31.1.19

Succeeding in College: 10 Measures to Help Students on the Autism Spectrum

“We have a 19-year-old son with high-functioning autism that will be attempting college starting next summer (just 4 classes to start with). This is something he wants to do, although (sadly) my husband and I have our doubts that he will be able to ‘make it’. I know that sounds defeatist, but we’ve lived with him from birth and know how he usually reacts to an entirely new environment. My question is what can we do now to set him up for success? We would love to see him succeed!”

Graduating from high school and heading into post-secondary education usually creates a mix of emotions in ALL young people, but it can be an especially challenging time for those with an autism spectrum disorder (e.g., anticipation, fear, exhilaration, doubt).

As a mother, you’ve likely witnessed them all in your son. Maybe you’re feeling the same way as you figure out how best to support him as he takes this important step.

Here are 10 measures to help students with autistic spectrum disorders that should be in place before and/or during their new venture:

1.  An introductory program that includes first contacts (e.g., with a tutor), good induction and orientation (e.g., with maps of the campus and lists of important contacts and their roles), positive family contacts when appropriate and, above all, a flexible approach that adapts to the “special needs” student and his or her particular needs.

2.  A support service that has the skills and status to communicate with departments in order to help them to adapt to the needs of the students (e.g., by extending work deadlines, or modifying arrangements to enable the student to complete placements, laboratory work or fieldwork).

3.  A key worker, usually a postgraduate student or member of staff, to whom the student can go for immediate advice or support.
 

4.  A public education program and specific training, for both staff and students, to make them aware of autistic-spectrum disorders and their difficulties, and of the support service.

5.  A support network for isolated students. Group seminars, tutorial and study groups can all contribute, as can paired or group assignments and recreational activities.

6.  Help with managing allowances, budgeting and everyday skills (e.g., laundry and shopping). Mentorship schemes, possibly through the students’ union, can draw in other students.

7.  Safe places on campus where students can withdraw, calm down and refocus when anxiety or anger threaten to get out of control. The involvement of all elements, including the campus police and the students’ union, can allow fragile students to complete their course successfully as well as learn to manage their over-arousal.

8.  Specialist instruction to develop suitable study skills (e.g. language skills, structuring their work and organizing their approach to studying).

9.  The use of aids (e.g., handouts and audio recordings of lectures).

10.  Lastly, a clear and realistic plan for the student’s exit from college when he/she has completed the course. There should be reviews in the final year and, if the student is under 25 years old, it’s recommended that the student contact a “careers and employment advisory agency” designed to help people with special needs to graduate into adulthood.



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


BEST COMMENTS:

Unknown said...  We found that taking our daughter (18) on an organised tour of her college, class room location & a place where she could go to have her own time before the place was full of students helped her a great deal. The college also had a person who understood her needs that she could go to. Forward planning to make them feel comfortable is the key.
 

Unknown said...We found having a private room was extremely helpful, so worth the cost. We also found having someone as her advocate, someone who would talk to us and her throughout her weeks and months that understood that communication was needing assistance. What we learned through her experience and can pass along is that she hated eating in the cafeteria's but wouldn't go shopping either, so she would have benefitted from some support there, as she just wouldn't eat. And... she needed accomodations to have her pet (even a snake would have been good), as this was her coping mechanism since she was eight years old.

30.1.19

Reasons for "Rigidity" in Children on the Autism Spectrum

One frequently observed feature of Aspergers (AS) and High-Functioning Autism (HFA) is rigidity in thought and behavior. Rigidity seems to pervade so many areas of the lives of children with the disorder. Novel situations often produce anxiety for them. They may be uncomfortable with change in general. 
 
This can result in behavior that may be viewed as oppositional and can lead to emotional meltdowns. This general rigidity is what parents, neighbors, and teachers often label as stubbornness.

Children with AS and HFA may have many fears in addition to those related to unexpected changes in schedules. Large groups of people and complex, open environments like school hallways, cafeterias, playgrounds, or bus stations tend to overwhelm these young people. They may also be overwhelmed by unexpected academic challenge or by having too many things to remember or too many tasks to perform. 
 

They often have limited frustration tolerance and may display tantrums when thwarted. Routines and rules are very important to kids on the autism spectrum in providing a sense of needed order and structure, and hence, predictability about the world.

Another form or rigidity is moralism, a kind of self-righteous and inflexible adherence to nonnegotiable moral principles that is often out of context with practical reality. An example might be a youngster who criticizes a parent who has run a yellow traffic light when the parent is on the way to the emergency room for treatment of a severe cut or burn.

