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The 5 Main Traits of ASD Level 1 (High-Functioning Autism)

ASD Level 1, also known as "high-functioning autism," is characterized by mild symptoms that may interfere with an individual's ability to function in social or occupational settings. Some common traits of ASD Level 1 include:

1.    Challenges in social interactions, such as difficulty with initiating or sustaining conversations, and struggles with understanding nonverbal communication cues like body language and facial expressions.

Difficulty in Understanding Social Cues—

One of the primary challenges individuals with autism face in social interactions is difficulty in understanding social cues. This includes non-verbal cues such as body language, facial expressions, and tone of voice. As a result, they may struggle to interpret the emotions and intentions of others, making it challenging to engage in typical social interactions.

Trouble with Reciprocal Communication—

Individuals with autism often experience difficulties in engaging in reciprocal communication. They may struggle with initiating conversations, maintaining eye contact, or taking turns during a conversation. This can lead to social isolation and difficulties in forming meaningful relationships with peers.

Sensory Sensitivities—

Many individuals with autism have sensory sensitivities, which can impact their ability to engage in social interactions. Certain social environments may be overwhelming due to sensory stimuli such as loud noises, bright lights, or crowded spaces. This can lead to social withdrawal and avoidance of social situations.

Challenges in Understanding Social Norms—

Understanding and adhering to social norms can be challenging for individuals with autism. They may have difficulty grasping unwritten social rules, understanding personal space boundaries, or interpreting the nuances of social etiquette. This can lead to social misunderstandings and feelings of alienation.

==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook

Strategies for Supporting Individuals with Autism in Social Interactions—

Understanding the challenges faced by individuals with autism in social interactions is essential for creating an inclusive environment. Here are some strategies for supporting individuals with autism:

  • Providing clear and explicit communication
  • Creating structured social situations with clear expectations
  • Offering support for sensory sensitivities
  • Educating peers and community members about autism and promoting acceptance and understanding


2.    Repetitive behaviors or restricted interests, such as adherence to strict routines, intense focus on specific topics, or repetitive movements.


Repetitive behaviors in individuals with autism can manifest in different forms, including repetitive body movements such as hand-flapping or rocking, insistence on sameness and routines, and an intense focus on specific topics or objects. These behaviors often serve as a way for individuals with autism to cope with anxiety and sensory sensitivities. While repetitive behaviors can provide comfort and a sense of control, they can also interfere with daily functioning and social interaction.

Restricted interests refer to the intense, narrow focus that individuals with autism may develop on specific topics or activities. This might involve an encyclopedic knowledge of a particular subject, an obsession with collecting specific items, or a fixation on certain patterns or routines. While these interests can be a source of joy and expertise for individuals with autism, they can also limit their engagement in other activities and social interactions.

It's important to understand that repetitive behaviors and restricted interests are not necessarily negative aspects of autism. They are part of the individual's unique way of experiencing the world. However, they can present challenges in educational, occupational, and social settings. Understanding and accommodating these behaviors is crucial in supporting individuals with autism.

Therapies and interventions aimed at addressing repetitive behaviors and restricted interests in autism often focus on teaching alternative coping strategies, expanding interests, and promoting flexibility. Applied behavior analysis (ABA), cognitive behavioral therapy (CBT), and occupational therapy are some of the approaches used to help individuals manage these behaviors and develop broader areas of interest.

3.    Sensory sensitivities, which can manifest as heightened or reduced sensitivity to sensory input such as light, sound, touch, or taste.

Sensory sensitivities refer to heightened reactions to sensory stimuli such as sound, touch, taste, smell, and sight. For individuals with autism, these sensitivities can manifest in different ways. Some individuals may be hypersensitive to certain stimuli, while others may be hyposensitive, meaning they seek out more sensory input to feel stimulated. This can result in distress, discomfort, or sensory overload, making it challenging for individuals with autism to navigate their surroundings.

It's important to recognize that sensory sensitivities are not simply preferences or aversions; they are fundamental to how individuals with autism experience the world. For example, a seemingly harmless sound, such as the buzzing of fluorescent lights, could be excruciatingly overwhelming for someone with sensory sensitivities. Similarly, certain textures of clothing or unexpected touch can cause extreme discomfort.

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

Supporting individuals with autism and sensory sensitivities involves creating an environment that minimizes sensory triggers and provides coping strategies. Here are some approaches that can be beneficial:

•    Sensory-Friendly Spaces: Designing environments with consideration for sensory sensitivities can greatly improve the well-being of individuals with autism. This may involve using soft lighting, minimizing background noise, and offering sensory-friendly seating options.


•    Sensory Diet: Developing a "sensory diet" involves identifying specific sensory activities that help regulate an individual's sensory system. This could include activities like deep pressure input, fidget toys, or sensory breaks to prevent sensory overload.


•    Communication and Advocacy: Encouraging open communication and understanding of individual sensory needs is crucial. Individuals with autism should feel empowered to express their sensory challenges and preferences, and others should be receptive and accommodating.


•    Education and Awareness: Increasing awareness and understanding of sensory sensitivities associated with autism within the wider community can lead to greater empathy and support for individuals with autism.

By recognizing and addressing sensory sensitivities, we can create a more inclusive and supportive environment for individuals with autism.

4.    Difficulties with transitioning or adapting to change, leading to anxiety or distress in situations that deviate from familiar routines.

For individuals with autism, maintaining a predictable routine can provide a sense of security and stability. Any deviation from the routine or unexpected changes can lead to distress and anxiety. This can be particularly challenging in settings such as school or work, where schedules and expectations may vary.

Social transitions can also pose challenges for individuals with autism. Meeting new people, navigating social gatherings, or adjusting to changes in relationships can be overwhelming. The unspoken rules of social interactions can be difficult for individuals with autism to understand, making it hard for them to adapt to new social situations.

Environmental changes, such as moving to a new house or experiencing a change in sensory input, can also be overwhelming for individuals with autism. Sensory sensitivities are common among people with autism, and changes in sensory input can lead to discomfort or distress.

