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How to Get Your Adult-Child with High-Functioning Autism to Live Independently

"How can I motivate my adult son (with high functioning autism) to develop some sense of responsibility and think in terms of becoming a productive member of society?"

If you are in a situation where your adult child with Aspergers or high-functioning autism (HFA) is living with you and it is mutually beneficial (or at least mutually respectful), then this article may not be for you. However, if your young adult is overly-dependent or lives at home in a situation that has become uncomfortable or intolerable, then read on…

Over time, some moms and dads of adult children on the autism spectrum have moved from “caring for” their child to “care-taking” – sometimes well into their adulthood. Many moms and dads are held hostage by emotions (e.g., anger, frustration, disappointment, guilt, fear, etc.) and frequently wonder what will happen if they do throw their adult child out of the nest without a net.

Here are some concrete steps to help that adult child gain the self-reliance needed to move out of your house:

1. If you’re living with a partner who is not on the same page as you, it can make putting these steps into effect extremely difficult. You can only control yourself. If it’s causing serious conflict, you may want to seek marriage counseling regarding how the two of you can come to a mutual agreement.

2. Identify ahead of time what you’re willing to follow through with, what your boundaries are, and which emotional buttons will most likely get you to cave-in. One parent stated, “I’m okay with my adult child (now 20-years-old) not having a cell phone or video games, but I don’t want him to be homeless living on the street.” That parent knew she would allow her son to live in her home without the benefit of unearned privileges, so that is the boundary that was set. It was later revealed that this young adult decided those “extras” were important, so once his parent stopped providing free handouts (i.e., giving him money for this and that), he was inclined to go get a job and start paying his own way – including renting an apartment.



3. Instead of picturing your adult child as a fragile individual who will probably fail on multiple levels when he leaves the nest, think of him as fully capable of functioning on his own in the real world. Our emotions can cause us to be so afraid of what will happen to our "special needs" children that we think of them as kids, rather than grown-ups. In reality, your adult child is a grown-up —equal to you, and equally capable of making it in this life. Thinking of him as incapable is actually a disservice to him and keeps you in parental “care-taking mode.” Your child may be uncomfortable with some of the steps you’re taking that encourage more responsibility – but that’s okay. This is what he needs to experience in order to make changes within himself. Changing your viewpoint will help you strengthen those “guilt” and “fear” emotional buttons.

4. Many grown-up on the autism spectrum are struggling to become independent in today’s generation. True, the economy is bad, and our country is experiencing hard times. But that’s nothing new. We’ve gone through recessions and depressions in the past. The difference with many young Aspergers and HFA adults in today’s generation seems to be the “sense of entitlement” and the “aversion to sacrificing” in order to make it. Today, society is all about technology and instant gratification. But, it’s not too late to teach our adult children the value of delayed gratification and working for things they desire. It’s okay for them to be uncomfortable and realize they have the ability to survive hard times through self-reliance. If your guilt or fear buttons start reacting, remember this: we give our “special needs” children these lessons out of love.

5. Make your boundaries clear. If your adult son lives in a separate residence, but still depends on you as a source of income, set some boundaries. State what you will and will not pay for. If you need to start small and work your way up, that’s okay. If you just can’t stop buying groceries yet, because you know you won’t follow through with allowing your son to eat at soup kitchens, then start with things like cell phones, money for gas, cigarettes, movie money, etc. It is his responsibility to locate resources (e.g., friends, churches, government assistance, etc.). Your adult child can always apply for assistance through government programs (e.g., food stamps, rental assistance, etc.) if he is truly unable to locate work and support himself.

==> Launching Adult Children With Aspergers and HFA: How To Promote Self-Reliance

6. Some moms and dads have adult kids at home who are abusing them verbally or even physically. You have the right to live in your own home, free from abuse, intimidation or disrespect. Anytime someone treats you in this way, they are violating a boundary – and sometimes violating the law. It’s your right to establish personal boundaries that keep you physically and emotionally safe.

7. Another strategy to help your “dependent” child is to make it more uncomfortable to depend on you than to launch. A huge part of making your adult child uncomfortable is to stop paying for all the “extras” (i.e., things he views as necessities that really aren’t). Even in today’s world, he can live without cell phones, internet, haircuts, video games, and any other leisure activity you can name. Some ways to cope with little money include the following:
  • He can eat cheap (e.g., macaroni & cheese, Ramen noodles, etc.).
  • He can take the bus.
  • If he doesn’t have the money for cigarettes or alcohol– he doesn’t get them.
  • He can get clothes from Salvation Army or Goodwill.
  • and so on…

8. If your adult child lives in your home, draw up a contract that specifies the terms of his living there. This is an agreement between two grown-ups. Don’t think of him as your kid. Instead, picture him as a tenant. Then you’ll be less likely to have your emotional buttons triggered. A young adult may decide he doesn’t like the contract and will decide to live elsewhere. More power to him! The important thing to remember is that your child is not “entitled” to live in your home past the age of eighteen. It’s a privilege, and you have every right to set some realistic limits.