Rigidity is also found in the inflexibility over matters that are of little consequence, such as arguing about whether the route to the emergency room was the quickest when it might be the difference between a few hundred yards by choosing to take one turn over another. In the classroom, this may be found when an AS or HFA student fixates on a perception that a teacher has not enforced a rule consistently. Such fixations on moral correctness can escalate and interfere with availability for instruction.

Reasons for Rigidity—

1. A misunderstanding or misinterpretation of the actions of others.

2. A violation of a rule or ritual – changing something from the way it is supposed to be. Someone is violating a rule and this is unacceptable to the ASor HFA youngster. 

3. Anxiety about a current or upcoming event, no matter how trivial it might appear to you. 

4. Immediate gratification of a need. 

5. Lack of knowledge about how something is done. By not knowing how the world works with regard to specific situations and events, the youth will act inappropriately instead. 

6. Other internal issues, such as sensory, inattention (ADHD), oppositional tendency (ODD), or other psychiatric issues may also be causes of behavior. 

7. The need to avoid or escape from a non-preferred activity, often something difficult or undesirable. Often, if your son/daughter cannot be perfect, he/she does not want to engage in an activity.

8. The need to control a situation. 

9. The need to engage in or continue a preferred activity, usually an obsessive action or fantasy. 

10. Transitioning from one activity to another. This is usually a problem because it may mean ending an activity before he is finished with it.

Many children on the spectrum have a hard time with changes. The reason for this behavior can be caused by anxiety, and this anxiety results in rigidity.

  ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
 
Here are the reasons AS and HFA kids are so resistant to any kind of change:
  • anxiety about a current or upcoming event (e.g., the start of school)
  • not understanding how the world works
  • not understanding the actions of someone else
  • other issues like Attention Deficit Hyperactivity Disorder (ADHD) or Oppositional Defiant Disorder (ODD)
  • reluctant to participate in an activity the child cannot do perfectly or an activity that is difficult for him.
  • someone changing a circumstance or rule that has been established
  • the need for instant satisfaction, the child may not understand delayed gratification
  • the need to control a situation
  • the need to keep doing the activity that the child likes (obsession or fantasy)
  • transitioning to another activity, this is especially hard if the activity is not finished

The cause of anxiety or rigidity in your child has a lot to do with the fact that he or she does not have the ability to understand the world like we do.

Because of this "neuro-cognitive" disorder, the child:
  • does not “take in” what is going on around him or her her
  • does not know how to “read between the lines”
  • does not understand implied directions
  • does not understand social cues
  • needs explicit instructions
  • will have difficulty understanding rules of society

Facts” are what kids with AS and HFA learn and feel less anxious about. Since they have a hard time with all the normal rules of society, having “rules” has a calming effect on them. They think, “This is the rule. I can handle it o.k.” Facts also have to be from someone they think is an “expert” in their eyes. Teachers and doctors may have this leverage with them, but moms and dads are, for the most part, not considered “experts.”

Understanding what causes so much anxiety, tantrums, and out of control behavior helps parents to know where their child is coming from, and with that, they will be able to help him or her become a healthy and happy adult.

Resources for parents of children and teens on the autism spectrum:
 
 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here
to read the full article...

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...
 
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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

Click here for the full article...

29.1.19

Defiant, Oppositional Teens on the Autism Spectrum: Simple Parenting Tips that Work Wonders

Parenting defiant teenagers with ASD level 1 (or High Functioning Autism) is tough (if you don’t how that is). Below are some quick tips to give parents some relief from the power-struggles. None of these strategies are particularly profound, but when used wisely and consistently, they can make bad problems significantly better - especially when used in combination with one another!

1. Active Listening – Some behaviors are bids for attention or expressions of frustration at not feeling understood. Moms and dads can reduce problem behaviors when each defiant youngster feels genuinely cared about, understood, and paid attention to. Active listening is hard work and takes energy and practice. It cannot be done when thinking about or attending to other things, or when distractions occur. Active listening need not last a long time, but attention must be focused completely on the children and the message must be communicated back to them in the listeners own words in a way that lets them know they really were heard.

Body language, facial expressions, tone of voice, eye contact, respect for personal space, and choices of words are all important in communicating the desired message. It may take two or three attempts to really understand the message, and that is okay, as long as it is finally understood accurately and that is clearly demonstrated. A few brief exchanges of this sort for each youngster every day are necessary.

