperger's Kids: A Bad Idea?

“What is your opinion about using drugs to treat certain symptoms of Asperger syndrome? We have been told by our doctor that our son may benefit from Abilify for treating his angry outbursts and bad temper tantrums, but we are not sure if we want to ‘medicate’ him.”

Drug therapy is not the ultimate treatment for autism spectrum disorders, but it has a definite place depending on the severity of the symptom in question. Drugs can be a critical element in a comprehensive treatment plan. There is a wider range of drugs with more specific biologic effects than ever before. For children with Asperger’s (AS) and High-Functioning Autism (HFA), these newer agents are safer and less disruptive. When paired with professionals who are becoming more skilled at recognizing and managing symptoms, these “special needs” children have a greater opportunity to reach their potential and lead pleasurable lives.

The treatment of complex, disorders like AS and HFA always brings a particular challenge to drug therapy. Also, the specific traits associated with AS and HFA introduce unique complications to childcare and place unusual demands on a therapist's skill and experience. To provide safe and effective treatment, the therapist must understand the core features of the disorder and the manifestations of the disorder in his or her client. Furthermore, a thorough understanding of the family, school, and community resources and limitations is necessary.

Once an assessment has been made, focusing on target symptoms provides a crucial framework for care. Knowing manifestations of symptoms and characterizing their distribution and behavior in the AS or HFA child is crucial. It is particularly important to coordinate behavioral and pharmacologic objectives. The target symptoms should be tracked carefully and placed into a priority system that is based on the risks and disability they create for the child. The skill of drug therapy also means setting out realistic expectations, keeping track of the larger systems of care at school and home, and working closely with moms and dads.

There is an expanding range and pace of biologic and intervention research into AS and HFA. The genetic work has produced exciting leads that are likely to be helpful to future generations. As researchers discover more about the complex neural circuitry that underlie social cognition, repetitive behaviors, and reward systems associated with the disorder, there are good reasons to believe that drug treatment will become more sophisticated and specific. Drug therapy is also moving to design drugs that target more specific populations of receptor and brain functions. This is likely to produce drugs that have fewer side effects, are more effective, and are more symptom-specific.

==> The Aspergers Comprehensive Handbook

COMMENTS:

•   Anonymous said... Ability is NOT FDA approved for use in kids. Long term effects are unknown. Do your homework before putting your child on such a strong drug. It is commonly used for schizophrenia in adults.
•   Anonymous said... Abilify is used to treat irritability and symptoms of aggression, mood swings, temper tantrums, and self-injury related to autistic disorder in children who are at least 6 years old.
•   Anonymous said... My 4 yr old son was diagnosed with ADHD just 6 mos ago and put on Quillivant and Guanfacine... the doctor has thought he may also have a mild spectrum autism so I spoke to a specialist who is sure that he has Aspergers and wants to see him ASAP. Meanwhile the doctor is now ready (after hearing the specialists opinion) and after several very physically violent outbursts from my son which has caused him to have to leave one daycare and now on the verge of having to leave another- now the doctor has put in a request to have him approved for Rhisperdal. I am scared to death. I have heard so many class action lawsuit commercials lately about men and young men developing breasts and other claims because of this drug... and now my 4 yr old sons doctor wants to put him on it. I am already having such anxiety struggling with accepting the fact that he may have autism and Aspergers and trying to do all the research I can on it.. and now I am struggling with accepting the anxiety of putting him on yet another "dangerous" drug. I just don't know what to think. He is soooo young. He is only 4!!! The ADHD medicine he has been on for the past few months was hard enough for me to accept as it is labeled a "controlled substance". The doctor assures me that these drugs are "safe" under the care of a physician. But he is just 4! So unsure And just a single mom so don't even have a hubby to share my thoughts and concerns with.
•   Anonymous said... Personally I wouldn't .Try to figure out his "triggers" and avoid them before medication .
•   Anonymous said... The decision to medicate my son was not made until he was 9 years old. My advice is that when the "side effects" of the disorder get worse then the side effects of the drugs, you do it! My child had grown to hate himself, and he needed us to see the importance of his own self esteem. Now he is 12, and he values himself again! For us a thousand hugs meant nothing without the drugs. Our meds were Zoloft and Concerta.
•   Anonymous said... These are such tough decisions. We can't presume to fully understand what another family goes through, and everyone copes with the stresses of life differently. There is much to be said for strenuous exercise and energy output. Acquaintances of ours noticed how calm and clearly spoken their often violent autie became once he exerted himself in some kind of exercise. The said it was like meeting their son for the first time. There's lots of stories like that. I wish there was a silver bullet for everyone. Perhaps meds can be seen as just a phase, until more skills or tools are learned, and maturity sets in. It's still a tough decision.

