My ASD Child

“My 5 y.o. son Noah (with high functioning autism) will tantrum over all things big and small. If he is the least bit frustrated over something – well look out, because ‘it’s on’!  Not uncommon for him to have a dozen tantrums in a day. I would be happy to just get that cut in half. Any tips for the chronic ‘tantrum-thrower’ would be greatly appreciated. Thanks in advance.” The best time to teach your son alternatives to throwing a tantrum is immediately after he has one. Once Noah has settled down, you and he should have a talk while the memories of the episode are still fresh in his mind. Your son threw the tantrum because he was frustrated or mad. Don't get into the issue of why he was “out of control.” Focus on the tantrum itself, explaining to Noah that the behavior isn't appropriate. Then teach him what he should do instead when he feels upset. Here’s a simple method that often works when done the right way: 1. First describe the behavior. For exa

==> Teaching Social Skills and Emotion Management: Help for Children and Teens with Asperger's and High-Functioning Autism

More resources for parents of children and teens with Asperger's and High-Functioning Autism: ==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children ==> Discipline for Defiant Asperger's and HFA Teens ==> Teaching Social Skills and Emotion Management ==> Parenting Children and Teens with High-Functioning Autism ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Tips for Teachers with Students on the Autism Spectrum Social Aspects— Students with ASD level 1, or High Functioning Autism (HFA) may fall anywhere in the continuum between withdrawn and active but odd . These children want to communicate with their peers - but may lack the ability to do so. They do not understand what people are feeling or thinking and have difficulty empathizing with them. When asked to imagine themselves in a particular situation, they experience great difficulty and may not be able to role-play. There is a lack of understanding of body language and social conventions, and they have great difficulty in making and sustaining friendships. Because of this, HFA children miss out on many aspects of teenage culture. For example, they may have no knowledge of pop music, football, fashion etc. Therefore, when such topics are used to stimulate interest in examination questions, they can be at a disadvantage. These children have little apprec