My ASD Child

"What is the best way to teach social stories? Should this be done by parents, a therapist, or in a peer-group setting? And are social stories good resources for the home-schooler?" Indeed, social stories can be effectively used to teach appropriate behavior in a variety of settings. Social stories may be used by parents, therapists, or in peer group settings. And home-schooling parents often use social stories effectively. Social stories are used to address many  psychological and social symptoms, including: A lack of imagination in play or expression Consistent shyness, anxiety, and unhappiness Depression during the years of adolescence and early adulthood Difficulty in relationships with others Feelings of isolation from others Obsessions, including irrational fears and anxieties Timidity The Importance of Social Stories Social stories are a teaching device for kids. The stories are used to

"I would like to know how to advise my son with ASD [level 1] on social skills, such as relating to friends without being insulting to others and driving them away." One of the behavioral traits seen in kids with an autism spectrum disorder (ASD) is a lack of "demonstrated" empathy (i.e., they can empathize, but may not show it). They don’t realize that other people have thoughts and interests that are different from theirs. They’ll interrupt a conversation and start churning out facts about their pet interest (e.g., medieval history, Star Wars’ trivia, Math, etc.) even if it has nothing to do with what the other kids are talking about. This and their lack of other social skills (e.g., looking others in the eyes when conversing, responding appropriately to greetings and questions, understanding fads and the interests of peers, etc.) makes making friends very difficult for ASD kids. With some of these children, social abilities remain intact or aren’t re

Early on, the youngster with High-Functioning Autism (HFA) or Asperger’s (AS) begins to notice that his peers can do certain tasks easily that are very difficult for him. As a result, he may begin to feel bad about himself. He may receive frequent criticism, or at best, luck warm praise. For example: “You are making progress” (with what exactly?). “You are doing fine” (how fine?). “You are doing better” (better than what?). Criticism damages self-confidence, and general (i.e., non-specific) praise is often too abstract to be meaningful to concrete thinkers. By making a regular habit of commenting on the positives, and by offering specific comments on what their HFA youngster is doing well, moms and dads will promote desired behaviors and boost his or her self-confidence. Specific praise includes phrases such as:  “You are listening carefully. I’m proud of you.” “You are sitting properly and looking at me.” “You cleaned the table after dinner.” “You finished the assig