So, how can we support individuals with autism in transitioning and adapting to change? One approach is to provide clear and consistent communication about any upcoming changes. This can help individuals prepare for the transition and reduce anxiety. Visual supports, such as schedules and social stories, can also be helpful in explaining upcoming changes and what to expect.

Creating structured transitions and providing ample time for individuals to adjust to change can also be beneficial. Gradual exposure to new situations or environments, along with positive reinforcement, can help individuals with autism build confidence and develop coping strategies for managing change.

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

5.    Strong preference for solitude or solitary activities, and a tendency to feel overwhelmed or drained by social interactions.

Individuals with autism often exhibit a strong inclination towards solitary activities and may find comfort and solace in being alone. This preference for solitude can manifest in various ways, such as seeking out solitary hobbies, engaging in repetitive behaviors in isolation, or withdrawing from social interactions.

It's important to recognize that not all individuals with autism display the same patterns of behavior, and preferences for solitude can vary widely among those on the autism spectrum. For some individuals, solitary activities may provide a sense of calm and predictability in a world that can often feel overwhelming and chaotic. Engaging in solitary pursuits may serve as a coping mechanism, allowing individuals with autism to regulate their sensory experiences and reduce feelings of anxiety or distress.

However, it's crucial to approach the strong preference for solitude in the context of individual differences and personal preferences. While some individuals with autism may find solace in being alone, others may desire social connections but struggle to navigate the complexities of interpersonal interactions. Understanding and respecting these differences is essential in providing support and creating inclusive environments for individuals with autism.

Moreover, the strong preference for solitude in individuals with autism should not be misconstrued as a lack of interest in social connections or relationships. Many individuals with autism value meaningful connections and friendships, but may face challenges in initiating and maintaining social interactions. By promoting understanding and acceptance, we can help create opportunities for individuals with autism to engage in social activities on their own terms, while also respecting their need for solitude when necessary.

It's important to note that each individual with ASD Level 1 may experience a unique combination of these traits, and the severity of symptoms can vary widely. Additionally, individuals with ASD Level 1 often have strengths as well, such as exceptional attention to detail, proficiency in specific areas of interest, and the ability to think in a logical, systematic manner.


 
 
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.

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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.

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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.

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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."

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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.

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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.

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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.

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By

ASD Meltdown-Management: Key Points for Parents of Kids on the Autism Spectrum

A meltdown is a condition where the youngster with ASD level 1, or High Functioning Autism, temporarily loses control due to emotional responses to environmental factors. It generally appears that the youngster has lost control over a single and specific issue, however this is very rarely the case. 

Usually, the problem is the accumulation of a number of irritations which could span a fairly long period of time, particularly given the strong long-term memory abilities of young people on the autism spectrum.

Why The Problems Seem Hidden—

ASD kids don't tend to give a lot of clues that they are very irritated:
  • Often ASD child-grievances are aired as part of their normal conversation and may even be interpreted by NTs (i.e., neurotypicals, or people without autism) as part of their standard whining.
  • Some things which annoy ASD kids would not be considered annoying to NTs, and this makes NT's less likely to pick up on a potential problem.
  • Their facial expressions very often will not convey the irritation.
  • Their vocal tones will often remain flat even when they are fairly annoyed.

What Happens During A Meltdown—

The meltdown appears to most people as a temper tantrum. There are marked differences between adults and kids. Kids tend to flop onto the ground and shout, scream or cry. Quite often, they will display violent behavior such as hitting or kicking.

In adults, due to social pressures, violent behavior in public is less common. Shouting outbursts or emotional displays can occur though. More often, it leads to depression and the ASD man or woman simply retreats into themselves and abandons social contact.

Some ASD kids describe the meltdown as a red or grey band across the eyes. There is a loss of control and a feeling of being a powerless observer outside the body. This can be dangerous as the ASD youngster may strike out, particularly if the instigator is nearby or if the "Aspie" is taunted during a meltdown.

Depression—

Sometimes, depression is the only outward visible sign of a meltdown. At other times, depression results when the ASD youngster leaves the meltdown state and confronts the results of the meltdown. The depression is a result of guilt over abusive, shouting or violent behavior.

Dealing With Meltdowns—

Unfortunately, there's not a lot you can do when a meltdown occurs in a child on the autism spectrum. The best thing you can do is to train yourself to recognize a meltdown before it happens and take steps to avoid it.

Example from one mother: "ASD kids are quite possessive about their food, and my autistic child will sometimes decide that he does not want his meat to be cut up for him. When this happens, taking his plate from him and cutting his meat could cause a full-blown meltdown. The best way to deal with this is to avoid touching it for the first part of the meal until he starts to want my involvement. When this occurs, instead of taking his plate from him, it is more effective to lean over and help him to cut the first piece. Once he has cut the first piece with help, he will often allow the remaining pieces to be cut for him."

Once the youngster reaches an age where they can understand (around age 4 or so), you can work on explaining the situation. One way you could do this would be to discreetly videotape a meltdown and allow them to watch it at a later date. You could then discuss the incident, explain why it isn't socially acceptable, and give them some alternatives.

One adult "Aspie" stated the following:

"When I was little, I remember that the single best motivation for keeping control was once when my mother called me in after play and talked about the day. In particular, she highlighted an incident where I had fallen down and hurt myself. She said, 'Did you see how your friend started to go home as soon as you fell down because they were scared that you were going to have a meltdown?' She went on to say, 'When you got up and laughed, they were so happy that they came racing back. I'm proud of you for controlling your emotions.' That was a good moment for me that day. It really gave me some insight into how I tended to respond quickly without much forethought. I carried this with me for years later and would always strive to contain myself. I wouldn't always succeed, but at least I was trying."

Meltdowns And Punishment—

One of the most important things to realize is that meltdowns are part of the ASD condition. You can't avoid them; merely try to reduce the damage. Punishing an ASD youngster for a meltdown is like punishing someone for swearing when they hit their thumb with a hammer. It won't do any good whatsoever and can only serve to increase the distance between you and your youngster.

