Should You "Push" Your Adult Child with ASD to Be More Independent?

Question

"My brother has ASD and dyspraxia. I can’t help but feeling that my Dad is halting his independence. My brother has traveled to London with my dad on average every month to spend the weekend with our mum since he was 6 my mum met them in London as the half way point and took him to her home on the Isle of Wight. Since my brother was fifteen he has traveled to the Isle of Wight from London alone (thanks to my mum encouraging his independence) this involves a coach and then getting onto a cat across to the island. He is now 20 and my dad still say's that he is not ready to travel to London alone (1 train, no changes, no underground) "London is a scary place" he said. I think my brother is capable of doing this alone easily. I asked my dad when was the last time he asked my brother if he thought he could do it alone and he replied the last time they went my brother said he preferred to have dad with him. My dad said he doesn't want to push him to do something that he's not comfortable with. I replied that sometimes everyone needs to be pushed a little, he replied "EVERYONE DOESN'T HAVE AUTISM". My brother was pushed slightly to do the second part of the journey alone and is fine with it. Is it true that you shouldn't push someone who has ASD to be more independent?"


Answer

To your dad:

The balance between holding-on and letting-go is one of the most difficult things that moms and dads have to face with their ASD (high-functioning autistic) older teens and adult children. At this time in your son's life, it may be appropriate to take more of a back seat in many instances.  While others may want you to back away, you can still keep the lines of communication open with your son and help him do what it is he is trying to do.

For all young adults, we are expected to be in their lives and out of their faces at the same time. Your ASD son may have many good opportunities to reach out to peers if he is interested. If he doesn’t know how to, while it is now inappropriate for you to set up ‘play dates’ or constantly organize his social groups, you can offer occasional suggestions and coach him from the sidelines. 
 

Keep in mind that some older ASD adolescents do not want more interaction even though their moms and dads may feel it is important for them to have it. It is important to be sure that the social goals you set up for your son include what he wants now and not just what you think he should have or be doing. 
 
He may never be the life of the party and may always be a little on the periphery, but for him this could be a comfortable place - and one that he is used to. It could provide social interaction and friendships, and yet offer a comfortable distance and not a lot of pressure. If he wants more, you can help him learn to move in and reach out for more at his own pace.

When to hold on, when to let go, when to push, and when to pull ...these are some of the themes that every parent struggles with (both with “typical” and “special” children). The outcomes for kids and adolescents are best when moms and dads and professionals work as partners with mutual respect and shared decision-making power. 
 
Moms and dads, by virtue of their bond with their youngster, are true authorities in their own right, with information to contribute that no one else has access to. Professionals, on the other hand, through training and experience, can offer expertise and a broad perspective that moms and dads alone don’t have. Each has only partial knowledge, with complete expertise possible through team work (often with some trial and error however). 
 

Letting go may sound too drastic, and perhaps so. Maybe a more realistic way to look at this dilemma is to just loosen your grip and see what happens. If your ASD son seems to slip backwards, this may convince others that he needs more support than they thought. If he is somehow able to meet that challenge, you may be pleasantly surprised. There are inevitable and unavoidable road bumps and pot holes in this process. We cannot control that, but we can control how we respond to them.

Your adult son will need continuing support and guidance, some of it from experienced professionals to continue his social development. While this may pose a financial strain, the long term benefits usually outweigh the cost of not getting him this support.

It’s a long and winding road to launch an autistic child out into the real world. It’s hard to know at any given moment what to accept and what to work on. A parent’s job never ends—it just changes. Give yourself a well-deserved pat on the back for getting this far. Take good care of yourself as well. 
 
 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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How to Help Your Adult Child to Find Employment

Question

"I want to help my son with ASD [level 1] to get employment in the field that he does well at, but there is no one out there who will give him a chance-Help!"

Answer

The job market can seem like a cold, cruel place. So many people are competing for a hand full of jobs, hoping to break into their field of interest. It truly is a rat race. There are things you can do to help your son find his place in the battlefield of employment.

You’ve already given him a good start by encouraging him to find a career that is focused on one of his interests. People with ASD Level 1  (high-functioning autism) can have very strong obsessions. The amount of attention your son places on his obsessions guarantee that he will be extremely knowledgeable in that area. Not only that, the personal involvement makes him intensely happy.
 
An internship is a good way to get a foot in the door of a possible employer. Many companies that are under hiring freeze still have work that another person could be doing. By offering time as an intern, your son could receive valuable on-the-job training in his field of interest. It’s true that he wouldn’t be a paid employee, but once that hiring freeze is lifted, he’ll be first in line for the job.

Volunteering is another option. Although not as structured, volunteering is similar to an internship, meaning no pay. Volunteer opportunities can be found in every community. They may not be directly related to his field of interest, but he could learn how to be a good employee in many different situations. Not to mention, the volunteer hours will look really good on his resume.

