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Dual Diagnosis in Kids on the Autism Spectrum

“Is it common for children with asperger’s or high functioning autism to also have oppositional defiant disorder?”

While it is common for many children and teens on the autism spectrum to exhibit some of the traits of Oppositional Defiant Disorder (ODD), only about 10% of these young people actually have an ODD diagnosis.

ODD often occurs with other behavioral and mental health conditions (e.g., Autism and ADHD). In fact, it has been estimated that over 50% of the kids suffering from ODD are also suffers of some other disorder. There are plenty of other conditions that are more common in kids suffering from ODD with the majority of these centering around pronounced learning difficulties.

ODD is often diagnosed when the youngster with Asperger's (AS) or High-Functioning Autism (HFA) is in his or her teenage years. The symptoms, which vary in severity, include being irritated and annoyed by authority figures, which in turn leads to them becoming uncooperative and generally defiant.

Experts suggest that ODD affects around 10% of kids on the autism spectrum. ODD will be diagnosed by a specialist when the youngster has displayed a persistent pattern of disobedience towards authority figures (i.e., parents, teachers, etc.).
 
==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Diagnosing conditions like ODD is actually quite difficult. However, you can use the list of symptoms below as a starting point. The ODD child:
  • speaks to others in a hateful manner
  • refuses to do anything when asked
  • is argumentative with adults
  • displays touchy, or irritable tendencies
  • displays persistent and prolonged tantrums
  • displays of defiance
  • deliberately tries to upset his or her peers
  • blames others for his or her own mistakes
  • appears to often be angry or irritable

Just because a youngster with AS or HFA is acting up doesn’t necessarily mean that he or she has ODD. It’s perfectly normal for all young people – including those on the spectrum – to test the boundaries, especially at the ages of 2 to 3, and during the teenage years. This is normally nothing to worry about as most of these children will grow out of it eventually.

Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.

There are a number of things that parents can do to successfully parent a youngster diagnosed with both AS or HFA - and ODD. Here are just a few tips:

1. You have to show that you are in control. Although kids with ODD have a lack of respect for authority figures, you must retain control. Create a "rules contract" to help with this. Write down your expectations on paper. This works because it is a more “formal system,” which the youngster may respond to since it is similar to the way he or she is managed at school. This contract will also help these young people realize that they are responsible for what they do. They need to learn that there are consequences for their actions. Once ODD is diagnosed, at least you know the reason behind the defiant behavior. You can also look into treatment options and therapy with your doctor’s advice.

2. If you are particularly concerned about your youngster, then you might want to take him or her to see
your family doctor. If the doctor is concerned that your youngster is presenting significant symptoms of ODD, then he will refer you to a psychiatrist who is familiar with young people that have such behavioral problems.

3. Too many moms and dads do not have the necessary tools to deal with ODD. They will normally react (rather than respond) when their youngster starts showing defiance by (a) giving in, (b) threatening, (c) yelling, or (d) negotiating. This isn’t the ideal thing to do, because you are showing your son or daughter that he or she can get what they want by behaving in an unacceptable manner.

4. Always deal with your youngster in a calm manner – no matter how frustrated you may be at the time.

5. Introduce rules, rewards and consequences to create wanted behaviors and reduce unwanted ones. A strongly defined structured environment will go a long way in preventing defiant behavior, or managing it if it should appear.
 
==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

6. When the youngster does something right, praise that behavior and reinforce what he or she has done. Whenever your youngster does something for you, be sure to let him or her know that you are grateful.

7. You no doubt know that kids on the spectrum need structure. The problem is that it can be difficult to decide on the right type of structure. Regular parenting techniques (e.g., time-outs, grounding) often don’t work with Asperger/ODD kids, because they will often simply use the time to plot some sort of revenge.

8. Carefully pick your battles – you can’t possibly win every one! Make sure that you pick the ones you can win, and then make sure that you DO win them.

9. ONLY talk over problems when your defiant youngster when he or she is calm.

10. NEVER give in to temptation and join in with the shouting. A "shouting match" always puts the ODD child in a one-up position relative to the parent.

11. Don't offer "false rewards" that are just intended to make your youngster feel better. Rewards that are given for the sole purpose of getting the child to calm down and act right will have worse repercussions in the long run – guaranteed!