In addition, meltdowns aren't wholly caused by the current scenario, but are usually the result of an overwhelming number of other issues. The one which "causes" the meltdown is the straw that breaks the camel’s back. Unless you're a mind reader, you won't necessarily know what the other factors are, and your ASD youngster may not be able to fully communicate the problem.

Every teacher of ASD students and every mom or dad of an ASD child can expect to witness some meltdowns. On average, meltdowns are equally common in boys and girls, and more than half of autistic kids will have one or more per week.

At home, there are predictable situations that can be expected to trigger meltdowns, for example:
  • bath time
  • bedtime
  • car rides
  • dinner time
  • family activities involving siblings
  • family visiting another house
  • getting dressed
  • getting up
  • interactions with peers
  • mom or dad talking on the phone
  • playtime
  • public places
  • visitors at the house
  • watching TV

Other settings include:
  • answering questions in class
  • directives from the teacher
  • getting ready to work
  • group activities
  • individual seat work
  • interactions with other children
  • on the school bus
  • the playground
  • transitions between activities

From time to time, all ASD kids will whine, complain, resist, cling, argue, hit, shout, run, and defy authority figures. Meltdowns, although normal, can become upsetting to parents and teachers because they are embarrassing, challenging, and difficult to manage. Also, meltdowns can become particularly difficult to manage when they occur with greater frequency, intensity, and duration than is typical for the age of the ASD kid.

There are nine different types of temperaments in kids on the spectrum:

1. Distracted temperament predisposes the kid to pay more attention to his or her surroundings than to the caregiver.

2. High-intensity level temperament moves the kid to yell, scream, or hit hard when feeling threatened.

3. Hyperactive temperament predisposes the kid to respond with fine- or gross-motor activity.

4. Initial withdrawal temperament is found when kids get clingy, shy, and unresponsive in new situations and around unfamiliar people.

5. Irregular temperament moves the kid to escape the source of stress by needing to eat, drink, sleep, or use the bathroom at irregular times when he or she does not really have the need.

6. Low sensory threshold temperament is evident when the kid complains about tight clothes and people staring and refuses to be touched by others.

7. Negative mood temperament is found when kids appear lethargic, sad and lack the energy to perform a task.

8. Negative persistent temperament is seen when the kid seems stuck in his or her whining and complaining.

9. Poor adaptability temperament shows itself when kids resist, shut down, and become passive-aggressive when asked to change activities.

Around age 2, some ASD kids will start having what I refer to as "normal meltdowns." These bouts can last until approximately age 4. Some parents (thinking in terms of temper tantrums) mistakenly call this stage "the terrible twos," and others call it "first adolescence" because the struggle for independence is similar to what is seen during adolescence. Regardless of what the stage is called, there is a normal developmental course for meltdowns in children on the autism spectrum.

Children on the spectrum  during this stage will test the limits. They want to see how far they can go before mom or dad stops their behavior. At age 2, ASD kids are very egocentric and can't see another person’s point of view. They want independence and self-control to explore their environment. When they can't reach a goal, they show frustration by crying, arguing, yelling, or hitting. When their need for independence collides with the parents' needs for safety and conformity, the conditions are perfect for a power struggle and a meltdown. 

A meltdown is designed to get the parents to desist in their demands or give the child what he or she wants. Many times, ASD kids stop the meltdown only when they get what is desired. What is most upsetting to parents is that it is virtually impossible to reason with ASD kids who are having a meltdown. Arguing and cajoling in response to a meltdown only escalates the problem.

By age 3, many young people on the spectrum are less impulsive and can use language to express their needs. Meltdowns at this age are often less frequent and less severe. Nevertheless, some preschoolers have learned that a meltdown is a good way to get what they want.

By age 4, most ASD kids have the necessary motor and physical skills to meet many of their own needs without relying so much on the parent. At this age, these young people also have better language that allows them to express their anger and to problem-solve and compromise. Despite these improved skills, even kindergarten-age and school-age ASD kids can still have meltdowns when they are faced with demanding academic tasks and new interpersonal situations in school.

It is much easier to “prevent” meltdowns than it is to manage them once they have erupted.  Here are some tips for preventing meltdowns and some things you can say:

1. Avoid boredom. Say, “You have been working for a long time. Let’s take a break and do something fun.”

2. Change environments, thus removing the child from the source of the meltdown. Say, “Let’s go for a walk.”

3. Choose your battles. Teach them how to make a request without a meltdown and then honor the request. Say, “Try asking for that toy nicely and I’ll get it for you.”

4. Create a safe environment that these children can explore without getting into trouble. Childproof your home or classroom so they can explore safely.

5. Distract them by redirection to another activity when they meltdown over something they should not do or can't have. Say, “Let’s read a book together.”

6. Do not "ask" ASD kids to do something when they must do what you ask. Do not ask, “Would you like to eat now?” Say, “It's dinnertime now.”

7. Establish routines and traditions that add structure. For teachers, start class with a sharing time and opportunity for interaction.

8. Give these children control over little things whenever possible by giving choices. A little bit of power given to the kid can stave-off the big power struggles later (e.g., “Which do you want to do first, brush your teeth or put on your pajamas?”).

9. Increase your tolerance level. Are you available to meet the ASD kid’s reasonable needs? Evaluate how many times you say, “No.” Avoid fighting over minor things.

10. Keep a sense of humor to divert the child's attention and surprise him or her out of the meltdown.

11. Keep off-limit objects out of sight and therefore out of mind. In an art activity, keep the scissors out of reach if the child is not ready to use them safely.

12. Make sure that ASD kids are well rested and fed in situations in which a meltdown is a likely possibility. Say, “Dinner is almost ready, here’s a cracker for now.”

13. Provide pre-academic, behavioral, and social challenges that are at the ASD kid’s developmental level so that he or she doesn't become frustrated.

14. Reward them for positive attention rather than negative attention. During situations when they are prone to meltdowns, catch them when they are being good and say things like, “Nice job sharing with your friend.”

15. Signal them before you reach the end of an activity so that they can get prepared for the transition. Say, “When the timer goes off 5 minutes from now, it will be time to turn off the TV and go to bed.”

