Social interaction, especially with more than one person, inevitably increases anxiety to a point where the child’s coping mechanisms may deteriorate.
Situations in which he or she has to identify, translate, and respond to social and emotional cues – and cope with unexpected noise levels – often result in a meltdown.
Parents can – and should – teach their “special needs” child traditional relaxation methods using activities to encourage muscle relaxation and breathing exercises as a counter-conditioning technique. But, parents must also consider the circumstances in which their child is particularly prone to anxiety.
Environmental modification can significantly reduce anxiety in kids on the autism spectrum (e.g., having a safe area for periods of solitude to relax or concentrate on schoolwork, minimizing distractions, reducing noise levels, etc.). If the parent recognizes that a particular event is a major cause of anxiety, then it would be helpful to consider whether the source could be avoided (e.g., recommending the temporary suspension of homework).
At school, one option for the HFA youngster who becomes anxious on the playground is to be able to withdraw to the school library, or for the child who is stressed about socializing during the lunch break, to complete a crossword puzzle in a quiet area.
Another source of anxiety for kids on the spectrum is unexpected changes. Thus, they often need advance preparation and time to adjust to the new task or activity.
Cue-controlled relaxation is another useful part of an anxiety-management plan. One strategy is for the child to have an object in his or her pocket that symbolizes (or has been classically conditioned to) elicit feelings of relaxation.
For instance, one girl with HFA was a passionate reader of fiction, her favorite book being The Secret Garden. She kept a key in her pocket to symbolically open the door to the secret garden, a make-believe place where she felt calm and joyful. A couple minutes touching or looking at the key helped her to visualize a scene mentioned in the book and to calm down and reach a more confident state of mind.
Another example was a boy on the autism spectrum who had a special picture in his backpack of a beach scene, which reminded him of the time his family vacationed in Florida and he collected seashells found in the sand. He viewed the picture frequently whenever he was in the throes of a stressful event.
Situations in which he or she has to identify, translate, and respond to social and emotional cues – and cope with unexpected noise levels – often result in a meltdown.
Parents can – and should – teach their “special needs” child traditional relaxation methods using activities to encourage muscle relaxation and breathing exercises as a counter-conditioning technique. But, parents must also consider the circumstances in which their child is particularly prone to anxiety.
Environmental modification can significantly reduce anxiety in kids on the autism spectrum (e.g., having a safe area for periods of solitude to relax or concentrate on schoolwork, minimizing distractions, reducing noise levels, etc.). If the parent recognizes that a particular event is a major cause of anxiety, then it would be helpful to consider whether the source could be avoided (e.g., recommending the temporary suspension of homework).
At school, one option for the HFA youngster who becomes anxious on the playground is to be able to withdraw to the school library, or for the child who is stressed about socializing during the lunch break, to complete a crossword puzzle in a quiet area.
Another source of anxiety for kids on the spectrum is unexpected changes. Thus, they often need advance preparation and time to adjust to the new task or activity.
Cue-controlled relaxation is another useful part of an anxiety-management plan. One strategy is for the child to have an object in his or her pocket that symbolizes (or has been classically conditioned to) elicit feelings of relaxation.
For instance, one girl with HFA was a passionate reader of fiction, her favorite book being The Secret Garden. She kept a key in her pocket to symbolically open the door to the secret garden, a make-believe place where she felt calm and joyful. A couple minutes touching or looking at the key helped her to visualize a scene mentioned in the book and to calm down and reach a more confident state of mind.
Another example was a boy on the autism spectrum who had a special picture in his backpack of a beach scene, which reminded him of the time his family vacationed in Florida and he collected seashells found in the sand. He viewed the picture frequently whenever he was in the throes of a stressful event.
Resources for parents of children and teens on the autism spectrum:
==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder
==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance
==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder
==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook
==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book
==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism
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…
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...
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…
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…
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...
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.