9. In some situations, adult on the spectrum have literally worn out their welcome by taking and taking – financially and emotionally – without giving in return. Thus, you don’t have to feel guilty about moving your child into independence so you can have your own life back. You have the right to:
  • enjoy peaceful evenings in your own home
  • have the environment you want in your home
  • spend your money on things for yourself

You’ve raised your son or daughter. He/she is an adult now. You are not expected to provide for him/her any more than your parents are expected to provide for you as a grown-up.

10. Many adult children make a career out of asking their mom or dad to provide things for them that they can’t afford themselves. Most people aren’t going to provide these things for your adult child. There are no free hand-outs in the “real” world. But too many moms and dads provide free hand-outs to their adult children, which leads these children to believe that free hand-outs are everywhere (what a shock when they find out differently!). Your adult child can live without an Internet connection in his apartment (he can get online at the local library); he doesn’t have to text (he can write letters); his hair can get really, really long (he doesn’t “need” a haircut).

11. Remember to strengthen your emotional buttons. If your adult child typically pushes the “guilt” and “sympathy” buttons in order to stay dependent and comfortable, prepare yourself for what’s coming and create a plan on how you’ll handle it (e.g., make some note cards or adopt a slogan to remind yourself that you have the right to have your own home, free from negativity or meeting another adult’s needs).

==> Launching Adult Children With Aspergers and HFA: How To Promote Self-Reliance

12. Contact the local court to get information about the legal avenues you can pursue to help your adult child move out. Many states require you to serve a “Notice to Quit” to any grown-up living in your home. If your child still refuses to leave, you may need to follow up with an Eviction Notice that gives a deadline for him to move out. If your child still refuses to leave, the police can enforce the eviction by notifying him that he will be escorted out of the house in 24 to 48 hours. Eviction steps are definitely a form of tough love, but remember to think of your adult child as a tenant.

13. It’s okay for your adult child to be uncomfortable – we’ve all been uncomfortable and survived. It’s actually a good thing – and necessary for change. “Change” occurs when things feel uncomfortable, out of balance, or unsteady for the adult child. It’s what motivates him to find his equilibrium again, through employment, returning to college, offering his services through odd jobs, or whatever it takes to get the things in life that he wants.

14. Assess where you are right now. Ask yourself these questions:
  • Are you in a place where your boundaries are being crossed and you need to establish some limits?
  • Are you willing to allow your adult child to live in your home, within those limits, as he moves toward being more independent?
  • Do you see your child as wanting to become independent, or as simply being more comfortable allowing you to take care of all the responsibilities?
  • Has the situation become so intolerable – perhaps even explosive – that your main concern is getting your young adult out of your house, as quickly and safely as possible?

15. If you are afraid of violence or other repercussions from your son or daughter because of these steps, it’s helpful to locate your local resources on domestic violence and contact your local court regarding your right to a restraining order. Safety should always comes first.

==> Launching Adult Children With Aspergers and HFA: How To Promote Self-Reliance

How to Explain the Death of a Loved One to Your Child on the Autism Spectrum

“When should I begin to talk with my grandchild about his grandfather’s (papa’s) sickness that will result in death? How best to approach the subject? Thank you for your assistance.”
 
The answer to your question would be “the sooner the better.” Kids, even those on the autism spectrum, typically know more than their parents and grandparents think they do. 
 
You can gauge what your grandson knows through the questions he asks. If he asks, for example, "Is grandpa going to die?" …he may not want to hear, "Everyone is going to die someday." Instead, this can be a signal that he knows grandpa’s condition is life-threatening.

I recommend open and direct communication at all times. If you avoid your grandson’s questions, he may ask someone else or hold the questions in, which could result in unnecessary anxiety. Acknowledging rather than disregarding questions can build trust and show him that his concerns are important. This may increase the likelihood he will come to you with future questions.

So, be honest and concrete in discussions about death and dying. Avoid euphemisms. We use euphemisms to avoid uncomfortable subjects, but kids with Asperger's and High-Functioning Autism (who think very literally) may not pick up on these cues. 
 
For example, if you tell your grandson (after his grandfather’s death) that “grandpa is sleeping,” he may expect grandpa to wake up. If you then say that “grandpa can’t wake up,” your grandson may fear going to sleep and not waking up (you get the point).

Though the words are difficult to say, use terms like "die," "dead," and "dying." Also, considering finding books on the subject of “death of a loved one” or create some social stories around grief.