Do not discredit the idea of your son accepting a job unrelated to his area of interest. Sometimes you have to work up a little bit to that preferred position. A company that does business in his area of interest may have openings in another department. Lateral moves happen all the time. And if it doesn’t, he will have solid work experience to add to his resume when he’s ready to make the jump into his desired field.
 
Here are 8 types of occupations that may be a good fit for your son:

•    Accounting
•    Animal science
•    Art and design
•    Engineering
•    Information technology
•    Manufacturing
•    Researcher
•    Shipping and logistics

Finding employment based on your son’s interest will assure a successful and enjoyable career. These tips and suggestions should get you started building your son’s resume and enabling him to secure the job of his dreams. 
 
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Motivating Teenagers on the Autism Spectrum

Question

I need to put drive in my 15 yr old son with ASD. When I discipline him with taking things away ... nothing seems to work unless I TOTALLY get frustrated ... then he reacts. I would like him to CARE.

Answer

Most teens with ASD [High-Functioning Autism] struggle with social skills, communication, and a limited diet. The causes of these struggles (e.g., social, communication and behavioral problems, sensory issues, etc.) can create the desire for isolation and a lack of motivation. Teens with ASD easily drop into a lonely state of depression, making the original problems that much worse.

Behavior modification is the most popular area of concentration when treating teens on the spectrum. Social skills therapy and living skills therapy are widely available and do bring about effective progress in most cases. However, you are looking for something new to try.

Motivation is the key to improving your teenager’s circumstances. Actually, motivation is a factor anytime you are seeking to modify any teenager’s unwanted behaviors. Now motivation in itself is definitely an old concept, but using motivation in a new way will create the wanted result for your teenager.

Old Motivation—

As moms and dads, we often use set motivators to achieve the behavior we feel is appropriate. The concentration has been placed on the behavior, which sets a negative tone to the process of change. You can’t blame a teenager for reacting negatively to a negative tone.

• Rewards or bribery- “If you do ______ today, I’ll buy you a ______.” We’re guilty of this one, too. This probably creates more confusion and greed than motivation over time.

• Punishment- “If you don’t do ______, then you will get ______!” We all use this at one time or another and over the course of time, it has proven to be an ineffective motivator.

New Motivation—

Motivators should be positive. It feels good to see your teenager happily learning or cooperating in desired behaviors. Motivators that appeal to the individual teenager should be used for maximum results. Motivation is definitely personal. What motivates one teenager will not work for every teenager.

• Routines- Keeping your teenager’s routines constant will improve his outlook. He’ll know what to expect at any given time, lessening the stress he feels.

• Special Interests- Using your teenager’s special interests both at home and at school can generate positive responses in all situations. For example, your 13-year-old's  love of trains can be used to encourage eating at home. Train themed dinnerware or even themed foods may be used to entice the reluctant eater.

==> More Strategies for DEFIANT ASD TEENS
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Parent: "The schools do not understand the characteristics of ASD..."

"My 8-year-old son has ASD and ADHD. The schools do not understand the characteristics of autism spectrum disorder, let alone recognize it. What do parents do to get the schools to help these kids; they do have rights!"


You, the parent, need to educate your child's teacher. Use the following information as a start:

Tips for teachers re: "understanding ASD characteristics":

Teaching a youngster with ASD (high-functioning autism) can seem daunting, especially if you are unfamiliar with the disorder. But it doesn’t have to be. If you are about to teach a student with ASD, understanding the syndrome is your best preparation.

Kids on the spectrum tend to have normal or above-normal intelligence and high verbal skills, though they may have a hard time expressing their thoughts. As younger kids, they may show the ability to focus on one task for a long period of time, but they typically do not understand sarcasm, innuendo, or double meaning and have a hard time reading body language and social clues. Teachers are more likely to see boys rather than girls with the disorder.

Kids with autism may have a very specific and even obsessive interest, such as baseball statistics, trains, or dinosaurs. If a youngster in your class is interested in a particular subject, incorporating it into your teaching, when appropriate, can help keep him focused on the lesson.
 

Following the "Rules"—

Because many kids with ASD have difficulty with social interaction, they sometimes appear to be misbehaving when they don’t mean to be. Some kids do not realize that classroom rules apply to them. They may develop their own ‘rules’ and have a high demand to be perfect.

While some students with ASD can focus on one subject, you might find they have trouble concentrating in other areas. A visual cue, such as a yellow warning card placed on the desk for distracting behavior or personalized instructions for what to do during downtime can help keep a youngster focused.

As students grow older and school routines change, different tactics might help. One school used a peer educator to help the student with ASD. The peer educator would meet him at his locker in the morning, because he wouldn’t remember which book to bring. It helped cue him about what he needed to get together. Sitting the student next to compassionate students or kids with similar interests, such as baseball, improved the atmosphere.

