My ASD Child

Kids with Asperger’s (AS) and High-Functioning Autism (HFA): are easily distracted by internal stimuli are often off task are very disorganized have difficulty figuring out what is relevant, so attention is focused on irrelevant stimuli have difficulty learning in a group situation have difficulty sustaining focus on classroom activities (often it is not that the attention is poor but, rather, that the focus is "odd") tend to withdraw into complex inner worlds in a manner much more intense than is typical of daydreaming Programming Suggestions for Teachers: 1. Work out a nonverbal signal with the AS or HFA youngster (e.g., a gentle pat on the shoulder) for times when he is not paying attention. 2. Actively encourage the youngster to leave her inner thoughts and fantasies behind and refocus on the real world. This is a constant battle, as the comfort of that inner world is much more attractive than anything in real life. For these “special needs” kids, e

"How can I help my child with autism (high functioning) to make better decisions?" The ability to weigh options and make decisions are skills that all children need to possess. If we look closely to what those skills are and the building blocks that are needed for them, one crucial factor is present: the ability to self-reflect. Self-reflection is a necessary component to focus, decision-making, prioritization and action. For example: What might be the best career for me? Why should I get into a relationship with this person? What can I do to make myself happy? At the heart of all these questions is the ability to introspect and find the answers. In conventional Cognitive Behavioral Therapy (CBT) programs, clients are encouraged to self-reflect to improve insight into their thoughts and feelings, promoting a realistic and positive self-image and enhancing the ability to self-talk for greater self-control. However, the concept of self-consciousness is different for c

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