My ASD Child

Kids with Asperger’s (AS) and High-Functioning Autism (HFA) have eccentric preoccupations or odd, intense fixations (e.g., obsessively collecting unusual things). They tend to: ask repetitive questions about interests; follow own inclinations regardless of external demands; have trouble letting go of ideas; relentlessly "lecture" on areas of interest; and, sometimes refuse to learn about anything outside their limited field of interest. Programming Suggestions for Teachers: 1. Use the AS or HFA youngster's fixation as a way to broaden his repertoire of interests. For example, during a lesson on rain forests, the student who is obsessed with animals can be led to not only study rain forest animals, but to also study the forest itself since this is the animals' home. The student can then be motivated to learn about the local people who are forced to chop down the animals' forest habitat in order to survive. 2. Use of positive reinforcement selectively

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.