2. Consequencing – Consequences may be used to discourage unacceptable behavior of defiant teenagers. Usually this will occur after other techniques have been tried unsuccessfully. Consequences should not be confused with punishment; nor should they ever be given in anger. They should be applied consistently. That means that the behavior consequenced today, will again be consequenced next week. Also, behavior consequenced for one child will not be allowed for others. This consistency lowers anxiety by making the environment predictable. Consequences are given to help children establish boundaries. Consequences should be clearly explained, related to the behavior, and completed as soon as possible.

A parent who is angry with a child should calm down before deciding a consequence and if applicable should consult with the other parent before doing so. Consequences are more effective when discussed matter-of-factly from a caring and controlled point of view. Moms and dads should regularly discuss the effectiveness of consequences for the specific child and should always support each other in the positive discipline process.
 
3. Encouraging/Coaching – Encouragement, praise, and coaching are all effective ways to make pro-social behaviors more likely and more frequent. The stronger the relationship between parent and a given youngster, the more powerful this method becomes.

4. Ignoring Behavior – Moms and dads may consciously decide to ignore certain behaviors of their defiant teenager at times in an effort to extinguish the behavior by not reacting to it. The behavior may be inconsequential, may be designed just to "get a reaction," or may be masking another, more important, issue which is what really needs attention. Ignoring a behavior should not stop communication or relationship building. It is a specific behavior that is being ignored, not the person. Examples might include using certain words, attempts to provoke or annoy moms and dads, making personal comment to or about parents, saying "I won’t" or "you can’t make me," etc.

5. Logical Consequences – Logical consequences may be necessary when no natural one occurs, or when the natural one is insufficient to make a change in future behavior. An example would be a defiant child causing a disturbance at an event, not being allowed to attend the next one.

6. Natural Consequences – Sometimes consequences occur through the natural course of events (such as a child coming home late from school and missing a phone call from a friend). If the natural course of events makes an impact by teaching a lesson, moms and dads need not intervene further. They can be sympathetic to the child’s plight (this must be genuine however, and never patronizing or sarcastic).

7. Observing and Commenting – A parent may choose to comment on a behavior in a non-threatening, non-judgmental way to bring it to the attention of the youngster. This may be new information for the child to think about. What they choose to do with that feedback will provide further opportunities for discussion and teaching. For instance, "I notice you tend to be critical of others when they are taking about a success" or "You seem to only break the rules when you are in a group" etc.

8. Physical Proximity – Sometimes a defiant youngster who is beginning to become anxious, irritable or overly active will be calmed down by eye contact, a special "look" or signal, moving next to them or a reassuring hand on the arm or shoulder. Along with physical proximity it is important to be calm and reassuring.

9. Pre-Teaching – It is easier to prevent negative behaviors than to deal with them after they occur. A very effective tool is to pre-teach behavior prior to an event or potentially vulnerable situation. This involves talking with the person or group in detail about what will be happening, why, and what their role and expected behaviors will be. Pre-teaching reduces anxiety, clarifies expectations, builds confidence, sets up success, and can add to the fun of anticipating an event.

10. Redirecting – Commonly used with younger defiant kids or those with short attention spans, this technique simply stops one behavior by substituting another or diverting the attention of the child or group to a different subject or activity.
 

11. Re-Focus - A defiant child may be asked to spend time thinking about something (such as a recent run-away or self mutilation) and express their feelings and thoughts in some way. This could be writing, poetry, drawing, etc. Whatever format is used, it then needs to be processed with the teenager. They can then be assisted in identifying early clues and practicing alternative responses. The purpose of this type of activity is to encourage thinking, self-awareness, communication, and planning for different choices in the future.

12. Requesting – When there is a good relationship between the parent and youngster, a simple request to do, or stop doing, something or a re-stating of the expectations is often enough. If over-used, however, it may become less effective, may be experienced by the child as overly controlling, or can slow the process of responsible growth and decision-making skills. Example: "Michelle, we don’t use that type of language here, could you please find a different word?"

13. Rewarding/Reinforcing – Rewarding positive behavior is the best way to ensure its continuation. A common error in parenting is to spend so much time and energy dealing with crises and negative behaviors, that kids who are being responsible can either get "lost" or are tempted to act less responsible to become part of the action.