How to Identify "Meltdown Triggers" in Your Child on the Autism Spectrum

"Is it possible to learn a child's 'triggers' that may cause meltdowns, and is there a way to intervene before the meltdowns happen?"

Kids with Asperger’s (AS) and High Functioning Autism (HFA) tend to “act out” their feelings. This is how they communicate. They show you how they feel with their whole bodies, not just their words. The message of a meltdown is: “I’m frustrated and upset, and I don’t know what lead up to it or what to do about it.” Our role as moms and dads is to read these hidden messages and help our “special needs” kids express their frustration and confusion in more appropriate ways.

If your HFA youngster is prone to the periodic meltdown, know that it is very possible to find a way to understand his or her frustrations, but change the inappropriate expression of them!

Here are some important tips that will help you recognize your child’s “meltdown triggers” so you can prevent the meltdown from happening in the first place:

1. Dealing with anger: Since “meltdown triggers” and “angry feelings” are directly related, having discussions about anger (during those times when your child is calm) can help you establish a foundation to build on when identifying your youngster’s triggers. Ask her some important questions about emotions (e.g., what makes her angry, happy, sad, etc.). The purpose of this is to teach your child how to identify various feelings, to learn what it means to feel angry, happy, sad, disappointed, etc., but not to give her an excuse for acting-out behavior.  This also helps your child to communicate her feelings to you clearly so that you are in the best position to help her learn how to cope.

2. Delayed gratification: HFA children tend to be very rigid. When they set their mind to something, they want it now, and if they don't get it, they may have a meltdown. As parents, we understand that “waiting” patiently for a reward or a desired activity can make it that much sweeter, but AS and HFA children don't have the coping skills to understand this concept of delayed gratification. Thus, it will be your job as a parent to teach your son or daughter to wait for the things that he or she wants. Practice this through role playing with your child, or create a social story around “waiting for something special.”

3. Identifying physical symptoms: Often there are physical symptoms that go along with impending meltdowns. The child’s nervous system kicks into high gear when a trigger is present and can cause several identifiable sensations (e.g., rapid heartbeat, flushed cheeks, rapid breathing, cold hands, muscle tension, etc.). Ask your youngster what she feels in her body when the trigger you are talking about is present. When your child is aware of the warning signs her body gives her, it can serve as a natural cue to put the new plan you came up with during your problem-solving discussions into action.

4. Teaching independence: In your child's mind, the entire world revolves around her. What she wants, she gets, and her mom and dad should always be at her beck and call. Of course, the world doesn't work that way, and a major meltdown trigger is watching someone else get the attention. This might occur if you have another youngster or a pet, or if you are visiting with friends. Teaching your AS or HFA child to be independent is an important part of parenting. At home, give her the opportunity to entertain herself quietly by playing with dolls, for example. This will often translate into entertaining herself when you're focusing on something else, which can help avoid meltdowns.

==> How to Prevent Meltdowns and Tantrums in Children on the Autism Spectrum

5. Internal frustration: Some HFA children tend to be perfectionistic and obsessive. The inability to do something right after several attempts, or the lack of language skills to get her point across can get the “meltdown engine” revving. Observation is your best tool for identifying “low frustration-tolerance” in your child. Pay attention and be aware of the warning signs. Watch and listen, whether your youngster is playing a board game with friends, doing homework, or trying to tie her shoes. Keep your eyes and ears open at all times, and look for patterns and connections.

6. Over-stimulation: Although many HFA children enjoy going out to eat, going to malls, attending birthday parties, etc., it can get quite overwhelming for them to the point they start reacting to these unfamiliar surroundings and faces. Many of these kids will exhibit frustration simply because “the unfamiliar” gets to them, especially if there are a lot of foreign noises and smells. Thus, if the environment seems too “sensory-unfriendly” for your child, you may simply want to “bail out” and return home for a time out.

7. Parents rushing around: HFA kids don’t understand time as grown-ups do. They pick up on your anxiety around time constraints, but they are not always able to work quickly in order to meet your demands. If you’re always in a rush and your youngster is always having meltdowns, try to investigate whether there is a connection between the two. Of course there are times when you’re in a rush, and your youngster will need to hurry along. When this happens, state your expectations clearly and take action. For example, you may need to put his shoes on yourself, pick him up, strap him in the car seat, and leave. Try to do this automatically without shouting and resentment. And if you feel like you’re always rushing your “special needs” youngster, make a special effort to slow down where possible.

8. Parents talking on the phone: Sometimes when the parent is talking on the phone for extended periods of time, it can be a trigger for some HFA kids. It’s either the loss of attention that they react to, or the desire to have control over you that gets them to meltdown when you are on the phone. A “call box” has helped many moms and dads get through lengthy phone conversations. Have a box ready with some things inside that your youngster can busy herself with while you spend time on the phone. Of course, you could always choose not to put yourself through the dilemma and make your calls at another time – or keep them as short as possible.

