My ASD Child

Thousands of kids face life with Asperger’s (AS) and High-Functioning Autism (HFA). These young people have (a) rigid behaviors that are often exhibited as an insistence on a specific order of events, a compulsion to complete what was started, an insistence on rules, a difficulty with transitions, or a fear that is based on a single experience; (b) obsessive interests that may be similar to the interests of other kids, but they are unlike other kids because their restricted interest is the only activity in which they participate; (c) difficulty predicting the future, insisting that things happen in a certain order; (d) an inability to recognize that there are times when rules can be renegotiated, bent, or broken; and (e) a restricted range of interests that can take unusual or eccentric forms (e.g., some may be interested in unusual things, such as washing machines, bus timetables, or subway maps). In addition, many kids with AS and HFA have additional psychiatric diagnoses (e

Most kids participate in physical activity with their peers, both within and outside the school setting. Social skills play an essential role in peer interactions. Children with ASD or High-Functioning Autism (HFA) often have difficulty playing with peers, because they have difficulty handling reciprocal conversation, making eye contact, playing social games, sharing with others, taking turns, understanding social cues, and simply making friends. Even though kids on the autism spectrum desire social interaction with others, they have a hard time finding and keeping friends due to their social difficulties that frequently stem from a lack of skill in initiating and responding to various situations. Other areas of impairment that relate to social interactions in kids with HFA include: problems with social distance (i.e., knowledge of personal space) difficulty understanding unwritten rules, and when they do learn these rules, many apply them rigidly interpreting things lite

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