Rewards can take many forms from simple a comment: "I noticed that you…." or "I really appreciated it when you…" to special time and attention or more concrete things such as a special treat or privilege. For every negative interaction the child experiences, it takes four positive interaction to overcome the effects. Moms and dads need to be very deliberate about maintaining at least a 4:1 ratio of positive to negative interactions every day with every child.
 
14. RIGHTS – (such as food, clothing, therapy, medical attention, education, and spiritual activities) are NEVER withheld as a consequence. Privileges (such as television, telephone, radio, some activities, free time, visiting with friends, hobbies, walking around the grounds, etc.) may be temporarily withheld as logical consequences and can be powerful incentives for some teenagers.

15. Role Modeling – Most of what kids learn from adults comes from simply observing. All moms and dads are role models to their kids and need to be very conscious of their own behavior. Kids are astute observers of how we treat them, how we relate to each other and how we take care of ourselves.

16. Role Playing/Rehearsing – This technique can be used to practice for an upcoming situation that may be difficult, foreign, or anxiety producing or to re-create a situation that already occurred to experience alternative responses. Examples should include role-playing a situation in which the child was angry and became physically or emotionally abusive; or one in which they demanded or sulked instead of negotiating.

The purpose of the role-play is to practice more acceptable styles of self-expression while still making their intended point. Practicing of this sort will make the desired responses more likely in future similar situations. Role playing can also be used to practice saying something that is difficult or anticipating a variety of responses in order to reduce anxiety.
 
17. Sequencing – Desirable behaviors can be used as motivating for less desirable ones. For example – "You may watch one hour of approved TV as soon as your book report is satisfactorily completed" or "you may make that phone call as soon as you have finished cleaning up the kitchen." This type of statement helps the Parent avoid power struggles because they did not say, "no." It puts the struggle and control back with the youngster, where it belongs. They can then choose whether or not they will watch TV today and when (within limits). A version of this can be re-stated calmly and compassionately as often as necessary while the child struggles with their choice.

18. Shaping – Shaping behaviors is an approach that breaks skills down into steps and rewards small movements in the right direction. For instance, if you are trying to teach the skill of greeting a visitor, you would ultimately want the child to go through the following series of behaviors: stop what they are doing, stand up, look a the visitor, walk over to them, make eye contact, smile, say "hello," extend their right hand to shake, say "my name is…," etc. To ask for all of that from someone who has never done it before, or who is shy, is asking too much.

So at first they would be rewarded if they momentarily stopped what they were doing when someone new cam in. After a few times they would need to stop what they were doing, stand up and look in the direction of the visitor in order to be praised, and so on. In other words new skills are not all or nothing but are a series of steps to be learned.

19. Substitution – It is never enough to tell children what they can’t do or what behaviors they must stop doing. We must always add what they CAN do instead. Some examples might be ideas such as, "You cannot hit your roommate when you are angry, but you can go for a brisk walk, write in your journal, talk about how you feel, etc." The goal is to replace or substitute an unacceptable behavior with one that is acceptable and still meets the same need. The message should always be, "your needs and feelings are normal and okay and we are here to help you express them in ways that will allow you to be successful and responsible."
 
20. Teaching Alternatives – A good way to teach children personal responsibility is to spend time brainstorming together about all the possible responses, and predicting the reactions to each response. Instead of telling them what to do and what not to do (which can elicit dependency or oppositional responses); it is useful to spend time exploring different options. For example, instead of saying "don’t say that to your dad" it is better to say something like "that’s one way you could handle it. How do you think he would respond to that?" "Is that the response you want from him?" "How else might you phrase that idea?", etc. If they have trouble coming up with alternatives, you can help out by saying, "Do you want to know what some other people have tried?"

21. Teaching Interactions – Effective parenting requires frequent interactions. Situations, both dramatic and mundane, present themselves continually. Moms and dads, who recognize the golden opportunities in routine living tasks, capitalize upon them by turning them into teaching interactions, build solid relationships, have fewer behavior problems, and receive daily rewards. Problems = teachable moments. Teaching interactions can take several forms such as demonstrating a skill; processing dynamics (such as "have you noticed that when someone doesn’t fulfill their responsibility; others become resentful and peopled become irritable with one another?"); teaching a concept (such as negotiation); or others.

The point is that on-duty parents should always be interacting with children, and the nature of those interactions is teaching; rather than lecturing, punishing, judging, criticizing, doing for, or becoming friends with the youngster. Again, problems = teachable moments.