Enlisting Peers—

Teaching your students about autism can help them handle with maturity and compassion the challenges classmates with the disorder can present. While many students may not grasp the concept of the autistic spectrum, they can understand that certain kids are more sensitive and need a bit of extra help. Some parents may choose to come have a discussion about ASD, while others may leave talking about people’s individual differences to the teachers. One class had a discussion about differences and bullying, led by student council leaders, that helped include his student with ASD.

Kids at that age don’t understand disabilities unless they’re explained. It isn’t that he’s trying to be this way, it’s just the way he was born. They can relate in that way. I’m not even sure I used the word autism.

Helping your students understand ASD, or at least recognize some of its traits, will help them cope when they experience a meltdown. One teacher would often ask her student’s peer educator to help him calm down by walking with him. He just needed time to have a quieter environment where he could settle down and talk about what he’s upset about. It wasn’t easy for him to brush things off, but he could get control, come back, and be part of the group again.
 

Giving a youngster time to recompose—by sitting in a special “study desk” or talking to a counselor or teacher in the hall—can help get things back to normal. Ask what caused the meltdown: for a younger kid, it might be the texture of a pencil; an older kid may have felt flustered when the room got too chaotic. But be warned: Sometimes they may not be able to express what happened without a little digging on your part.

A tiny shift in environment can make a huge difference for kids with ASD. If you’re not sure just what tiny shift your environment needs, experts recommend talking to the parents, who will most likely know their youngster better than anyone else.

Keeping Good Communication—

Meeting with parents and kids separately before school starts, if possible, is one good way to transition into a new year. One teacher also shows the kids their desks, lockers, and the restroom. Expect that things might be a bit rough for a few weeks. Just like you’re getting to know your new students, they are trying to figure you out, too—while adjusting to a new schedule and new surroundings as well. Woods says that a positive change in the demeanor of a youngster with ASD typically happens after a few weeks, once they feel more comfortable in their setting.

Keeping the line of communication with parents open, be it through e-mail or notes sent home, can help them work together to provide a positive learning environment. The goal is to help kids with autism learn and be able to adapt socially, and teachers need to consider every way of reaching them.

Think outside the box and try different things. Find out what makes them tick.

 

Best Comment:

I feel like the worse parent in the world,  I have a 14 year old who was just recently diagnosed with ASD's. I have just started reading your blogs and I find them very informative.   I knew all along that it was Autism but every professional I went to just added another label.  It started with ADHD and sensory in kindergarten, then OCD, ODD (grade 1), Tourettes(grade 3), over anxious disorder, non verbal learning disorder, executive dysfunction Grade 7, and finally ASD in Grade 9.

Anyways a big problem for my son is anxiety.  I recognized this at a very early age, my son was a bed wetter up until the age of 8 and he would hide it from his father for fear that his father would be mad.  In Kindergarten and Grade 1 if my son had a bad day at school he was punished at home.  His father would take everything away.  A problem arose at school where my son would freak out afraid that the staff would tell his father.  The anxiety over getting in trouble was bigger than the actual behaviors.

When his father became physically abusive in Grade 3 I left.  I have been doing it on my own ever since.  I have lost my career as a teacher because I have had to miss so much time to attend to my son.  He always had a severe dislike of school.  In Grade 1 he would either run or fight.  If a staff member cornered him when he was upset he would physically lash out.  My son was restrained, locked in rubber rooms and more often sent home.

I would physically have to carry my son to school on several occasions but he quickly became too big.  The last time I forced him to go to school 3 years ago he jumped out of a moving car.  Now my days exist of pleading, bribing, reasoning, begging etc just to get him to school.  Some days he out right refuses to go , other days I get him to the parking lot and he cries hysterically.

On the days I get him to school he quite often is sent home, for refusing to do his work or for crying.  Other days he says he simply cannot handle it and leaves.

I have been fighting the school to get supports for my son.  Currently he is in a segregated classroom for 2 1/2 hours a day.  I don't think the lack of structure in this classroom is working,  there are always different people in and out.  I want an aid for my son to accompany him to the regular classroom.  

I have wrote a letter of appeal to the School board and the department of education as follows:

MORE COMMENTS:

