My ASD Child

Your child with High-Functioning Autism (HFA) or Asperger’s (AS) seems to have a multitude of behavioral and emotional issues. Which ones should you attempt to address first? With so many problems, where do you start? A careful analysis of the most problematic symptoms is crucial, because the choice of interventions is influenced by symptom traits. Moreover, the wide array of symptoms results in the tendency of those closest to the HFA or AS youngster to lose sight, over time, of the intervention targets. When parents (and teachers) turn their attention to a new troubling cluster of symptoms, an intervention that has been effective may be reinterpreted as ineffective. Being attentive to symptom traits allows the parent to measure effects and introduce helpful responses.    ==> Parenting System that Significantly Reduces Defiant Behavior in Teens High-Functioning Autism The most important traits to consider include the following: Distribution of the behavior problems Int

When prioritizing interventions for the child with High-Functioning Autism (HFA), parents should decide which factors contribute to an adverse family environment. A common mistake made by doctors and therapists who work with families affected by autism spectrum disorders is to treat the HFA symptoms, when in fact it’s the parent's depression or anxiety that is a major contribution to family strain. (Note: Sibling-conflict may also be a factor contributing to family strain.) Often, high levels of parental stress lead therapists to prescribe for the “special needs” youngster rather than educate parents and recommend that they obtain therapy. This is not to say that parents and siblings must be infinitely adaptable to the HFA child’s problematic symptoms, or that family problems are always the result of parental issues. The point is that family distress has many sources.    ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder Using medi

All the traits that describe High-Functioning Autism (HFA) and Asperger’s (AS) can be found in varying degrees in the normal population. For example: People differ in their levels of skill in their ability to read nonverbal social cues. The capacity to withdraw into an inner world of one's own special interests is available in a greater or lesser measure to everyone. In fact, this ability has to be present in those who are creative artists, scientists, mathematicians, musicians, etc. A lot of people have outstandingly rote memories - and even retain vivid imagery into adult life. Collecting objects (e.g., stamps, old glass bottles, or railway engine numbers) are socially accepted hobbies.  Many who are capable and independent as grown-ups have special interests that they pursue with marked enthusiasm.  People differ in their levels of skill in social interaction. There is an equally wide distribution in motor skills. Pedantic speech and a tendency to take things l

Difficulty with social skills is not isolated to kids with High-Functioning Autism (HFA) and Asperger’s. Many of these young people exhibit difficulties with a variety of social skills for numerous reasons. However, a social skills program developed to address general social impairments doesn’t adequately address the social skills deficits specific to HFA and Asperger’s. When selecting social goals for intervention, it’s crucial that parents prioritize and address the skill deficits that are most relevant to their child (e.g., eye contact may be a greater priority than negotiation skills, given its significance in social interaction, such as monitoring other’s reactions to indicate interest or engagement). In addition, it’s important that all instructional activities have an underlying social purpose. Make clear to your child how and why the goals selected are relevant for him or her. The five broad skills that are particularly relevant to HFA and Asperger’s are: social pro

Many children on the autism spectrum don’t understand abstract concepts. They have trouble reading between the lines. If a person says, “I’m so angry I could spit,” they may wait and watch for the person to spit. Social competence requires an ability to think abstractly. If the child has difficulty in this area, he or she may fail to understand facial expressions, have difficulty keeping emotions in check, have problems taking turns, interrupt others while they are speaking, prefer talking to adults rather than other kids, share information in inappropriate ways, talk too much about their favorite topic, or withdraw from conversations with peers entirely. Similar to teaching many academic skills, teaching social competence involves abstract skills and concepts. Because kids with High-Functioning Autism (HFA) and Asperger’s tend to be concrete and literal, the abstract nature of these interpersonal skills (e.g., kindness, reciprocity, friendships, thoughts, and feelings) mak

In the initial stage of a meltdown, kids (and teenagers) with High-Functioning Autism (HFA) and Asperger’s exhibit specific behavior changes that may not seem to be related directly to a meltdown.    The behaviors may seem minor (e.g., may clear their throats, lower their voices, tense their muscles, tap their foot, grimace, or otherwise indicate general discontent). They may also engage in behaviors that are more obvious (e.g., emotionally or physically withdrawing). During the early stage of a meltdown, it is crucial that parents intervene without becoming part of a struggle. The following interventions can be effective in helping your youngster regain control with minimal adult support: 1.  Ask teachers to create a “home-base,” which is a place in the school where your child can “escape.” The home-base should be quiet with few visual or activity distractions, and activities should be selected carefully to ensure that they are calming rather than alerting. At home, the ho

Social-emotional learning is a key component in educating younger kids with High-Functioning Autism and Asperger's. Help your child learn how to recognize, manage, and express his or her feelings.