My ASD Child

There is probably no process as frustrating for parents and educators alike as the IEP process. As a team effort, the IEP process is designed to help develop a program that is in the best interest of the child with ASD or [High-Functioning Autism]. All too often, the schools experience a lack of resources or have other challenges, which leaves the parent feeling that she is not receiving the support that is needed. There are several common mistakes parents and teachers make when creating an IEP (or going through the IEP process). These include the following: 1. The parent signs the IEP when she doesn't totally agree with it. Never sign an IEP at the meeting, especially if you don't agree with it. A verbal commitment that "we will work out the fine details later" is not binding, but your signature is. Remember that you have three days to review the IEP before signing it. It is always a good idea to take the IEP home and review it one more time, even if y

"How do you deal with an autistic child (age 5) who frequently has severe temper tantrums whenever she doesn't get her way, for example, can't play here favorite game 24/7?" In order to understand what calming techniques will work with your ASD (high functioning autistic) child, you will first need to determine what things irritate her and have some understanding of the context in which she is throwing a tantrum.    While she is calm, make sure your child knows what the expectations are, but don't confuse the issue with trying to talk to her about things at a time when she is already upset. Here's a basic plan: Recognize the signs (e.g., facial expressions) and triggers (e.g., transitioning from one activity to the next) that your child is becoming upset, and intervene prior to a tantrum. Try to redirect her to an alternative activity, something that she enjoys. If "redirecting" does not stop the tantrum, tell her to stop. Don’t add any

"We think our daughter may have a form of autism due to her severe shyness, excessive need to have things just so, certain rituals she has with food, major touch sensitivity, a lot of anxiety, just to name a few. What are some of the signs to look for to help us decide if an assessment is in order?" Females with ASD, or High-Functioning Autism. often present with a unique set of characteristics that can make diagnosing their disorder very difficult. In addition, their strengths often mask their deficits. There has been considerable discussion among professionals about the way girls with ASD demonstrate their major characteristics. Some girls have obvious social difficulties, whereas others appear to have excellent skills because they imitate the behaviors of others (often without understanding them). There are many females who do not receive a diagnosis, possibly because, compared to males, (a) they have fairly good social skills (particularly when interacting wi

Some kids with ASD [High-Functioning Autism] develop a resistance to (or fear of) change, that then involves being rigid in their approach to their environment. Insistence on sameness, routines and rituals begin. For example: Particular silverware and plates must be used or the ASD youngster refuses to eat or drink. Objects may be stacked or lined up in a repetitive manner. Certain routes must be followed to and from familiar places. Certain items must be placed in particular places and not moved. Confusion about coping in a world that is overwhelming influences this behavior, so the youngster with ASD responds to this uncertainty by being in control of their immediate environment, the objects in that environment, and the people in it. Repetitive motor mannerisms may occur when some kids are excited, anxious, or worried. For others, sensory sensitivities and physical enjoyment may drive repetitive jumping, arm flapping, twiddling of fingers in front of their eyes and cover