•    Anonymous said… Evan gives me a hard time about going to school but once we're out of the house he seems fine. He's only been to one party this year and it was for one of Sam's friends. Good luck with the party! I hope he has a good time smile emoticon
•    Anonymous said… Get an advocate........I volunteer as one where I live......schools give parents a rough time.....when they bring in someone who knows special ed law for the state......there's a whole different attitude......advocates are volunteers so there's no cost.......in an advocate and when my sons had meetings.....I took my own advocate..
•    Anonymous said… He actually does best with adults which is was one of the first red flags for his teacher. He for the most part is content to sit quietly by himself. His grades are excellent and he works ahead of most of his class. Anonymous said… I am another parent who eventually gave up on our public schools in 4th grade. We have a virtual charter school program, which is public, but all online at home. Now in 10th grade, headed to early college classes to finish high school. Brilliant techie! He will always be quirky, but not disabled in the way the schools tried to define him. Play to their strengths-- and always, always be on your child's side, you know them best
•    Anonymous said… I am reading some amazing books. A friend of mine also has me started with using essential oil blends, they do help. I just found a couple of these groups recently. But, knowing what I know now makes it a lot easier in communicating more effectively with him. I will definitely let you know if I find one locally.
•    Anonymous said… I am still all new to this thinking my son was only ADHD. I am awaiting confirmation from the doctor. But, everything I have read are characteristics of my sons behaviors. Still trying to find a support group.
•    Anonymous said… I am trying to find this puffy that you can make at home with Evan. I am going to try it tonight. It is supposed to be very good for sensory issues. But, it is something for everyone.
•    Anonymous said… I don't know how or what laws are in place in different states,but my son was in a charter school since kindergarten until the beginning of 4th grade I knew he had Aspergers very early but he didn't get fully diagnosed until last year .Then he finally received an IEP plan .The charter school wasn't equipped with people that were empathetic to my sons learning issues and it was too much of a lax environment.I moved to a different county and home schooled for a few months but he hated it,it wasn't structured enough for him.So his first time in public school was a few months ago and lucky he got into a school that deals with IEP's regularly so he loves school. You have to definitely advocate for your kid/s to get an IEP or 504 plan by law in CA the schools have to abide by it or find a school that will and provide transportation as well to and from the school willing to work with your child.It's a process but it's worth it in the end.It's ridiculous that there are teachers that treat kids like ours like they are bad or not willing to listen.SMH why teach? My son had an evil fourth grade teacher that would laugh at his nervous movements.I reported her but the charter school did nothing.Now his teacher is a straight gift from the teacher god's! Lol I just wish schools would be more empathetic towards our kids.
•    Anonymous said… I know exactly how you feel. No problem!
•    Anonymous said… I pulled my son out of public school. He was being bullied by the kids and the teachers. He is homeschooled now, and he loves it.
•    Anonymous said… It's been frustrating because we've been saying for 2 years that we thought Ev had Aspergers and no one would listen. His kindergarten teacher is AMAZING and she mentioned it to me after doing research on her own. She helped us get the ball rolling.
•    Anonymous said… I've been looking at psychologists for Ev to maybe get him help with socializing at school. That's where he has the most trouble
•    Anonymous said… Let me know how it turns out. I need to find stuff to keep them occupied next week. We're gonna take them to the Museum next week. They have a Lego exhibit and all 3 of them enjoy Legos
•    Anonymous said… My 10 year old sons school ( bardfield primary) didn't understand my sons needs and didn't want him there, wanted me to change he's school so took him out of school all together an home tutoring him now, best move I made
•    Anonymous said… oh dear my two boys have asd and i see its so common that some.of our kids dont manage to finish school frown emoticon xx
•    Anonymous said… Oh, I know... And the sooner it is caught the sooner intervention can start. Let me guess he gets along with kids either younger or older. But, just doesn't mesh with his peers. Easily frustrated switching tasks.
•    Anonymous said… Reading all these problems gob smack me .Its the same as our grandson .He told us that he lives in a different world to other people and if he could write it all down everything would be just fine .He likes one on one no interferance from any one .He wont go to school either and in NZ only one doctor who can access the mind of children with asperges and she has gone private .So the people who dont have the money get shoved at the back of the line.
•    Anonymous said… Same here we now home educated all four kids. My two boys with autism were 5 and 7 and I couldn't allow school to fail them further. I'd tried two schools with my 7 year old the first was appalling the second better but just not equipped to manage and I noticed they started to belittle them. I now have different boys they are so much happier. To be honest my 9 year old is much happier too and my youngest will never experience school. I wish I'd never but them in school.
•    Anonymous said… Sounds like Evan. Breaks my heart daily. I'll look them up. Thank you!
•    Anonymous said… They never understood mine? Don't believe me? Ask LISD from the 80s, 90s, and early 00s. Social Media had came back to haunt them in NTX area.
•    Anonymous said… Unfortunately the reason the schools are not recognising these conditions. Is that there is very little training for the teachers around this. Keep pushing the schools. I take information about Autism and Adhd and give it to the teacher's.
•    Anonymous said… Yep. Hopefully, you can get some things in place during the summer. The girls like my son but the boys tease him a lot. I am letting him go to a birthday party next Friday. I think he is excited because it is Jaks Warehouse.
•    Anonymous said… Yep. There is a new one at St. Margarets Dyer. Her name is Ashlyn and she is great!!! She is actually the only person that connected the dots for Riese. Just waiting for clinical diagnosis.

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