9. Reliance on routine: HFA children tend to rely on routines to keep them comfortable and content. In fact, most of these kids are dependent on routines, because too much activity and change can overwhelm them. A change in routine is a major meltdown trigger that can easily set your youngster off. Thus, try sticking to daily routines as precisely as possible. If you do have to change the routine, make sure your child is well-rested and content. Let her bring a favorite toy or stuffed animal with her if you have to go somewhere. If you notice she is starting to exhibit signs of a meltdown, take her into a quiet place to calm down.

10. Shopping: Shopping is not an enjoyable leisure activity for most HFA children. It can be an assault on your youngster’s senses that leaves her feeling overwhelmed. This is because the sights, sounds, touch and “busy-ness” of everything can cause sensory overload. But if your child survives the sensory assault, then the frustration of not getting everything she wants can lead to a meltdown. So in general, shopping with “special needs” kids is not desirable. But of course there will be times when shopping with your youngster is a necessity. If this is the case, then it would be helpful to keep it short. State your expectations clearly and stick to them. Make your child an active participant rather than a passive bystander. You can do this by giving her a job to do (e.g., help with putting the items into the trolley, unpacking them, choosing them, etc.). But bear in mind that it will be hard for your child to fill up the whole trolley and receive nothing for herself. This is a very high expectation to hold. If you take her shopping, you may want to allow her to get something of her own, but you can define what that is (e.g., her favorite cereal, snack, etc.), and then set the limit at that.

==> How to Prevent Meltdowns and Tantrums in Children on the Autism Spectrum

11. Signaling: Signaling is a common behavior modification strategy for children on the autism spectrum. Choose one specific trigger to work on, and then come up with a phrase or hand signal that will serve as an alert to your youngster that the trigger is present. This allows you to make your youngster aware of the trigger subtly in social situations. Once you have alerted her, she’ll have the chance to self-correct. However, if you signal your youngster, but she doesn’t use the response the two of you had planned on, have her take a break from whatever is going on to come speak to you in a quiet place (away from an audience). This is where you step in and help your youngster correct her behavior. Let her know that you gave her the “cue,” but she didn’t respond the way the two of you had discussed. Remind her of what you talked about, and let her know what the consequences will be if she doesn’t use the plan the next time you signal her (today).

12. Teaching “self-observation”: When your child is calm, let him know what you observe regarding the connection between his triggers and his meltdowns (e.g., “I’ve noticed that when you think something is unfair, you get upset and start throwing things”). By connecting the dots for your child, you are helping him learn his triggers. This technique should be part of a problem-solving discussion that includes you and your youngster coming up with a plan for what he will do differently the next time he is in this dilemma. 

13. The 3-step plan: If your child appears to be gearing-up for a meltdown, quickly implement this 3-step plan: (1) Acknowledge, (2) Reflect, (3) Insert the reality...
  • “acknowledge” your youngster’s feelings (e.g., “I can see you’re upset because you lost that game of checkers”)
  • “reflect” your youngster’s unfulfilled desire, wish or want (e.g., “You don’t like to lose at games”)
  • “insert the reality” by informing your child of the facts (e.g., “It’s impossible for people to win all the time – nobody’s perfect, so you can try to win the next time”)

This method provides emotional support because it helps your child feel understood. It helps him see that you understand his inner wishes and desires, but it also teaches him that this doesn’t mean “his wish is your command.”

14. Tiredness, hunger and sickness: When your HFA child is tired, hungry or sick, he is running on lower emotional resources to cope with normal expectations, which is the case with ALL kids – but especially those on the spectrum. This means that if tired or hungry or sick, where your child would normally be happy to share, get a bath, get dressed, etc., he will be unhappy. Thus, do what you can to deal with the primary issue – feed your youngster, or get him ready for bed. Then think of how long it will be until he is sleeping. Try not to get hooked into the power struggle. Access your own emotional resourcefulness since your youngster will be running on empty.

15. Transitional experiences: When HFA kids move from one experience to another (e.g., waking up, going to school, moving from “play time” to “homework time,” etc.), it’s a prime opportunity for a meltdown. Many transitional experiences can erupt into meltdowns, because HFA kids don’t like change. They find the transition difficult. It may not be that they don’t want to get a bath or get dressed – it could be that they are protesting at having to change! Thus, give your youngster time to adjust when change occurs. Of course, this is easier said than done when we live in a rush. But, HFA kids do need more time (e.g., in the morning, your youngster may need to stay in his pajamas for a little while before getting dressed). Also, “prepare” your youngster for transitions as often as possible (e.g., “We’re leaving to go to grandma’s house in a 15 minutes. You can start finishing your game”).



 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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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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