12. Even though I mentioned “rewards” earlier, understand that rewards for observed positive behavior are the best way to deal with the ODD child.

==> More parenting methods for dealing with oppositional, defiant behavior in kids on the autism spectrum...

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

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

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism


 PARENTS' COMMENTS:

* Anonymous said... My 10 year old daughter has both, but as she ages, her temper gets calmer and she hasn't slammed a door in two years!!
* Anonymous said... We switched to gluten free diet. Her fits are almost none!
•    Anonymous said...Sometimes these discussions drive me crazy. especially when very revelvant age appropriate behaviours are blamed on our kids DX. Our kids might not proces all things the same but they can be taught. My 9 boy is mouthing off at present, thinks he is 16 and the boss and is pretty disrespectful. so are most of the 9 yo NT boys at his school. the only difference is that its taking jax and myself a very pain staking process to get to understand what is his business and what isnt and what is called disrespectful. many dx to do with behavioural issues that dont have specific proving (ADHD does) are more for the parent then the child. I dont mind if you have a go at me. lets just look at behaviours according to were a child is at, what they might be able to process or express.
•    Anonymous said...Yes Mine sure has ODD!
•    Anonymous said...Yes My son is ADHD, Aspergers, Mood Disorder NOS, ODD and insomnia. Recently his psychiatrist removed the ODD because he believe's that my son is not "defiant". He believes that my son's "defiance" is triggered by things that bother him because of his Aspergers such as, change in routine, over stimulation and from being so tired from his insomnia.
•    Anonymous said...Yes My son was diagnosed at 4 with ADHD and ODD and at 9 he got the Asperger diagnosis.
•    Anonymous said...Yes The Autism Discussion Page on FB is a wealth of information as well. I love the Parenting Asperger's Children page too.
•    Anonymous said...Yes The more I dealt with all of this with my own daughter, the more I realized all these labels are just that; fancy designations slapped onto observed behaviors. They don't necessarily indicate there's a specific "cure" (such as a medication) for the issue, or even a single "right" way to deal with it. In that sense, I agree that ODD is a "B.S. diagnosis". The opposition and/or the defiance is observable and real ... but those are just normal human responses to what happens around them and to them. Why does ANYONE behave this way? Usually, it's a defense mechanism of some sort.
•    Anonymous said...Yes V.S. Ramachandran and other prominent neuroscientists say that ODD is a b.s. diagnosis: look for the processing and/or anxiety issue underlying the behavior, rather than claiming opposition and defiance constitute a disorder in themselves.
•    Anonymous said...Yes We talk it out also when situations come up Lori. We try to 1) see if the situation really warranted the reaction. 2) What could we do differently the next time the situation arises. 3) What kind of outcome do we expect with our behavior? Do we want a positive reaction or a negative one? I try to get my son to see that everything he does has a consequence, be it positive or negative(That is what our therapist has suggested.) We role play to show the positive and negative solutions of certain behaviors ie anger/rage usually will have a negative reaction with people whereas if we can be calm and deal with the situation without yelling we can have a positive resolution. It is a slow process though.
•    Anonymous said...Yes Yes our Boy has a combo of everything!
•    Anonymous said...Yes YES! I just recently figured out that this is what my 9 year old daughter has, in addition to AS. We are having a lot of issues with her rage, and violence. ANY suggestions?? I would LOVE to hear. She is so smart, it makes it difficult to discipline her. Nothing seems to matter to her.
•    Anonymous said...Yes Yes. ASD in general has many other things that occur - ODD, ADD, ADHD, OCD, etc. It's different for every child. My 13 yr old is a rager as well Monica. He has gotten better as he matures but still struggles with things that us NTs could care less about. What I have read and heard from other Psychologists is that Their brains are so emotionally centered (especially in the heat of the moment) that their rational side doesn't work until after the meltdown/rage. They can train their brain to work more rationally but it takes work. My son is working with his Psychologist using role play to 1) Figure out if the situation is Fight or Flight (worth the energy to fight with words/fists or not) 2) Figure out the consequences of the first decision. 3) Act - which sometimes means going back to #1. NTs do this figuring unconsciously, ASD brains do not. At home, we talk through situations as they come up with the same 1, 2, 3 idea as he is getting agitated. The more you help guide them to the more accepted response, the better they will behave when not around you (School, etc). The most important thing I think is to make sure they understand that their emotions are valid, even if you personally don't agree with their feelings at the time. They need to feel understood, appreciated, and SAFE. Listen to their reasoning and then guide them to the more acceptable response.
•    Anonymous said...Yes, I have 2 with Aspies and ODD

Post your comment below…

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Rage-Control for Children on the Autism Spectrum

"Any tips for dealing with a high functioning autistic child who flips into a rage at the most inopportune times for no apparent reason whatsoever? This erratic behavior occurs at school as well."

