My ASD Child

Catatonia is a complex disorder covering a range of abnormalities of movement, posture, speech and behavior associated with under-activity as well as over-activity. Research and clinical evidence reveals that some children with Autism Spectrum Disorders (ASD), including Asperger’s and High Functioning Autism, develop a complication characterized by catatonic and Parkinsonian features. In children with ASD, catatonia is shown by the onset of any of the following traits: increased slowness affecting movements and/or verbal responses increased reliance on physical or verbal prompting by others increased passivity and apparent lack of motivation Parkinsonian features (e.g., freezing, excitement and agitation, a marked increase in repetitive and ritualistic behavior) difficulty in initiating, completing, and inhibiting actions Behavioral and functional deterioration in the teenage years is common among young people with ASD. When parents notice a deterioration or an o

Asperger's/High-functioning Autistic students can present a challenge for the most experienced teacher. These kids can also contribute a lot to the classroom, because they can be extremely creative and see things from a unique perspective. Teachers can learn a lot when they have a child like Michael in their class, but they may experience some very challenging days too. Here are some tips for teachers to consider:  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

We continue our series on Teaching Strategies for Students with Asperger’s and High Functioning Autism: Environmental Noise— In creating the right environment, one problem to be considered is that of sounds. Think of the example of nails scratching on a chalk board. Just imagining it can send a chill down your spine. To a youngster with Asperger’s (AS) or High-Functioning Autism (HFA), every day sounds can have a similar affect. Thus, teachers should take an inventory to determine sounds difficult for the AS or HFA student to listen to. Also, teachers may want to consider allowing the student to listen to soft music with headsets during class times when there is excessive noise. Earplugs are another option as well. Transitions— Minimizing the stress AS and HFA students face is critical to education, and minimizing transitions and insuring the environment is predictable may be one of the best ways to reduce stress. Frequent changes in routines make it difficult for the

"How can I help my daughter with autism (high functioning) to deal with her anxiety in ways other than simply hiding in her room all evening and on weekends?" Anxiety is a common problem in children with Asperger’s (AS) and High-Functioning Autism (HFA). In fact, in some cases fear is their main emotion. One study revealed that 84.1% of kids on the autism spectrum met the full criteria of at least one anxiety disorder (i.e., phobia, panic disorder, separation anxiety disorder, avoidant disorder, overanxious disorder, and obsessive compulsive disorder). This does not necessarily go away as the youngster grows up. Many teens and young adults with AS and HFA report intense feelings of anxiety that may reach a level where treatment is required. For some children, it is the treatment of their anxiety disorder that leads to a diagnosis of AS or HFA. Children with AS and HFA are particularly prone to anxiety as a consequence of the social demands made on them. Any social