16. When visiting new places or unfamiliar people, explain to the child beforehand what to expect. Say, “Stay with your assigned buddy in the museum.”

There are a number of ways to “handle” a meltdown that is already underway.  Strategies include the following:

1. Hold the ASD  kid who is out of control and is going to hurt himself or herself (or someone else). Let the child know that you will let him or her go as soon as he or she calms down. Reassure the child that everything will be all right, and help him or her calm down. Moms and dads may need to hug their Aspergers kid who is crying, and say they will always love him or her no matter what, but that the behavior has to change. This reassurance can be comforting for an Aspergers kid who may be afraid because he or she lost control.

2. If the youngster has escalated the meltdown to the point where you are not able to intervene in the ways described above, then you may need to direct the child to time-out. If you are in a public place, carry your child outside or to the car. Tell him that you will go home unless he calms down. In school, warn the student up to three times that it is necessary to calm down, and give a reminder of the rule. If the student refuses to comply, then place him in time-out for no more than 1 minute for each year of age.

3. Remain calm and do not argue. Before you manage her, you must manage your own behavior. Punishing or yelling at the child during a meltdown will make it worse.

4. Talk with the child after he has calmed down. When he stops crying, talk about the frustration the he has experienced. Try to help solve the problem if possible. For the future, teach the child new skills to help avoid meltdowns (e.g., how to ask appropriately for help, how to signal an adult that he  needs to go to “time away” to “stop, think, and make a plan” ...and so on). Teach the Aspergers kid how to try a more successful way of interacting with a peer or sibling, how to express his feelings with words, and recognize the feelings of others without hitting and screaming.

5. Think before you act. Count to 10 and then think about the source of the ASD kid’s frustration, the child’s characteristic temperamental response to stress (e.g., hyperactivity, distractibility, moodiness, etc.), and the predictable steps in the escalation of the meltdown.

6. Try to intervene before the youngster is out of control. Get down at her eye level and say, “You are starting to get revved up, let's slow down.” Now you have several choices of intervention.

7. You can ignore the meltdown if it is being thrown to get your attention. Once the ASD kid calms down, you can give the attention that is desired.

8. You can place the youngster in "time away." Time away is a quiet place where he goes to calm down, think about what he needs to do, and with your help, make a plan to change the behavior.

9. You can positively distract the child by getting her focused on something else that is an acceptable activity (e.g., remove the unsafe item and replace with an age-appropriate game).

Post-Meltdown Management—

1. Do not reward the child after a meltdown for calming down. Some kids will learn that a meltdown is a good way to get a treat later.

2. Explain to the child that there are better ways to get what she wants.

3. Never let the meltdown interfere with your otherwise positive relationship with your child.

4. Never, under any circumstances, give in to a meltdown. That response will only increase the number and frequency of the meltdowns.

5. Teach the youngster that anger is a feeling that we all have, and then teach her ways to express anger constructively.


Best Comment—

My name is Sharon, I have been with Elliott for over ten years and we have a son Brandon who is 6 yr old. They both have aspergers syndrome we are awaiting Brandon’s appointment with the paediatrician consultant for diagnosis, but I am 110% sure it will be aspergers. I am feeling in the thick of it of late I have and am constantly looking for local support and forums online etc to reach out for guidance and any support also to offer my own support to others. I am a person centred therapist and in the past have worked in supporting children and adults on the autistic spectrum, I do have a good insight into the autistic spectrum but nothing prepares you for how it feels actually living 24/7 with it.

Firstly the biggest part for me is the heart break and hurt I feel for my son, then the worry and concern how he will get along in life. I am very pro active and of late have worked well with school to best advise them how we support Brandon’s needs it’s been an uphill struggle for the last year especially as they don't seem to have the knowledge or the amenities to support him.

I have been called to school several times of late because of his "disruptive" behaviour,, basically his stimming he does get louder if in a louder environment the teachers know this is a trigger and he is left alone to deal with this instead of being prepared for a change of noise or scenery or even a much needed teaching assistant who could work alongside him. If he gets too disruptive he is taken out of the class environment for "time out" is this a good way of dealing with it? As we have told school time out at home is if he is naughty, which generally he is never naughty. we have what we call quiet time at home where sometimes when he feels over load we just find a quiet place to sit together and relax or read whatever he wants really but it brings him down and more settled to cope better.

Again it will mean another meeting or ten..... To resolve or make a better learning environment for Brandon. They say they can’t do anything till he’s been statemented and funded for an assistant or further support. But they will assist him as best they can and I do feel listened to but there is of late something new nearly every day that needs adaption which imp fine with I am aware he defiantly needs some support. I have been on an emotional roller coaster.

It feels so isolating as support around this neck of woods is minimal. Brandon’s upset of late is his lack of friends he just wants his family to be at school all day every day his words because we love him! So the social aspect this is. So I discussed with head teacher and she has set a buddy system up for him its yet to be seen to be working, as I know how difficult it is for Brandon to mix and communicate with his peers and when he does he gets rejected.

We have tried so many routes with this he seems to connect with kids in play areas as he and they are generally being quite boisterous but its time limited so he feels less pressure. We are also in process of groups i.e. dancing as he loves to dance (street dance) and maybe other recreations of his choice. It feels like a very long a winding road what we are on I know I haven't spoke much bout Elliott having spent ten years with him would have thought Brandon’s aspergers may come easier to me understanding wise yes but on a personal level it’s so upsetting.

Other points are his eating habits he is a very bland eater and eats the same few foods we supplement with vitamins he is quite small in frame but eats quite well the foods he does enjoy think they call it the beige diet he has no colour in his food at all (pasta, no sauce, chicken nuggets, crisps plain flavour, crumpets, bread, some types of rice, certain chocolate, milk, Yorkshire puddings) there’s a few more but as you can see limited. We have tried so many different ways to entice him I would be grateful if you could give me any tips.