Advice for Parents—

All of us exhibit some "signs" just as we begin to act-out our anger in the form of rage. Thus, it is possible to identify the rage signs in a child with ASD level 1, High-Functioning Autism (HFA). For example, you may detect a certain look in the eye, the tone of voice, or the tightness in the body. Parents need to help their youngster observe these signs right at the onset of rage. Once the child can identify the early signs, he or she can also learn to diffuse it by such methods as walking away or taking deep, vigorous breaths.

Teach your child to respond to your "signal" (e.g., your hand motion) to stay calm. Give that signal as soon as he or she starts "stewing" about something. If your child is too young for such self-control techniques, use distraction as soon as you notice him or her exhibiting a rage sign. A distraction, in order to be effective, has to be of interest to the youngster (e.g., suggest to your youngster, "Let's ride a bike" or, "Let's play a game").

It’s important to teach HFA kids to talk about how they feel. Give them a language to express their feelings. For example, ask them how they feel. If they are too angry to talk or don't have the vocabulary to express their feelings, ask about the feelings relevant to the specific situation. For example, "Do you feel embarrassed?" "Humiliated?" "Let down?" or, "Is your pride hurt?" When your child expresses the feeling behind his or her rage, such as embarrassment or humiliation, suggest some other ways to look at the same event that might not be embarrassing or humiliating.
 
==> My Aspergers Child: Preventing Meltdowns and Tantrums in Children on the Autism Spectrum

The thought, "It's not fair," is a big rage-arouser for many kids on the autism spectrum. If that is the case, ask them, "Do you feel you are being treated unfairly?" When your child answers the question, listen and don't rush to negate his or her feelings.

If the child refuses to be distracted or engaged in dialoguing about his or her rage and starts yelling, stomping or breaking an object, impose appropriate consequences. It's better to have these consequences in place to serve as a guideline. That means that you have discussed them with your child beforehand and have written them out for future reference. Armed with a list of consequences (which preferably consist of withdrawing privileges or charging the child a "penalty"), moms and dads should encourage their child to choose such alternatives as doing something else, walking away, or talking about the rage rather than acting it out.

How about your own rage in response to your child's rage? You can set an example of “rage control” for your youngster. No teaching technique is as effective as a parent "modeling" for the youngster with his or her own example.


One thing that makes many moms and dads angry is to see their own child challenging their authority and defying them. Sometimes, it may appear so, but that may not be the intention of the child. For example, he or she may be too unhappy to be told “no” because he or she wants it so badly. Of course, you shouldn't give in to the wishes of the child, but try to understand what might really be the intention behind the behavior.

Some HFA kids get upset when they know they made a mistake. Instead of admitting their mistake, they act-out in rage to deflect the attention off them. If you realize that this may be the case, it's helpful to say to your child, "Everyone makes mistakes. I am okay with it. Don't feel so bad about it."

Advice for Teachers—

Kids on the spectrum, who in a rage lash out at others, should be often reminded of such consequences as going to the Principal's office, being detained and losing privileges at home. If the rage outbursts occur in relation to classmates and you didn't observe the whole interaction from the very beginning, it's better to impose a penalty on all parties involved.

Some HFA kids get angry because they don't have appropriate peer-interaction skills. For example, some don't know how to join in a conversation or a game. They abruptly try to get in. When resisted or rejected by peers, they explode. Teaching appropriate social skills can go a long way to avoid such negative encounters. We can establish a culture that reduces rage and teaches tolerance. For example, we can set a personal example for these "special needs" kids that "big people" do apologize and it's graceful to loose and try again.

