My ASD Child

Crisis events and explosive behaviors from kids with ASD Level 1, or High-Functioning Autism, are among the most challenging and stressful issues faced by parents and teachers. Explosive behaviors such as property destruction, physical aggression, self-injury, meltdowns and tantrums are major barriers to effective social and educational development. Such behaviors put these kids at risk for exclusion and isolation from social, educational, family, and community activities. In addition, explosive behaviors place a heavy burden on families, particularly as these kids grow from preschool into school age. The definition of explosive behaviors depends on whether the behaviors are considered from the perspective of an autistic youngster - or from the perspective of a parent or teacher. From a kid’s perspective, explosive behaviors include (a) confusion about the effects and consequences of many of his behaviors, (b) engagement in restrictive and repetitive behaviors and interests tha

"Our 8-year-old boy (newly diagnosed with ASD 1) refuses to eat anything ...and I mean 'anything' ...other than chicken tenders, mac n' cheese, and watermelon. On rare occasion, he might nibble on an apple (emphasis on 'nibble'). We are at our wits end and so tired of arguing that we have simply given in to his limited food preferences just to avoid conflict. It's much easier that way. Any advice on this frustrating issue would be greatly appreciated!!!" Because of their sensitivity to smell, temperature, taste and texture, kids with ASD level 1, or High-Functioning Autism (HFA), are often "picky" eaters. Some develop fetishes, such as only eating beige-colored foods or foods with creamy textures. They often like very sour or very spicy tastes. Some develop chewing fetishes and as a result, they constantly suck on pens, pencils or times of clothing. These young people also sometimes have issues with developing gastric problems, suc

"Our daughter is experiencing severe meltdowns due to the new school year. We recently were forced to make a trip to the Children's Hospital. Every person we've seen asks if she has an IEP. She does not, just a 504. The school district says she does not qualify for an IEP, which I question since all the mental health professionals think she should have one. Why does she need an IEP, and what should be included that will help this child?" Not all children who have disabilities require specialized instruction. For children with disabilities who do require specialized instruction, the Individuals with Disabilities Education Act (IDEA) controls the procedural requirements, and an IEP is developed. The IDEA process is more involved than that of Section 504 of the Rehabilitation Act and requires documentation of measurable growth. For children with disabilities who do not require specialized instruction but need the assurance that they will receive equal access t