Feels like I am going on now, the list goes on his sensory issues really do dictate to him and us how the day goes sometimes, and he is becoming more and more aware of his stims and repetitive behaviour today its clapping and repeating words it was a machine gun noise (constantly)and random moves it varies from day. I feel I need more guidance in how to help/support Brandon. The melt downs are becoming more and more but he only does this with his dad I have a calming effect as soon as he starts in melt down they pretty much calm after I’ve been around him a few minutes. The routines he has etc seem to help a lot too.

If you can pull anything out of this letter and feedback I would be grateful there will be things I have missed but feel free to ask me any further questions. He also as 3 older step siblings 15, 19, 21 and they are very loving and supportive with him and very understanding. He as a great relationship with all of us in our family unit. Feels like the outside world is a daunting prospect right now.

More comments below...
By

RE: "How can we get him to change his eating habits?"

"My grandson has ASD. He is age 7. His diet consists of cheese, eggs, bread, milk, juice, wieners, fish, hamburgers, chicken, mashed or French fried potatoes and, on occasion, chocolate and bananas. He will eat no pasta, vegetables, or any other fruit. Does this eating problem go along with Autism? How can we get him to change his eating habits?" 

Your grandson’s disorder may cause unusual reactions to new foods and he may not want to eat them. To him, they may taste bitter, salty, or just plain awful. They may smell bad (to him). He may dislike the textures of new foods. Consequently, he doesn’t want to eat foods that cause these reactions.

Compared to some other kids on the spectrum, your grandson’s diet is not that terrible. He gets protein from eggs, milk, cheese, wieners, fish, hamburger, and chicken  ...grains, which provide B vitamins, from bread and hamburger and hot dog buns  ...some vitamins and minerals, including vitamin C, from juice, potatoes, chocolate, and bananas  ...and calcium and vitamin D from milk and cheese.
 
==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook

All in all, his diet could be worse and is not much different from what many neurotypical children eat. However, his diet would be more nutritious if he ate more fruits, vegetables, and grains. Perhaps he would try some whole grain cereals. 
 
Many autistic children like Life cereal or Cheerios. See if he likes popcorn, which is a whole grain (don’t load it up with a lot of butter, though). Try whole grain breads, hamburger and hot dog buns. 
 
He might like whole grain rice. Try it mixed in a cheese and chicken casserole. Most kids like macaroni and cheese. See if he does. Try tacos made with whole grain tortillas, hamburger, and cheese. You might be able to sneak in some chopped tomato and onion. Use low fat hamburger and 1% milk.

See if he will drink different types of fruit juices. There are new ones on the market that are delicious and have a serving of fruit and one of vegetables in each glass. Many fruits may taste sour to him. If he likes cereal, slice half of a banana on it. 
 
 
Canned peaches and pears are sweet and may appeal to him. Cut up fruits into bite sized pieces so they are easy to eat. Don’t chastise him if he doesn’t eat them; maybe in the future he will. Make small apple or blueberry muffins. He might like them, too. Yogurt with fruit is an option you could try.

As far as vegetables are concerned, it may be an uphill road! But, sometimes vegetables can be hidden in other foods, for example, in those juices mentioned above. How about putting some onion in his hamburger? Potatoes are vegetables and he likes them! Try oven frying the French fries instead of frying in oil. Blend some cooked cauliflower into his mashed potatoes. 
 
He may not notice the difference. He may like sweet potatoes. He might like creamed corn or cornbread. Does he eat any soup, such as pea soup or vegetable? You could try tomato soup made with milk -- he might like it. If you put finely chopped, frozen carrots and peas in a chicken/cheese casserole, he might eat them. Avocado has a bland taste, and you could mix it into his hamburger patties.

It’s very important not to make “a big deal” about what he doesn’t eat. If you do, eating will become a power struggle. Offer various new foods along with ones he likes. If he doesn’t like them, don’t make an issue of it. Some battles aren’t worth constant fighting, especially when his diet isn’t too bad to begin with. Keep serving some new foods along with the old ones. Avoid serving soda pop and sweets so he doesn’t fixate on them.

Lastly, make sure he has a multivitamin each day. Get one that is chewable, tastes good, and has a cute shape. Also, drinking Ensure or Pediasure is a good way to supplement his diet with vitamins and minerals.
 
Best of luck!
 
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Causes of School-Related Anxiety in Kids on the Autism Spectrum

It's common for ASD level 1 (high functioning autistic) children of all ages to experience school anxiety and school-related stress.

This is often most apparent at the end of summer when school is about to start again, but it can occur year-round. Social, academic and scheduling factors play a major role, as do hidden environmental stressors.

Below are some of the anxiety-related factors that both moms and dads and teachers should consider when dealing with ASD children:

1. Many schools now have anti-bullying programs and policies. Though bullying does still happen at many schools, even those with these policies, help is generally more easily accessible than it was years ago. The bad news is that bullying has gone high-tech. Many children use the Internet, cell phones and other media devices to bully other children, and this type of bullying often gets very aggressive. 

One reason is that bullies can be anonymous and enlist other bullies to make their target miserable. Another reason is that they don't have to face their targets, so it's easier to shed any empathy that they may otherwise feel. There are ways to combat cyber-bullying, but many moms and dads aren't aware of them – and many bullied Aspies feel too overwhelmed to deal with the situation.


2. Most ASD children want to have friends but may not have the social skills to acquire them. Concerns about not having enough friends, not being in the same class as friends, not being able to keep up with friends in one particular area or another, interpersonal conflicts, and peer pressure are a few of the very common ways children on the autism spectrum can be stressed by their social lives (or lack of a social life) at school.

3. Children are being assigned a heavier homework load than in past years – and that extra work can add to a busy schedule and take a toll.

4. Due in part to the busyness of kids’ lives and the hectic schedules of most moms and dads, the sit-down family dinner has become the exception rather than the rule in many households. While there are other ways to connect as a family, many families find that they’re too busy to spend time together and have both the important discussions and the casual day recaps that can be so helpful for Aspies in dealing with the issues they face. Due to a lack of available family time, many moms and dads aren't as connected to their children, or knowledgeable about the issues they face.

