My ASD Child

"Any methods for preventing problem behaviors in an out of control child with an autism spectrum disorder? Please help with advice!" For many children with Asperger’s (AS) and High-Functioning Autism (HFA), problematic behaviors are common. The term “problematic behavior” is a controversial one, but it’s intended to suggest that certain behaviors present a “problem” for parents, siblings, peers, teachers, therapists, etc. This helps to prevent internalizing the cause of the behaviors and blaming the “special needs” child. This is a very important concept in AS and HFA, because it’s unlikely that any behavior which causes difficulties for parents and others is intended vindictively or maliciously. There is usually some other, unidentified, cause that provokes problematic behavior. Young people on the autism spectrum derive no enjoyment by being a problem to others. Most problematic behaviors occur in the presence of parents and siblings (probably because AS and

Behavioral rigidity refers to a child’s difficulty maintaining appropriate behavior in new and unfamiliar situations. The opposite of rigidity would be flexibility, which enables children to shift effortlessly from task to task in the classroom, from topic to topic in conversation, from one role to another in games, etc. Rigidity can also affect thinking. Cognitive rigidity occurs when the child is unable to consider alternatives to the current situation, alternative viewpoints, or innovative solutions to a problem. The child with rigid thinking tends to view things in “either-or” terms (e.g., things are either right or wrong, good or bad). He or she wants concrete, black and white answers. The “gray areas” of life are very uncomfortable (e.g., often has an exact way of doing things with no variations). Children with High-Functioning Autism (HFA) often demonstrate extreme forms of rigidity or inflexibility. This may manifest itself as difficulty with (a) ending an intense

"Nothing we have done to get our ASD teen to avoid the ups and downs of his behavior and mood swings has helped. We need help now!" Disciplining a teenager with Aspergers or High-Functioning Autism (HFA) is likely to bring out the best and the worst in a parent. Moms and dads try to help their “special needs” teenager make up for what's missing by increasing their love and attention, but he or she often triggers special frustrations in parents. Most teens go through predictable stages of development in adolescence. You know about when to expect what behavior and how long it will last. Knowing you don't have to weather this “difficult behavior” indefinitely helps you cope. But with many teens on the autism spectrum, stages seem to go on forever, as do the frustrations in both the teenager and the parent. Parenting an Aspergers or HFA son or daughter is a tough job. The ups and downs and joys and sorrows are magnified. You rejoice at each accomplishment, and you

The communication problems of kids on the autism spectrum vary, depending on their intellectual and social development. Some may not speak much, whereas others may have rich vocabularies and are able to talk about topics of interest in great depth. Most have difficulty effectively using language. Many also have problems with word/sentence meaning and understanding. A lack of communication skills may cause inappropriate behaviors and challenging situations for both the youngster and parent. The Picture Exchange Communication System (PECS) is an augmentative communication system developed to help these “special needs” kids quickly acquire a functional means of communication. PECS is appropriate for kids who do not use speech or who may speak with limited effectiveness (i.e., those who have articulation or motor planning difficulties, limited communicative partners, or a lack of initiative in communication). PECS has a number of advantages over other methods of addressin