22. Temporarily Removing One or More Privileges – It is not meaningful or realistic to "remove all privileges." This generally leads to resentment towards the adult and a lack of understanding or personal responsibility. When this technique is chosen, 1) it must be made clear to the teenager exactly which privileges(s) will be removed, 2)why it is being removed, 3) exactly how it will be handled, 4) and for what time period. If there is something they can do to get the privilege(s) reinstated sooner, that should also be clearly explained. Note: this requires more thought and explanation than simply saying, "your grounded."

23. Tolerating Behavior – When establishing a relationship or dealing with multiple behaviors, it may be necessary to tolerate some behaviors temporarily. This is a purposeful, thought-out choice on the part of the parent based upon priorities, values, relationship, age and developmental level of the child involved, current situation, and specific treatment issues. This is not to be confused with passivity, avoiding conflict, letting the youngster "do whatever they want," inconsistently enforcing expectations or other methods that don’t work.

24. Writing Assignments – Education sometimes alters behavior. Examples include researching the long-term effects of smoking or drug usage; talking with teenage parents to learn what sacrifices they have made; learning about a particular culture, religion or disability in order to develop understanding or tolerance, etc. Such an assignment should include considerable thinking, learning, and dialogue with parents, rather than simply writing a certain number of words without much independent thought.

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

==> Videos for Parents of Children and Teens with ASD
 
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27.1.19

Top 10 School Concerns for Students on the Autism Spectrum

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.g., ADHD) when they are young, and depression or anxiety when they are teenagers and young adults. Even though these children and teens often lack the emotional resources to cope with the demands of the classroom, they do not always demonstrate stress through their tone of voice or body posture. As a result, their inner turmoil may escalate to a point of crisis before parents or teachers recognize their discomfort.

Children with AS and HFA generally have average to above-average intelligence and frequently have good rote memory skills. But they may lack higher-level thinking and comprehension skills and have poor problem-solving skills. Because many can decode words well, their impressive vocabularies may give a false impression that they understand everything they say or read.



Here are 10 of the most common school concerns faced by these “special needs” students:
  1. very focused areas of interest and expertise
  2. problems with social interactions
  3. problems with sensory hyper- or hypo-sensitivity
  4. problems with ritualistic, repetitive, or rigid behavior
  5. problems with motor issues including written production
  6. problems with language
  7. problems with attention, organization, and other areas of executive functioning
  8. problems with anxiety, depression, and emotional regulation
  9. problems with abstract reasoning
  10. need for predictability

 ==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism

Teachers should be aware that changes in behavior (e.g., greater levels of disorganization, inattentiveness, isolation, etc.) may be indicative of anxiety or depression. Because these “special needs” kids typically have difficulty identifying their own emotions, they may not be able to acknowledge that they are sad or depressed. Teachers need to be aware of the signs of agitation to initiate interventions to avert an emotional crisis.

Here are 15 simple strategies to help students on the autism spectrum cope more effectively during the school day:
  1. Use humor to diffuse tension.
  2. Teach cause-and-effect concepts.
  3. Teach anger-control skills.
  4. Teach an appropriate replacement behavior when extinguishing an inappropriate behavior (e.g., teach the child to engage in such appropriate waiting behavior as counting slowly to 10 rather than screaming to gain the teacher’s attention).
  5. Shorten or modify their written assignments and consider allowing them to use a word processor or computer.
  6. Set up consistent routines with clear expectations throughout the day. 
  7. Warn the child of upcoming transitions and try to avoid surprises.
  8.  Provide visual schedules so they know what is happening throughout the school day.
  9. Provide a predictable and safe environment that avoids things that could trigger rage or a meltdown. Because other students can be a trigger for this behavior, it may be wise to limit interaction.
  10. Link their obsessive interest in a single subject to another subject that is being studied in class.
  11. Limit opportunities for obsessive talk about special interests by providing a specific time of day for this behavior. 
  12. Use the child’s fixations as a method to broaden his or her repertoire of interests.
  13. Create a safe place for the child to go when he or she feels a need to regain control. 
  14. Have a few “safe escapes” (e.g., sending the child on a simple errand that removes him or her from difficult situations in a non-punitive manner).
  15. Capitalize on their exceptional memory skills by providing them with opportunities to demonstrate their factual knowledge in class.

==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism

Raising Kids with Autism Spectrum Disorder: Parents' Grief and Guilt

Some parents grieve for the loss of the youngster they   imagined  they had. Moms and dads have their own particular way of dealing with the...