Rage is believed to have three components (Lewis & Michalson, 1983):

1. The Emotional State of Rage. The first component is the emotion itself, defined as an affective or arousal state, or a feeling experienced when a goal is blocked or needs are frustrated. Fabes and Eisenberg (1992) describe several types of provocations that young Aspergers kids face daily in classroom interactions:
  • Conflict over possessions, which involves someone taking the kid's property or invading their space.
  • Issues of compliance, which often involve asking or insisting that HFA kids do something that they do not want to do--for instance, wash their hands.
  • Physical assault, which involves one child doing something to another child, such as pushing or hitting.
  • Rejection, which involves a youngster being ignored or not allowed to play with peers.
  • Verbal conflict, for example, a tease or a taunt.

2. Expression of Rage. The second component of rage is its expression. Some HFA kids vent or express rage through crying, but do little to try to solve a problem or confront the provocateur. Others actively resist by physically or verbally defending their positions, self-esteem, or possessions in non-aggressive ways. Still others express rage with aggressive revenge by physically or verbally retaliating against the provocateur. Some HFA kids express dislike by telling the offender that he or she cannot play or is not liked. Others express rage through avoidance or attempts to escape from or evade the provocateur. And some use adult seeking, looking for comfort or solutions from a teacher, or telling the teacher about an incident.

Educators can use child guidance strategies to help HFA kids express angry feelings in socially constructive ways. These young people develop ideas about how to express emotions (Michalson & Lewis, 1985; Russel, 1989) primarily through social interaction in their families and later by watching television or movies, playing video games, and reading books (Honig & Wittmer, 1992). Some kids on the spectrum have learned a negative, aggressive approach to expressing anger (Cummings, 1987; Hennessy et al., 1994) and, when confronted with everyday conflicts, resort to using aggression in the classroom (Huesmann, 1988). A major challenge for educators is to encourage AS and HFA kids to acknowledge angry feelings and to help them learn to express them in positive and effective ways before they escalate into rage.

3. An Understanding of Rage. The third component of the rage experience is understanding--interpreting and evaluating--the emotion. Because the ability to regulate the expression of rage is linked to an understanding of the emotion (Zeman & Shipman, 1996), and because the HFA kid's ability to reflect on their rage is somewhat limited, they need guidance from educators and moms and dads in understanding and managing their feelings.
 
Understanding and managing rage:

The development of basic cognitive processes undergirds HFA kid's gradual development of the understanding of rage (Lewis & Saarni, 1985):

1. Memory. Memory improves substantially during early childhood (Perlmutter, 1986), enabling young HFA kids to better remember aspects of rage-arousing interactions. Children who have developed unhelpful ideas of how to express anger (Miller & Sperry, 1987) may retrieve the early unhelpful strategy even after educators help them gain a more helpful perspective. This finding implies that educators may have to remind some "special needs" kids, sometimes more than once or twice, about the less aggressive ways of expressing anger.

2. Language. Talking about emotions helps young kids on the spectrum understand their feelings  (Brown & Dunn, 1996). The understanding of emotion is predicted by overall language ability (Denham, Zoller, & Couchoud, 1994). Educators can expect individual differences in the ability to identify and label angry feelings, because HFA kid's families model a variety of approaches in talking about emotions.

3. Self-Referential and Self-Regulatory Behaviors. Self-referential behaviors include viewing the self as separate from others and as an active, independent, causal agent. Self-regulation refers to controlling impulses, tolerating frustration, and postponing immediate gratification. Initial self-regulation in young HFA kids provides a base for early childhood educators who can develop strategies to nurture the  emerging ability to regulate the expression of rage.

Guiding the expressions of rage:

Educators can help kids on the autism spectrum deal with rage by guiding their understanding and management of this emotion. The ideas described below can help these young people understand and manage angry feelings in a direct and non-aggressive so they don’t escalate into rage outbursts:

1. Create a Safe Emotional Climate. A healthy environment permits these children to acknowledge all feelings, pleasant and unpleasant, and does not shame rage. Healthy classroom systems have clear, firm, and flexible boundaries.

2. Model Responsible Rage-management. HFA kids have an impaired ability to understand emotion when grown-ups have anger issues themselves (Denham, Zoller, & Couchoud, 1994). Grown-ups who are most effective in helping these young people model responsible rage-management by acknowledging, accepting, and taking responsibility for their own angry feelings and by expressing them in direct and non-aggressive ways.

