My ASD Child

A major part of emotional development in “typical” (i.e., non-autistic) kids and teens is how they recognize, label, and control the expression of their feelings in ways that generally are consistent with social norms (i.e., emotional control). Self-regulation of feelings includes recognition and description of feelings. Once a youngster can articulate an emotion, the articulation already has a somewhat regulatory effect. Typical kids are able to use various strategies to self-regulate as they develop and mature. They begin learning at a young age to control certain negative feelings when in the presence of grown-ups, but not to control them as much around friends. By about age 4, they begin to learn how to alter how they express feelings to suit what they feel others expect them to express. By about age 7 to 11 years, “typical” kids are better able to regulate their feelings and to use a variety of self-regulation skills. They have likely developed expectations concern

A meltdown is the result of the amygdala (the emotional part of the brain) sounding a red alert based on information that may be faulty. 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-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Highly Effective Research-Based Parenting Strategies for Children with A

Young people with Asperger’s (AS) and High-Functioning Autism (HFA): are easily taken advantage of (e.g., do not perceive that others sometimes lie or trick them) are relatively naïve are sometimes labeled "little professor" because speaking style is so adult-like and pedantic exhibit poor ability to initiate and sustain conversation have difficulty judging "social distance" have difficulty understanding jokes, irony or metaphors have well-developed speech, but poor communication skills may appear insensitive and lacking tact may be extremely egocentric may not like physical contact may use inappropriate gaze and body language may use monotone or stilted, unnatural tone of voice often misinterpret social cues show an inability to understand complex rules of social interaction talk “at” people instead of “to” them usually have a desire to be part of the social world, but don’t have the skills to do so Programming Suggestions for Teachers: 1.

Mood disorders are mental health problems (e.g., depression, bipolar disorder, dysthymic disorder, anxiety disorder) that can occur in anyone, including young kids and teenagers. The cause of mood disorders is not fully understood, but an imbalance in brain chemicals play a role. It is normal for a child’s mood to change, and most kids go through times of feeling sad. However, when these feelings last for a very long time or interfere with daily functioning, he or she may have a mood disorder. Symptoms of mood disorders include: an elevated mood (i.e., mania) that is accompanied by feelings of grandiosity, extreme energy, and heightened arousal changes in appetite difficulty concentrating fatigue feelings of inadequacy  feelings of sadness guilt helplessness hopelessness irritability suicidal thoughts trouble engaging in daily tasks trouble in relationships When considering the diagnostic criteria for Asperger’s (AS) and High-Functioning Autism (HFA