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Deliberate Self-Harm in Children with ASD

"What can be done for a child on the autism spectrum who hits himself in the head (very hard) when he is frustrated? We have the scars to prove it!"

Deliberate Self-Harm (DSH) is defined as the intentional, direct injuring of body tissue (most often done without suicidal intentions). Forms of DSH may include burning, hair-pulling, head-banging, hitting body parts with the fist, ingestion of toxic substances or objects, interfering with wound-healing, skin-cutting, eye-poking, hand-biting, and excessive self-rubbing.

DSH is one of the most devastating behaviors exhibited by children with Asperger’s (AS) and High-Functioning Autism (HFA). There are many possible reasons why a child on the autism spectrum may engage in DSH. The two main reasons for such behavior appear to be physiological and social.

Possible Physiological Reasons for Deliberate Self-Harm—

An AS or HFA child may engage in head-banging in an attempt to actually reduce pain (e.g., pain from a middle ear infection or a migraine headache).
Certain sounds (e.g., a baby crying, vacuum cleaner) can cause pain if the child has auditory sensitivities, and DSH may release beta-endorphins which would dampen the pain. On the other hand, the child may be “gating” the pain (i.e., stimulating one area of the body by injuring himself in an attempt to reduce or dampen the pain located in another area of the body).
Medications that elevate dopamine levels (e.g., amphetamines) have been shown to initiate DSH.
DSH has also been associated with seizure activity in the frontal and temporal lobes. Behaviors often associated with seizure activity include chin-hitting, hand-biting, head-banging, knee-to-face contact, scratching face or arms, and slapping ears or head. Since this behavior is involuntary, some of these children may need some form of self-restraint. Seizures may begin (or are more noticeable) when the youngster reaches puberty (possibly due to hormonal changes).
DSH is also common among several genetic disorders (e.g., Lesch-Nyhan Syndrome, Fragile X Syndrome, Cornelia de Lange Syndrome). Since these genetic disorders are associated with some form of structural damage and/or biochemical dysfunction, these abnormalities may cause the child to self-injure.
Excessive self-rubbing or scratching is an extreme form of self-stimulation. The child may not feel normal levels of physical stimulation, so she damages the skin in order to receive stimulation or increase arousal.
Moms and dads often report that their youngster's DSH is a result of frustration (called low-frustration tolerance).
One research project studied a group of autistic kids who had low levels of calcium. These children often exhibited eye-poking behavior. When given calcium supplements, the eye-poking decreased substantially.
Pain associated with gastrointestinal problems (e.g., acid reflux, gas) may be associated with DSH.
Research on administering drugs to human subjects have indicated that low levels of serotonin are associated with DSH.
Some researchers have suggested that the levels of certain neurotransmitters are associated with DSH. Beta-endorphins are endogenous opiate-like substances in the brain, and DSH may increase the release of endorphins. As a result, the AS or HFA child experiences an anesthesia-like effect. The release of endorphins may provide the child with a euphoric-like feeling.
The AS or HFA child’s level of arousal is associated with DSH. Researchers have suggested that DSH may increase or decrease one's arousal level. The under-arousal theory states that some children function at a low level of arousal and engage in DSH to increase their arousal. In this case, DSH would be considered an extreme form of self-stimulation. On the other hand, the over-arousal theory states that some children function at a very high level of arousal (e.g., tension, anxiety) and engage in DSH to reduce their arousal level (i.e., the behavior may act as a release of tension and/or anxiety).

