My ASD Child

"Is it common for children on the autism spectrum to react strongly to one or two things (certain noises for example) - yet not react at all to other things that ordinary kids would react strongly to (such as a broken bone)?" Many young people with High-functioning Autism (HFA) have a dysfunctional sensory system. Oftentimes, one or more senses are either over-reactive or under-reactive to stimulation. Such sensory issues may be the underlying reason for certain behaviors associated with autism spectrum disorders (e.g., rocking, spinning, hand-flapping, etc.). Although the receptors for the senses are located in the peripheral nervous system, the problem appears to stem from neurological dysfunction in the central nervous system. Sensory integration refers to the accurate interpretation of sensory stimulation from the environment by the child’s brain. Conversely, sensory integrative dysfunction is a disorder in which sensory input is not organized appropriately in

"Is there a way for parents of children with ASD to prevent meltdowns from happening in the first place? I ask because once my autistic son (level 1) gets up a head of steam, there's no way of getting him to calm down." It is much easier to prevent meltdowns than it is to manage them once they have erupted. Here are 16 tips for preventing meltdowns and some things parents can say to their high-functioning autistic children: 1. When visiting new places or unfamiliar people explain to the youngster beforehand what to expect. Say, “Stay with your assigned buddy in the museum.” 2. Signal kids on the autism spectrum before you reach the end of an activity so that they can get prepared for the transition. Say, “When the timer goes off 5 minutes from now it will be time to turn off the TV and go to bed.” 3. Reward them for positive attention rather than negative attention. During situations when they are prone to meltdowns, catch them whe

Kids and teens with Asperger’s (AS) and High-Functioning Autism (HFA) often have difficulty understanding social situations, which can cause stress and anxiety. Social situations that seem to be most problematic include: Interpreting nonliteral language (e.g., idioms and metaphors) Knowing how and when to use turn-taking skills (e.g., focusing on the interests of peers) Recognizing that others' intentions do not always match their verbalizations Understanding facial expressions and gestures Understanding the “hidden curriculum” (i.e., those complex social rules that often are not directly taught) Even when a youngster with AS or HFA receives effective instruction in social skills, situations will arise that require “interpretation.” Unless interpreted, these situations become a source of stress and do not support future learning. However, with interpretation, perceptions of seemingly random actions can be altered into meaningful interactions. Interpretive strategies

==> How to Prevent Meltdowns and Tantrums in Children with Aspergers and HFA

“My wife and I are struggling dealing with our angry, increasingly aggressive 14 yr old son with high functioning autism. He's now refusing to hand over his electronics at night and shouting occurs. He is testing the boundaries, of course, but physical confrontation is something we don't know how to cope with.” Addressing hostility and aggressiveness in teens with Asperger’s (AS) and High-Functioning Autism (HFA) can be a frustrating and demanding process. The challenge for parents and teachers is to address the behavior in a constructive manner, rather than simply reacting to it. When AS and HFA teens are exhibiting hostile behaviors, it is often a sign that they are not receiving adequate support in mastering their environments, both at home and school. In addition, their aggressiveness does not necessarily reflect willfulness, rather they lack the social skills needed to “fit-in” and to be accepted by others – especially their peers. What makes AS and HFA teens a

"I'd like to figure out what causes my child's meltdowns. She's autistic (level 1) and is getting more out-of-control lately. My suspicion is that she is dreading going back to school (starts 5th grade). We had several bad experiences last year, and she may be thinking that it's going to be more of the same this year - IDK." Level 1 Autism, or high-functioning autism, is a neurological condition. The brain is wired differently, making this disorder a lifelong condition. It affects communication, social interaction and sensory issues. Level 1 Autism is often referred to as the "invisible disorder" because of the internal struggles these kids have without outwardly demonstrating any real noticeable symptoms. Thus, difficultly assessing someone with Level 1 Autism is even more impacted. Kids with high-functioning autism and Asperger's struggle with a problem and internalize their feelings until their emotions boil over, le

As parents of kids with high-functioning autism, we may be familiar with the mystery of their unequal reaction to pain and discomfort. A stubbed toe or paper cut may set off a disproportionate pain response (e.g., hysterical crying or screaming).    But, a burst ear drum or broken arm may go seemingly unnoticed. As moms and dads of kids on the spectrum, we may be baffled by this unequal response to pain stimuli. Anecdotal evidence from parents worldwide is full of reports on this topic. Some of the perplexing behaviors that such children exhibit include:   Crashing into walls and/or people Having an unusually high or low pain threshold Putting inedible things (e.g., rocks, paint) into their mouth Screaming if their face gets wet Throwing tantrums when parents try to get them dressed These and other abnormal behaviors may reflect sensory processing problems in which the high-functioning autistic child is overwhelmed because of difficulty integrating information from the se