5. Not having necessary supplies can be a very stressful experience for an autistic youngster. If the youngster doesn't have an adequate lunch, didn't bring his signed permission slip, or doesn't have a red shirt to wear on "Red Shirt Day," for example, he may experience significant stress.

6. You may already know that there are different styles of learning -- some learn better by listening, others retain information more efficiently if they see the information written out, and still others prefer learning by doing. If there's a mismatch in learning style and classroom, or if your youngster has a learning disability (especially an undiscovered one), this can obviously lead to a stressful academic experience.

7. Noisy classrooms and hallways, noise pollution from nearby airports, heavy traffic, and other sources have been shown to cause stress that impacts ASD kids’ performance in school.

8. Many Aspies aren't getting enough sleep to function well each day. As schedules get busier, even young children are finding themselves habitually sleep-deprived. This can affect health and cognitive functioning, both of which impact school performance. Operating under a sleep deficit doesn’t just mean sleepiness, it can also lead to poor cognitive functioning, lack of coordination, moodiness, and other negative effects.

9. In an effort to give their autistic children an edge, or to provide the best possible developmental experiences, some moms and dads are enrolling their children in too many extra-curricular activities. As these children become teens, school extracurricular activities become much more demanding.


10. With the overabundance of convenience food available these days and the time constraints many experience, the average Aspie's diet has more sugar and less nutritious content than is recommended. This can lead to mood swings, lack of energy, and other negative effects that impact stress levels.

11. Most Aspies experience some level of stress or anxiety in social situations they encounter in school. While some of these issues provide important opportunities for growth, they must be handled with care and can cause anxiety that must be dealt with.

12. A good experience with a caring teacher can cause a lasting impression on a youngster's life – but so can a bad experience! While most teachers do their best to provide “special needs kids” with a positive educational experience, some Aspies are better suited for certain teaching styles and classroom types than others. If there's a mismatch between student and teacher, the youngster can form lasting negative feelings about school or his own abilities.

13. Many of us experience test anxiety, regardless of whether or not we're prepared for exams. Unfortunately, some studies show that greater levels of test anxiety can actually hinder performance on exams. Reducing test anxiety can actually improve scores. Certain aspects of an ASD youngster's environment can also cause stress that can spill over and affect school performance.

14. There's a lot of pressure for children to learn more and more and at younger ages than in past generations. For example, while a few decades ago kindergarten was a time for learning letters, numbers, and basics, most kindergarteners today are expected to read. With test scores being heavily weighted and publicly known, schools and teachers are under great pressure to produce high test scores; that pressure can be passed on to children.

15. Just as it can be stressful to handle a heavy and challenging workload, some kids on the spectrum can experience stress from work that isn't difficult enough. They can respond by acting-out or tuning-out in class, which leads to poor performance, masks the root of the problem, and perpetuates the difficulties.

==> Videos for Parents of Children and Teens with ASD
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High Pain-Tolerance in Children with Autism Spectrum Disorder

It is not uncommon for ASD youngsters to experience great pain and discomfort that goes unreported, unnoticed by others, undiagnosed, and untreated. Enduring pain and allowing it to become chronic is extremely detrimental to your youngster's ability to function, grow, and learn. Untreated pain and discomfort will also seriously affect your child's behavior and ability to communicate with others.

Of all the “meltdown triggers” that drive behaviors, experiencing pain and discomfort is extremely significant. This is because pain affects behavior. Think of the last time your youngster was sick and feeling significant pain or discomfort (e.g., flu symptoms, migraine, menstrual cramps, pulled muscle, etc.). Now, think of how being in such pain manifested in his/her behavior. Perhaps he/she:
  • Felt especially vulnerable
  • Just wanted to be left alone
  • Just wanted to crawl under the covers and stay there
  • Lashed out or snapped at family members
  • Lashed out or snapped when anyone made a demand of him/her
  • Was especially hypersensitive to light or sound

What if the pain and discomfort is not treated and is allowed to persist due to a high pain tolerance?

Revisit the list above and consider how your child’s behavior might intensify the longer he had to endure the pain. Not only would he feel lousy, he would also feel disoriented and distracted. His attention would be focused on trying his best to cope and manage the pain that threatens to overwhelm him. Slowly but surely, any – or all – of the following could occur:
  • he might stop caring about his appearance
  • his ability to function, care for yourself, or interact with others would be greatly reduced
  • his mental health would be affected, eroded, and over time, seriously impaired
  • his self-esteem would suffer
  • the culmination of feeling physical pain would converge with mental anguish, leaving him weak and vulnerable

One prevalent form of pain in kids on the autism spectrum occurs with allergies. The challenge is that many moms and dads do not recognize this and see their youngster's symptoms in isolation, if at all (e.g., the youngster may frequently experience ear blockages and ear infections, sometimes from a very young age). 


Perhaps the youngster manifested outwardly visual symptoms (e.g., red, sore, pussy ears that drained spontaneously). The youngster may have been treated with antibiotics or had tubes in her ears to relieve pressure. More often than not, the ear problems were one symptom within a cluster of other symptoms, indicative of allergies.

In addition to ear blockages and infections, the Autistic youngster may also manifest symptoms of an allergy, such as:
  • Congestion and runny nose
  • Coughing and sneezing
  • Headaches and migraines
  • Red, itchy, or runny eyes
  • Sinus pressure over or under eyes
  • Sore throat
  • Swollen glands

You might have discovered that several of these symptoms manifest together at the same times of the year. The allergens could be absolutely anything — from one indicator (e.g., seasonal pollen) to an exhaustive collection of many known indicators. While you may have been treating one or two symptoms, you may not have been addressing the bigger picture (i.e., chronic allergies).

Treatment is available to relieve many of the physical side effects of severe allergies, but testing is necessary to determine the allergen type and degree of severity. This may be problematic for many kids on the spectrum, especially if they have had unpleasant experiences with doctors who were not as patient or sensitive as they should have been.