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

Possible Social Reasons for Deliberate Self-Harm—

A great deal of research has investigated social aspects of DSH. Basically, positive attention can increase the frequency of DSH (i.e., positive reinforcement), whereas ignoring the behavior can decrease the frequency (i.e., extinction). Self-harming behavior will continue if the AS or HFA child receives intermittent reinforcement (i.e., attention) for the behavior.
Communication problems have often been associated with DSH. If the AS or HFA child has poor receptive and/or poor expressive language skills, then this may lead to frustration and escalate into DSH. If the child has poor expressive skills, DSH may occur after he tries to communicate, and the parent does not understand or does not respond appropriately.
In an 'avoidance' situation, the child may begin to self-injure soon after someone enters the room or approaches her. In an 'escape' situation, the child may begin to self-injure during a social encounter.
Some AS and HFA children engage in DSH to avoid or escape an aversive social encounter. They may engage in DSH just prior to the social interaction. Thus, they may avoid the social interaction before it begins. On the other hand, the child may engage in DSH to escape or terminate a social encounter that has already begun (e.g., the parent may ask the child to leave the play area, and if the child does not want to comply, he may then engage in DSH).
The AS or HFA child may engage in DSH in order to obtain an object or event. For example, he may request something, not receive it, and then engage in DSH. Also, the behavior may be reinforced positively if the child should, on occasion, receive the desired object or event. Approximately 33% of children engage in DSH because "they want something."

Parents’ Interventions for Deliberate Self-Harm—

1. As mentioned previously, DSH may occur after your child requests something and does not get it. In this case, you should not give anything to her during or following an episode of DSH. Consistency is important, because the behavior may continue even if your child gets what she wants. A behavioral program can be set up to allow your AS or HFA child to make requests to obtain what she wants, but this should occur in a controlled, non-violent manner (e.g., giving the child options at specific times of the day).

2. Behavior modification may teach the child to inhibit self-harming behaviors.

3. Biochemical interventions (e.g., nutritional supplements, medications) appear to be the treatment of choice for AS and HFA children who engage in DSH.

4. Consumption of dairy products are often associated with middle ear infections in many kids on the autism spectrum. Certain foods in the child’s diet may be responsible for migraines. Also, magnesium deficiency is associated with an increase in sound sensitivity. Magnesium supplements are safe and can reduce sound sensitivity in some children (3 to 4 milligrams per 10 pounds a day). Auditory integration training has also been shown to reduce sound sensitivity.

5. Following an episode of DSH, be careful how you respond to your child. Your attention may be positive (e.g., "What do you want?") or negative ("Don't do that!"). Note that your child may interpret a negative comment in a positive manner, and as a result, the behavior may be “positively reinforced” (i.e., she will repeat the behavior).

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

6. If your child tends to receive attention following the self-harming behavior – especially if the attention is positive – then you should do your best to ignore the behavior. If this is not possible because your child may injure himself, then try to minimize contact with him while displaying little facial expression (i.e., neither approving nor disapproving).

7. Many moms and dads have reported reductions in severe self-injurious problems soon after placing their youngster on a restricted diet (e.g., a gluten/casein-free diet, removing specific foods to which their youngster showed signs of an allergic reaction).

8. Nutritional and medical interventions can be implemented to normalize the child’s biochemistry, which may reduce the severe behavior.

9. Parents should give their child attention when she does NOT engage in DSH (e.g., positive attention following 15 minutes without an episode of DSH).

10. The Autism Research Institute has received reports from thousands of moms and dads who have given their AS or HFA child vitamin B6, calcium and/or DMG. These moms and dads often observed rather dramatic reductions in – and in some cases, elimination of – DSH.

11. When DSH is associated with biochemical problems, there may be little or no relationship between the child’s physical/social environment and DSH. Therefore, the behavior may occur in various settings and around different people. But, DSH may occur less frequently in situations in which the child’s behavior is incompatible with DSH (e.g., eating, playing, working on a favored task, etc.).

12. When seizure-induced, DSH is involuntary, and you may not notice a relationship between the child’s behavior and his environment. However, since stress can trigger a seizure, there may be a relationship between stressors in the environment and DSH (e.g., too much physical stimulation from lighting or noise, too much social stimulation from reprimands or demands). Certain foods may also induce seizures. There is evidence that DMG will reduce seizure activity without negative side effects.