3. Help HFA kids Develop Self-Regulatory Skills. Educators do a lot of self-regulation "work," realizing that the these students in their classroom have a very limited ability to regulate their own emotions. As these kids get older, grown-ups can gradually transfer control of the self to the children, so that they can develop self-regulatory skills.

4. Encourage them to Label Feelings of Rage. Educators and moms and dads can help young kids on the spectrum to produce a label for their rage by teaching them that they are having a feeling and that they can use a word to describe it. A permanent record (a book or chart) can be made of lists of labels for anger (e.g., mad, irritated, annoyed), and the class can refer to it when discussing angry feelings.

5. Encourage them to Talk About Rage-Arousing Interactions. HFA kids better understand rage and other emotions when grown-ups explain emotions (Denham, Zoller, &Couchoud, 1994). When these kids are embroiled in a rage-arousing interaction, educators can help by listening without judging, evaluating, or ordering them to feel differently.

6. Use Books and Stories about Rage to Help HFA Children to Understand and Manage Rage. Well-presented stories about rage and other emotions validate the kid's feelings and give information about rage (Jalongo, 1986; Marion, 1995). It is important to preview all books about anger, because some stories teach irresponsible “rage-management.”

7. Communicate with other moms and dads. Some of the same strategies employed to talk with moms and dads about other areas of the curriculum can be used to enlist their assistance in helping these kids learn to express emotions. For example, articles about learning to use words to label rage can be included in a newsletter to moms and dads.

Children on the spectrum guided toward responsible rage-management are more likely to understand and manage angry feelings directly and non-aggressively and to avoid the stress often accompanying poor anger-control (Eisenberg et al., 1991). Educators can take some of the bumps out of understanding and managing rage by adopting positive guidance strategies.


Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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By

Excessive Sleeplessness in Kids on the Autism Spectrum

"We've been getting complaints from our high functioning autistic daughter's teacher that she doses off during 'study time'. It's becoming a real problem. She seems wide awake and full of energy at home though. What would you suggest?"

According to studies on sleeplessness in children with ASD level 1, or High-Functioning Autism (HFA):

• 50% feel un-refreshed when waking up in the morning
• 50% are disinclined to go to bed
• 75% fall asleep sweating
• 75% have a need for a light or television in the bedroom
• 87% feel sleepy during the day
• 87% have difficulty getting to sleep at night
• 87% have difficulty waking up in the morning

The incidence of sleep difficulties in this population seems to be extremely high. Many parents of kids with HFA complain that this problem is one of the most serious they face. Unfortunately, when these young people are unable to sleep, they do not usually remain quietly in bed. They are often up and out of bed, making noise, interfering with their parents’ sleep and requiring adult supervision.

Identifying the child’s particular issues will help you make a plan to provide a soothing and inviting atmosphere for sleep. Establishing a bedtime routine is essential especially with sleep problems associated with the disorder.

Look into the following suggestions that could help you identify what will work best:

1. Identify foods that should be avoided before bedtime. There are also many foods that you can find in an online search that naturally help with the sleep cycles of your body as well.

2. Identify if noise is a problem. Is there a need for a rhythmic noise like a fan in the background? White noise provides a steady monotone sound that helps filter out distracting noises. Maybe on the flip side there is noise that is a sensory problem that could be removed such as a ticking clock? Ear plugs may also help in this situation.

3. If they are fidgety or need to be physically calmed down often a “weighted blanket” can be used. This is simply a custom made cushion or blanket filled with a heavier filler material like poly-pellets, sand, or even beads. The deep pressure of the blanket helps calm and promote sleep.

4. Is light an issue? Do they need a nightlight? Do they need complete darkness to help settle their brain as there will be no visual stimuli available?
 
5. Is their brain still on overdrive? Do they have something on their mind that will not allow it to slow down until they resolve it? Often turning off the television, music, electronic devices and other outside stimuli can help them wind down. Reading often is a good replacement as it helps them relax and focus. Often soft flowing music set low can help them relax.

6. Is there something to the touch that is bothering them? Certain fabrics can be texturally sensitive and annoying. Pillows not piled up correctly, or a bed not made correctly can be a distraction. Are they itching all the time and focusing only on that?