Some of the testing and treatment may involve drawing blood or receiving steroid shots, which may be an overwhelming experience (and perhaps not worth the potential trauma). Another type of testing is non-intrusive and involves the child holding various physical examples of allergens to ascertain a reaction. It is also possible that standard, over-the-counter medications may work to contain some or all symptoms of the allergies — at least until the child or teen can determine if she wishes to pursue other forms of obtaining relief.

Another prevalent factor that drives pain and discomfort in ASD kids is the gastrointestinal issues (e.g., severe gas and cramping, bloating, constipation, impaction, diarrhea, etc.). A number of such kids have an inability to properly digest dairy and wheat-based food products (among others), such that the enzymes from these foods “leak” through the gut and into the bloodstream, potentially creating an adverse reaction described by some as an “opiate” effect. In clinical trials, the dairy products are referred to as “casein,” and the wheat-based foods are referred to as “gluten.”

Moms and dads may find themselves frustrated with a youngster who seems “inappropriately” or embarrassingly gassy or who seems to have bowel complaints. Again, the youngster is not being deliberately difficult; there is a legitimate issue that is driving pain and discomfort.

As with pursuing the treatment of allergies, there are options that range from restrictive to less intrusive forms of treatment. In some instances, bacteria of the lower gastrointestinal tract may be responsible for creating these issues. This can be an excruciatingly painful experience that may cause a youngster to double over in pain. 

If the youngster is unaware of the root of the problem or doesn't know how to describe the pain in the moment, his “behavior” may be misinterpreted instead of correctly identified as a communication. Consult with your pediatrician to determine the appropriate treatment to get rid of all traces of the bacteria.


The procedures to determine the cause of the gastrointestinal tract problems may be very physically intrusive. You may want to explore less invasive methods of intervention as an alternative if the youngster has not had a good history with medical practitioners. These may include:
  • Avoiding foods with dyes or preservatives
  • Considering soy and other substitute foods, perhaps for a select time frame, to note any cause and effect
  • Cutting back on red-meat proteins in favor of chicken, fish, or other food options
  • Increasing consumption of natural food fiber found in fruits and vegetables
  • Increasing fluid intake, especially water, which may prove helpful as well
  • Promoting massage and exercise
  • Pursuing a diet free of dairy and wheat, in partnership with the youngster and in consultation with a dietician or nutritionist
  • Using any over-the-counter products designed to aid gas relief or alleviate bowel distress, like fiber-based additives

Some gastrointestinal problems may be compounded by the youngster's fears and anxieties around toileting. Children on the spectrum tend to be careful observers. Most will attempt toileting — especially urinating — in their own way and in their own time, just at a time later than what might be considered developmentally appropriate. Still others may appear to deliberately wet or soil themselves. But understand that your youngster is not deliberately being insubordinate. He really is struggling and feeling just as frustrated as you.

Here are some tips that may help clarify your understanding of toileting issues in the youngster:
  • If the youngster is not feeling safe and comfortable and in control, withholding body waste is one way of independently attempting to gain control.
  • Your youngster may be frightened by the toilet, believing that he may fall in and get sucked down.
  • Your youngster may be in a “perfectionism” mode, unwilling to admit his need to use the toilet when asked, or embarrassed to confess the need.
  • Your youngster may be overwhelmed by the loud roar of a flushing toilet.
  • Your youngster may not be connected enough with his body to consistently receive the physical “signals” or pressure indicating the need to evacuate waste.
  • Your youngster may panic, believing that in making a bowel movement, he is shedding a vital, living piece of his body.

To counteract these and other issues, it will be important to deconstruct the whole toileting process for your youngster using very basic, visual information. Explain the process of how and why the body rids itself of waste. Use your own visuals (e.g., graphics) to explain the human digestive system and name the internal parts of the body. Reinforce with your youngster that the process of eliminating waste from the body is natural. Also reinforce that using the toilet is a private matter. It is not to be discussed freely in public. It should only be discussed with close, trusted individuals (list them in writing), usually if there is cause for concern like constipation, impaction, diarrhea, etc.

Some of these kids will want specific assurances about exactly what happens to their stool once it gets flushed away (e.g., “where does it go?” … “what becomes of it?”). You may need to research this yourself, or look it up on the Internet with your youngster. If you are uncertain if your youngster experiences the sensations indicating the need to use the bathroom, first ask him about it. Talk about the ways in which you know your body gives you the appropriate signals, and plan daily, gentle exercises designed to better connect your youngster with his body (e.g., yoga, breathing, stretching exercises, etc.).

There may be some adaptations you can make in giving your youngster control in toileting (e.g., adjusting the water pressure to avoid a rushing roar when the toilet is flushed, partnering with your youngster to select a new toilet seat that is more comfortable and makes the toilet opening less imposing).

Keeping a sticker or piece of tape handy when in public will empower your youngster's encounters with automatic flush toilets, which can create great anxiety for being so unpredictable. Simply have your youngster cover the toilet sensor with the adhesive, and remove it when ready. The toilet will be disabled until the sticker is removed.


As your youngster grows into an adult, she should be able to identify and advocate for her own relief from pain. As with toileting, it will be useful to visually explain how the brain and body usually work together to send signals indicating pain. Sometimes the signals are accompanied by visuals that help reinforce that something is wrong (e.g., bleeding, a cut or blister). Other times, the signals may be exclusively inside the body and unseen, just felt. The Internet or your local library should be a resource in accessing images, books, or videos that describe these physiological processes.

There are some kids with ASD who are inconsistent in reporting pain – if they report it at all. Here’s why:
  • As with toileting, your youngster may not have a nervous system he feels fully connected with, such that the pain is delayed or not “registering” properly.
  • Being inherently gentle and exquisitely sensitive, your youngster may have been severely traumatized by experiences with doctors and nurses so that he considers enduring the pain the better option.
  • Your youngster may not realize that what he's feeling in the moment is anything any different from what anyone else feels.
  • Your youngster may not understand that there exists an unwritten social expectation that all people report pain and discomfort in order to gain relief.