13. With respect to expressive language, AS and HFA children should be taught functional communication skills.

14. With respect to under-arousal, DSH would be observed when the child is bored or is not involved in stimulating activities. With respect to over-arousal, DSH would be observed in arousal-inducing situations (e.g., an especially noisy or brightly lighted room). Social interaction may also be perceived as very stimulating. If the child is under-aroused, an increase in activity level may be helpful (e.g., use of a stationary bicycle). If the child is over-aroused, steps can be taken before the behavior begins to reduce the child’s arousal level (e.g., relaxation techniques, deep pressure, vestibular stimulation, removing the child from a stimulating situation). Exercise may also be used to reduce arousal level.

15. Your child may be encouraged to apply safe forms of physical stimulation to those parts of the body which she rubs and/or scratches excessively (e.g., applying a massaging vibrator, rubbing textured objects or a brush against the skin, etc.). There is also evidence that placing a topical anesthetic on the self-injured area may reduce self-injurious behavior.

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

Tips for Clinicians—

A functional analysis should be conducted in order to obtain a detailed description of the AS or HFA child’s DSH and to determine possible relationships between the behavior and his physical and social environment. The information obtained from a functional analysis should include: What happened before, during and after the behavior? When did it happen? Where did it happen? Who was present? The answers to these questions should help reveal the reason(s) for the self-harming behavior.

Before you collect data, be sure to define the behavior of interest. The focus of the functional analysis should be on a specific behavior (e.g., head-banging) rather than a behavior category (e.g., DSH). Combining several types of DSH into one general behavior may make it tricky to determine different reasons for each behavior (e.g., if the youngster engages in head-banging and excessive self-scratching, there may be a different reason for each behavior; head-banging may be a reaction to frustration, while excessive scratching may be a form of self-stimulation).

During the data collection process, relevant traits of the DSH should be recorded (e.g., frequency, duration, and severity). Data collection should also include information about the child’s physical and social environment, for example: lighting (natural light, florescent, incandescent), sounds (lawn mower, another youngster screaming), day of the week, time of day, people in the child’s environment (teacher, parent, peers), and setting (classroom, cafeteria, playground, etc.).

DSH is one of the most disturbing behaviors that parents may observe in their “special needs” child. Using the interventions listed above may reduce – and even eliminate – such destructive behaviors.

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

Encouragement for People on the Autism Spectrum

There is a philosophy among many individuals in the autism community that people on the spectrum are living their lives on the wrong planet. But this way of thinking favors a flaw-based focus, which is the exact opposite of what we want to achieve. I know in my heart that each of us has a special purpose on this planet. The universe has a plan for you, and your job is to get in alignment with this plan. So, be encouraged my friend. You are indeed on the right planet!

As one mother of an autistic child states: "I agree - too many organizations assume that kids on the spectrum are flawed and need fixing. Now of course there are certain elements that do require help (communication with others for example) But these characteristics can often be addressed with technology and other options. I don't think my daughter is living on the wrong planet - I do think she has a very unique way of viewing that planet though."

==>Living With Aspergers: Help for Couples

==> Skype Counseling for Struggling Individuals & Couples Affected by Asperger's and HFA

How to Get Your Aspergers Child's Attention

Here's how to get your Aspergers (high functioning autism) child's attention when he's engrossed in his special activity:

The Use of “Structure” to Reduce Problematic Behavior in Children with Asperger’s and High-Functioning

Children and teens with AS and HFA often rely on rituals, routines and structure, which helps define the world in terms of consistent rules and explanations. Without this structure, they would be totally overwhelmed and unable to function …they would be unable to understand the behavior of others …and the information they receive through their senses would be nearly impossible to bring together into a purposeful whole.

When structure and consistency are disrupted in the AS or HFA child’s life, the world becomes confusing and overwhelming again – thus launching him or her into “problematic” behaviors as a response.

==> How parents can begin to reduce problematic behaviors in their AS or HFA child...

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.

Click here for the full article...