My ASD Child

Studies reveal that about 66 percent of AS adults contemplate suicide, and 35 percent plan or attempt suicide (very troubling statistics): 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   ----------   Resources for Neurodiverse Couples: ==

"I need some stress management techniques to use on my very anxious daughter with autism (high functioning). Thanks in advance." Children with High-Functioning Autism (HFA) are prone to greater stress in their daily lives than their “typical” peers. Social interaction – especially with more than one peer in which the HFA child has to identify, translate, and respond to social and emotional cues and cope with unexpected noise levels – inevitably increases stress to a point where his or her coping mechanisms may collapse. A “stress assessment” (based on the knowledge of HFA) will help parents and teachers determine what are the natural and distinctive stressors for the child. Subsequently, an effective stress-management program can be designed. When there are concerns about an HFA youngster’s stress level, a stress assessment can be conducted in order to better understand why the stress is occurring and to determine the most effective interventions to address it.

Many students with Asperger’s (AS) and High-Functioning Autism (HFA) are unable to generalize the skills that they learn. For instance, the teacher may inform the student how to respectfully address a teacher. Normally this skill would then be generalized to any adult in a position of authority. However, a student with AS or HFA is likely to only apply the skill to the individual initially used as the target of respect in the learning process. The student will probably not apply this behavior to a principal, dean, or police officer. The inability to generalize can also pose a problem in classroom assignments. For example, giving the direction to open a math book to a certain page does not communicate to additionally begin solving the problems. Thus, teachers should verbally give all the steps necessary to complete an assignment rather than assuming the AS or HFA student will know what comes next. There are additional techniques that have been used in assisting “spe