In addition to educating your youngster about how the body works when communicating pain, it will also be important to partner with your youngster in gaining self-awareness and control leading to lifelong self-advocacy. This means reinforcing that it is good and desirable to identify and report one's own pain. The message needs to be loud and clear: “It is not okay to live with chronic pain.” Also, it will help considerably in relieving your youngster’s anxiety if you endeavor to demystify the entire concept of going to the doctor in advance of an appointment. You may do this by partnering with your youngster to consider doing the following:
  1. Arrange to get as many specifics about the appointment as possible, including approximate wait time and details of any procedures, along with literature and other visuals.
  2. Assign your youngster the responsibility of reading you driving directions to and from the office location, noting street names and landmarks.
  3. Because of downtime while waiting, suggest your youngster bring something to read or work on, possibly to share with the doctor as well.
  4. Before making the trip, partner with your youngster to develop a list of questions to ask the doctor, nurse, or receptionist. If there's the opportunity to do this, allow your youngster to take the lead in gleaning the information desired.
  5. Discuss flexibility of time frames with your youngster, and empower him to keep track of the time during the actual appointment.
  6. Gain clear information about the tentative sequence of events in order to visually list these out with your youngster (he can bring this list with him on appointment day).
  7. If at all possible, arrange to meet the doctor, the nurse practitioner, and — at the least — the receptionist. Again, provide the opportunity for your youngster to take pictures.
  8. Once at the office, empower your youngster by allowing him to take photographs inside and out. Review these later at home (where your youngster feels most comfortable), eliciting details from him.
  9. Schedule a pleasurable activity for your youngster to follow the appointment. Ensure that the activity occurs regardless of how well you think your youngster does or if he “earned” it.
  10. Suggest that your youngster photograph a typical private room, being remindful that, next visit, you may not get that exact room but one very much like it.
  11. With your youngster, schedule a time to drive to the doctor's office before the appointment day.

This is a lot of prep work and a significant investment of time, but in the long run, this investment of time up front will go a long way in supporting your youngster to feel safe and comfortable and in control. Empowering her to take the lead during this process promotes her ownership and sense of self-advocacy.



==> Videos for Parents of Children and Teens with ASD
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Can Probiotics Help With Asperger's or Not?

One clinical review published in 2015 in the Pediatric Health, Medicine and Therapeutics journal looked at the overlap between digestive health and autism spectrum disorders like Asperger's. 

A meta-analysis found that for every 4 children with autism spectrum disorders at least 1 was found to have some sort of gastrointestinal symptom and this was lower in children without ASD.  


The most common symptoms were increased gas at 60% Bloating, diarrhea, acid reflux under 50%, and constipation the least common symptom found in 10% of participants. It's thought that through the gut & brain axis, gut health could affect Asperger's. 


The Microbiome of Autistic Children 

 

Through stool & urine samples it is possible to test the bacteria makeup of the microbiome and see if there is dysbiosis or not. This first study from 2010 found that children with Autism had a higher concentration of Clostridium genus pathogenic bacteria in their gut. 


A second 2012 study started by saying that gastrointestinal disturbances were more common in children with autism possibly due to changes in microbiome flora. The researcher's previous work found more pathogenic Alcaligenaceae bacteria in autistic children and none in non-autistic control children. 


In further testing, they found Sutterella bacteria in 12 children with autism and none of these same bacteria in a testing group of 9 children who did not have autism. The specific strains found were Sutterella wadsworthensis and Sutterella stercoricanis. It's thought that because these bacteria were found in over 50% of children there could be some significance. 


Can Probiotics Help with Asperger's or Not? 

 

To help answer the question of whether probiotic supplements can help with Asperger's and autism spectrum disorder we will take a look at this incredible study carried out by Professor Glenn Gibson, published in 2007.  


The study started by once again confirming that the intestines of autistic children were likely to have higher amounts of Clostridium histolyticum bacteria compared to non-autistic children and that autistic children were also more likely to experience gastrointestinal symptoms like bloating and gas. 


Researchers from the Food Microbiology Sciences Unit at Reading University created a probiotic containing Lactobacillus Plantarum probiotic bacteria and their theory was that this specific strain could potentially destroy clostridia pathogenic bacteria by making it a hostile environment for the bad bacteria to grow.

 

To test this theory a straightforward placebo trial was set up with 40 children 4 to 8 years old recruited. At random, half were asked to take the L. Plantarum probiotic once per day in powdered form for 3-weeks. The other 20 were given a placebo probiotic that contained NO bacteria. 


The results were so clear in that when the time came for the 20 children to switch from real probiotics to fake, the parents refused to do it because of the benefits they had noticed in their children. The parents wanted their children to continue taking a probiotic supplement. 


The study was lacking details and the results were not definitive because many of the parents refused to continue with the placebo but some interesting effects were shared. The parents noted that their children had fewer IBS symptoms, better-formed stools, improved concentration, more calmness, and less stress. When they stopped taking the L. Plantarum probiotic it was noted that these symptoms all returned. 


Dr. Qinrui Li's Thoughts on Probiotics for Autism & Asperger's 

 

This huge 2017 review looked at over 100 papers on probiotics and autism, we got some valuable insight from one Bejing Doctor called Qinrui Li and some other Doctors from Sacramento California. 


In her conclusion, she said that abnormal gut flora was linked to ASD and that modulating the gut flora with probiotics, prebiotics and a gluten-free diet could potentially be cheap safe therapy. 


She did also however claim that more "well designed" studies with "more participants" were needed to make any sure gone conclusions on the role between gut microbiota & autism spectrum disorders. 


Closing Thoughts: More High-Quality Studies are Needed 

 

It's clear through numerous studies that the microbiome seems to be altered in children with Asperger's because of Dysbiosis which leads to an imbalance in good and bad bacteria. It seems that this contributes to digestive symptoms similar to IBS that negatively impact the lives of children with Asperger's. 


Studies into whether probiotics can help with Asperger's are inconclusive and there is no definitive study that proves probiotics can treat, cure or help all children with ASD. Different probiotic strains have different effects and every child has their unique microbiome regardless if they have Asperger's or not. More studies like the one Professor Gibson conducted are needed to prove whether or not probiotic supplements can help or not. 

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