7. Medications have been used as well. Melatonin is an over the counter supplement found near most Vitamins in stores. Melatonin is a natural substance that the human body makes to induce sleep. Discuss ANY use of medication for sleeplessness with a doctor!

8. Taking a hot shower or bath can help some kids relax, however may have the opposite effect on others. Often scents like lavender used with a bath helps with relaxation.


Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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COMMENTS:

*   Anonymous said... my child falls asleep sweating, needs a light, but doesn't have a problem going to bed or waking up...
*   Anonymous said...  Yeah, that sweating thing is weird--never attributed it to the Aspergers before. Good to know.
•    Anonymous said... Dom was on melatonin and it worked for a good while but he now has real problems either getting to sleep or getting up but not sure how much is down to being a teenager
•    Anonymous said... Dr put Mine on clonidine. Only thing that works for him.
•    Anonymous said... Exactly like my little aspie!!!
•    Anonymous said... I have to ring mine every morning at Uni to help him wake up otherwise he will sleep through until 3-4 pm. He's tried everything but just simply can't make himself go to sleep
•    Anonymous said... I read that tart cherry juice helps with sleep. I have not tried yet
•    Anonymous said... I wish everyone understood this about Aspergers kids. A combination of ADHD and Anxiety can cause restlessness and the sleep patterns aren't consistent.
•    Anonymous said... ive tried every remedy listed and none of it works,melatonin did for a few weeks,,hes now 14 and seems to function quite well on little sleep so im not sure about other medication
•    Anonymous said... Meditation & melatonin work wonders for our little guy. Lack of sleep is awful for Aspies since they have trouble paying attention at school & keeping their emotions in check as it is.
•    Anonymous said... My 14 yr old aspie also has melatonin at night. She falls asleep with her beloved movie running in the background on the portable DVD player with the lid shut. Her problem is staying asleep - any hints to help her stay asleep?
•    Anonymous said... My eight year old reads himself to sleep every night. Part of my nightly routine is to go in and turn off the light, remove his reading glasses and put his book on his nightstand. He's so cute because he holds the book upright and still looks awake unless you look closely.
•    Anonymous said... My son is almost 16. He has been like this for so many years....
•    Anonymous said... My son just turned 5 and has been exactly this way for over a year with the sleep problems, we are currently still dealing with an ADHD combined type with ODD and a mood disorder for a diagnosis for him, however I still don't fee that is accurate, he is on respirdal twice a day for seeing "things or people" and vyvanse in the morning and trazadone at night to help put him to sleep in which it does not do its job, the other two meds work great though, any suggestions? We're also still struggling with potty training and he's already halfway through his 2nd year of school with peers his age
•    Anonymous said... My son to a tee ! Melatonin stopped working a loooong time ago it's horrid for them x
•    Anonymous said... My son took a combination of melatonin and clonadin for several years. Worked sell up until recently. His insomnia is horrible.
•    Anonymous said... My son's healthcare provider recommended GABA in the evening. Taken around dinner time, and following a strict routine (shower, snack, brushing, reading together while he is in bed) has resolved the problem in the evening.
•    Anonymous said... oh my, i thought it was only my son who had this problem
•    Anonymous said... This is my son as well. He takes melatonin, but it doesn't work all that well.
•    Anonymous said... This is our daughter to a tee.
•    Anonymous said... to top it off with the sleep issues, he's been waking up every night between 1 and 3 am and stays up till about 5:30, only 30 minutes before he has to go to school so he's extremely wore out
•    Anonymous said... What's GABA? My son takes melatonin but is now having trouble getting to sleep on it (not as bad though when he doesn't take it). He is starting high school next year too. He goes to sleep with music (eventually!). I have stopped any electronic games including iPod and computer at 7pm or sometimes earlier depending on his day. Does not have soft drink after 6:30pm nor chocolate. I check on him every night at intervals until he goes to sleep just to make sure he is not using anything electronic too.
•    Anonymous said... Ya, I have tried everything on this list except the weighted blanket (I already know he would hate that, he thinks some normal blankets are too heavy), and the Melatonin... The doctor ok'd the use of Melatonin, but I am still wishing I could get his sleep on track without medicine...
•    Anonymous said... yep.. my son... but what can we do to help our children... I've even tried melatonin, but it only works sometimes.

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Why Children on the Autism Spectrum are Prone to Meltdowns

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